Andrew Sioberg andrew.sioberg@dpi.nc.gov NCDPI- Educator Preparation NCDPI Updates Andrew Sioberg andrew.sioberg@dpi.nc.gov NCDPI- Educator Preparation

Agenda Shifts at the Department Online Proposal Platform Updates Reporting Updates EdTPA and PPAT Scoring Updates S257 S599

Department Shifts Teacher Preparation falling under School Research, Data, and Reporting Tom Tomberlin S257 allotted resources for 2 new positions in educator preparation Director Data Guru 2 Program Monitoring Specialists No positions posted to date

Program Approval Update Processing remaining spring program assurances (About 200 remaining) New program approval templates are on the platform Includes new templates for school social worker, counselor, and psychology Deadline for those submissions is Oct 13th Need to submit a new program by Feb 15 for approval to be in time for a Fall launch A review of the rationale for why we did the assurances last spring of every program in every institution Don’t have the staffing to do the renewal visits - Joyce wanted to at least be able to say we got eyes on the latest law requirements to be able to say to the board they are at least up to speed - Tees up the commission to build out how they want to monitor programs and renew programs from a clean starting point. About 1000 finished Dr. David Wiley has been tirelessly working with us to keep the approval process moving and I want to publicly acknowledge his effort New Program approvals - Since your assurance efforts, we have provided a lot more rigor to the questions asked about programs. We need this to have a clear understanding of what is being offered in new programs in a review.

Program Approval Thinking Ahead Eventually we want to get all programs into the platform for complete electronic records Capture programs during formal renewal process (developed by the Commission) Changes to existing programs will require submission like a new program Next platform update will allow programs in the system to be updated

IHE Performance Report Process All institutions are through the first phase of the report process Report drafts and pass rate files on the secure server Updates to both due by the end of this month Email me when you have completed this portion Email me if you have questions

EdTPA and PPAT Contact Updates Chris O’Neal replaced by Jerry Bush jerry.bush@pearson.com Kathy Pruner replacing Cathy Owens-Oliver in day-to-day ETS stuff kpruner@ETS.org Cathy Owens-Oliver all PPAT crowens@ETS.org

EdTPA and PPAT Updates Passing Scores need to be set by BOE S599 allows for modified salary schedules for new teachers who are HQ (more to follow) Current law needs to be modified to provide more clarity

S257: Bonus Salary Potential They define a highly qualified or graduate as an individual entering the teaching profession who has graduated from an approved educator preparation program located in North Carolina (i) with a grade point average of 3.75 or higher on a 4.0 scale, or its equivalent, and (ii) with a score of 48 or higher on the edTPA assessment or an equivalent score on the nationally normed and valid pedagogy assessment used to determine clinical practice performance

Highly qualified candidates can receive a salary supplement each month in the following scenarios. salary supplement during the graduate's first year of employment as a teacher, without a break in service, equivalent to the difference between the State-funded salary of the graduate and the State-funded salary of a similarly situated teacher with one year of experience on the "A" Teachers salary schedule. Example: an A0 ($3500) now paid at an A1 ($3600) monthly rate the first year, and repeated at A1 their second year as they settle into the traditional salary schedule

Highly qualified candidates can receive a salary supplement each month in the following scenarios. If STEM or SPED: salary supplement during the graduate's first two years of employment as a teacher, without a break in service, equivalent to the difference between the State-funded salary of the graduate and the State-funded salary of a similarly situated teacher with two years experience on the "A" Teachers salary schedule. Example: an A0 ($3500) now paid at an A2 ($3630) monthly rate the first year, and repeated at A2 their second and third year as they settle into the traditional salary schedule

Highly qualified candidates can receive a salary supplement each month in the following scenarios. If low performing school: salary supplement during the graduate's first three years of employment as a teacher, without a break in service, equivalent to the difference between the State-funded salary of the graduate and the State-funded salary of a similarly situated teacher with three years experience on the "A" Teachers salary schedule. Example: an A0 ($3500) now paid at an A3 ($3730) monthly rate the first year, and repeated at A3 their second, third and fourth year as they settle into the traditional salary schedule

2017-2018 Supplemental Salary Differences Regular Teacher Salary $3500 $3600 $3630 $3730 Highly Qualified in Reg School Highly Qualified in STEM or SPED School Highly Qualified in Low Performing School A0 A1 A2 A3 A1 A1 A2 A3 A2 A2 A2 A3 A3 A3 A3 A3

Implementation Strategy LEAs identify candidates who are qualified DPI verifies those candidates scores and school placements Finance modifies salary schedule retroactively.

S599 Highlights

Create the Professional Educator Preparation and Standards Commission. § 115C-268.1. Professional Educator Preparation and Standards Commission. Create the Professional Educator Preparation and Standards Commission. Makes rule recommendations regarding all aspects of preparation, licensure, continuing education, and standards of conduct of public school educators. Independent of the State Board of Education

Commission Membership The General Assembly, upon the recommendation of the President Pro Tempore of the Senate and the Speaker of the House, shall appoint the following: Two superintendents. Two principals. Two deans, or dean's designee, of an educator preparation program at a constituent institution of The University of North Carolina. Two deans, or dean's designee, of an educator preparation program at a nonpublic postsecondary educational institution in North Carolina. Two elementary school teachers. Two middle or high school teachers. One personnel administrator from a local school administrative unit in North Carolina with at least 30,000 students and one from a unit below 30,000 students. Two at-large members. State Teacher of the Year The Superintendent of Public Instruction or his or her designee

Commission Duties Develop and recommend to the State Board of Education rules related to all aspects of educator preparation programs in accordance with Article 17D of this Chapter Requirements for appropriate pedagogy to be included in residency license programs Appropriate courses to be used for calculation of individual and cohort grade point averages for admission to EPPs, which may account for prior degrees attained, type of license, and areas of licensure Develop and recommend to the State Board of Education rules related to all aspects of professional standards for North Carolina educators

Commission Duties Specific hour requirements for Preservice training and field experiences prior to entering the classroom for individuals issued residency licenses. Preservice training prior to entering the classroom for individuals issue emergency licenses Provide recommendations as requested to the NCBOE related to the educator preparation programs and professional standards of North Carolina educators.

115C-269.10 Program Approval SBE approves programs SBE makes a rigorous approval process that requires that the criteria in this Article are met. Needs an application process, peer review, and technical assistance provided by the State Board. Approval lasts 5 years and then there is a process for renewal

115C-269.15 Admissions Testing. – A recognized EPP shall not admit a student until that student has met one of the following criteria: Attained a passing score or prescribed minimum score set by the State Board for a preprofessional skills test. Core Academic Skills for Educators: Reading 156 Core Academic Skills for Educators: Writing 162 Core Academic Skills for Educators: Mathematics 150 Composite Score of 468. Achieved the appropriate required scores, as determined by the State Board, on the verbal and mathematics portions of the SAT or ACT. The minimum combined verbal and mathematics score set by the State Board for the SAT shall be 1,100 or greater. The minimum composite score set by the State Board for the ACT shall be 24 or greater. The minimum combined new SAT score will be 1170, with 570 on math, 600 evidence based reading and writing Holds a bachelor's degree. Minimum individual GPA 2.7 for everyone but career and technical ed Career and tech folks can get in on 5 years of relevant exp if they do not meet the 2.7. Or a 2.7 gets them in Cohort GPA average of 3.0

115C-269.20 Content and Pedagogy EPPs need to instruct in these areas: Identification and education of children with disabilities Behavior management Competency in digital technology Student performance expectations based on standards Supply and demand of educators in the state Leverage the state turnover report to provide this State framework for appraisal of educators

Elementary Ed Training Teaching reading writing and math Assessment prior to licensure to determine if a student possesses the requisite knowledge in scientifically based reading, writing, and mathematics instruction that is aligned with the State Board's expectations (foundations of reading and gen curr) Instruction to use formative and summative assessments within the school and classroom setting through technology-based assessment systems available in State schools that measure and predict expected student improvement. Instruction in integration of arts education across the curriculum.

Ele Ed and Spec Ed Gen Curr Training Get instruction on early literacy intervention strategies aligned with state and national reading standards Instruction in teaching reading, including a substantive understanding of reading as a process involving oral language, phonological and phonemic awareness, phonics, fluency, vocabulary, and comprehension. Include application of instructional supports and services and reading interventions to ensure reading proficiency for all students. Instruction in evidence-based assessment and diagnosis of specific areas of difficulty with reading development and of reading deficiencies.

Middle and High School Training Adequate coursework in the relevant content area. For clinical residency programs, students may instead demonstrate mastery of the relevant content area through the passage of the relevant content area examination approved by the State Board. For science teachers, adequate preparation in science laboratory safety.

115C-269.25 Clinical Partnerships Field Experience Requirements every semester, increasing in complexity and number of hours. A minimum of two hours of field experience in the first semester of the program and a cumulative total of at least 12 hours of field experiences prior to the student's internship. At least one field experience in a low-performing school.

115C-269.25 Clinical Partnerships Clinical Practice Requirements Internship: 16 weeks. Can be over 2 semesters. Try and have experiences at beginning and end of school Residency: lasts one year. EPP supports throughout and provides a mentor. Resident completes field experiences and training required by BOE Clinical Educators and Mentors (folks who supervise the internship and residencies) Licensed in area of BT At least 3 years exp At least proficient on evaluations The growth component has been struck EDTPA and PPAT to measure pedagogy

115C-269.30 Teacher Assistants in internships SBE to build a program to grow TAs into teachers through EPPs Encouraged to place them in a different classroom or school during their internship Can continue to get their salary while interning SBE to work with Board of Governors and NCICU to build it

115C-269.35 Accountability of EPPs using Standards SBE to adopt standards of performance for all EPPs Standards based on following disagged by race sex and ethnicity Performance on standards and evaluations of licensed employees Growth of students (EVAAS) Educator satisfaction survey (1st year teachers) Quality of students entering the EPP (GPA, tests, etc)

115C-269.35 Annual Performance Reports Everything in previous slide Data related to the EPP's compliance with requirements for field supervision of students during their internship and residency experiences. The following information, disaggregated by race, sex, and ethnicity: The number of students who apply. The number of students admitted. The number of students retained. The number of students completing the program. The number of students employed as beginning teachers under initial professional licenses by not later than the first anniversary of completing the program. The amount of time required by students employed as beginning teachers under residency licenses to be issued initial professional licenses. The number of students retained in the profession. Any other information required by federal law. The ratio of field supervisors to students completing an internship or residency. Graduation rates. Time-to-graduation rates.

115C-269.35 Annual Performance Reports The following information, disaggregated by race, sex, and ethnicity: Average scores of graduates on professional, pedagogy, and content area examinations for the purpose of licensure. Percentage of graduates receiving initial professional licenses. The extent to which the program prepares educators, including general education teachers and special education teachers, to effectively teach the following: Students with disabilities Students of limited English proficiency Activities offered to Integrate tech into instruction Use tech to collect, manage, and analyze data # BTs in retirement system after three years Principal survey Reports provided annually to the SBE and the board of trustees or board of directors of the entity submitting the report

115C-269.40 Risk factors for EPPs SBE makes rules to establish risk factors for EPPs A history of the EPP's compliance with State law and rules, with consideration given to the following: The seriousness of any violation of a law or rule. Whether the violation resulted in an action being taken against the EPP. Whether the violation was promptly remedied by the EPP. The number of alleged violations. Any other matter considered to be appropriate in evaluating the EPP's compliance history. Whether the program meets the accountability performance standards under 21 G.S. 115C-269.35. Whether the EPP is CAEP accredited SBE will use the risk factors when auditing EPPs

115C-269.45 Sanctions SBE annually reviews the accountability status of each EPP SBE will make rules to sanction EPPS who do not meet the standards Warned: if Fails to meet the performance standards in any one year (see 115C-269.35) Fails to meet the performance standards for any two sex, race, or ethnicity demographic groups on any of the .35 indicators Fails to meet the performance standards for any sex, race, or ethnicity demographic group for two consecutive years regardless if its in the same group or standard Anything else the Board determines

115C-269.45 Sanctions Probation: if Fails to meet the performance standards set by the State Board for the overall performance of all its students on any of the indicators set forth in G.S. 115C-269.35 for two consecutively measured years. Fails to meet the performance standards in any three sex, race, or ethnicity demographic groups on any of the indicators set forth in G.S. 115C-269.35 in any one year. Fails to meet the performance standards for a sex, race, or ethnicity demographic group on any of the indicators set forth in G.S. 115C-269.35 for three consecutively measured years, regardless of whether the deficiency is in the same demographic group or standard. The State Board determines that the EPP has violated applicable laws or rules that should result in probation status.

115C-269.45 Sanctions Revocation: if Upon assignment of revoked status of EPP approval, the EPP shall not admit new students, but may complete the training of students already admitted by the program and recommend them for licensure. If necessary, the State Board and other EPPs shall cooperate to assist the previously admitted students of the revoked EPP to complete their training. A revocation shall be effective for a period of at least two years. After two years, the program may seek initial authorization to prepare educators for licensure.

115C-269.55 EPP Report Cards Report Card for each EPP to summarize the performance reports. Make public on the web beginning December 15, 2019 Submit report to the Joint Legislative Education Oversight Committee by Dec 15 Each report goes to UNC Teacher Quality Dashboard

A Quick Lateral Entry Discussion Lateral Entry licenses allowed to continue to be offered as designed for the next two years Means the end of lateral entry is five years out Replaced by Residency License Big difference is that the residency license is a direct course of study with an EPP

115C-270.20 Licensure Requirements Residency License: A one-year license, renewable once, that meets both of the following requirements: Is requested by the local board of education and accompanied by a certification of supervision from the recognized educator preparation program in which the individual is enrolled.

115C-270.20 Licensure Requirements Residency License: The individual for whom the license is requested meets all of the following requirements: Holds a bachelor's degree. Has either completed coursework relevant to the requested licensure area or passed the content area examination relevant to the requested licensure area that has been approved by the State Board. Is enrolled in a recognized educator preparation program. Meets all other requirements established by the State Board, including completing preservice requirements prior to teaching.