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Major Achievements in the First Two Years Built the organizational infrastructure Held two Annual Conferences Launched the National Teacher Education.

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Presentation on theme: "Major Achievements in the First Two Years Built the organizational infrastructure Held two Annual Conferences Launched the National Teacher Education."— Presentation transcript:

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2 Major Achievements in the First Two Years Built the organizational infrastructure Held two Annual Conferences Launched the National Teacher Education Standards Project Completed a review and analysis of the MTBOK Participated in the Massage Therapy Leadership Summit in St. Louis

3 One of the Alliance’s primary goals is to To carry out this objective, the Alliance has embarked upon a long-term effort to address the critical need for teacher training: strengthen and improve the quality of massage education

4 Core Competencies for Massage Therapy Teachers Source Documents: Teacher competency standards from other regulated professions and from state boards of education Model Core Teaching Standards, developed by the Interstate Teacher Assessment and Support Consortium, a program of the Council of Chief State School Officers.

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6 National Teacher Education Standards Project Our Overall Goal: To create a culture of teaching excellence in the massage therapy profession

7 Deepening Connections in the Massage Education Community

8 NATIONAL TEACHERS STANDARDS PROJECT

9 collaboration community

10 WHO ARE WE???

11 Teachers Standard Committee

12 Category One: The Learning and Learning: Standard 1: Learner Development and Well-being Standard 2: Learning Differences and Integrative Approaches Standard 3: Learning Environments

13 Category Two: Content Standard 4: Content Knowledge Standard 5: Application of Content

14 Category Three: Instructional Practice Standard 6: Planning for Instruction Standard 7: Instructional Strategies and Delivery Standard 8: Observation and Assessment

15 Category Four: Professional Responsibility Standard 9: Professional Development and Ethical Conduct Standard 10: Professional Collaboration

16 Presented Standards AFTME Convention – Charleston, SC 2011 Feed back from 3 Primary Groups – Teachers – Administrators – Continuing Education Providers

17 in the greater community- to get all schools and teachers to accept it is too complicated- needs to be simplified to be accessible to the average teacher Concerns of 1 and 2. Implementation Language Levels

18 how do we do this to determine that teacher is actually meeting them What are we really trying to change; what are we trying to Measurement and assessment Accomplish

19 Needs a hierarchy for the to develop in which priority How many hours would it take; will schools pay more for a certified teacher; what are the of the teacher taking the voluntary credential Importance Values and benefits

20 Concern about title of the document- instead of core competencies Are there other benefits? – Student retention; teacher retention – Will more students complete and are successful ? – Are therapists better prepared for the field and are they better therapists? – Does it raise the bar across the country for the profession in how therapist perform in their practices Foundational Principals

21 Should this document be focused to professionally train MT teachers or as a standard setting document? Consider the weight of the title regarding this concept? – make sure they’re not aspirations. Terminology ‘Understand’ and ‘value’

22 Does the concept stay and be put in a softer statement in the preamble. Institutional responsibility in which faculty plays a key role. ADA compliance:

23 Restrict competency statements to action statements that are We perceive that this document could be used in a compulsory fashion, make sure the document is organized to accommodate this; i.e., make everything actions statements that can be measured regardless of how its used measureable

24 Mastery vs competency of students – students may not attain, yet How does this document apply to the different types of institutions? What are the ramifications? Add more about the of our profession Increase the language that speaks to our uniqueness mastery uniqueness

25 I don’t have a degree. This will and what I do that I am good at. In many sections there is a section about attitudes. Speaking about the is what makes us unique. Gives me ways to be more supportive of my teachers. This could percolate conversations in schools regarding how to teachers. validate me spiritual support

26 This will push the need to employ more full time instructors as professional instructors. It may switch the Level 1 and Level 2 indicates that they were sensitive to progression, but have a place to start now. I wish I had this document when I started to teach 14 years ago. this document is a for others. This is a lifesaver. We can use it to evaluate measure. status of the instructor great guide

27 How will this add to the kinds of educations we provide (to our courses)? How will this add to our cash flow? If people buy in what are they going to get for it? Credential needs to have meaning. Could it be a more concise document, clearer, more readable, more reader friendly, maybe in understandable by a massage therapist. perceived value simple language

28 Assuring that and innovation will still be allowed within this framework. How will this be Too many regulations now, do not want this to be another burdensome hoop. But could see hope that it could creativity over-sighted ? simplify reciprocity.

29 Needs to be clear what we have to do to achieve this- “what do I have to do to meet these standards?” When/where will classes be available to help us achieve this. That will/should be a central piece of next years conference so it does not conflict with other offerings. Resistance to change

30 Concerns about integrity and ethics. Specifically regarding and intellectual property rights and it not being stolen by schools or other CE Providers. for teaching psycho-motor (hands-on) skill teaching especially in clinical settings Concern that these standards are competency based and not hour based. ownership of CE provider’s material Competency for skill sets

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32 178 Total Comments 30 Submitted Individual Comments Total of 208 comments

33 Compared all the comments from all 3 groups and individual Resulted in 29 combined comments of similar concerns

34 Met for 2 hours every 3 weeks by conference call and Google Documents Reviewed all the comments once again The committee began a line by line analysis of the Standards

35 Standard 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the subject(s) he or she teaches. The teacher creates learning experiences that make these aspects of the subject accessible and meaningful for learners so that they can attain competency in the content. The teacher understands the central concepts, tools of inquiry, and structures of the subject(s) he or she teaches and creates learning experiences that make these aspects of the subject accessible and meaningful for learners to assure of the content. mastery

36 Effective instructional practice requires that teachers understand and integrate planning, instructional strategies and assessment in coordinated and engaging ways. Beginning with their endpoint or goal, teachers first identify student learning objectives and content standards, and align assessments to those objectives. Planning focuses on use of a variety of instructional strategies to address diverse ways of learning and to incorporate new technologies to maximize and individualize learning. and to allow adult learners to take charge of their own learning process. Teachers understand how to design, implement and interpret results from a range of formative and summative assessments. This knowledge is integrated into instructional practice so that teachers have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction.

37 Changes of narratives will be made available online at

38 Phase II Create Rubrics for the Standards Assemble Resources for Further Learning of the KSAs (ongoing) Submit the Document to the Whole MT Educational Community

39 Phase III Develop a Model Teacher Training Curriculum Phase IV Create a Voluntary Certification Program Phase V Work with Others to Incorporate these Standards

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41 Test Assignment, Task, Portfolio, Observation Scale, Questionnaire, Focus Group 2007 Judy R. Wilkerson and W. Steve Lang Knowledge Skill/Performance Affect/Disposition (Attitude)

42 Develop a Valid Sampling Plan Step A: Analyze Standards and Indicators Step B: Visualize the Teacher Demonstrating the Affective Targets Step 2: Select Assessment Methods at Different Levels of Inference Step 2: Build an Assessment Framework Correlating Standards and Methods

43 Validity: Does the assessment system provide adequate coverage of the Standards? (content validity) Are the tasks an adequate representation of the job? Critical to job performance, authentic, and frequent? (content validity) Are any teachers being denied who would be good teachers?(consequential). Reliability: Are scorers consistent in their ratings? (rater agreement) -- conducted on a regular basis, e.g., every three years. Fairness: Do all teachers have an equal opportunity to complete the tasks successfully, regardless of gender, ethnicity, or handicapping condition? (Non Non-Biased Materials and Processes) Are procedures in place to ensure that all teachers know the requirements and have adequate opportunity to learn the content and remediate when completion of tasks is not initially successful? (EO and Non-Discriminatory Practices)

44 2:20 – 5:30 PM Break out 95 min 10 groups Divide groups into individual Standards Define specific ways to evaluate/measure each competency Identify resources for training on specific topics Pick 2 representatives that will speak for each group and summarize comments 10 talking points Break 15 min Reconvene each group rep has 4 min 10 talking points to give summary 50 min Summarize whole group discussion 20 min


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