Possible New Teacher Preparation Regulations & the Definition of “Highly Qualified Teacher” Jane E. West Senior Vice President Policy, Programs & Professional Issues

Teacher Preparation Regulations Negotiated rulemaking held January – April 2012 No consensus reached Regulations would implement Title II of the Higher Education Act and the TEACH grants (a form of federal student financial aid for aspiring teachers) 2

Teacher Preparation Regulations (cont’d) State would evaluate every teacher preparation program annually and rate each on a 1-4 rating scale Only those in a high category (1, possibly 2) would be eligible for federal student financial aid (TEACH grants) 3

Teacher Preparation Regulations (cont’d) 1.K-12 student learning outcomes, value-added 2.Annual employer and graduate surveys 3.Employment outcome – place of employment, retention 4.Professional accreditation of program or state approval that includes clinical preparation, candidate qualifications and pedagogical and content skills of graduate Value-added would carry the most weight 4

Big Concern for K-12 The language used in the NCLB waivers would be in these regulations requiring states to develop assessments in all non- tested grades and subjects For the first time this language would appear in a binding policy framework – a regulation. It currently does not exist in either statute or regulation 5

Other Concerns Criteria not documented to be valid and reliable measures of program effectiveness Impossible to implement –Students won’t know from year to year if they are eligible for financial aid –States have no capacity to implement –Higher education has no capacity to gather data Violates statutory authority which gives state program evaluation authority Represents major policy shift better suited for reauthorization Makes state arbiter of student aid eligibility – precedent setting Disproportionate impact on minority serving institutions and programs that prepare teachers for high needs schools & fields 6

Next Steps Vigilance and education Higher Education Task Force on Teacher Preparation Generate robust response from the field 7

Definition of a “Highly Qualified” Teacher 2010 Appeals Court Decision (Renee v. Duncan) found that NCLB regulations violated the statute Decision said “teachers in training” should not be considered highly qualified Congress attached a rider to an appropriations bill overturning the ruling –The provision is set to expire 8

Definition of a “Highly Qualified” Teacher (cont’d) The Coalition for Teaching Quality (CTQ) formed to challenge the provision – 89 education, disability, civil rights, higher education groups – ACE, AAPD, CEC, Easter Seals, NCLD, HECSE, TED, NAACP, School Principals groups, NCTM, NCTE, NEA, National PTA, Rural School and Community Trust, TESOL, Native Americans, Latino groups, state and local organizations The vehicle for possible extension is the FY 2012 Labor/HHS/Education Appropriations bill The Senate version does not include the provision The House version extends the provision for 2 more years 9

Definition of a “Highly Qualified” Teacher (cont’d) CTQ effort to add data collection, parental notification to the amendment Aggressive lobbying by TFA and allies (Great City Schools, NCTQ, Eli Broad, Chiefs for Change, Democrats for Education Reform, Fordham Institute, New Schools Venture Fund, Relay Graduate School of Education) Respond to alerts; communicate with policy makers; educate your colleagues 10

And remember… If you are not at the table, you are probably on the menu. 11