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State Board Presentation Review of Teacher Preparation Regulations Proposal Aug. 7 th , 2013

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State Board Presentation Review of Teacher Preparation Regulations Proposal . Aug. 7 th , 2013. Goals . Our goals for these proposed regulations are: - PowerPoint PPT Presentation

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Page 1: State Board Presentation Review of Teacher Preparation Regulations  Proposal

State Board PresentationReview of Teacher Preparation Regulations

Proposal

Aug. 7th, 2013

Page 2: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Our goals for these proposed regulations are:

• Raise the bar for entrance into the teaching profession, ultimately ensuring every teacher in NJ meets a threshold of quality for cognitive ability, content knowledge, and pedagogy.

• To the best of our ability, ensure NJ requirements for entry into the teaching profession are not significantly different from states that share reciprocity and significant mobility with our state

Goals

2

Page 3: State Board Presentation Review of Teacher Preparation Regulations  Proposal

The Department is proposing four changes to educator preparation requirements; each of these changes include flexibility to ensure

requirements are not overly restrictive

Entry Requirements1.Raise the entrance GPA from 2.5 to 3.0 for entry into a traditional preparation program and from 2.75 to 3.0 to obtain a Certificate of Eligibility (CE) for alternate route candidates

2.Require a standardized assessment of basic skills for entry into a traditional preparation program and to obtain a CE

Certification Requirements3. Raise the exit GPA required to obtain a Certificate of Eligibility with Advanced Standing (CEAS) for traditional route candidates from 2.75 to 3.0.

4. Require a performance assessment for a CEAS

Proposed Changes

3

Page 4: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Proposed at 2nd Discussion Proposed at Proposal Level Rationale1. In reference to the requirements for entry into a traditional preparation program:

“…the cohort of candidates accepted after September 1, 2015…”

1. Language is clarified to state:

“…the accepted cohort of candidates as of September 1, 2015...”

1. This phrasing better aligns to the “accepted cohort of candidates” definition proposed at N.J.A.C. 6A:9-2.1.

2. In reference to the requirement to pass a performance assessment for a CEAS:

“Candidates who graduate after September 1, 2015, shall pass a Commissioner-approved performance-based assessment of teaching.”

2. Language is clarified to state:

“Students who graduate after September 1, 2015, shall pass a Commissioner-approved performance-based assessment of teaching.”

2. This clarifies the requirements for students in the teacher preparation program seeking a CEAS, rather than candidates to the teacher preparation program.

3. Wherever there was a reference to the previous CE/CEAS GPA requirements (i.e. post-baccalaureate degrees in teacher preparation or endorsements) the rules were updated to reflect the proposed CE/CEAS GPA and assessment requirements.

Agency Initiated Changes – 3 Language Clarifications

Page 5: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Appendix – First & Second Discussion Slides

Page 6: State Board Presentation Review of Teacher Preparation Regulations  Proposal

State Board PresentationJune Regulations focused on Raising the Bar for

Teacher Preparation

June 5th, 2013

Page 7: State Board Presentation Review of Teacher Preparation Regulations  Proposal

7

2012- 13 Expanded Focus of the NJDOE Talent DivisionThe Talent Division focuses on the entire lifecycle of an educator to attract,

develop, and retain exceptional teachers and school leaders.

Today’s regulatory changes are aimed at raising the bar for entry to the teaching profession

Page 8: State Board Presentation Review of Teacher Preparation Regulations  Proposal

We are ready to propose a path forward for regulatory changes to teacher preparation.

The goal today is to provide a summary of the proposed regulatory changes and rationale.

We will also provide context and background research, including our office’s short- and long-term changes to teacher preparation.

Overview

8

Page 9: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Our goals for these proposed regulations are:

• Raise the bar for entrance into the teaching profession, ultimately ensuring every teacher in NJ meets a threshold of quality for cognitive ability, content knowledge, and pedagogy.

• To the best of our ability, ensure NJ requirements for entry into the teaching profession are not significantly different from states that share reciprocity and significant mobility with our state

Goals

9

Page 10: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Agenda

10

Background and Context• Key Background Information• National and Local Landscape of Teacher Preparation• Key Information on Current NJ Teacher Preparation

Systems and Structures

Entry Requirement Changes• Raise GPA for entry into the profession• Require Assessment of Basic Skills

Certification Requirement Changes• Raise GPA requirement for CEAS • Require a Performance Assessment

Questions

Page 11: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Background and Context: National & Local Landscape

11

• Only 23% of all teachers, and only 14% of teachers in high-poverty schools, come from the top third of college graduates.1

• More than three in five education school alumni report that their education school did not prepare them for “classroom realities.”2

• Despite this, in 2011, only 37 institutions across the country (out of approximately 1,400) were identified as low-performing. 3

2 Arthur Levine, Educating School Teachers (Washington, D.C.: The Education Schools Project, 2006), 32, http://www. edschools.org/teacher_report.htm

3 Chad Aldeman, et al., A Measured Approach to Improving Teacher Preparation (Washington, DC: Education Sector, 2011), 4 – 16, http://www.educationsector.org/publications/measured-approach-improving-teacher-preparation

1. Byron Auguste, Paul Kihn, Matt Miller, Closing the talent gap: Attracting and retaining top-third graduates to careers in teaching (Washington, DC: McKinsey & Company, 2010), 5,http://www.mckinsey.com/clientservice/Social_Sector/our_ practices/Education/Knowledge_Highlights/~/media/Reports/SSO/Closing_the_talent_gap.ashx

Teacher preparation is a national issue that has become a focus for reform across the country.

Page 12: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Background and Context: National & Local Landscape

12

• In Sept 2011, USED published the report, Our Future, Our Teachers, calling for states the federal government to work together to improve teacher recruiting and preparation.

• In late 2012, CCSSO published Our Responsibility, Our Promise: Transforming Educator Preparation and Entry into the Profession, calling for states to increase licensure requirements, and utilize stronger program approval and accountability measures for educator preparation providers.

• CAEP (the national accrediting body for colleges of education) has recently proposed new accreditation standards for teacher preparation providers, which include the use of student achievement data for accreditation, and call for higher entry requirements for teacher preparation programs.

• As part of a larger set of recommendations, the American Federation of Teachers concluded that teaching programs should require candidates to have a cumulative GPA of 3.0 and to earn a minimum grade on college- or graduate-school-entry exams, such as a 24 on the ACT.

• In concert with AACTE (American Association of Teachers Colleges) and Stanford University, Pearson has developed a “teacher performance assessment” that assesses teacher candidates’ pedagogical effectiveness prior to entering the classroom; 25 states across the country and 180 Educator Preparation Providers have field tested this tool during the 2012-13 school year and many have adopted policies requiring it for initial certification.

In light of this challenge, several states, national organizations, and the federal government, have recently prioritized reforming teacher preparation.

Page 13: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Background and Context: National & Local Landscape

13

• Understanding our Landscape: We’ve done an analysis of our current regulations and processes and identified any gaps in the strength of our rules and guidance for teacher preparation providers as well as certification requirements.

• Engaging Stakeholders: An Educator Preparation Working Group, representing both traditional and alternate route program stakeholders, is meeting monthly to provide feedback on our priorities and key initiatives. This group includes deans and directors from New Jersey schools of education, alternate route providers, as well as representatives from NJEA, NJPSA, and NJASA.

• Data Analysis, Reporting, & Accountability – We’re in the process developing an Educator Preparation Provider Annual Report, which will provide key data and information on preparation providers and their candidates. The first version of this report card, reporting only baseline data on providers, will be shared with leaders of educator preparation providers this summer, but will ultimately be used publicly for transparency and accountability purposes.

Over the past several months, the Department has taken steps to prioritize teacher preparation as well, including working with stakeholders to do so.

Page 14: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Background and Context: Key Information

14

Before we begin discussing changes to teacher prep in NJ, it’s important to first understand key definitions and processes relative to teacher preparation.

Key Definitions: Institute of Higher Education (IHE) - a college, community college, university that provides degree-granting programs (e.g. Montclair State University)

Educator Preparation Provider (EPP, or UNIT) - the education school or college at an IHE (e.g. the College of Education and Human Services at Montclair State Univ.)

Education Programs - a specific certification program within an EPP/unit (e.g. Bilingual Education, Elementary Education, etc.)

Initial Program Approval – The initial approval process for a newly established or substantially revised program within an EPP

Program Review - periodic review or monitoring of existing programs to ensure quality

Accreditation – quality control process that occurs every 5-7 years and is a ‘stamp of approval’ for an IHE or EPP relative to its outcomes and alignment to standards

Page 15: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Background & Context: Key Information

15

Certificate of Eligibility (CE) - alternative route provisional license

Certificate of Eligibility with Advanced Standing (CEAS): traditional route provisional license

Provisional Teaching Program (PTP): The Provisional Teacher Program is a program in which all novice teachers, both alternate and traditional route, are supported and supervised by experienced professionals in their schools while working under provisional certificates. After completion of the PTP, a teacher may be recommended for a standard certificate. The PTP ranges anywhere from 1-4 years in length.

Standard Certificate: A professional certificate typically earned after 1-2 years of successful completion of the Provisional Teacher Program.

Before we begin discussing changes to teacher prep in NJ, it’s important to first understand key definitions and processes relative to teacher preparation.

Key Definitions (con’t):

Page 16: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Background & Context: Key Information

16

Typical Alternate Route Program*

Typical Traditional Route Program

Enter Provisional Teacher Program

(PTP)

Enter Provisional Teacher Program

(PTP)

Obtain a position

Receive CE certificate

Complete 24 hr intro to

teaching course

Graduate from a 4yr

Univ. or Masters’ Program

Complete online

application

*This represents the typical path where 200 hr program providers are assigned candidates; There are some alt-route programs that recruit/select candidates (e.g. TFA), and their process looks different (e.g. you don’t obtain a position before entering the program)

Obtain a position

Apply for and receive CEAS

certificate

There are generally two types of programs leading to certification in NJ – Traditional Route Programs and Alternate Route Programs. Within each of these paths, there

is a diversity of programs.

Graduate from 4yr Univ. or Masters’ Program

Enter a New

Jersey EPP

Complete a Clinical

Teaching Experience

Must complete prior to employment

Page 17: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Agenda

17

Background and Context• Key Background Information• National and Local Landscape of Teacher Prep

Entry Requirement Changes• Raise GPA• Require Assessment of Basic Skills

Certification Requirement Changes• Raise GPA requirement for CEAS • Require a Performance Assessment

Questions

Page 18: State Board Presentation Review of Teacher Preparation Regulations  Proposal

The Department is proposing four changes to educator preparation requirements; each of these changes include flexibility to ensure

requirements are not overly restrictive

Entry Requirements1.Raise the entrance GPA from 2.5 to 3.0 for entry into a traditional preparation program and from 2.75 to 3.0 to obtain a Certificate of Eligibility (CE) for alternate route candidates

2.Require a standardized assessment of basic skills for entry into a traditional preparation program and to obtain a CE

Certification Requirements3. Raise the exit GPA required to obtain a Certificate of Eligibility with Advanced Standing (CEAS) for traditional route candidates from 2.75 to 3.0.

4. Require a performance assessment for a CEAS

Proposed Changes

18

Page 19: State Board Presentation Review of Teacher Preparation Regulations  Proposal

• 2.5 GPA is required for entry into a traditional preparation program;

• 2.75 is required for a CE, with an individual flexibility option if candidate has high enough score on the content knowledge assessment

Raise Entry GPA

19

Current State

Proposed Amendment(s

)

Rationale

• Raise the GPA to 3.0 for entry into a traditional program and for a CE, with flexibility for both candidates and programs.

‒ Hold traditional programs accountable for a cohort average GPA‒ Provide “grace period” where traditional programs collect and report

averages, but will not have consequences‒ Keep existing individual flexibility within GPA for CE - allowing a lower GPA

(2.75) if passing rate on content knowledge assessment is high enough (10% above the passing score)

‒ Allow additional flexibility via program ‘sponsorship’ for candidates with GPAs below a 3.0 but at least a 2.75 for up to 10% of an annual provisional teacher program’s alternate route candidates

• Ensures a cognitively and academically strong teaching corps; Research indicates strong positive relationship between teacher cognitive ability and higher student outcomes1

• Aligns GPA requirement with that of neighboring states (PA – 3.0; DE – 3.0; CT – 3.0 for alt-route) and prevents perverse incentives for candidates to come to NJ for preparation

• Elevates the profession by attracting stronger talent1.Rockoff, et al. (2011), Henry, et al. (2012), Whitehurst, G. (2002)

Page 20: State Board Presentation Review of Teacher Preparation Regulations  Proposal

• Current requirements into a preparation program are vague when it comes to ‘basic skills’, requiring candidates to “demonstrate acceptable levels of proficiency in English and Mathematics”

Require Basic Skills Assessment

20

Current State

Proposed Amendment(s

)

Rationale

• Require a standardized assessment of basic skills for entry into a traditional program and for a CE

‒ Allow candidates with an 1120 SAT (combined critical reading and math) to waive the assessment

• Ensures a threshold of cognitively and academically strong teaching corps; Research indicates strong positive relationship between teacher cognitive ability and higher student outcomes

• Allows the Department to compare across programs and identify any correlations that exist across programs with higher entry scores/requirements and stronger candidates

Page 21: State Board Presentation Review of Teacher Preparation Regulations  Proposal

• Currently, the GPA requirement for CEAS is 2.75

• Based on total cumulative GPA in baccalaureate degree program, higher degree program, or a state-approved post-baccalaureate certification program

• Individual flexibility to GPA requirement if candidate has high Praxis score

Raise Certification GPA for CEAS

21

Current State

Proposed Amendment(s

)

Rationale

• Raise the GPA to 3.0 for CEAS, while maintaining flexibility option that allows for a candidate to have a lower GPA (at least 2.75) if passing rate on content knowledge assessment is high enough (10% above the passing score)

• Maintains consistency with raising the GPA requirement for entry into a program, and for CE

Page 22: State Board Presentation Review of Teacher Preparation Regulations  Proposal

• Currently, there is no requirement for a teacher candidate to illustrate his/her pedagogical effectiveness prior to entering the classroom

Require Performance Assessment

22

Current State

Proposed Amendment(s

)

Rationale

• As of January 2016, require a DOE-approved performance assessment for CEAS; 2014-15 school year will allow for programs to pilot the assessment

• DOE will require that the assessment developers provide training to preparation providers, and reduced-cost for low-income candidates, to mitigate the cost of the assessment

• Ensure candidates are cognitively strong, know their content area, and are adept pedagogically

Page 23: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Summary of Major Changes

23

Change Current Requirement Proposed Change

Entry GPA 2.5 GPA for individual candidates Cohort average of 3.0 GPA, with no individual falling below 2.75

Entry Basic Skills Assessment No requirement Must pass basic skills assessment1

Exit Performance Assessment No requirement Must pass a Commissioner-approved

performance assessment

Exit GPA 2.75 GPA for individual candidates, with flexibility options2

3.0 GPA for individual candidates, with similar flexibility options3

Traditional Route Candidates

1: If a candidate scores in the top third of the SAT, the requirement is waived2: Candidates who currently have at least a 2.5 and whose score on content knowledge assessments exceed the passing score by 10% also meet this requirement 3: In proposed changes, candidates who have at least a 2.75 and whose score on content knowledge assessments exceed the passing score by 10% also meet this requirement 4: Alternate route candidates do not have exit requirements since they are already in the classroom5. In proposed changes, candidates who have at least a 2.75 and whose score on content knowledge assessments exceed the passing score by 10% also meet this requirement; Additionally, a provisional teacher program can sponsor up to 10% of their candidates (this applies to candidates that have a GPA between 2.75 and 3.0 but do not have a score on content knowledge assessments that exceeds the passing score by 10%)

Change Current Requirement Proposed Change

Entry GPA 2.75 GPA for individual candidates, with flexibility options2

3.0 GPA for individual candidates, with additional flexibility options5

Entry Basic Skills Assessment No requirement Must pass basic skills assessment1

Alternate Route Candidates4

Page 24: State Board Presentation Review of Teacher Preparation Regulations  Proposal

24

Reg Proposal Process

3.0 Req. for a CE; 3.0 req. for CEAS; Passage of basic skills req. for CE and entry into a traditional preparation program

New Regs Adopted pending state board approval

Passage of performance assessment req. for CEAS

Teacher Preparation Changes – Implementation Timelines

3.0 Cohort average entrance requirement for traditional programs

Performance Assessment Piloting

List of Approved Performance Assessments Released

We are taking a thoughtful and methodical approach to implementation and piloting of new proposed requirements.

Page 25: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Next Steps

25

• Conduct a thorough review of current certification assessment cut scores to ensure their rigor and alignment with neighboring states.

• Release Educator Preparation Provider Annual Report (DRAFT 1.0) to leaders of educator preparation providers for feedback and refinement. Develop an accountability and review system for educator preparation providers based on annual report data.

• Continue to engage stakeholders in working to improve teacher preparation and entry into the profession.

• Recruit innovative educator preparation and pipeline providers to NJ districts to increase and strengthen the pool of teachers and leaders in NJ.

• Increase our support to districts in their recruitment & selection of educators to ensure they have the tools and capacity to build strong, diverse pools of talent and can strategically select teachers that meet the needs of their schools.

• Consider structures and incentives that recruit, reward, recognize, and retain excellent educators so that veteran teachers and teacher-candidates see NJ as a great place to start/continue a career.

Page 26: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Agenda

26

Background and Context• Key Background Information• National and Local Landscape of Teacher Prep

Entry Requirement Changes• Raise GPA• Require Assessment of Basic Skills

Certification Requirement Changes• Raise GPA requirement for CEAS • Require a Performance Assessment• Raise Praxis II Scores

Questions

Page 27: State Board Presentation Review of Teacher Preparation Regulations  Proposal

State Board PresentationReview of Teacher Preparation Regulations

Second Discussion

July 10th, 2013

Page 28: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Our goals for these proposed regulations are:

• Raise the bar for entrance into the teaching profession, ultimately ensuring every teacher in NJ meets a threshold of quality for cognitive ability, content knowledge, and pedagogy.

• To the best of our ability, ensure NJ requirements for entry into the teaching profession are not significantly different from states that share reciprocity and significant mobility with our state

Goals

28

Page 29: State Board Presentation Review of Teacher Preparation Regulations  Proposal

The Department is proposing four changes to educator preparation requirements; each of these changes include flexibility to ensure

requirements are not overly restrictive

Entry Requirements1.Raise the entrance GPA from 2.5 to 3.0 for entry into a traditional preparation program and from 2.75 to 3.0 to obtain a Certificate of Eligibility (CE) for alternate route candidates

2.Require a standardized assessment of basic skills for entry into a traditional preparation program and to obtain a CE

Certification Requirements3. Raise the exit GPA required to obtain a Certificate of Eligibility with Advanced Standing (CEAS) for traditional route candidates from 2.75 to 3.0.

4. Require a performance assessment for a CEAS

Proposed Changes

29

Page 30: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Proposed at 1st Discussion Proposed at 2nd Discussion Rationale

Require a standardized assessment of basic skills for entry into a traditional program and for a CE

Allow candidates with an 1120 SAT (combined critical reading and math) to waive the assessment

Require a standardized assessment of basic skills for entry into a traditional program and for a CE

Allow candidates with an 1660 SAT (combined critical reading, writing, and math) to waive the assessment.

Allow candidates with a score of at least 23 on the ACT to waive the assessment.

The addition of the writing component brings the waiver up to date with current SAT testing scoring.

Including the ACT waiver allows candidates that have not taken the SAT to also be eligible to waive the assessment.

Proposed Changes – Waiver to the Basic Skills Assessment

Page 31: State Board Presentation Review of Teacher Preparation Regulations  Proposal

Proposed at 1st Discussion Proposed at 2nd Discussion Rationale

As of January 2016, require a DOE-approved performance assessment for CEAS; 2014-15 school year will allow for programs to pilot the assessment

As of September 2015, require a DOE-approved performance assessment for CEAS; 2014-15 school year will allow for programs to pilot the assessment

September 2015 reflects a better alignment to the school calendar year.

Proposed Changes – Timeline for Performance Assessment