Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Commission on Teacher Credentialing “A Year in the Life...” Team Lead Preparation 1

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Outcomes for the Day  Participants will leave the training better equipped to serve as team leads  Topics include –Working with the state consultant assigned to the review –Establishing and maintaining good relationships with the institution –Building relationships with team members –Leading the review process 2

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Welcome  Agenda  Time frame for the day  Restroom location  Cell phone reminder 3

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California It Takes a Village…  Roles of People in the Room –PSD Administrators –PSD Consultants –BIR Trainers –Team Leads (veteran and new)  Responsibilities –Actively participate  Share experiences appropriately  Practice during assigned times –Keep an open mind  Apply new knowledge to your “bag of tricks” 4

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Now that I’ve said yes ….what’s next? 5  What are the tasks of a team lead?  What questions do I have for CTC staff?  Which ones do I feel comfortable in leading? leading?  Which tasks are ones I feel I need to practice or seek advice? practice or seek advice?  What new procedures, processes, helpful hints might I discover today? helpful hints might I discover today?

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California What are your expectations for today? 6

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Network, network, network!  Get to know your state consultant and how best to work with him/her –Is or phone best to reach you? –Work times-early bird or night owl? –Who will be in charge of what?  Talk to veteran team leads for tips –“How do you approach……….” –“What does it look like when you ……” –“Can you help me brainstorm how to…..” –“Do you have a template that…………” 7

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Job responsibilities  List of Team Lead and Consultant Roles in CTC Site Visits (Handout page 2-3)  Divided into three parts  Prior to the visit  During the Visit  Following the Visit  Review its contents and identify questions you may have on a sticky note (one question per sticky note) and collect on a page of notebook paper, desk top, somewhere accessible 8

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Job Responsibilities Questions  Today’s session is framed around the information on this handout. Remove questions as they are answered and we will address any remaining ones at the end of the day (remote participants will be able to them in to the trainers)  Today’s trainers and PSD administrators are also available at any time between today and your site visit should additional questions arise 9

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Part 1: Prior to the Visit 10

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Purposes of the Site Visit  Confirm the findings of Program Assessment for each sponsored program  Determine the findings for each Common Standard  Arrive at an accreditation recommendation for the institution as a whole 11

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California What occurs before the Team Lead joins the review team?  Institution selects site visit review dates  CTC administration selects state consultant  Year Out Phone Conference/Meeting conducted  Determination if any program needs a full review  Frequent communication between consultant and the institution has begun  Preconditions have been submitted and reviewed  Possible work on documentation –State consultant MAY review 1-2 Common Standards narrative for completeness 12

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Once the Team Lead is assigned, what occurs?  State Consultant provides Team Lead with background information and context on the institution  Consultant introduces the institution to the Team Lead via technology  CTC assembles the site visit team (ongoing work) –Expertise and implementation of program determines program sampling members –Common Standards members usually more broad-based expertise 13

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Initially to the Team  Topics: –Welcome to the team –Introduction of self, state consultant –Reminder of site visit dates –Team Member Info Sheet –Verify specific assignments for team members –Provide templates to the team members –Expectation of viewing member webinar –Expectation of team conference call –Determine date of next contact 14

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Subsequent Communications  Reminder of pre-visit reading & writing responsibilities  Information on how to view the documents  Check in on members’ progress in reading and reviewing standards and evidence  Determine the logistics for team conference call  Review logistical details for the on-campus site visit 15

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Sample s (pages 4-10)  Initial to the Team, including Conference Call instructions (2 samples)  SV Documents have been posted  Summary of the conference call issues  Outline of team member activities on Day 1 16

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Practice Time!  Take the next five minutes to begin your opening to your team  If you have a previous , compare its contents to list above Page 6 Page 6 17

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Elbow Partner Conversation  Turn to a fellow participant and have a conversation about communication between the Team Lead and the team members, for example –When –Frequency –Topics –Relationship with State consultant –Past experiences 18

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Sharing the Conversations What is one thing you discussed that you’d like to discussed that you’d like to remember? remember? 19

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California 3 Month Out Contract Call  State consultant works with institution to complete contract details  Conference Call held between the PSD staff preparing the contract and the institution  Consultant shares details of the visit with Team Lead (page 11) 20

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California 2 Month Out Pre-Visit to the Institution  Purposes –Establish a friendly working relationship with the institution’s personnel –Revisit the visit’s parameters –Review the institution’s preparations –Verify the logistical details –Visit the venues to be used (hotel, campus)  Use the Checklist (page 12-13) as the agenda and for notes of the meeting 21

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California 2 Month Out Pre-Visit to the Institution  Work with consultant and institution on setting the date and transportation needs of Team Lead  Team Lead attends in person, with state consultant attending electronically  Preparation for the pre-visit –Review checklist with the state consultant and determine your role –Familiarize yourself with the programs offered and all program summaries –Be prepared to speak regarding the interview schedule 22

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Leading the Conversation  Generally the leads the discussion on reviewing/confirming:  Generally the Consultant leads the discussion on reviewing/confirming:  Logistics  Meal choices, including working lunches  Technology needs  Campus workroom needs  Schedule of days  Details on the responsibilities after the visit  Generally the leads the discussion on  Generally the Team Lead leads the discussion on  Document availability and organization  Interview Schedule 23

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Documentation & Evidence  Discussion begins at Year-Out Pre- Conference  Documentation AND evidence is needed  Sharing of program documents via website, flash drive, Dropbox  Goal is to provide access to team members on day of 2MOPV or 60 days prior to the site visit, Day 1 24

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California What is Team Lead role in documentation and evidence?  Test the website and links/dropbox folders/flash drive contents  Lead the team in testing links and ensuring all documents needed are posted  Work with the state consultant to notify the institution of problems, then verify when problems are solved 25

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Developing the Interview Schedule  State Consultant begins discussion of the interview schedule at the Year-Out Conference and monthly check-ins  The draft interview schedule is reviewed and revised at the two-month-out pre-visit  Steps to developing the interview schedule –Interview tally sheet provides stakeholder groups to be interviewed –Preconditions inform you re: number of participants –Structure of rows for times and columns for people –Samples provided in the Accreditation Handbook 26

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Interview Scheduling Tips  Schedule those who know the most about the programs to be interviewed first  Try to schedule representatives from key stakeholder groups on the first day (in order to identify gaps)  If possible, provide a “down-time” slot for each team member each day  Mid-visit report time can be flexible  Consider scheduling hard-to-get stakeholders on phone or before the visit 27

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Practice Time!  Interview Tally Sheet (page 14): Mark the appropriate stakeholder groups to be interviewed with a √. Mark the ones not needed with an X.  Sample Schedule (pages 15-16): Cross-check that all stakeholder groups to be interviewed are scheduled. (Use a * if scheduled ) groups to be interviewed are scheduled. (Use a * if scheduled ) 28

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California What do I do as concerns arise?  Keep your state consultant informed! –CC the state consultant on all with the team and institution – or make arrangements to talk over any concerns that may arise  If it is big enough to concern you it is big enough to check in with the state consultant  What are some concerns that may occur? 29

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Pre-visit Writing Require the use of the appropriate templates—they’ll thank you later!  Common Standards Worksheet  Common Standards Report Template  Program Report Template Page

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California 2-week out team conference call  Purposes –Identify areas of concern, gaps in member knowledge and understanding –Discover team member questions that need clarification –Verify team members are prepared for the visit (e.g. pre-visit worksheets, interview questions) –Review travel arrangements for the team members (where and when to meet up) 31

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California 2-week out team conference call  Process: –Review the common standards one at a time  Ask the team member responsible for each of the common standards to report on questions, gaps, and concerns  If a secondary reviewer has been selected, ask them for questions, gaps, and concerns as well –Review the programs one at a time  Ask each program sampling member to report on questions, gaps and concerns …continued on next slide …continued on next slide 32

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California 2-week out team conference call  Review the interview schedule –Verify each team member has an interview scheduled with the stakeholder groups they need –Review starting place and time of the site visit  Ask the state consultant to verify logistical details of travel for each member 33

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California After the Team Conference Call  Work with the state consultant to organize the teams questions, concerns, and requests for more information  Help convey the needs and questions of the team to the institution  Determine if the response from the institution should be before the visit or at the visit 34

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Fish Bowl Demonstration  Sharon: Team Lead  Katie: Common Standards  Cheryl: Common Standards  Gay: Program Sampling for MS/SS Listen in while the Team Lead for the College of California’s Site Visit checks in with two team members. Debrief the conversation. 35

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Part II: At the Site Visit 36

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Team Lead Roles at the Site Visit  Communicate continuously with the state consultant  Act as a liaison with team members and institutional personnel  Monitor and adjust the interview schedule  Provide a formal Mid-Visit report  Facilitate team deliberations and decision- making  Orchestrate the editing and compiling of the report 37

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Leading the Team  Initial team meeting 1 Set expectations for today’s work 2 Remind team members of confidentiality 3 Revisit the conference call topics and requests for data; provide any updates 4 Review the interview schedule for the day 5 Ask for additional concerns or requests 6 Remind team members of pertinent interview tips  Identify as from the CTC, NOT their employer  Review the Interview Guidelines (page 24) 38

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Leading the Team (cont.)  Conduct Team Meetings throughout the visit –Constant, open communication with state consultant, within team & to institution –Working lunch meetings: what, why, how? –Consensus on findings conversation….demo in a minute  Overseeing Team Member work –Meeting time goals –Verifying necessary quality of writing –Staying within boundaries of the standards  Looking for bias situation/red flags  Demonstrate ways to compile findings (e.g. charting, straw vote, LCD projection, tally) 39

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Interview responsibilities  Be an interviewer as needed –Superintendents-Leadership –Assigned standards –The “extras”, the “latecomers”, “I still need that’s”  Monitor interview schedule –Adequate time for interviews to be completed –Adequate number of interviewees showing up –Needed stakeholder groups are being interviewed  Schedule additional interviews as needed 40

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Report Responsibilities #1 Contextual information for the Site Visit report (in tandem with the state consultant) –Geographic Information –Institutional/District Information –Educational Unit Information –Candidate numbers per program –Identification of pathways –Ethnicity information (K-12) 41

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Sample Contextual Section At a later date, use the link below to review the contextual portion of an accreditation report: At a later date, use the link below to review the contextual portion of an accreditation report: rts.html 42

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Report Responsibilities #2  Mid-Visit report –Supported by the state consultant –Meeting among State Consultant, Team Lead, and institutional representatives of their choice –Team Lead, representing the activities of the team, presents the information –State Consultant, ensures that the state process is followed and helps make arrangements for team needs 43

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Mid-Visit Report  COC Sample Mid-Visit Report (page 25)  “Adequate evidence has been acquired except in noted standards”—met is not a foregone conclusion though!  Reasons for noted standards –Gaps in the team’s knowledge –Areas where the team is unclear –Questions that the team still has –Verification not yet done (interviewing yet to take place) 44

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Fish Bowl Activity  Watch the Mid-visit report from the College of California’s site visit the College of California’s site visit –Dean, School of Education (Katie) –Team Lead (Sharon) –State Consultant (Cheryl)  Practice Time –Write the opening paragraph for the mid-visit report, explaining the purpose, use, and follow up activities of the Mid-Visit Report –Template on page 27 45

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Building Consensus  Consensus is based on understanding and support for group decisions  Consensus emerges throughout the visit process  Every team meeting during a visit provides opportunities to gauge and build consensus  In reaching consensus, team members must seek to understand each other’s perspectives 46

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Resolving Consensus Issues  Factors that sometimes distract from reaching consensus include –Unclear understanding of actual standards requirements –Personal perspectives about how program/unit should implement standards –Lack of flexibility in considering other perspectives  The literal language of the standards defines what the unit must do to meet them 47

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Confirming Findings  Team decisions on Common Standards must be congruent with decisions on Program Standards  Team Lead plays a key role in helping members weigh specific findings in relation to broad standard language  Considerable time may be spent during final deliberations in order to achieve balance and congruence in standards decisions 48

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Fishbowl Demonstration: Standards Findings  Part One of Two: Common Standards findings Discussion  Team Lead: Sharon  Team Members: – Katie (Common Standards) – Cheryl (Common Standards) –Gay (Program Standards) 49

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Accreditation Recommendations  Accreditation Recommendation (and any stipulations) needs to be congruent with team decisions on standards  “General Guidance for Initial Site Visit Team Recommendations” (page 28) provides a starting point for reaching consensus on accreditation recommendation  Accreditation Handbook provides actual language that defines each accreditation recommendation option 50

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Fishbowl Demonstration: Accreditation Recommendation  Part Two: The Accreditation Recommendation Discussion  Team Lead: Teri  Team Members: –Katie (Common Standards) –Sharon (Common Standards) –Gay (Program Standards) 51

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Rationale Statements Rationale statements that accompany standards found to be not fully met must  Indicate what the standard language requires  State the evidence found by the team that does not align with standards requirements 52

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Sample Rationale Statement  Though individual components of a system of assessment were in place, the team did not find evidence of a comprehensive system of assessment, data analysis, and evaluation for ongoing unit and program improvement.  Other rationale statements can be found on page 30 53

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Stipulations  Levels of the Accreditation Recommendation –Stipulations –Major Stipulations –Probationary Stipulations  Stipulations must state the action(s) the institution must take in order to remove the stipulation 54

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Example of a Stipulation  The institution submit evidence that a comprehensive and unit-wide assessment and evaluation system that addresses all approved credential programs has been developed and guides program improvements.  Other stipulation statements can be found on pages

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Compare and Contrast  What is a rationale statement?  What is a stipulation?  How do they complement each other? 56

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Practice Time!  Your team has determined that –In the MS program, there are a significant number of master teachers who have not been provided with any training but are serving candidates –In the Intern program, there are field supervisors who are not meeting with their assigned candidate(s) as the program’s documents and leadership required 57

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Practice Time!  Identify the standard(s) language involved in the deficits found  State the problem that the institution must rectify  Page Share your stipulation with an elbow partner

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Report Responsibilities #3  Assemble the draft Site Visit Report Summary  Parts of a Summary: –Findings on standards –Rationale for any standard less than fully met –Accreditation Recommendation –Stipulations  Draft left at the institution via the exit report ( Final report due within a week)  Support the state consultant in finalizing report 59

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Samples reports  Sample reports may be found at on/accreditation_reports.html 60

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Writing responsibilities  Oversee team member report writing –Read samples of each members’ writing early! –Use the state consultant and other team members as a fellow readers/editors  Write/edit the reports as needed –Common Standards Report Template –Program Report Template –Contextual section (documents read, interviews held, findings) 61

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Writing Responsibilities  Ensure the report represents the unique characteristics of the institution  Include adequate reference to evidence that was reviewed before and at the site visit  Verify the report supports the standard finding  Factual information should be written in the report before arriving at the visit: additions reflect evidence received while at the review 62

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Various and sundry chores  Oversee that the evaluations are completed  Gather any notes taken by team members for return to the CTC  Facilitate check-out details at the hotel  Follow through regarding the established arrangements for transportation from the final venue to airport, train station, etc. 63

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Conduct the Exit Report  Confirm the time for the exit report and honor that time  Verify who is attending –Team Members –Institution personnel  Consultant will set stage, but Team Leads have ownership of the team’s site visit report  Leave a draft copy of the report, with directions on how to submit any factual changes 64

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Questions? Concerns?  What do we need to clarify?  What concerns do you have?  What additional support do you need? 65

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Part III After the Visit: Unpacking the Experience 66

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Report Responsibilities #1  Finalize Report for COA (support only) –COA Cover sheet (is completed later) –Common Standards overview statement –Program Standards overview statement –Overall Recommendation –Chart of credential programs sponsored –Team Names –Documents Reviewed –Interviews Conducted –Background, Unit Info, Program Numbers, Site Visit details (work with state consultant) 67

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Report Resposibiltiites #2  Review for accuracy, including any factual changes provided by the institutions  Present the report to the COA  Who does what? –Introduction by state consultant –Actual report by Team Lead –Comments by the institution –Questions, discussion, and decision by the COA 68

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California What Do I Say for the Report?  Do NOT read the report  10 minutes or less  Be prepared to answer committee members’ questions  Accentuate the positive before outlining any negative  Attendance options: Onsite or via electronics 69

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Watching a Report Out  Demo of College of California’s report to the COA –Cheryl—state consultant –Sharon—Team Lead –Katie—Dean, representing the COC –Gay—COA member  Take notes on the report presented by the Team Lead (page 32) 70 Practice time! Take 3 minutes to reflect on your notes and identify the broad categories you would want to include in any COA report you present

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Follow up s  Follow up s to team members –Thank them for their service –Inform them of the COA report time and invite them to watch the broadcast –Encourage them to complete and submit the site visit evaluation, if not yet done 71

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Noteworthy for Spring, 2015  ASC Programs Transition 72

Commission on Teacher Credentialing Inspire, Educate, and Protect the Students of California Parking Lot Questions 73 I don’t understand… How does… Ask about the…