1. Mentoring, Professional Standards, and Standard Certification Proposed Regulations August 7, 2013

2. 2 All proposed regulatory changes are part of a broader effort focused on addressing the complete talent lifecycle of an educator Background Recruitment and Preparation Licensure and Certification Evaluation Professional Development Retention and Separation 1.Evaluation: Initial TEACHNJ regulations - Aug 2012 2.Licensure and PD: ETTF regulations - Oct of 2012 3.Evaluation: Detailed TEACHNJ regulations – Mar 2013 4.Rec & Prep: Teacher prep regulations – June 2013 Todays proposed regulations focus on mentoring, professional standards, and standard certification Previously Proposed Regulations

3. Agenda 3 Mentoring Professional Standards Standard Certification

4. Impetus for change is to align with: TEACH NJ requirements/language Recently adopted professional development regulations Research and best practices Proposed changes reflect initial set of revisions: Specify baseline supports for all non-tenured teachers (not just novice) Maintain accountability but reduce district reporting burden Build in flexibility for district design and implementation Update the vocabulary and organization of current regulations Key areas addressed in proposed regulations: 1.Mentoring supports, including supports for non-tenured teachers new to a district 2.Mentor selection 3.Mentor training 4.District implementation and accountability (including mentor payment process) 4 This initial phase of regulations is designed to strengthen supports for all teachers new to a district Proposed Mentoring Regulations: Overview and Rationale

5. 1. Mentoring Supports Type of Non- Tenured Teacher Supports in Current Regulations Supports in Proposed Regulations Experienced Teacher – New to District Not addressed Comprehensive orientation to district Individualized supports through PDP process based on level of preparation & experience Novice Teacher - Traditional Route Holding Certificate of Eligibility with Advanced Standing (CEAS) 30 weeks of 1-1 mentoring Orientation and individualized supports (see above) One full school year of 1-1 mentoring, pro-rated for part-time teachers (mentor and mentee meet at least once per week for first 4 weeks) Guided self-assessment on the districts teacher evaluation instrument Novice Teacher - Alternate Route Holding Certificate of Eligibility (CE) 34 weeks of 1-1 mentoring with additional supports in first 4 weeks Orientation and individualized supports (see above) One full school year of 1-1 mentoring, pro-rated for part-time teachers (mentor and mentee meet at least once per week for first 8 weeks) Guided self-assessment on the districts teacher evaluation instrument Support aligned to alternate route curriculum The proposed regulations expand supports to all first-year, non-tenured teachers 5

6. 2. Mentor Selection TopicCurrent Requirements Proposed Additions/Changes Rationale EffectivenessDemonstrated command of content and pedagogy Command of content and pedagogy demonstrated by rating of effective or highly effective on most recent evaluation (for SY 14-15) Align with TEACHNJ / AchieveNJ evaluation system Mentor/ Mentee Professional Relationship Not addressedMentor may not serve as mentees direct supervisor or conduct teacher evaluations Teaching Experience At least 3 years experience, actively teaching 3 years teaching experience, with at least 2 years completed within previous 5 years Ensure relevancy / currency of mentors knowledge and experience Mentor TrainingMentor agrees to complete mentor training program Mentor required to complete mentor training program Make requirements less ambiguous / emphasize their importance ConfidentialityMentor agrees to maintain confidentiality Mentor guidance and support defined as confidential Letters of Rec.RequiredOptionalProvide flexibility to Superintendent Proposed changes to mentor selection criteria are primarily designed to align with TEACHNJ and ensure currency of mentor knowledge 6 *No major changes to other criteria (e.g. mentors must be certified, understand social and workplace norms of district and community, and understand resources and opportunities in district)

7. 3. Mentor Training TopicCurrent Requirements Proposed Additions/Changes Mentor Training Districts required to make provisions for comprehensive mentor training No specifics about content of training Mentor training curriculum must include: District evaluation rubric Classroom observation skills Facilitating adult learning Leading reflective conversations about practice NJ professional teaching standards Common Core State Standards Proposed regulations specify content areas to improve consistency of mentor training 7

8. 4. District Implementation and Accountability Program Components Current RequirementsProposed Additions/Changes School Level Implementation Not addressed in regulations Plan shared with each School Improvement Panel (ScIP) ScIP oversees implementation at school level Procedure for Payments to Mentors Not addressed in regulations Some novice teachers pay mentors directly Mentors keep logs of contact time; submit to district office Mentor payments handled through district office Direct payment of mentor by mentee is prohibited Proposed regulations address role of school improvement panel in mentoring program implementation and standardize mentor payment process 8

9. 4. District Implementation and Accountability (continued) Program Components Current RequirementsProposed Changes* Plan Review and Approval Plan created by Local Professional Development Committee Plan initially approved by district board of education Plan submitted to county superintendent for final approval County superintendent notifies NJDOE of plan approval Plan revised every three years and resubmitted for approval to county superintendent Local board of education submits annual report to NJDOE on plan effectiveness CSA/superintendent is responsible for creating the mentoring program plan and determining implementation logistics District board of education reviews for fiscal impact CSA/superintendent submits annual statement of assurance to NJDOE Plan is kept in district Proposed regulations streamline plan creation, approval process and reporting requirements 9 *These proposed changes are directionally aligned with the recommendations from the Education Transformation Task Force (ETTF)

10. Agenda 10 Mentoring Professional Standards Standard Certification

11. NJ Professional Teaching Standards: Introduction We propose to update our professional teaching standards - the knowledge, skills and dispositions that teachers need in order to practice responsibly 11 These Model Core Teaching Standards articulate what effective teaching and learning looks like in a transformed public education system – one that empowers every learner to take ownership of their learning, that emphasizes the learning content and application of knowledge and skill to real world problems, that values the differences each learner brings to the learning experience, and leverages rapidly changing learning environments by recognizing the possibilities they bring to maximize learning and engage learners. (InTASC Model Core Teaching Standards, CCSSO, 2011) Impetus for change Update previous standards, which are 10 years old Implement recommendation from the 2012 NJ Transformation Task Force that standards should reflect new national standards Align with cooperative national effort that created the revised InTASC Model Core Teaching Standards (released in April, 2011) Align standards with all parts of our effectiveness system – evaluation practice instruments and pre-service accreditation standards

12. NJ Professional Teaching Standards: Overview Current Standards (2003)Proposed Standards Adapted from INTASC (Interstate New Teacher Assessment & Support Consortium) national standards to reflect NJ priorities and statutory requirements Adapted from 2011 InTASC (Interstate Teacher Assessment & Support Consortium) Model Core Standards to reflect NJ priorities and statutory requirements Focus is on professional practice of new teachers Focus on professional practice across the continuum of teacher development Reflect knowledge, performances and dispositions teachers need to support student learning Reflect knowledge, performances and dispositions teachers need to be effective in supporting all students to be college- and career-ready and to implement the Common Core State Standards Incorporate an evidence-base on effective practice Incorporate updated and most current evidence- base on effective practice Not explicitly aligned with approved evaluation teacher practice instruments Align with approved evaluation teacher practice instruments; pre-service accreditation standards Professional standards for teachers provide a foundation for pre-service programs, mentoring programs, teacher evaluation practice instruments and professional learning opportunities 12

13. The key themes that run throughout the standards emphasize essential practices for improved achievement of all students Updated Standards: Key Themes 13 Key ThemesRationale Students application of knowledge and skills Teachers need to support students in acquiring 21 st century skills and meeting more rigorous content standards by designing learning opportunities which incorporate the use of high-order skills to solve real-world problems Personalized learning for diverse learners Teachers must be able to customize learning for students with a range of individual differences Assessment literacyTeachers must have the skills to develop a range of assessments and to use assessment data to improve instruction Collaborative professional culture Teachers, administrators and others share responsibility for student learning; teaching is not done in isolation. Teacher leadershipTeachers must actively investigate and share new ideas to advance the profession; teachers advocate for student needs.

14. Agenda 14 Mentoring Professional Standards Standard Certification

15. TopicCurrent RequirementsProposed Amendments Rationale Evaluation of Provisional Teachers The first observation must be completed after 10 weeks The second observation must be completed after 20 weeks The third observation must be completed after 30 weeks Each teacher shall be observed at least three times during a school year but not less than once during each semester Provides temporal flexibility for school leaders and aligns parallel evaluation structures Evaluation of Provisional Teachers Proposed regulations align the provisional certification evaluation process to align with new TEACHNJ evaluation observation protocols