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1 NCLB Influence on K-12 Teacher Licensure and Professional Development in Vermont Russell M. Agne The University of Vermont January 6, 2008.

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Presentation on theme: "1 NCLB Influence on K-12 Teacher Licensure and Professional Development in Vermont Russell M. Agne The University of Vermont January 6, 2008."— Presentation transcript:

1 1 NCLB Influence on K-12 Teacher Licensure and Professional Development in Vermont Russell M. Agne The University of Vermont January 6, 2008

2 2 Abstract The NCLB Act (2001) led Vermont to substantially change policies and practices for K-12 teacher preparation and licensure Terms used : NCLB Act (No Child Left Behind) HQT (Highly Qualified Teacher) VSBPE (Vermont Standards Board for Professional Educators) GLE (Grade Level Expectations) ROPA (Results Oriented Program Approval) NECAP (New England Common Assessment Program)

3 3 Issues Analyzed 1.Effect on initial (pre-service) K-12 teacher licensure 2.Effect on currently teaching K-12 teachers (relicensure, HQT) 3.VSBPE Policy Formulation 4.Positive NCLB Act outcomes 5.Ongoing challenges in addressing NCLB directives

4 4 Educator Perspectives Curriculum is now driven by tests Focus on systematic change Closing of student achievement gap with more attention on deficit learners Some federal funding Has a punitive ending that does not celebrate success (IDEA) Accountability-GLE’s Must value all curriculum areas and move beyond math and literacy

5 5 Issue 1 : Effect on initial K-12 Teacher Licensure Documentation of teaching candidate performance through portfolio assessment Rigorous state teacher-education program licensure policies (ROPA) Systems record keeping with proprietary software (Teacher’s Workplace,TaskStream) Alternative routes to licensure (ALP)promoted Increasing focus on K-12 student learning outcomes (CI=Complex Instruction) Review and enhancement of teacher education curriculum (NCATE at UVM)

6 6 The Vermont Framework of Standards & Learning Opportunities (2000) Shelburne Farms Field Trip Spend a day on the farm during lambing season. Educational Standards Taught Visual Arts, Natural Resources, 7.16 Understanding Place, 4.6 Sustainability, 3.9

7 7 Teacher Preparation Tools: TaskStream Lesson Protocol at UVM (1/2) Subject Unit and Topic Grade/Level Teacher Goals Learning Context Student Learning Objectives Assessment of Stated Objectives Standards Procedures Differentiation Subject Unit and Topic Grade/Level Teacher Goals Learning Context Student Learning Objectives Assessment of Stated Objectives Standards Procedures Differentiation

8 8 TaskStream Lesson Protocol at UVM (2/2) Collaboration Sample Student Products Time Allotment Assessment Author’s Comments and Reflections Management Considerations Resources Collaboration Sample Student Products Time Allotment Assessment Author’s Comments and Reflections Management Considerations Resources Scoring Rubric (1) Unsatisfactory (2) Approaching Expectations (3) Meets Expectations (4) Exceeds Expectations

9 9 Grade Level Expectations (GLE’s) Subject: Science Grade: Grades 3-4 Strand: Life Science GE Stem: S 3-4:30 Students demonstrate their understanding of Structure and Function-Survival Requirements by… Expectation: Identifying how the physical structure of an organism allows it to survive and defend itself Used today in all Vermont K-12 public schools

10 10 Issue 2: Effect on Current K-12 Educators Individual Professional Development Plans (IPDP) submitted every 7 years Highly Qualified Teacher (HTQ) criteria established Professional Development: Workshops, courses, mentoring Local (N=68) and Regional (N=6) Standards Boards VSBPE developed relicensure guidelines followed 5 Standards for Vermont Educators:“Apple” Book: learning, professional knowledge, colleagueship, advocacy and accountability

11 11 Highly Qualified Teacher (HQT) Definitions The teacher has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis. The teacher has full state certification as a teacher or passed the state teacher licensing examination and holds a license to teach in such state. The teacher has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis. The teacher has full state certification as a teacher or passed the state teacher licensing examination and holds a license to teach in such state.

12 12 Vermont HQT Data School Type % of Core Academic Classes taught by Highly Qualified Teachers All Schools 90.6% Elementary Schools (All) 91.3% High Poverty 89.3% Low-Poverty 91.4% Secondary Level (All) 90.2% High-Poverty 90.3% Low-Poverty 93.2%

13 13 Issue 3: Policy Development by Vermont Standards Board for Professional Educators The VSBPE develops policy in collaboration with the Vermont Department of Education 16 members, teacher majority, monthly meetings, appointed by Vermont Governor Cooperation with Vermont NEA and 14 higher education institutions -- FY 2007: 8,855 teachers; S/T ratio of 11.29; serve 95,559 students

14 14 Issue 4: Positive Outcomes Curriculum Grade Cluster Expectations (GLE’s) using 2-grade clusters resulted in flexibility for school programs and curricula Realistic administration of NCLB by Vermont Department of Education Funding of DOE content specialists and assessment support for all content areas * CTQ national participation continued >

15 15 Positive Outcomes Joint funding with NH and RI to develop common content areas for science assessment (NECAP) Continuation of hands-on science performance tasks for all students at grades 4 and 8 VT initiated Math and Literacy content “targets” modified with NH and RI to become NECAP

16 16 Issue 5: Ongoing Challenges Participation in the NCLB reauthorization process now before Congress Moving beyond the initial focus on math and literacy into all curriculum areas Consideration of alternative assessment, particularly in special education and ELL Professional development and mentoring of teachers

17 17 Summary: topics confronting Vermont today around NCLB Teacher quality Student testing Achievement indicators Scientifically-based research Public school choice Claims for and against NCLB Standards Value of all core content areas

18 18 AcknowledgmentsAcknowledgments Gail Hall, Vermont Dept. of Education Marta Cambra, Vermont Dept. of Education Jon Bellum, UVM Sue MacCormick, UVM Sandra MacLeod, UVM Charles Rathbone, UVM

19 19 Resources Vermont Teacher Education Program Approval-ROPA Vermont Educator Licensing (Department of Education) Vermont Standards Board for Professional Educators html Taskstream at UVM ( licensure recommendation protocol) U.S. Department of Education website


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