1. 1 Ohio’s Entry Year Teacher Program Review Ohio Confederation of Teacher Education Organizations Fall Conference: October 23, 2008 Presenter: Lori Lofton Office of Educator Quality

2. 2 Presentation Overview Ohio Administrative Code Historical Context –Where we’ve been –Where we are –Where we’re going Ohio Standards for the Teaching Profession/Praxis III Professional Development Activity

3. 3 Ohio Administrative Code 3301-24-04 An entry year program shall include the performance-based assessment of the entry year teacher… as prescribed by the state board of education, and a formal program of support, including mentoring provided on an ongoing basis to foster professional growth of the individual congruent with the required performance- based assessment

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5. 5 Number of Ohio Entry-Year Teachers 2001 to 2007

6. 6 Praxis III Aggregated Data (2001-2007) Ohio # Taking Praxis III # Passing Praxis III # Failing Praxis III Pass Rate State Total (2001-2002) 1,412Pilot Year State Total (2002-2003) 2,680Pilot Year State Total (2003-2004)3,4593,440999.45% State Total (2004-2005)4,4114,3842799.39% State Total (2005-2006)5,2385,171*67*98.72% State Total (2006-2007)5,6845,6404499.22% * Cut Scores Raised

7. 7 2007-08 Entry Year Teacher Review: Long Term Outcomes Examine current national research and trends on teacher induction and credentialing Analyze Ohio’s current induction practices Recommend a research-based system of teacher induction and component program elements that are congruent and aligned with Ohio’s Standards for the Teaching Profession Discuss a pre-service and licensure system that aligns with and complements the components of the recommended induction program

8. 8 Data Sources Total Quality Partnership Study Praxis III Regional Coordinators’ Data CORE Data New Teacher Center (NTC) Studies National Commission on Teaching and America’s Future (NCTAF) Other states’ induction programs and legislation

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10. 10 Pre-Service Connections Committee: Long Term Outcomes Develop a set of recommended pre-service/induction linkages for Schools of Education that foster a more coherent and seamless transition into the teaching profession Provide examples of pre-service tools or practices that support the recommended linkages, and that align with ODE’s proposed induction program components Identify ways in which School of Education can more deeply can embed OSTPs as the platform of P-17 linkages Recommend standards-based formative assessment profiles around which induction program supports can be differentiated for individual beginning teachers Propose alternate performance-based assessment options for teachers not eligible for state entry year programs that align with the recommended induction program

11. 11 Induction Committee: Long-Term Outcomes Complete draft program standards by refining key features and articulating indicator questions and criteria that districts can use to assess areas of strength and growth and guide quality program development Create a scope and sequence for effective mentor professional development that supports statewide implementation of Ohio’s induction program standards Articulate a scope and sequence for effective beginning teacher professional development that supports the implementation of the program standards statewide Identify a set of formative assessment tools and protocols that can be used by programs statewide

12. 12 QUESTIONS ???

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14. 14 Induction Program Standards Program Design & Structure Program Administration & Leadership Systems Alignment & Linkages Mentor Selection & Assignment Site Administrator Role & Engagement Mentor – Beginning Teacher Interactions Beginning Teacher Assessment – Formative/ Summative Mentor Professional Development Beginning Teacher PD & Learning Communities Program Evaluation

15. 15 Formative Assessment System of providing feedback to inform teacher professional growth Multiple opportunities for teachers to learn, demonstrate knowledge, understand and apply the Ohio Standards for the Teaching Profession and Ohio’s Academic Content Standards Multiple sources of data and reflection on classroom practice Parallels and models the key role of assessment in effective instructional practice

16. 16 ???? QUESTIONS ????

17. Ohio Standards for the Teaching Profession Professional Development Activity

18. 18 Purposes for Professional Teaching Standards Provide a common language around classroom practice Serve as a platform for both formative and summative assessments Help identify areas of professional growth To guide the design and implementation of professional development experiences To link teacher preparation with induction and ongoing experiences New Teacher Center, University of California at Santa Cruz

19. 19 Ohio Standards for the Teaching Profession 1.Students 2.Content 3.Assessment 4.Instruction 5.Learning Environment 6.Collaboration & Communication 7.Professional Responsibility and Growth

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21. 21 Ohio Standards for the Teaching Profession Standard #1: Students-Teachers understand student learning and development, and respect the diversity of the students they teach. Standard #1 ElementsIndicators ProficientAccomplishedDistinguished 1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups. a) Teachers demonstrate an understanding of research on human development, learning theory and the brain. b) Teachers demonstrate understanding that student development (physical, social, emotional and cognitive) influences learning and plan instruction accordingly. c) Teachers analyze individual and group student development in order to design instruction that meets learner needs at an appropriate level of development. d) Teachers support colleagues’ understanding of student development and help other teachers evaluate students for purposes of instructional planning and implementation. 1.2 Teachers understand what students know and are able to do, and use this knowledge to meet the needs of all students. a) Teachers gather information about students’ prior learning, abilities and learning styles to plan and deliver appropriate instruction. b) Teachers present concepts and principles at different levels of complexity to reflect varied levels of student development. c) Teachers prepare work tasks, schedule time for tasks and differentiate instruction as needed to accommodate student learning differences. d) Teachers lead the design and implementation of strategies to assess individual student abilities, learning styles and needs.

22. 22 Strategies for Integrating the OSTP into the Entry Year Teacher Program

23. 23 Activity Instructions Number off by 4s –1s and 3s complete strategies and resources for standard 5, Learning Environment in your respective groups –2s and 4s complete strategies and resources for standard 6, Collaboration and Communication in your respective groups Record on chart paper Report out

24. 24 Contact Information Lori Lofton Associate Director Office of Educator Quality 614-466-2937 Lori.lofton@ode.state.oh.us