What's Changing Today?

Wednesday May 11, 2016 @ 1:00 p.m - 4:00 p.m.

CAEP, Title II, State Board Policy, Legislation, Department of Education, Shaw University

IHE


The purpose of the IHE performance reporting process is to:

  • meet expectations outlined in CAEP recommendations, Title II reporting, state board policy, and legislation

  • Monitor IHE performance House Bill 97 Requirements:

§ 115C-296.13. Educator preparation program reporting.

  1. Quality of students entering the educator preparation program, including the average grade point average and average score on preprofessional skills tests that assess reading, writing, mathematics, and other competencies.

  2. Graduation rates.

  3. Time-to-graduation rates.

  4. Average scores of graduates on professional and content area examination for the purpose of licensure.

  5. Percentage of graduates receiving initial licenses.

  6. Percentage of graduates hired as teachers.

  7. Percentage of graduates remaining in teaching for four years.

  8. Graduate satisfaction based on a common survey.

  9. Employer satisfaction based on a common survey.

(10) Effectiveness of teacher preparation program graduates.

Every Student Succeeds Act (ESSA)

The President of the United States signed the Every Student Succeeds Act (ESSA) bill into law on December 10. 2015 to replace No Child Left Behind. The Elementary and Secondary Education Act (ESEA) was eight years overdue for reauthorization and the ESSA is a critical step forward. States are required to develop their own ESSA plan to comply with the federal law.


General


  • Limitations on the authority of the US Secretary of Education (USED) to include the inability to prescribe goals, measurements, assessments, indicators, weight, methodology, exit criteria, n-size, teacher evaluations or indicators.

State Plan



  • Implementation of new state plan (once approved by the USED) will start with the 2017-18 school year
  • State Decisions to include outreach and stakeholder consultation (developing assessment internally or externally - partners with NC State and other institution)
  • State Decisions to include teacher quality (work with local stakeholders to determine how educators should be evaluated and supported each year.
  • State Decisions on progress on English Language Learners, Homeless, Foster Care and military students of parents on active duty
  • State decisions regarding funding and formulas (authorizes a Preschool Development Grants Program through the Department of Health and Human Services

Inquiry Question (Stop and Think)

How are the changes in federal, state and local policies being addressed in our current programs?

Inquiry Question (Stop and Think)

How will the changes in licensure policy being addressed in our current programs?

House Bill 97: Legislation Impact on Educator Preparation Programs p. 91 - 115

Components of Educator Preparation Program


  • Monitoring and oversight of IHE Program effectiveness with a state peer review process
  • Admission requirements for teacher education programs (2.7 GPA or Cohort 3.0) (1100 SAT/24 ACT)
  • Student teaching/internships guidelines (min 16 weeks, experience in beginning and at the end, residences and internship experiences)
  • Qualifications of clinical teachers who mentor and supervise student teachers/interns (accomplished on NCEES, met growth in area of licensure of the candidate)
  • Lateral Entry teacher preparation and support
  • Program reporting and monitoring ( 2017 Exit Plan - Pearson EDTPA/Praxis PPAT) Pedagogy Performance based on task) ( Required by the General Assembly to implementation) National Norm Pedagogy Assessment (valid and reliable)

House Bill 23/SL 2013-11/ Senate Bill 118 NC Digital Learning Competencies for Educators

House Bill 23/S.L 2013-11/Senate Bill 118 Read more

House Bill 23 Digital Learning Competencies for Educators/school Employees was passed in the House March 12, 2016 @ 1:56 p.m with an overwhelming vote of 118 ayes and 0 noes.

An act directing the State Board of Education to develop and implement digital teaching and learning standards for teachers and school administrators.

What are ISTE Standards?

Learning, teaching and leading in the digital age. Each of us has a key role to play in the transformation of education, but none of us has to go it alone. The family of ISTE Standards works in concert to support students, educators and leaders with clear guidelines for the skills, knowledge and approaches they need to succeed in the digital age

Standards in Action - Collaboration with CAEP

For more than two decades, ISTE has served as one of 22 national organizations charged with developing the standards that the Council for Accreditation of Educator Preparation (CAEP, formerly NCATE) uses to accredit colleges of education throughout the United States. By collaborating on standards for the preparation of technology directors, tech coaches and computer science educators, ISTE supports CAEP’s mission to advance excellence in educator preparation through evidence-based accreditation that assures quality and continuous improvement to strengthen PK-12 student learning.

http://www.iste.org/standards/standards-in-action/caep


Technology Facilitation Standards

Council for the Accreditation of Educator Preparation - CAEP

Vision

Excellence in educator preparation.

Mission

CAEP advances excellent educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning.

Strategic Goals

1. To raise the bar in educator preparation
CAEP will have clear, high standards that rely on evidence-based measures of performance and continuous improvement to make accurate judgments about educator preparation provider (EPP) quality.

2. To promote continuous improvement
CAEP will support educator preparation providers (EPPs) in using the accreditation process to demonstrate quality and facilitate continuous improvement.

3. To advance research and innovation
CAEP will develop and implement an agenda for research and innovation to foster continuous improvement in educator preparation.

4. To increase accreditation’s value
CAEP will broaden awareness of quality educator preparation providers (EPPs) and the value of accreditation based on peer review of relevant, actionable measures of quality so that more providers will participate and more states and districts will rely on accreditation for program approval, licensing, and hiring.

5. To be a model accrediting body
CAEP will model excellence and offer multiple pathways to accreditation.

6. To be a model learning organization
CAEP will model the self-study and continuous improvement practices it advocates for providers.

Inquiry Question?

What should happen until the end of May 2016? Where do we go from here?