Transcript Education Professional Standards Board

Education Professional
Standards Board
February 17, 2007
EPSB
Vision Statement
Every public school teacher and
administrator in Kentucky is an
accomplished professional committed
to helping all children become
productive members of a global
society.
EPSB
Mission Statement
The Education Professional Standards
Board promotes high levels of student
achievement by establishing and
enforcing rigorous professional
standards for preparation, certification,
and responsible and ethical behavior of
all professional educators in Kentucky.
EPSB Goal 1
Every approved educator preparation
program meets or exceeds all
accreditation standards and prepares
knowledgeable, capable teachers and
administrators who demonstrate
effectiveness in helping all students
reach educational achievement.
Redesign of Master’s Programs
Purpose
b
“An efficient and effective public school
system must provide equal educational
opportunities for all children, regardless of
race, gender, geographic location, diverse
learning need, or the financial standing of
family or community. Kentucky schools are
accountable for closing the achievement gaps
that exist among demographic groups."
from
Kentucky Supreme Court 1990
Charge
Kentucky schools are charged with
reaching proficiency by 2014 with
school district administrators and
teachers held accountable for
rigorous performance standards tied
to annual assessments.
Charge
Educators need rank change/master’s
degree programs that have rigor and
relevancy and equip them to move
student learning to higher levels. The
master’s degree programs should not
only be concerned with transmission of
knowledge but should facilitate
involvement in the processes by which
knowledge is attained.
Why Redesign
is Necessary
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EPSB requirement for Rank II
Research on value of having a Master’s degree
Need for additional professional pathways
Need for advanced skills
 New Teacher survey results
 Assessment of student learning
 Use of technology
 Differentiated instruction
Master’s
Program Design
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Collaboration with districts in design of programs
Collaboration with Arts and Science faculty on
design of programs
Focus on student achievement
Differentiated program based upon candidate
interests and needs
Include endorsements/enriched permissions
Establish professional learning communities
Effective utilization of assessment data
Master’s
Program Design
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Support job-embedded professional experiences for
candidates
Permits multiple career pathways
Address ease of transferability across institutions in
the program approval process
Utilize mixed delivery methods that might include:
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Face-to-Face
Workshops/seminars/symposia
On-line or distance learning
Practicum
Weekend/night
District locations
Exemplary practitioners
Master’s
Program Curriculum
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Evaluate high-quality research on student
learning
Emphasize differentiated learning and
classroom management
Emphasize candidate expertise in content
knowledge, as applicable
Emphasize reflections that inform practice
Emphasize leadership development
Provide clinical experiences that enhance
student achievement
Align curriculum with state and national
standards and Core Content/Program of Studies
Continuous
Assessment
Continuous monitoring and evaluation of
candidate progress which demonstrates the
ability to impact P-12 student learning which
might include:
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Evaluate practicum/clinical experiences
Conduct and/or design research projects
Develop a culminating performance-based
assessment event (such as a TPA-like project)
Recommendations
Committee Recommendations:
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Combine the New and Experienced Teacher Standards into
one set of Kentucky teacher standards
Continue to grant rank changes through the 5th and 6th
year options
Continue to grant initial principal certification at the
master’s level
Require all advanced programs for rank change to be
resubmitted for program review and approval
Note: Committee members believe that out-of-state
institutions should be held to the same standards as instate institutions
EPSB Policy Issues
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Developing out-of-state online program regulations
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Updating of “New to Kentucky” Teachers’ Online
Module
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Addressing ease of transferability across institutions
in the program approval process
QUESTIONS AND DISCUSSION
Education Leadership Redesign
Mission
To collaborate with Kentucky’s key
educational partners for redesign of the
preparation and professional support of
school and district educational leaders:
resulting in a seamless, career development
process with a clear focus on improving
student learning, growth, and achievement.
Purpose
The education leadership programs in
Kentucky need to ensure future and current
leaders demonstrate the proper dispositions
and are tooled with the skills necessary to
lead schools to high levels of achievement.
Current leadership must not only manage the
daily events of the school, but they are more
importantly charged with ensuring their
students have access to equitable and
quality education.
Resolution
House Joint Resolution 14
(See Hand-Out)
Education
Leadership Redesign
Work Groups

Preparation Programs

Professional Development
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Induction & Working Conditions

Doctoral Programs
Preparation
Programs
Work Group
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Recruitment and selection policies that ensure persons
with high leadership potential and talent are being
prepared to lead Kentucky schools
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Strong emphasis on developing essential competencies
necessary for improving the safe and efficient
management of schools and increasing student
achievement
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Coherent goals, learning activities, and assessment
around a shared set of values, beliefs, and knowledge
about effective administrative practices that are
researched based
Preparation
Programs
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Strong clinical training options throughout the programs that
include extensive collaboration between postsecondary
education institutions and school districts
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Relevant field-based experiences
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Instruction and the improvement of student learning, growth,
and achievement
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Problem-based learning which addresses state and national
leadership standards
Preparation
Programs
Mid-Year Report
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Candidates will develop an admission portfolio
that contains the following:
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Letters of recommendation from the applicant's principal
or supervisor (Each local superintendent should
collaborate with universities to establish requirements for
the principal’s recommendation)
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Copies of the candidate’s most recent performance
appraisal (Districts and universities should collaborate on
the development of the performance appraisal)
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Evidence of knowledge of curriculum, instruction and
assessment (Districts and universities should collaborate
on what evidence shall be required)
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Evidence of leadership and management potential,
including most recent accomplishments
Preparation
Programs
Mid-Year Report
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Personal statement of the candidate’s career goals and
how the program would assist the candidate in meeting
those goals
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Evidence of leadership and management potential,
including most recent accomplishments
Educator preparation programs permit candidates with a
baccalaureate or master’s degree to enter the program at a
fifth year level with three years’ minimum teaching experience
or demonstrated abilities
Preparation
Programs
Mid-Year Report
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Candidates will begin the practicum upon admission
into the education preparation program and will be
allowed 18-20 days a year to participate in the
practicum
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A mentor (who consults with the school to determine
how to best meet the needs of the candidate) will be
assigned for beginning candidates
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The districts should be reimbursed for the utilization
of a substitute teacher while a candidate participates
in a practicum
Professional
Development
Work Group
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Strong emphasis on developing the essential competencies
necessary for improving the safe and efficient management of
schools and increasing student achievement

A standards and research base with coherent goals, learning
activities, and assessment around a shared set of values,
beliefs, and knowledge about effective administrative practices
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Instruction and the improvement of student learning, growth,
and achievement
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Problem-based learning while addressing state and national
leadership standards
Professional
Development
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Provisions for high-quality professional development that
strengthens current school leaders’ capacity to work with faculty
in changing school and classroom practices to increase student
learning, growth, and achievement
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Alignment with state policies and NCLB for high-quality
professional development
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Recommendations for the establishment of an executive
leadership academy for professional development focusing on
the improvement of student learning, growth, and achievement
by developing the instructional leadership and management
expertise of Kentucky’s principals, especially for those in low
performing schools/districts
Professional
Development
Mid-Year Report
The focus is on a number of key issues:
• Accountability and quality control for professional
development (PD) for administrators
• The Leadership Academy
• Standards for practice/statement of eligibility
• Recommendations in the areas of EILA approval
process
• Alignment of PD standards to key principal
competencies
• Creation of a data warehousing/tracking system to
monitor/assess the relationship of PD being
completed and the impact on student
achievement
Induction
and
Working Conditions
Work Group
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Strong emphasis on developing the essential
competencies and working conditions necessary for
improving the safe and efficient management of
schools and increasing student achievement
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Field-based internships that incorporate problembased learning and utilize cohort groups and
mentors whenever possible and appropriate
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Extensive collaboration between postsecondary
education institutions and school districts
Induction
and
Working Conditions
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Components for newly hired and other leaders which
provide both collegial support and individual
mentoring with documented evidence of the new
principals’ or other education leaders’ abilities to
focus on high levels of student learning, growth, and
achievement
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Requirements for demonstration of leadership
competencies in real-life situations
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Evaluative components based on state and national
standards
Induction
and
Working Conditions
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Identify postsecondary education institution and
school district resources that can be utilized to make
educational leadership programs highly effective
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Collection of information through surveys or other
means
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Analysis of current working conditions, detailing
strengths and areas of concern
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Suggested instructional leadership strategies which
focus on student learning, growth and high
achievement
Principal Induction
Program Structure
YEAR ONE
(principals & full-time assistant principals)
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“Student-Principal” experience
 Individual acts as a principal under supervision
 Strong focus on how to be an effective evaluator & on instructional
leadership
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Establish a structured support system
 Written plan reflecting how new principal will access resources such
as people, technology, literature, etc. to assist with problem-solving &
professional growth
Principal Induction
Program Structure
YEAR ONE
(principals & full-time assistant principals)
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A team-building component
 The principal formally identifies strengths & abilities of teachers &
other administrators, & develops an understanding of how they will
contribute to his/her role as principal
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Participation in an institute or symposium
 New & beginning principals share ideas, debrief, & build networks
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Cohort
 Composed of 3-4 other principals going through the induction process
Principal Induction
Program Structure
YEAR ONE
(principals & full-time assistant principals)
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Mentorship
 With an approved mentor. One (1) visit per month
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Instructional modules
 Offered in a variety of media (e.g. online, face-to-face) that provide
content & instruction based on activities correlated with the rhythm of
the school (e.g. budget, state assessment analysis) and other Critical
Success Factors
Principal Induction
Program Structure
YEAR TWO
(principals)
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Assessment
 Three (3) observations per year by each committee member (mentor,
superintendent, & administrator educator) of current practices and
professional growth plan
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Intern Work Sample
 Documentation illustrating successful implementation of Critical
Success Factors
 PGP
 Sample SBDM agendas & minutes
 CSIP
 Sample teacher evaluations
 School budget
 Sample student disciplinary interventions
Principal Induction
Program Structure
YEAR TWO
(principals)
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Committee meetings
 Three (3) times per year with intern to
 discuss standards, observations, & work sample
 evaluate work performance
 formulate a PGP to work on items of concern
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Trainings, PD, & book studies
 Suggested as part of the PGP at each observation cycle
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Evaluation
 Final determination of Induction success or repetition of the Induction
process for one year
Principal Induction
Other
Tasks / Activities
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Determine how P-12 student performance can be used to
assess a principal’s performance.
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KPIP committee uses principal’s Individual Growth Plan (IGP)
generated in the district to focus its coaching efforts with the
principal intern.
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University and LEA staff will co-design/revise & co-deliver
instructional modules to all Year 1 & 2 induction interns that
correlate with the rhythm of the school.
Principal Induction
Other
Tasks / Activities
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Local district evaluation and the KPIP process should inform
one another
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Selection of principal interns is critical and there should be
collaboration and agreement between the superintendent and
SBDM Council.
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Develop a university reward system for participation as an
administrator educator
Doctoral Programs
Work Group
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Strong demonstration of need
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Evidence of high quality content
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Clear demonstration of collaboration among existing
doctoral programs and comprehensive universities
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Evidence of alignment of high quality masters and
principal preparation programs
Doctoral Programs
Work Group
Mid-Year Report
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Agreed that the most important point to consider is that any
educational doctorate programs must align with the work of the
larger task force regarding redesign of the principal preparation
programs in Kentucky and ongoing work by the EPSB in the
redesign of masters’ programs in the state
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Reviewed and discussed various position papers and research
articles regarding this area
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Discussed the importance of “need” when establishing these
programs in the future
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Began the formulation of criteria for what constitutes “need”
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Discussed various delivery models and their relationship to
current “principal academies” in the state
Doctoral Programs
Work Group
Mid-Year Report
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Settled on three major tasks:
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Designing criteria for the best program design (to be viewed in
light of eventual recommendations from other work groups)
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Designing outcomes and assessments for potential graduates of
these programs
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Constructing a survey as a basis for determining need to be
administered to potential students in such programs and
potential employers
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Finalized survey questions and sent to UK Survey Center for
formatting assistance
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Refined survey based on input from UK Survey Center and
subcommittee members
Doctoral Programs
Work Group
Mid-Year Report
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Solicited EPSB purchase of survey software; formulated target
groups of those with administrative certification (potential
candidates) and superintendents SBDM members, and state
school board chairs (potential employers)
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Launched survey to potential doctoral program candidates on
1/10/07 and potential employers on 1/17/07
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Closed survey on February 2 with an strong response rate (1614
respondents to the Potential Applicants Survey and 384 to the
Employer Survey
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Reviewed responses and formulated plans for constructing the
subcommittee’s final report
QUESTIONS AND DISCUSSION