OEA Leadership Academy 2011 Michele Winship, Ph.D.

 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

ODE Graphic Resident Educator Professional Educator Senior Professional Educator Lead Professional Educator

LicenseRequirementsDurationRenewal Resident Educator License (Replaces 2- yr 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 6

 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 9

 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, 1 st opportunity for summative assessment (possibly TPA2)  Must meet proficient level to advance 10

 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 11

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. 12

 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 13

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ABC Master’s Degree or Higher ExperienceDemonstration of practice at the accomplished/ distinguished level  From an institution of higher education accredited by a regional accrediting organization  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. 15

ABC/D Master’s Degree or Higher ExperienceDemonstration of practice at the accomplished/ distinguished level  From an institution of higher education accredited by a regional accrediting organization  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  Teacher Leader Endorsement  + Master Teacher Designation OR;  Active NBCT 16

 National Board Certification is no longer supported in the state budget (although federal monies are available) National Board Certification  Master Teacher is the pathway to the upper two licenses Master Teacher  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? 17

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 years  Teacher needs to maintain eligibility (non-admin)  Transferable  Teacher may re-apply when the designation expires  Candidate not designated in a given year may re- apply 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.

 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 30

 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? 31

 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? 32

 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) 33

 Michele Winship   34