Transcript Becoming a Master Teacher

OEA Leadership Academy 2011
Michele Winship, Ph.D.
[email protected]
 Pre-service
programs are aligning with the
OSTP



Candidates learn the standards
Evaluation tools are built on the standards
The Teacher Performance Assessment, a
performance-based assessment based on
“teaching events” is being redesigned to be Ohio
specific and aligned with our standards
 The
OSTP are replacing Praxis III as the
language we use to talk about the teaching
profession and the lens through which we
assess teaching practice
Resident
Educator
ODE Graphic
Professional
Educator
Senior
Professional
Educator
Lead
Professional
Educator
License
Requirements
Duration
Renewal
Resident Educator
License (Replaces 2yr provisional
license)

Bachelor’s degree
from an accredited
teacher preparation
program
4 years

May be extended
by the State Board
of Education on a
case-by-case basis
Professional
Educator License
(Equivalent to
current 5-year
license)

Bachelor’s degree
from a regionally
accredited
institution of higher
education
Successful
completion of the
Resident Educator
Program
5 years

Six semester hours
or equivalent for
through LPDC
May renew
indefinitely
Master’s degree
requirement by the
second renewal has
been removed



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 Based
upon the OSTP
 Provides formative assessment tools
and support for beginning teachers
 Provides training, forms and
protocols for instructional mentors
 Outlines expectations for Resident
Educators, mentors, administrators
and program coordinators.

Resident Educator: The resident educator must complete a four-year program of support
including mentoring, and completion of the Resident Educator Program requirements. The
instructional meetings between the RE and mentor are documented using the Collaborative Log.
Upon completion of each year of support and mentoring, the RE will be provided with formative
progress data and feedback to assist in meeting the summative assessment requirements by the
end of the RE Program. At the end of the RE Program, the RE must sign the licensure application
attesting to the completion of the program requirements.

Mentor: The mentor must attend all required mentor training modules to become a certified
mentor. The mentor uses the formative assessment tools and protocols to support the resident
educator. Upon completion of each year of mentoring and support, the mentor will participate in a
formative progress review to assist the RE in meeting the summative assessment requirements. At
the end of the RE Program, the mentor must sign the licensure application attesting to the
completion of the program requirements.

Principal: The Principal supports the resident educator and mentor by creating a positive climate
for mentoring and providing protected time and resources for mentoring and other residency
activities. The principal communicates and collaborates regularly with REs and mentors. Finally,
the principal respects the necessary confidential relationship between mentors and REs.

Resident Educator Program coordinators: Resident Educator Program coordinators work with
principals to select, assign and oversee mentors and provide the opportunity for the assigned
mentors to attend required mentor training. They register REs in the Connected Ohio Records for
Educators (CORE) system during the published registration dates. Program coordinators provide the
necessary resources for support and professional development to both REs and mentors. Program
coordinators facilitate formative progress assessments to assist the RE in meeting the summative
assessment requirements.
 Bachelor’s
degree
 Completion of an approved teacher
preparation program* & recommended for
licensure
 Passed required state licensure tests*
 Passed background check
 *Alternative RE requires Intensive
Pedagogical Training Institute and state
content test
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 Four
years of mentoring; progress will be
measured against the Ohio Standards for the
Teaching Profession
 Mentoring will be different in each year using
various formative assessment tools
 In third year, 1st opportunity for summative
assessment (possibly TPA2)
 Must meet proficient level to advance
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 ODE
has baseline requirements for
mentor selection
 Instructional Mentoring training
required, including training in new tools
for previously trained mentors
 Mentor accountability will be instituted
at the state level
 OEA encourages the creation of a
Resident Educator Committee for local
oversight
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1. Meet all of the following qualifications.
 Five-year Professional License OR two-year Provisional
License that has been renewed two or more times
 Five years of teaching experience; and
 Recent classroom experience within the last five years.
2. Complete district application process.
3. Be selected by district or school to attend state-sponsored
mentor training.
4. Successfully complete state-sponsored mentor training.
After successful completion of state-sponsored mentor
training, mentors are matched with resident educators and are
expected to provide standards-based mentoring support to
resident educators.
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 RE
self-evaluates based on OSTP and sets
two goals for improvement
 Mentor and RE meet regularly and use
Collaborative Log tool to document
meetings and determine instructional
changes to make progress toward goals
 Mentor observes RE and provides feedback
 RE analyzes student work and learning
 Mentors and REs must have time built in
for observation and meetings
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Resident Educator Program Formative
Assessment Cycle
2011-12
Collaborative
Log
•Complete during instructional
mentoring meetings
Assessment of
Student
Learning
Reflection
•Assess, Plan, Teach, Reflect/Revise
Examining Practice
Mentor
Observation of
RE
•Resident Educator SelfAssessment
•Complete fall, mid-year and
spring
Goal Setting
•Initial and on-going formative
observations
•SMART goals
•Revisited by mentor and resident
educator
•Updated and revised to denote
progress
Review Progress at
Mid-Year
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A
Master’s Degree
or Higher

B
Experience
From an

institution of
higher
education
accredited by a 
regional
accrediting
organization
C
Demonstration of practice
at the accomplished/
distinguished level
Nine years under a standard 
teaching license with 120
days of service defined by

ORC, of which
At least five years are under
a professional/permanent
license/certificate
Complete Master
Teacher Portfolio and
Score exemplary in 4
out of 5 areas.
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A
Master’s Degree or
Higher
Experience


From an institution
of higher education
accredited by a
regional accrediting
organization
B

C/D
Demonstration of practice at
the accomplished/
distinguished level

Nine years under a
standard teaching
license with 120 days 
of service defined by
ORC, of which
At least five years are
under a
professional/perman
ent
license/certificate
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Teacher Leader 
Endorsement
+ Master
Teacher
Designation
OR;
Active
NBCT
 National
Board Certification is no longer
supported in the state budget (although federal
monies are available)
 Master Teacher is the pathway to the upper two
licenses
 Districts will have to ensure a Master Teacher
Committee is in place to allow teachers to
advance their licensure
 IS YOUR MASTER TEACHER COMMITTEE IN
PLACE AND FUNCTIONING?
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Definition of a Master Teacher
A master teacher demonstrates
excellence inside and outside of
the classroom through consistent
leadership and focused
collaboration to maximize student
learning.
A master teacher strives for
distinguished teaching and
continued professional growth as
specified by the Ohio Standards
for the Teaching Profession.
Holds
professional license or
certificate
Has taught 7 years
Works a minimum of 120 days
Works under a teaching
license(can include counselors and
teachers on special assignment)
Does not include Pupil Services
License holders unless hold a
teaching license as well
Status valid for 5
Teacher needs to
years
maintain
eligibility (non-admin)
Transferable
Teacher may re-apply when
the designation expires
Candidate not designated
in a given year may reapply the following year
• The purpose of the Master Teacher Program is to provide a
process for teachers who choose to pursue the Master Teach
designation required through legislation
• The Master Teacher designation is awarded to teachers who
show through their narratives and related evidence that they
have met distinguished levels of practice in four of the five
Master Teacher criteria
• The MT Program has been built upon the reflective practice
that is the basis of National Board Certification. It requires
teachers to take a careful look at their practice, how it affects
their students, and how they have taken on leadership roles and
collaborated with different members of the education community
• The MT Program is a type of professional development that
all teachers can incorporate into their IPDPs
• The process of going through the MT Program will
improve a teacher’s practice, regardless of whether
the teacher achieves the designation or not.
• Districts can incorporate the MT Program into their
current PD program, and teachers can use the MT
Program to fulfill IPDP goals.
• The Master Teacher Program is intended to be a
piece of a well-aligned system for professional growth
for Ohio educators based on high standards and
quality professional development and used in
conjunction with Ohio’s licensure process and career
lattice.
http://esb.ode.state.oh.us./
 Do
all educators have a print copy of the
standards or have been shown where to
access them electronically?
 Has your district provided any in-service for
teachers to examine and understand the
standards?
 Has your district incorporated the standards
into current policy and practice, i.e. IPDPs,
evaluation tools, professional development
planning?
 The
Self-Assessment indicates areas of
strength and areas for growth for IPDP goals.
 The Master Teacher Program can build on
IPDP Goals and provide evidence of teaching
performance at advanced levels.
 Completion of the MT Portfolio should be
rewarded with credit toward licensure
renewal.
 The process of the MT program is aligned
with the principles of high quality
professional development.
 The
Master Teacher portfolio focuses on
classroom instruction and professionalism.
 PLCs focus on classroom instruction and can
provide the evidence for the MT portfolio.
 Completion of the MT Portfolio and sharing of
the evidence for review can be part of the
PLC process.
 Participation in the PLCs provides evidence
of professionalism for the MT portfolio.
 Both
OTES and MT require self-assessment.
 Both OTES and MT require evidence of
classroom practice and student performance.
 OTES goal-setting can drive the year-long
work of the MT process.
 Construction of the MT portfolio provides
evidence of professionalism.
 And, IF PAY IS TO BE BASED ON PERFORMANCE
WHICH INCLUDES BOTH LEVEL OF LICENSURE
AND EVALUATION RESULTS, ABILITY TO
ADVANCE THROUGH THE MT PROGRAM
BECOMES IMPERATIVE!
 Created
by the ESB
 Designed to illustrate leadership role
and responsibility possibilities for
districts
 Provides a framework for districts to
envision ways to utilize Senior and
Lead Professional Educator license
holders to benefit not only students,
but colleagues and the district as a
whole
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 Is
the Master Teacher program
currently in place and functional?
 What is the criteria for teacher
members to serve on the Master
Teacher Committee?
 How is the association involved in the
selection and training of MT
Committee members?
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 What
are local leadership roles for
advance license holders:
 Mentoring/Peer Coaching
 Professional Development
 Curriculum Design and Support
 How could advanced license holders
be utilized locally in ways that benefit
not only students but other teachers?
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 Review
bargaining language regarding
Residency, Master Teacher program,
IPDP creation and evaluation.
 Work with district leaders to be
involved in putting in place Residency
and MT programs and creating and
implementing evaluation system.
 Advocate for use of district PD funding
to support teachers who pursue
advanced licensure (MT, NBC or Teacher
Leader Endorsement)
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Michele
Winship
614-227-3001
[email protected]
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