Framing the Education Continuum to Elevate the Profession Mary Vixie Sandy, Executive Director California Commission on Teacher Credentialing Katherine Bassett, Executive Director National Network of State Teachers of the Year June 7, 2015 NASDTEC, Portland Oregon 11/16/2018

Overview Conference structure What is a continuum of professional practice? How can state policy be shaped to promote and support the continuum? The case of California SWOC Analysis: what are your state’s strengths, weaknesses, opportunities and challenges? 11/16/2018

Our frame… Learning to teach, well, is a lifetime undertaking that is informed by a prospective teacher’s own educational experiences, how they approach learning, how they were PREPARED to teach, how they are supported during ENTRY into the profession, the kinds of professional GROWTH opportunities they have access to over the course of their careers, and the kinds of LEADership opportunities available to them.  State policy, standards, and licensure requirements across the country take advantage of these aspects of learning to teach in varying degrees; it is our belief that states that put in place a policy structure that supports educator development across this continuum are doing the best job of developing the teaching force. 11/16/2018

Continuums of Professional Practice Most professional fields have career paths, ladders, lattices and continuums such as: student-intern-resident-physician student-apprentice-plumber-master plumber Continuums allow a practitioner to grow and develop, plan career trajectories, and advance in their careers. Teaching does not currently have this structure.

Uses of Continuum Models Assessing progress in the development of skills. Helping to define a desired level of competence. Supporting progress in the development of skills, by understanding the learning needs and styles of learning at different levels of skill acquisition. Helping to determine when a learner is ready to teach others.

A Continuum of Teacher Expertise Development Novice Advanced Beginner Competent Proficient Expert Dreyfus and Dreyfus (1986)

11/16/2018

Key Points Becoming an expert practitioner takes time, and deliberate practice. Great teachers are not born, they are made. Early career development requires controlled, effortful processes; these become more automatic over time, with practice. Expertise is difficult to teach because it involves a tacit knowledge component (which is difficult to transfer to another person by means of writing or verbalization). Major personal skills to become an experienced practitioner appear motivation and perseverance.

Organizational Structures B. D. C. Hierarchical relationships and teacher autonomy 9

Distributed leadership model Sources: Ancona and Bresman. X-team: how to build teams that lead, innovate, and succeed. Boston: Harvard Business School Press, 2007 Ancona, Malone, Orlikowski, Senge, In Praise of the Incomplete Leader. Harvard Business Review, February, 2007. . Distributed leadership model …no one omniscient leader at the top. Instead, multiple leaders work within a team structure. This team creates a network of connections (See Figure 2) that carry out the leadership functions of making sense of a changing environment, creating a web of relationships that foster commitment to change, establishing a vision of what is possible in the future, and inventing new structures and processes that make the vision a reality. 11/16/2018

Trends We Can Learn From Flattening of organizations Ladders to Lattices Mass Career Customization Social media is encouraging collaboration Shared knowledge Works from the bottom up – worker-driven Open workspaces to encourage collaboration Leadership moving towards teaming approaches to problem-solving Focus on teamwork in corporate culture Rewarding teams rather than individuals 11/16/2018

State survey findings 1 11/16/2018

Continued findings 11/16/2018

California Strengths - Preparation - Performance Assessment Weaknesses - Induction Weaknesses - Growth - Leadership Opportunities - Undergraduate preparation - Professional growth and evaluation - Strengthening leadership Challenges - Local control - Partnering with labor to strengthen policy California 11/16/2018

What changes could your state enact that would move it forward? Strengths: What is your state doing to support teacher development across the continuum? Weaknesses: What is your state not doing (well) that impedes or undermines the continuum of teacher development? Opportunities: What changes could your state enact that would move it forward? Challenges: What interferes with the advancement of a continuum of teacher development? Your State Your role(s) 11/16/2018