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Single Subject Matter Standards Implementation

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Presentation on theme: "Single Subject Matter Standards Implementation"— Presentation transcript:


2 Single Subject Matter Standards Implementation

3 2 HR 1-No Child Left Behind: Highly Qualified Teachers Title I of NCLB requires that all new hires beginning with the 2002-2003 school year be “highly qualified”. All teachers in academic subjects “highly qualified” by the end of the 2004-2005 school year. Middle or secondary school teachers: full state certification and demonstrate a high level of competency in academic subject areas by: –Rigorous state academic subject test; OR –Completion of an academic subject, academic major or coursework equivalent to an undergraduate academic major or a graduate degree

4 3 What are the core subjects? NCLB defines core academic subject areas as: English, reading/language arts, mathematics, science, foreign languages, civics/government, economics, arts, history, and geography. Elementary school teachers must demonstrate competence in reading, writing, mathematics and other core areas of the elementary school curriculum.

5 4 Single Subject Matter Teacher Preparation Programs and Standards

6 5 Subject Matter Requirements (SMR Domains) The content specifications on which the programs and exams are based. SB 2042 mandates alignment with current approved K-12 Student Academic Content Standards and/or Frameworks. Includes additional subject matter content related to the credential authorizations and higher education requirements.

7 6 Standards Development Draft standards developed from approved SMRs after content validity study, bias review, and alignment and congruence review Draft standards submitted to field review and revised with rationales

8 7 Implementation Plan Technical Assistance Meetings Commission-adopted transition timelines-- two years from standards adoption Workgroups of reviewers formed, trained and calibrated

9 8 Implementation Timelines Sunset dates to admit candidates to current programs Candidates must complete “old” programs within four years of sunset dates Once new program is approved, no one admitted to “old” program

10 9 Phase I Subjects English, mathematics, science, social science Old programs expire July 1, 2009

11 10 Phase II Subjects Art, languages other than English, music, physical education Old programs expire July 1, 2010

12 11 Phase III Subjects Agriculture, business, health, home economics, industrial and technology education, American Sign Language Old programs expire July 1, 2012

13 12 Developing program documents to meet new standards Parallel Organization of Documents –Standards order and categories aligned –Content maps for courses (matrix) New Format for Standards –Standard statement followed by required elements –Standards are conceptual –Detailed responses at the element level

14 13 Other Document Requirements Transmittal cover sheet: contact info Administrative signature Preconditions Responses to each standard and each required element Appendices with evidence

15 14 PRE-CONDITIONS The course list that identifies core and breadth requirements for units and content. Matrices matching subject matter requirements and standards to courses. Course descriptions and syllabi for all courses referenced in the program.

16 15 Format of the Document 3 bound copies, 1 unbound copy, 1 CD- ROM (Microsoft Word) copy. Documents paginated & indexed (labeled tabs) with table of contents. Response references matched to appendices. Appendices include syllabi and other program materials as evidence.

17 16 Responses to the Standards Description of how standard is addressed Specific program examples References to evidence Elements provide details of how standards is addressed

18 17 Nature and Use of Evidence WASC Evidence Guide, 2002 “….a culture of evidence where indicators of performance are regularly developed and data collected to inform institutional decision-making, planning and improvement.” –Being systematic and intentional about gathering data on the right things and using the results.

19 18 Definition of Evidence ‘the substance of what is advanced to support a claim that something is true’ Characteristics of evidence: –Intentional and purposeful –Entails interpretation and reflection –Integrated and holistic –Quantitative and qualitative –Direct or indirect

20 19 What is good evidence? RELEVANT to the concept of interest VERIFIABLE - documentable and replicable REPRESENTATIVE - typical of the underlying situation or condition CUMULATIVE - multiple sources, methods, approaches to independently corroborate issues of importance ACTIONABLE - can be analyzed and provide guidance for future actions

21 20 Examples of Evidence Description/charts of processes or systems Meeting schedules and minutes Program forms/communiques Course descriptions and syllabi Samples of class assignments Faculty vitae Student assessment instruments Faculty evaluation

22 21 Redesigning Programs to Meet New Standards Complex systemic approach Redefine and renew faculty and staff roles Create and reinvigorate external partnerships

23 22 Using a complex systemic approach to the Learning to Teach Continuum Confront assumptions about LEARNERS and LEARNING –What will beginning teachers need to know and be able to do with regard to subject matter? –What professional knowledge and experiences will they need to have? –What kind of professional will emerge?

24 23 Using a complex systemic approach - the Learning to Teach Continuum, continued Confront assumptions about TIME, PERSONNEL and FINANCIAL RESOURCES –What opportunities does the subject matter program provide? –What is the new work? Continuing work? –What existing work has to be redistributed? –Where should resources be allocated or reallocated?

25 24 Using a complex systemic approach - the Learning to Teach Continuum, continued Confront assumptions about HOW: –How will you adjust or overhaul your current program? –What do you retain, revise, create anew from current practice? –What does a SWOT analysis tell you? (Strengths, Weaknesses, Opportunities, Threats)

26 25 Redefining and renewing faculty and staff roles Professional development for faculty on new subject matter requirements and program/ course content –Implementing the new fieldwork requirements –Collaboration across disciplinary and education faculty and staff

27 26 Redefining and renewing faculty and staff roles –Working across departments and schools and sectors –Integrating fieldwork and coursework –Collaboration with K- 12 schools –Advising and support of candidates

28 27 Creating and reinvigorating partnerships Articulation is essential - the learning to teach continuum Interdependence across sectors to meet standards on collaboration Collaborative program delivery to maximize institutional resources

29 28 Context for Review Training, calibration and document reading Ongoing cycles of program meetings and electronic reviews

30 29 Reviewers’ Charge Prepare professional recommendations to the Commission for the approval of Single Subject Matter Programs Base recommendations on thorough readings of the document and evidence Use professional knowledge and judgement to review responses, not opinion Application of standards to program quality and effectiveness;

31 30 Reviewers’ Charge, continued Commitment to complete reviews in timely manner Reach decisions through consensus with review team Respect the integrity of the review process during the entire tenure of the panel. Maintain strict confidentiality of the reading process

32 31 Program Review Norms Refer all requests to CTC staff. Work as a team, using consensus for team decision-making Assume positive intentionality Use active listening skills Respect & maintain confidentiality (respect the sensitivity involved in reading documents)

33 32 Resubmissions Answer only the specifics of the report Only submit a new document if the report asks for a complete revision Submit any new evidence needed to substantiate new and additional information Three paper copies

34 33 Organization of the Standards Organization consistent with SB 2042 teacher preparation standards Standards “common to all” programs developed for consistent program quality. Standards state the broad concepts for the program areas. Required elements provide the specific details that underscore the concept of the standard.

35 34 Analyzing a Standard Example Standard 3: Technology The study and application of current and emerging technologies, with a focus on those used in K-12 schools, for gathering, analyzing, managing, processing, and presenting information is an integral component of each prospective teacher’s program study. Prospective teachers are introduced to legal, ethical, and social issues related to technology. The program prepares prospective teachers to meet the current technology requirements for admission to an approved California professional teacher preparation program.

36 35 REQUIRED ELEMENTS 3.1 The institution provides prospective teachers in the subject matter program access to a wide array of current technology resources. The program faculty selects these technologies on the basis of their effective and appropriate uses in the disciplines of the subject matter program. 3.2Prospective teachers demonstrate information processing competency, including but not limited to the use of appropriate technologies and tools for research, problem solving, data acquisition and analysis, communications, and presentation. 3.3In the program, prospective teachers use current and emerging technologies relevant to the disciplines of study to enhance their subject matter knowledge and understanding.

37 Ten Standards Common To All Single Subject Matter Programs Standard 1: Program Philosophy and Purpose Standard 2: Diversity and Equity Standard 3: Technology Standard 4: Literacy Standard 5: Varied Teaching Strategies Standard 6: Early Field Experiences Standard 7: Assessment of Subject Matter Competence Standard 8: Advisement and Support Standard 9: Program Review and Evaluation Standard 10: Coordination

38 QUESTIONS?? Helen Hawley Helen Hawley916-445-8778 OR Joe Dear 916-327-1461

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