Commission on Teacher Credentialing Ensuring Educator Excellence Career Technical Education October 2008 CAROCP

Commission on Teacher Credentialing Ensuring Educator Excellence Senate Bill 52: October 2007  Aligned to 15 USDOL industry sectors  Renamed Career Technical Education Credential  No basic skills or subject matter tests  Advisory Panel to streamline structure

Commission on Teacher Credentialing Ensuring Educator Excellence Senate Bill 1292 (2006)  Removed the degree barrier for CTE teachers to obtain EL training (Williams Act requires EL prep);  Replaces SB 395 in 2008  Requires 45 hours ELL preparation

Commission on Teacher Credentialing Ensuring Educator Excellence Senate Bill 1104  Changes 5 year preliminary credential to 3 years  Changes renewal to clear credential  Removes unit requirement for health, but content remains the same  Moves US Constitution requirement to the clear credential

Commission on Teacher Credentialing Ensuring Educator Excellence New CTE Preliminary Credential Requirements  3 yr preliminary credential  3 yrs “work” experience; advanced industry certifications=up to 1 yr  High school diploma or GED  MS/SS teaching experience=up to 1 yr  Recency=1 yr in last 5 or 2 yrs in last 10  Recommendation by program sponsor

Commission on Teacher Credentialing Ensuring Educator Excellence New Clear Credential Requirements  Valid preliminary credential  9 semester unit or 135 hour teacher preparation program  Health education  U.S. Constitution  2 years documented successful teaching or advanced professional preparation (options)  Recommendation by program sponsor

Commission on Teacher Credentialing Ensuring Educator Excellence Credential Conversions  Old DS voc ed credentials can be converted to sector designations with application and fee  Employers determine appropriate assignments based on qualifications  CTC org chart for old authorizations matched to the 15 sectors

Commission on Teacher Credentialing Ensuring Educator Excellence Major Credential Changes  One credential  3 Year Preliminary Credential  3 Years work experience  Industry certifications  Program recommendations  Clear credential options

Commission on Teacher Credentialing Ensuring Educator Excellence Designated Subjects CTE New Standards Development  Advisory Panel drafted standards in 2007  Draft standards field surveyed in spring 2008  Commission approved standards in August 2008

Commission on Teacher Credentialing Ensuring Educator Excellence Standards Implementation  Technical assistance meetings ’08- ’09  Program re-design and development  Program proposals submitted to CTC for review  Program reviewers trained  Old programs expire

Commission on Teacher Credentialing Ensuring Educator Excellence Major Program Changes  Initial program-9 units/135 hours  +Early orientation to teaching  Integrated EL/SDAIE training  Supervision and support  Advanced program optional

Commission on Teacher Credentialing Ensuring Educator Excellence Document Requirements  Transmittal cover sheet: contact info  Administrative signature  Preconditions  Responses to each standard  Appendices with evidence

Commission on Teacher Credentialing Ensuring Educator Excellence Format of the Document  2 bound copies, 1 unbound copy, 1 CD- ROM (Microsoft Word) copy.  Paginated & indexed (labeled tabs) with table of contents.  Response references matched to appendices.  Appendices include all required course syllabi and other program materials

Commission on Teacher Credentialing Ensuring Educator Excellence Developing program documents to meet new standards  Parallel Organization of Documents –Standards in order –Content maps for courses (matrix)  New Format for Standards –Standard followed by planning prompts

Commission on Teacher Credentialing Ensuring Educator Excellence Organization of the CTE Standards  Common Standards  Programs Design, Governance and Quality Standards  Curriculum (candidate competencies) Standards

Commission on Teacher Credentialing Ensuring Educator Excellence Common Standards  All programs apply to Common Standards  Approved Common Standards may be referenced

Commission on Teacher Credentialing Ensuring Educator Excellence Common Standards  Standard 1: Educational Leadership  Standard 2: Unit and Program Evaluation System  Standard 3: Resources  Standard 4: Faculty  Standard 5: Admissions  Standard 6: Advice and Assistance  Standard 7: Field Experiences and Clinical Practice  Standard 8: Program Sponsor, District and University Field Experience Supervisors  Standard 9: Assessment of Candidate Competence

Commission on Teacher Credentialing Ensuring Educator Excellence Responses to the Standards  Use planning prompts to respond to the standards  Descriptions of how standards are addressed  Specific program examples  References to evidence

Commission on Teacher Credentialing Ensuring Educator Excellence Analyzing a Standard Standard 3: Early Orientation Early orientation is designed to meet the needs of beginning teachers. The program sponsor Collaborates with the employer in providing an early Orientation before or during the first month of teaching that includes the introductory skills, knowledge, and attitudes required for beginning CTE teaching success. These competencies will be further developed in a sequenced and scaffolded structure that includes teaching methods, learning styles, lesson planning, CTE concepts, equity and diversity in the classroom, mandated reporting, and legal and ethical issues.

Commission on Teacher Credentialing Ensuring Educator Excellence Program Planning Prompts  3(a)In what ways does the orientation provide an introduction to teaching knowledge, skills, and attitudes that is sequenced and scaffolded for the immediate needs of a beginning teacher?  3(b)How are an overview of instructional planning, effective classroom management, and SDAIE strategies addressed in the orientation?

Commission on Teacher Credentialing Ensuring Educator Excellence 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.”  ‘the substance of what is advanced to support a claim that something is true’

Commission on Teacher Credentialing Ensuring Educator Excellence Characteristics of Evidence –Intentional and purposeful –Interpretative and reflective –Integrated and holistic –Quantitative and qualitative –Direct and indirect

Commission on Teacher Credentialing Ensuring Educator Excellence Good evidence is…  RELEVANT (on topic)  VERIFIABLE (documentable and replicable)  REPRESENTATIVE (typical)  CUMULATIVE (multiple sources, methods, approaches)  ACTIONABLE - analyzed to inform program improvements

Commission on Teacher Credentialing Ensuring Educator Excellence Some Types of Evidence  Description/charts  Meeting schedules/minutes  Program forms/communiques  Course descriptions and syllabi  Samples class assignments  Faculty vitae/hiring policies  Student assessment rubrics  Evaluation/survey forms

Commission on Teacher Credentialing Ensuring Educator Excellence Redesigning Programs to Meet New Standards  Complex systemic approach  Faculty and staff roles  Administrative responsibilities  External partnerships

Commission on Teacher Credentialing Ensuring Educator Excellence Confront assumptions about TEACHING and LEARNING –What beginning teachers need to know and be able to do with regard to subject matter –What professional knowledge and experiences they need to have –What kind of professional they should become

Commission on Teacher Credentialing Ensuring Educator Excellence Confront assumptions about RESOURCES –What program provides –New/continuing work –Work redistribution –Allocation/reallocation of resources –New resources needed

Commission on Teacher Credentialing Ensuring Educator Excellence Confront assumptions about HOW –How will you adjust or overhaul your current program? –What do you retain, revise, create anew from current practice? –SWOT analysis (Strengths, Weaknesses, Opportunities, Threats)

Commission on Teacher Credentialing Ensuring Educator Excellence Redefine and renew faculty and staff roles  Professional development for faculty on new standards  Implementing new supervision requirements  Collaboration among faculty and staff

Commission on Teacher Credentialing Ensuring Educator Excellence Redefine and renew faculty and staff roles, cont. –Work across departments/ schools/sectors –Integrate fieldwork (teaching) and coursework –Collaborate with K- 12 schools –Advise/support candidates

Commission on Teacher Credentialing Ensuring Educator Excellence Create and reinvigorate partnerships  Articulation with K-12 schools (employers)  Collaborative program delivery to maximize institutional resources  Regular and clear communication

Commission on Teacher Credentialing Ensuring Educator Excellence Context for Review  Training, calibration and document reading  Ongoing cycles of program meetings and electronic reviews

Commission on Teacher Credentialing Ensuring Educator Excellence Reviewers’ Charge Professional recommendations to the Commission based on:  Program claims and evidence  Knowledge and judgment, not opinions  Application of standards

Commission on Teacher Credentialing Ensuring Educator Excellence Reviewers’ Charge, cont.  Commitment to complete timely reviews  Decisions through consensus  Integrity of the review process  Strict confidentiality of the process

Commission on Teacher Credentialing Ensuring Educator Excellence Resubmissions  Answer only the report specifics  Only submit a new document for a complete revision  Submit new evidence for new information  Three paper copies

Commission on Teacher Credentialing Ensuring Educator Excellence Accreditation  All approved LEAs will participate in the accreditation process  See CTC web site for accreditation schedule  Attend technical assistance meeting  Apply for BIR training  Contact: Teri Clark

Commission on Teacher Credentialing Ensuring Educator Excellence CTE Web Page  prep/CTE.html prep/CTE.html prep/CTE.html  Helen Hawley, ,