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August 2006 OSEP Project Director's Conference 1 Preparing Teachers to Teach All Children: The Impact of the Work of the Center for Improving Teacher Quality.

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Presentation on theme: "August 2006 OSEP Project Director's Conference 1 Preparing Teachers to Teach All Children: The Impact of the Work of the Center for Improving Teacher Quality."— Presentation transcript:

1 August 2006 OSEP Project Director's Conference 1 Preparing Teachers to Teach All Children: The Impact of the Work of the Center for Improving Teacher Quality on One State’s Efforts Barrie Grossi, Rhode Island Technical Assistance Project (RITAP) Lynne Ryan, Providence College Kathleen Paliokas, CTQ

2 August 2006 OSEP Project Director's Conference 2 What is the Center for Improving Teacher Quality (CTQ)? Funded in 2002 by the Office of Special Education Programs at the US Department of Education, CTQ is a national center that is working with states to develop models for improving the preparation, licensing and professional development of both General and Special education teachers of students with disabilities.

3 August 2006 OSEP Project Director's Conference 3 State P-12 Student Standards State Teacher Licensing Standards Pre-Service Preparation State Licensing Professional Dev Pre-Service Preparation State Licensing Professional Dev for Re-Licensing for Re-Licensing State Program Approval Standards © INTASC/CCSSO State Licensing Assessment State Prof. Dev. Requirements State Teacher Licensing System

4 August 2006 OSEP Project Director's Conference 4 CTQ’s Strategies Hosts invitational forum for state teams each year (currently 42 states participating) Conducts case studies to document change process Provides technical assistance to states Creates learning communities with states and across states

5 August 2006 OSEP Project Director's Conference 5 Partners in CTQ Council of Chief State School Officers (CCSSO) National Association of State Directors of Special Education (NASDSE) American Association of Colleges of Teacher Education (AACTE) Federal Regional Resource Centers (RRCs) Federal Regional Comprehensive Centers

6 August 2006 OSEP Project Director's Conference 6

7 August 2006 OSEP Project Director's Conference 7 The Rhode Island Context

8 August 2006 OSEP Project Director's Conference 8 Overview of The Reform Efforts in Rhode Island Beginning Teacher Standards (BTS) Revised Program Approval Standards State Licensure of Beginning Teachers based on Competency on BTS 2005 – Phased in Recertification of Teachers using I-Plans based on BTS

9 August 2006 OSEP Project Director's Conference 9 Active Stakeholder and Educational Association Participation in Rhode Island Reform Efforts Teacher associations Administrator associations Practicing educators Higher education faculty State department personnel

10 August 2006 OSEP Project Director's Conference 10 Rhode Island Beginning Teacher Standards (BTS) – Committee of Rhode Island teachers, administrators, and teacher educators drafted a set of teaching standards based on INTASC Core Principles Committee shared standards with representative of various educational associations for feedback 1995 RIDE shared and validated standards through a survey sent to 1400 Rhode Island educators.

11 August 2006 OSEP Project Director's Conference 11 Rhode Island Beginning Teacher Standards (RIBTS) Eleven standards and 51 performance indicators based on the INTASC Core Principles Standards used by teacher preparation programs for pre-service preparation

12 August 2006 OSEP Project Director's Conference 12 With Beginning Teachers Standards Established… RIDE began collaboration with teacher preparation program personnel, K-12 cooperating teachers from partner districts, and teacher association representatives around program approval standards for teacher preparation programs

13 August 2006 OSEP Project Director's Conference 13 Rhode Island Program Approval Standards Developed by a team of teachers, teacher educators, and representatives of teacher associations Identified four broad standards with associated indicators Increased focus on performance of program and of prospective teachers Included critical “input” and process measures

14 August 2006 OSEP Project Director's Conference 14 State Licensure Based on Beginning Teacher Standards Pre-service candidates are recommended for certification by demonstrating competence in the Rhode Island Teacher Standards and competence on assessments of content knowledge.

15 August 2006 OSEP Project Director's Conference 15 Mentoring and Induction Programs for Beginning Teachers Standards for Mentoring Programs adopted 2002 All school districts required to have mentoring programs for beginning teachers Based on Rhode Island BTS and Rhode Island Mentoring Program Standards Rhode Island Dept of Education Teacher Quality Fellows –Visit districts for on-site consultation –Provide technical assistance –Provide training to mentor coordinators

16 August 2006 OSEP Project Director's Conference 16 Individualized Professional Development Plans (I-Plans) 2005 Educators seeking renewal of their certificates must complete professional development plans that are: –Goal-driven –Based on self-study –Tied to professional and district/school initiatives –Linked to teaching standards

17 August 2006 OSEP Project Director's Conference 17 Individualized Professional Development Plans (I-Plans) Educators write individualized professional development plans (I-Plans) I-Plans are submitted to panel of educators trained in reviewing I-Plans. Plans are accepted or returned for modifications Educators annually make an electronic submission of goal-related professional development and receive feedback progress toward I-Plan completion Educators submit final verification and documentation of professional development activities and a professional analysis of their I-Plan

18 August 2006 OSEP Project Director's Conference 18 CTQ’s Impact: Rhode Island

19 August 2006 OSEP Project Director's Conference 19 CTQ Impact Action CTQ National Forum Outcome Collaboration of General Education and Special Education Systems: State, IHEs, Teacher Associations, Districts

20 August 2006 OSEP Project Director's Conference 20 CTQ Impact Action CTQ Action Plan Development and Implementation Case Study State Activities NERRC and Regional Lab Partnership Resource Supports Outcome Alignment of RIBTS to INTASC Model Standards for General Education Teachers of students with disabilities RI Commissioner of Education expanded work scope of RI CTQ RI Professional Teacher Standards established

21 August 2006 OSEP Project Director's Conference 21 RIBTS RIPTS Key Areas of Change Preparing teachers to address students with disabilities and ELL Collaboration Assessment of Student Work

22 August 2006 OSEP Project Director's Conference 22 RIBTS RIPTS Collaboration Pre 2005 RIBTS 7 Teachers foster collaborative relationships with colleagues and families to support student learning Post 2005 RIPTS 7 Teachers work collaboratively with all school personnel, families, and the broader community to create a professional learning community and environment that supports the improvement of teaching, learning, and student achievement.

23 August 2006 OSEP Project Director's Conference 23 RIBTS RIPTS Assessment Pre 2005 RIBTS 9 Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner. Post 2005 RIPTS 9 Teachers use appropriate formal and informal assessment strategies with individuals and groups to determine the impact of instruction on learning, to provide feedback, and to plan instruction.

24 August 2006 OSEP Project Director's Conference 24 Current Status & Next Steps Draft of revised standards completed (RIPTS) Ready to seek additional input and feedback from constituents Professional Teaching Standards will be submitted for adoption Professional Teaching Standards will be used for pre- service, licensure, and ongoing professional development – our revised vision of what teachers should know and be able to do Review administrative standards to ensure school leaders are supporting school staff in meeting the needs of all children, including children with disabilities.

25 August 2006 OSEP Project Director's Conference 25 IMPACT of RIPTS Teacher Preparation and Teacher Candidates State Teacher Relicensure District Teacher Evaluations

26 August 2006 OSEP Project Director's Conference 26 What is the Impact of the Revised RIPTS on Teacher Preparation Programs and Teacher Candidates Policy – Program Approval Standards and Process will use RIPTS as focus for review Practice – Teacher preparation programs will align curricula and assessments to RIPTS Impact – Approximately 1000 teacher candidates are prepared annually to teach 11,300 children including 2,200 children with disabilities to achieve at RI grade level expectations.

27 August 2006 OSEP Project Director's Conference 27 What is the Impact of the Revised RIPTS on Relicensing? Policy - Individualized Professional Development Plans (I-Plans) linked to the RIPTS become basis for relicensing. Practice – Teachers’ I-PLANS provide for continued growth in evidenced based knowledge and skills needed to teach all children including children with disabilities to achieve at RI grade level expectations. Impact –By 2010 all 12,000 licensed teachers in RI use I-Plans for relicensure. Potential to impact all students in RI public schools, including approximately 30,000 students with disabilities.

28 August 2006 OSEP Project Director's Conference 28 What is the Potential Impact of the Revised RIPTS on District Teacher Evaluation? District Policy – District teacher evaluation systems may use RIPTS as the expectation for teacher evaluation District Practice –District teacher performance based evaluation will demonstrate practice that is consistent with the knowledge, skills, and dispositions defined in the RIPTS Impact – Currently 7 districts are using I-Plans as an option for their teacher evaluation system.

29 August 2006 OSEP Project Director's Conference 29

30 August 2006 OSEP Project Director's Conference 30 For More Information This grant is supported in whole or in part by the U. S. Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H325M020001). The opinions expressed herein do not necessarily reflect the policy or position of the U. S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.


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