Presentation on theme: "Illinois ASCD Common Core Standards Symposium February 25, 2011 InTASC Model Core Teaching Standards: Toward a New Vision of Teaching."— Presentation transcript:
Illinois ASCD Common Core Standards Symposium February 25, 2011 InTASC Model Core Teaching Standards: Toward a New Vision of Teaching
Presenter Circe Stumbo President, West Wind Education Policy, Inc. Consultant to the Council of Chief State School Officers firstname.lastname@example.org 877-354-9378 ext. 100 My focus is education policy and equity
Audience How many of you… … are teachers? … are principals? … are superintendents? … are in your districts central office?... are with a Regional Office of Education? …are in an institution of higher education? What other roles are represented in the room?
Session Goals Describe the current national policy context for teaching and leading in education Preview revised InTASC core teaching standards as an instrument of education policy Discuss implications of the core teaching standards Consider next steps
NOTE While policy is changing around learning, teaching AND leading, I am focusing on teaching I will include implications for school leadershipI invite you to do the same
Policy Context: First Wave of Standards-Based Reform 1992Genesis of standards-based reform (Focused on standards for students) Governors National Summit on Education (1989) Goals 2000: Educate America Act (1994) ESEA reauthorization in 1994 (IASA) Setting of student content and performance standards
Why 1992? Creation of the Interstate New Teacher Assessment and Support Consortium (INTASC) CA (assessment) and CT (support) joined forces within the Council of Chief State School Officers 42 states joined in consortium to write standards for new teachers INTASC standards adopted or adapted by 38 states INTASC standards became basis for initial certification/licensure and program approval
Policy Context: Second Wave of Standards-Based Reform 2001Second wave of standards-based reform (Accountability for student achievement by subgroup) ESEA reauthorization in 2001 (NCLB) Focus on disaggregating student data and attaching consequences Focus on teacher quality was related to credentialsthat teachers know the subject matter they are teaching
Policy Context: Possible Third Wave of Standards-Based Reform 2009-10Beginning of a probable third wave of standards-based reform (Educator effectiveness) American Recovery and Reinvestment Act (2009) (Race to the Top, State Fiscal Stabilization Fund) State legislation ESEA reauthorization in 2011? Focus on teacher and leader effectiveness … as defined by student performance & other measures
Policy Context: Possible Third Wave of Standards-Based Reform Teacher Quality What the teacher candidate or practicing teacher knows Teacher Effectiveness What the teacher candidate or teacher can do and how well they do it
CCSSOs State Consortium on Educator Effectiveness (SCEE) Framework
Standards The Common Core State Standards embody new expectations for students; standards- based teaching and leading policies are needed to provide student access and opportunity to meet the Common Core. There is a need for unpacking and aligning the Common Core, the InTASC model core teaching standards, and the ISLLC 2008 standards for school leadershipand using the standards to drive transformation.
Educator Evaluation Improving mechanisms for evaluation a.New criteria for teacher and leader evaluation b.New outcomes from evaluation (making evaluations matter) Improve the effectiveness of evaluators (principals, external evaluators) Change the consequences of evaluation Caveat: Do not thwart opportunities for transformation
Discussion Are these policy conversations impacting you? If so, how? Have you been here before? If so, what is the same and what is different?
Of note: Standards are research-based and based in professional wisdom Standards are intended to be taken as a whole Public comment period is closed; review and revision by the end of March
The goal is standards-based systemic transformation
Key Themes A Collaborative Professional Culture Improved Assessment Literacy New Roles for Technology A Focus on Next Generation Learners Learners Have A More Active Role in Learning Personalized Learning for Each & Every Learner New Leadership Roles for Educators
Groupings The Learner and Learning Standard #1: Learner Development Standard #2: Learning Differences Standard #3: Learning Environments Content Standard #4: Content Knowledge Standard #5: Innovative Applications of Content
Groupings Instructional Practice Standard #6: Assessment Standard #7: Planning for Instruction Standard #8: Instructional Strategies Professional Responsibility Standard #9: Reflection and Continuous Growth Standard #10: Leadership and Collaboration
Discussion How are these draft standards themselves similar to or different from teaching standards in Illinois?
Whats are the implications for education policy? education policy
Policy Implications Aligning instruction toward the Common Core Licensing and certification Preparation Induction and mentoring Growth opportunities and supports Evaluation and high stakes levers Working conditions and system accountability
How can we measure teacher effectiveness? Student Performance Scores on statewide standardized exams Value-added models (VAM) Common assessments in each subject, yielding comparable results across classrooms Federal investment in assessment consortia SMARTER Balanced Assessment Consortium Partnership for Readiness of College and Careers (PARCC)
How can we measure teacher effectiveness? Limitations with using student performance Untested subjects and grades (69% of teachers) Multiple measures VAM provides gross characterizations; requires years of data Doesnt measure everything we value in teaching
How can we measure teacher effectiveness? Professional practice, knowledge, judgment, and responsibilities Based on standards Multiple measures of teacher performance Performance-based assessments for teachers What weight do we give to different measures?
How can we measure teacher effectiveness? What is the relationship between teacher effectiveness and principal effectiveness? … between teacher effectiveness and superintendent effectiveness? … between teacher effectiveness and your effectiveness? How is all of this measured?
Discussion How is the use of teaching standards described here similar from the way standards are used in Illinois or in your district? How is it different? Are you interested in considering or perhaps working on the adoption or adaptation of the new model core teaching standards in Illinois?
Discussion Many of the predominantly rural states in the U.S. are calling upon the federal government to recognize their unique contexts in federal policymaking and regulation. What are the salient contextual factors in Illinois rural communities?
Sample Deep Dive Projects Unpack and align the Common Core State Standards for students, InTASC core teaching standards, and the ISLLC-2008 leader standards Work to develop innovative solutions to the challenges of equity and opportunity to achieve the standards Outline state policy implications of the standards Clarify what each set of standards means for the others
Sample Deep Dive Projects Craft developmental continuums aligned to the Common Core and updated InTASC and ISLLC standards differentiate growth from novice to expert incorporate roles leading to increasing leadership for individual educators and teams of educators lead to rubrics, indicators, and assessments at key transition points
Sample Deep Dive Projects Devise model state evaluation systems, including defensible definitions of effective and highly effective teaching and leadership along the career continuums formative and summative assessments models for evaluator trainings tools states can use to assess their systems against the standards.
Sample Deep Dive Projects Develop a model infrastructure of integrated policies and practices to address and support teacher and leader career development, including professional development performance-based tiered licensure aligned to the standards incentive systems
Sample Deep Dive Projects Study the organization and practice of teaching and leading in turnaround schools Lessons about professional collaboration Lessons about the practice of teaching and leading
Next Steps Go to www.ccsso.org/intasc to download standards and the companion policy paperwww.ccsso.org/intasc Check out CCSSOs State Consortium on Educator Effectiveness (SCEE) blog and shared files at www.ccsso.org/sceewww.ccsso.org/scee For more info, contact email@example.com, firstname.lastname@example.org, or email@example.com@ccsso.org firstname.lastname@example.org email@example.com
Standard #1: Learner Development The teacher understands how children learn and developrecognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areasand designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
Standard #3: Learning Environments The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.
Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues. Standard #5: Innovative Applications of Content
Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teachers ongoing planning and instruction.
Standard #7: Planning for Instruction The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner. Standard #9: Reflection and Continuous Growth
Standard #10: Collaboration The teacher collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being.
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