State Board Presentation Review of Teacher Preparation Regulations Second Discussion July 10 th, 2013

Our goals for these proposed regulations are: Raise the bar for entrance into the teaching profession, ultimately ensuring every teacher in NJ meets a threshold of quality for cognitive ability, content knowledge, and pedagogy. To the best of our ability, ensure NJ requirements for entry into the teaching profession are not significantly different from states that share reciprocity and significant mobility with our state Goals 2

The Department is proposing four changes to educator preparation requirements; each of these changes include flexibility to ensure requirements are not overly restrictive Entry Requirements 1.Raise the entrance GPA from 2.5 to 3.0 for entry into a traditional preparation program and from 2.75 to 3.0 to obtain a Certificate of Eligibility (CE) for alternate route candidates 2.Require a standardized assessment of basic skills for entry into a traditional preparation program and to obtain a CE Certification Requirements 3. Raise the exit GPA required to obtain a Certificate of Eligibility with Advanced Standing (CEAS) for traditional route candidates from 2.75 to Require a performance assessment for a CEAS Proposed Changes 3

Proposed at 1 st DiscussionProposed at 2 nd DiscussionRationale Require a standardized assessment of basic skills for entry into a traditional program and for a CE Allow candidates with an 1120 SAT (combined critical reading and math) to waive the assessment Require a standardized assessment of basic skills for entry into a traditional program and for a CE Allow candidates with an 1660 SAT (combined critical reading, writing, and math) to waive the assessment. Allow candidates with a score of at least 23 on the ACT to waive the assessment. The addition of the writing component brings the waiver up to date with current SAT testing scoring. Including the ACT waiver allows candidates that have not taken the SAT to also be eligible to waive the assessment. Proposed Changes – Waiver to the Basic Skills Assessment

Proposed at 1 st DiscussionProposed at 2 nd DiscussionRationale As of January 2016, require a DOE- approved performance assessment for CEAS; school year will allow for programs to pilot the assessment As of September 2015, require a DOE-approved performance assessment for CEAS; school year will allow for programs to pilot the assessment September 2015 reflects a better alignment to the school calendar year. Proposed Changes – Timeline for Performance Assessment

Appendix – First Discussion Slides

2.5 GPA is required for entry into a traditional preparation program; 2.75 is required for a CE, with an individual flexibility option if candidate has high enough score on the content knowledge assessment Raise Entry GPA 7 Current State Proposed Amendment(s) Rationale Raise the GPA to 3.0 for entry into a traditional program and for a CE, with flexibility for both candidates and programs. ‒Hold traditional programs accountable for a cohort average GPA ‒Provide “grace period” where traditional programs collect and report averages, but will not have consequences ‒Keep existing individual flexibility within GPA for CE - allowing a lower GPA (2.75) if passing rate on content knowledge assessment is high enough (10% above the passing score) ‒Allow additional flexibility via program ‘sponsorship’ for candidates with GPAs below a 3.0 but at least a 2.75 for up to 10% of an annual provisional teacher program’s alternate route candidates Ensures a cognitively and academically strong teaching corps; Research indicates strong positive relationship between teacher cognitive ability and higher student outcomes 1 Aligns GPA requirement with that of neighboring states (PA – 3.0; DE – 3.0; CT – 3.0 for alt-route) and prevents perverse incentives for candidates to come to NJ for preparation Elevates the profession by attracting stronger talent 1.Rockoff, et al. (2011), Henry, et al. (2012), Whitehurst, G. (2002)

Current requirements into a preparation program are vague when it comes to ‘basic skills’, requiring candidates to “demonstrate acceptable levels of proficiency in English and Mathematics” Require Basic Skills Assessment 8 Current State Proposed Amendment(s) Rationale Require a standardized assessment of basic skills for entry into a traditional program and for a CE ‒Allow candidates with an 1120 SAT (combined critical reading and math) to waive the assessment Ensures a threshold of cognitively and academically strong teaching corps; Research indicates strong positive relationship between teacher cognitive ability and higher student outcomes Allows the Department to compare across programs and identify any correlations that exist across programs with higher entry scores/requirements and stronger candidates

Currently, the GPA requirement for CEAS is 2.75 Based on total cumulative GPA in baccalaureate degree program, higher degree program, or a state-approved post-baccalaureate certification program Individual flexibility to GPA requirement if candidate has high Praxis score Raise Certification GPA for CEAS 9 Current State Proposed Amendment(s) Rationale Raise the GPA to 3.0 for CEAS, while maintaining flexibility option that allows for a candidate to have a lower GPA (at least 2.75) if passing rate on content knowledge assessment is high enough (10% above the passing score) Maintains consistency with raising the GPA requirement for entry into a program, and for CE

Currently, there is no requirement for a teacher candidate to illustrate his/her pedagogical effectiveness prior to entering the classroom Require Performance Assessment 10 Current State Proposed Amendment(s) Rationale As of January 2016, require a DOE-approved performance assessment for CEAS; school year will allow for programs to pilot the assessment DOE will require that the assessment developers provide training to preparation providers, and reduced-cost for low-income candidates, to mitigate the cost of the assessment Ensure candidates are cognitively strong, know their content area, and are adept pedagogically

Summary of Major Changes 11 ChangeCurrent Requirement Proposed Change Entry GPA2.5 GPA for individual candidates Cohort average of 3.0 GPA, with no individual falling below 2.75 Entry Basic Skills Assessment No requirementMust pass basic skills assessment 1 Exit Performance Assessment No requirement Must pass a Commissioner-approved performance assessment Exit GPA 2.75 GPA for individual candidates, with flexibility options GPA for individual candidates, with similar flexibility options 3 Traditional Route Candidates 1: If a candidate scores in the top third of the SAT, the requirement is waived 2: Candidates who currently have at least a 2.5 and whose score on content knowledge assessments exceed the passing score by 10% also meet this requirement 3: In proposed changes, candidates who have at least a 2.75 and whose score on content knowledge assessments exceed the passing score by 10% also meet this requirement 4: Alternate route candidates do not have exit requirements since they are already in the classroom 5. In proposed changes, candidates who have at least a 2.75 and whose score on content knowledge assessments exceed the passing score by 10% also meet this requirement; Additionally, a provisional teacher program can sponsor up to 10% of their candidates (this applies to candidates that have a GPA between 2.75 and 3.0 but do not have a score on content knowledge assessments that exceeds the passing score by 10%) ChangeCurrent RequirementProposed Change Entry GPA 2.75 GPA for individual candidates, with flexibility options GPA for individual candidates, with additional flexibility options 5 Entry Basic Skills Assessment No requirementMust pass basic skills assessment 1 Alternate Route Candidates 4

June July Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun July Aug Sept Oct Nov Dec Jan Reg Proposal Process 3.0 Req. for a CE; 3.0 req. for CEAS; Passage of basic skills req. for CE and entry into a traditional preparation program New Regs Adopted pending state board approval Passage of performance assessment req. for CEAS Teacher Preparation Changes – Implementation Timelines 3.0 Cohort average entrance requirement for traditional programs Performance Assessment Piloting List of Approved Performance Assessments Released We are taking a thoughtful and methodical approach to implementation and piloting of new proposed requirements.

Next Steps 13 Conduct a thorough review of current certification assessment cut scores to ensure their rigor and alignment with neighboring states. Release Educator Preparation Provider Annual Report (DRAFT 1.0) to leaders of educator preparation providers for feedback and refinement. Develop an accountability and review system for educator preparation providers based on annual report data. Continue to engage stakeholders in working to improve teacher preparation and entry into the profession. Recruit innovative educator preparation and pipeline providers to NJ districts to increase and strengthen the pool of teachers and leaders in NJ. Increase our support to districts in their recruitment & selection of educators to ensure they have the tools and capacity to build strong, diverse pools of talent and can strategically select teachers that meet the needs of their schools. Consider structures and incentives that recruit, reward, recognize, and retain excellent educators so that veteran teachers and teacher-candidates see NJ as a great place to start/continue a career.

Agenda 14 Background and Context Key Background Information National and Local Landscape of Teacher Prep Entry Requirement Changes Raise GPA Require Assessment of Basic Skills Certification Requirement Changes Raise GPA requirement for CEAS Require a Performance Assessment Raise Praxis II Scores Questions