Looking at Teaching through the Lens of Standards Irv Richardson A Presentation to the 600s Sub-Committee July 22,2010 9:00 – 11:00

Disclaimers 1.The thoughts and opinions are those of the presenter and are not those of any groups or organizations with which the presenter is associated. 2.The ideas and opinions have a shelf-life and are subject to change.

In Search of Clarity… What is the committee working to accomplish? If your completed work were able to bring about one outcome, what would you want that outcome to be? What have you accomplished so far? What challenges are you facing as you progress with your work?

9/23/2015 Overview of Presentation Viewing Teaching Through a Standards Lens How Teaching Standards Fit into the Overall Continuum of Teaching Current Contexts The New INTASC Standards Questions

What do We Mean by “Standards”? 1. Priorities/Core Values  broad goals or outcomes “North Stars” 2. Direction/Methods  ways to accomplish a goal “Ways of Practice” 3. Performance  How well a task needs to be completed “Rubrics” 4. Transactions  Opportunities/Responsibilities “ADA”

A Question… How does the committee conceptualize “standards”?

Viewing Teaching Through a Standards Lens Standards for teachers can…  Put expectations on the table for conversation  Represent agreements about what is important for teachers to know and do  Provide a framework for professional development  Provide a fair and equitable basis for evaluations  Provide opportunities for reflection and self- assessment

Standards as Expectations While standards are open to continual revision, they provide a space for the conversation Standards make explicit and visible what may otherwise be assumed about teacher knowledge, skill and dispositions Standards can be used as “models” to provide comparisons

Standards as Agreements Standards are built on the input and deliberation of many contributors The standards development process captures an “emerging consensus” about teacher knowledge, skills and dispositions.

Standards Provide a Framework for Professional Development Standards paint a descriptive picture of the knowledge, skills, and dispositions of teachers Standards make professional learning more accessible by providing outcomes and a vocabulary to discuss practice

Basis for Fair and Equitable Evaluation State what teachers should know and be able to do Prevent “surprises” Reduce personal biases Need to be coupled with clear articulation of the level of desired performance Evaluation based upon shared “values”

Reflection and Self-Assessment Standards invite personal and collegial reflection Standards provide content for self- assessment and outcomes for goal setting

Content vs Performance Standards Content Standards describe what teachers need to know, understand, and be able to do Performance standards tell how good is good enough--that is, how well teachers are expected to perform in order to make the inference they are competent in a standard area.

Keep in mind…. The standards are ALWAYS larger than any one performance or demonstration Multiple performances and multiple appropriate measures provide more accurate inferences about teachers’ abilities to demonstrate performances related to a standard No one ever “MASTERS” a standard

Beware of Abuses of Standards Abuse#1: Conceptualizing the standards very narrowly as rules or all that is expected or that needs to be done. Abuse#2: Reducing standards to a single or narrow range of performances. Abuse#3: Viewing standards as a “check list” rather than a blueprint for growth. Abuse#4: Confusing content standards with performance standards

How Teaching Standards Fit into the Overall Continuum of Teaching What STUDENTS should know and be able to do What TEACHERS should know and be able to do Preparation Induction Mentoring Alt Routes Ongoing Professional Development Professional Learning Assessment and Evaluation Certification

Effects? What impact will your work have on:  Student learning?  Preparation programs?  Alternative routes to certification?  Initial Certification?  Recertification?  Professional Development Master Plans?  Induction/Mentoring Programs?  Teacher evaluation? How is YOUR work affected by these? What is happening, or needs to happen, to ensure appropriate alignment and consistency among these initiatives, practices and programs?

Surveying Current Contexts Current expectations in the approved 610 regulations Draft of expectations in the revised 610 regulations Commissions on Educator Effectiveness Race to the Top – five domains of teaching based upon Charlotte Danielson’s work Mentoring and Induction programs Professional Development Master Plans Certification Requirements Current educator evaluation practices Federal definitions of “effective teachers” Race to the Top/ESEA Reauthorization

The Revised InTASC Standards “INTASC” becomes “InTASC” Interstate New Teacher Assessment and Support Consortium Interstate Teacher Assessment and Support Consortium

A More Expansive Focus “Please note that unlike the original 1992 INTASC standards that were designed for “beginning” teachers, these are intended as professional practice standards, setting one standard for performance that will look different at different developmental stages of the teacher’s career.”

The New INTASC Standards “With this document, the Council of Chief State School Officers (CCSSO) offers for public dialogue and comment a set of model core teaching standards that outline what teachers should know and be able to do to help all students reach the goal of being college and career ready in today’s world.”

Ten InTASC Standards 1.Learner Development 2.Learning Differences The Learner 3.Learning Environments and Learning 4.Content Knowledge Content 5.Innovative Applications of Content Knowledge 6.Assessment 7.Planning for Instruction Instructional Practice 8.Instructional Strategies 9.Reflection and Continuous Growth Professional 10.Collaboration Responsibility

Possible Uses of InTASC Standards In what ways might the revised InTASC standards assist you with your work?

Questions? Thoughts?