Transcript Slide 1

Head for the Hills
OCTEO Fall Meeting
October 23, 2008
Overview
• Setting the Context
• Federal Update
• Organizing a Day on the Square
Setting the Context
What Others are Saying about Us
Checker Finn – “Education school cartel [is] hindering
talented people from becoming public-school teachers”
Kate Walsh – “…There are three possible explanations for
this outcome: the teacher education establishment coopted the alternative certification movement, or the
teacher education establishment saw the writing on the
wall and truly adapted its rigid traditional model to a new
order. Or, it’s possible that a mix of the two occurred.”
NCLB Commission – Every panelist at the D.C. hearing gave
education schools a C or worse for their efforts
Who is Coming to School
2000-2020 (In Millions)
Millions of People
8
6.5
6
4
1.2
1.11
2
0
-2
-4
White
-1.83
AfricanAmerican
Hispanic
Asian
2003 Pisa Results
Reading
Scientific Literacy
Math
Finland
Finland
South Korea
Japan
Canada
Hong Kong
South Korea
Australia
South Korea
Netherlands
Liechtenstein
Liechtenstein
Liechtenstein
New Zealand
Australia
Ireland
Macao
Canada
Sweden
Netherlands
Belgium
Netherlands
Czech Republic
U.S. ranks # 19 / 40
U.S. ranks #20 / 40
Hong Kong
Finland
Japan
Macao (China)
U.S. ranks #28 / 40
TIMSS 2003
Table 3. Average mathematics scale scores of eighth-
-grade students, by country: 2003
Country
International average1
Average score
466
Singapore
605
Korea, Republic of
589
Hong Kong SAR2,3
586
Chinese Taipei
585
Japan
570
Belgium-Flemish
537
Netherlands2
536
Estonia
531
Hungary
529
Malaysia
508
Latvia
508
Russian Federation
508
Slovak Republic
508
Australia
505
(United States)
504
Lithuania4
502
NAEP Math Trends 2007
NAEP Reading Trends 2007
Trends from Another Perspective
“A pervasive lack of knowledge about foreign cultures and
foreign languages threatens the security of the United States
as well as its ability to compete in the global marketplace
and produce an informed citizenry. The U.S. education
system, has, in recent years, placed little value on speaking
languages other than English or on understanding cultures
other than one’s own.”
From International Education and Foreign Languages: Keys
to Securing America’s Future (2007), Center for Education
(National Research Council)
Trends from Another Perspective
1 in 4 adults say they didn’t read a book last year
Typical person claims to have read 4 books (last year)
AP-Ipsos Poll Aug. 2007
Less than 50% of Americans read novels, short stories and other literature and the rate
the nation is losing young readers is increasing.
From Reading at Risk Nat’l Endowment for the Arts (2004)
There is a correlation between those who read and are socially engaged and their
involvement in volunteer/charity work and participating in the arts and recreational
activities (like ballgames) as compared to non-readers..
From Reading at Risk Nat’l Endowment for the Arts (2004)
"It's not just unfortunate, it's real cause for concern," said James Shapiro, a professor of
English at Columbia University. "A culture gets what it pays for, and if we think
democracy depends on people who read, write, think and reflect — which is what
literature advances — then we have to invest in what it takes to promote that."
From the NY Times article on the 2004 NEA report
Post-Katrina
• 2005-2006 K-12 Loss of School
– 138,000 students missed 2 months of
school
– 20,000-30,000 students did not attend
school
• 2006-2007 K-12 Loss of School
– 10,000-15,000 students were out of school
Education After Katrina – Southern Education
Foundation, August 2007
State Budgets
• Ohio is expected to face a $733 million to $1.3 billion
budget gap in FY 2009 (Center on Budget and Policy
Priorities)
• Every state, but one (Vermont) requires a balanced
budget
• The vast majority of states cannot run a deficit or
borrow to cover their operating expenditures. As a
result, states have three primary actions they can
take during a fiscal crisis: they can draw down
available reserves, they can cut expenditures, or they
can raise taxes. (Center on Budget and Policy
Priorities)
Under Pressure
• Dems mantra: Access, Affordability,
Accountability
• Dems for Accountability
• Administration’s focus on outcomes
Higher Education Opportunity
Act
Themes in Teacher Education
Provisions
• Integrate HEA with NCLB and IDEA
• Emphasis on clinical preparation
• Increased accountability and
planning
• Invest in capacity building
• Focus on shortages
Teacher Quality Partnership Grants
• Three programs merged into one
• Required partners: school of ed, school
of arts and sciences, high-need LEA
• Focus on clinical preparation (including
induction for 2 years, mentoring and
coaching) at BA level; residency
programs at MA level and leaders in
rural areas
Teacher Quality Partnership Grants
(cont.)
• Use of Funds
– Required
• Strengthening pre-baccalaureate preparation
or developing teacher residency programs
– Optional (only in conjunction with the
“required”)
• Preparing school leaders for rural schools
• Developing digital education content
Funding for Teacher Quality
Partnerships Grants
• Authorized at $300 million
• Last year funded at $34 million
• Administration attempts to eliminate
every year
• Senate included increase to $45 million
• ADVOCACY NEEDED
Westat
Major Differences in
Accountability Provisions
•
•
•
•
•
No reporting dates
No waivers
No rankings or quartiles on pass rates
Focus on scaled scores for pass rates
Reporting of alternative route pass
rates by IHEs
• Most IHE data reported to State and
ED
• No reporting in college catalogs
Westat
Other Items
• Goals and assurances for teacher
development
• Admission criteria into program
• Current program information (FTE faculty
and students in supervised clinical
experience, avg. hours of clinical experience)
will need to be in standard format
• Low performing and at-risk status
• Use of technology
• Teacher training in special education
Westat
Just for States
• Reliability and validity of assessments
• Certification requirements
• Certification/licensure standards and alignment
with content standards
• Alternative route info (descriptions, pass rates,
enrollment)
• How TPPs are addressing shortages of HQTs
• TPP’s preparation of SPED teachers
• Uses of technology
• TPPs preparation of teachers of students who are
LEP
• Criteria for assessing performance of TPPs
Accountability for Teacher
Preparation (cont.)
Teacher Development Provisions
o IHE’s must set annual quantifiable goals to increase
number of teachers in math, science, special education,
English language learners and other shortage areas
o IHE’s must provide assurances that
• Preparation is tied to needs of state and LEAs where they will
likely teach
• Special education teachers receive preparation in core
academic subjects
• General education teachers receive preparation in instructing
students with disabilities
• Candidates are prepared to teach in urban and rural areas, as
applicable
Accountability for Teacher
Preparation (cont.)
• Release of Information provision
– Applies to all states that receive funds
under HEOA
– States must provide to preparation
programs data that will help evaluate the
program or the program’s graduates
– Data could include
• K-12 student achievement data and
demographic data
• Teacher effectiveness evaluations
U.S. Department of Education Moving
Forward on Implementation
• Definitions – program, alternate route,
“completed 100% nonclinical
coursework”
• Centralized data collection model
• Will likely form advisory groups
TEACH Grant Amendments –
Title IV
• Service Obligation Completion in Statelisted shortage areas
• List of extenuating circumstances
• Program Report
New (but unfunded) Programs
• Title IV, Loan Forgiveness for Service in
Areas of National Need
• Title VIII, Early Childhood Education
Professional Development and Career Task
Force
• Title II, Preparing Teachers for Digital Age
Learners
• Title II, Adjunct Teacher Corps
• Title II, Centers of Excellence
• Title II, Graduate Fellowships to Prepare
Faculty in High-Need Areas in Colleges of
Education
Teach for America
• Title VIII, Teach for America
Authorization
Action Steps for Deans
• Conversations – president, faculty,
assessment leaders and groups, policy
makers
• Gear up for accountability
• Advance your efforts in teacher
preparation research, shortage area
production, teacher professional
development, and teacher preparation
and induction model development
Dr. Michael Miller, Dean of the College of
Education, Minnesota State University Mankato
No Child Left Behind
No Child Left Behind - Overview
– K-12 student and school assessment is
modified ----- multiple measures and
growth models
– Highly-qualified definition not
significantly modified
– Differentiation for SINOI
– Targets funding to the schools in most
need
– More flexibility for ELL testing
– Data Systems
AACTE Supported Suit re
interpretation of “Highly Qualified”
• Renee v. Spellings—a coalition of parents,
students, community groups
• An ED regulation has created a major
loophole
• Teachers-in-training defined as “highly
qualified”
• Students of color and/or poor more likely
taught by intern teachers
Ohio Day on the Square
OCTEO Next Steps
• Infiltrating the state legislature
– Building a presence in Columbus
– Develop an advocacy agenda
– State legislators provide a good pool of
candidates for U.S. Congress/Senate
• Developing tangibles with partners
Important Differences
Higher Education
World
Legislative
World
Currency
Knowledge
Power, Politics
Purpose of
Communication
Add to knowledge
base
influence
Type of
Communication
Articles, books
Meetings,
talking points
Pace
Months, years
Minutes, days,
weeks
Nature of
Process
Deductive
inductive
Audience
Other scholars
voters
Key Activities
Thinking, educating,
researching
Making
decisions, voting
Connecting State and Federal
Priorities
• Data Systems -- accountability and
information
• Teacher Retention ---- mentoring/induction
• Student Support --- TEACH Grants (frontload the money), articulation, clinical
components, career-changers and nontraditional students
Developing Ohio Day on the
Square
• What is it you want to accomplish?
– Advocating on a specific bill
– Introduce OCTEO
– Provide information on educator preparation in
OH
• How do you want to carry it out?
– Square visits
– Briefing
– Testimony
– Reception
Developing Ohio Day on the
Square (cont.)
•
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Appoint a Government Relations Committee
Pick your date now
Check the ethics laws in your state
Make it easy for your members to participate
Pick a target audience
Develop your glossy paper
Homework - Before
•
Know your delegation
–
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–
•
Are they (or family members) educators?
What bills have they sponsored or cosponsored?
Voting record
Know what other stakeholders are doing
•
•
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Find common ground
Form coalitions
Know the opposition
Talking Points
•
Craft your message
•
Make specific requests
•
Hold them accountable
This is just the beginning of a
beautiful friendship