1. Developing the Dispositions of Preservice Teachers for a Culture of Continuous Professional Learning
Sponsored by Learning Forward
November 12, 2013

2. Transforming Professional Learning
Technology Solutions
New Hampshire
Critical Friend State
Technology Solutions
Georgia:
Critical Friend State
Illinois
Critical Friend State
Kentucky:
Demonstration
State
Utah:
Critical Friend State
Washington
Critical Friend State
DIP
DIP
DIP
Learning Forward
CCSSO
AACTE
NGA
NASBE

3. Seizing the Moment: State Lessons for Transforming Professional Learning

4. Recognize that a collaborative culture will not be created by a chance, or even by invitation. You must embed collaborative processes into the routine practices of the school.

5. Your Speakers
Rosetta F. Sandidge, Senior Associate Dean for Academic Programs, Accreditation, and Planning, University of Kentucky College of Education
John DeAtley, Director, P-20 Initiatives and College Readiness, Kentucky Council on Postsecondary Education
David Johnson, Executive Director of the Southeast South Central Education Cooperative
Bryant Gillis, Principal, Tichenor Middle School (Kentucky):
Nicci Magee, Department Learning Leader, Tichenor Middle School (Kentucky)

6. Clinical Teacher Preparation: National and State Perspectives
Rosetta Sandidge, Ed.D.
Associate Dean for
Academic Programs, Accreditation,
and Planning

7. Overview of Presentation
National Context
Research and Policy Reports
Accreditation Standards
State Context
Kentucky Regulations and Implementation

8. National Context and Visibility: Research and Policy Reports
National Research Council (2010), Preparing Teachers: Building Evidence for Sound Policy
Identified three areas of teacher preparation “likely to have the strongest effects” on learner outcomes:
Content knowledge
Field experiences
Quality of teacher candidates

9. National Context and Visibility: Research and Policy Reports
NCATE Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning (2010), Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers
Outlined ten design principles for clinically-based teacher preparation
Proposed a new clinical model “which fully integrates content, pedagogy, and professional coursework around a core of clinical experiences”

10. National Context and Visibility: Research and Policy Reports
Council of Chief State School Officers (2012), Our Responsibility, Our Promise: Transforming Educator Preparation and Entry into the Profession
Released recommendations related to licensure, educator preparation program approval, and data collection, analysis, and reporting.
Identified high quality teacher preparation systems which highlight clinically-based preparation approaches.

11. National Context and Visibility: New CAEP Accreditation Standards
Standard 2, Clinical Partnerships and Practice, places greater emphasis on clinical preparation of teachers:
“The provider ensures that effective partnerships and high quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development.”
2.1 Partnerships for clinical preparation
2.2 Clinical educators
2.3 Clinical experiences

12. National Context and Visibility: New CAEP Accreditation Standards
“Typical and suggested measures of evidence” for Standard 2
MOUs or agreements with diverse P-12 and/or community partners
Evidence of tracking and sharing data such as hiring patterns/job placement rates based on partners’ needs
Evidence of combined resource allocation and joint decision-making
Shared understanding among partners regarding work, roles, responsibilities, authority, and accountability
Evidence of plans, activities, and results related to selection, support, and retention of diverse clinical educators

13. National Context and Visibility: New CAEP Accreditation Standards
“Typical and suggested measures of evidence” for Standard 2
Evidence of continuous opportunities for formative feedback and coaching from high quality and diverse educators
Performance data on candidate development of high-leverage instructional practices/strategies, from early field work to culminating experience, in diverse clinical settings
Evidence of candidates’ graduated responsibilities within the classroom and increasing ability to impact students’ learning
Evidence candidates integrate technology into their planning and teaching and use it to differentiate instruction

14. National Context and Visibility: New CAEP Accreditation Standards
“Typical and suggested measures of evidence” for Standard 2
Evidence of candidates’ reflection on instructional practices, observations, and their own practice with focus on improving teaching and student learning, e.g., video analysis, reflection logs
Case study of the effectiveness of diverse field experiences on candidates’ instructional practices
Reliable and valid measures or innovative models of high-quality practices, partnerships, clinical educators, or clinical experiences.

15. A State Context: Kentucky
State Agencies Influencing Educator Preparation in the Commonwealth
Kentucky Education Professional Standards Board
Kentucky Council on Postsecondary Education
Kentucky Department of Education

16. Kentucky: Recent Regulations Related to Clinical Practice
Key Mandates of 16 KAR 5:040, Admission, Placement, and Supervision in Student Teaching
Eligibility requirements for cooperating teachers and university supervisors
Training for cooperating teachers and university supervisors, including co-teaching training
Minimum of 200 clock hours of field experiences prior to student teaching, including engagement with diverse students (ethnic/cultural groups, different socioeconomic groups, ELL, students with disabilities, and students across elementary, middle, and high school levels), observation in schools and related agencies, student tutoring, interaction with families, attendance at school board and school-based council meetings, participation in school-based professional learning community
Program documentation of completed field experience hours prior to student teaching

17. Kentucky: Recent Regulations Related to Clinical Practice
Key Mandates of 16 KAR 5:040, Admission, Placement, and Supervision in Student Teaching (continued)
A full professional semester of student teaching (minimum of 70 days) in specified grade levels appropriate to certificate area
Specific experiences during student teaching, e.g., co-teaching, reflective self-assessment, professional decision making, peer review with other student teachers, use of student performance assessment
Use of the Kentucky Teacher Internship Program Teacher Performance Assessment or variation of tasks in the assessment

18. Summary
“Teacher education has too often been segmented with subject-matter preparation, theory, and pedagogy taught in isolated intervals and too far removed from clinical practice. But teaching, like medicine, is a profession of practice, and prospective teachers must be prepared to become expert practitioners who know how to use the knowledge of their profession to advance student learning and how to build their professional knowledge through practice. In order to achieve this, we must place practice at the center of teacher preparation.” (NCATE Blue Ribbon Report, 2010, p. 2)

19. John DeAtley, Director of P-20 Initiatives November 12, 2013
Kentucky’s
Postsecondary/P-12 Partnership:
Clinical Preparation of Teachers
John DeAtley, Director of P-20 Initiatives
November 12, 2013

20. College & Career Readiness Professional Development
The Kentucky General Assembly passed Senate Bill 1 in 2009.
College & Career Readiness
Assessment
& Accountability
Standards
Professional Development
Common Core

21. Kentucky’s College and Career Readiness Success The number of high school graduates ready for college has been steadily increasing
Source: Kentucky Department of Education, State Report Card, education.ky.gov

22. Systemic Change and Teacher Preparation
The Work Continues:
Systemic Change and Teacher Preparation

23. Difference in Beginning Teacher PD Need vs. Receipt
TELLKentucky.org: educators;
43761 responded;
86.66%
Professional Development Area
% Indicating a Need in 2013
Differentiating instruction
72.4
Special education (Disabilities)
65.5
Closing the achievement gap
69.6
Special education (Gifted/Talented)
62.6
Reading strategies
54.6
Methods of teaching
49.8
Student assessment
52.1
Classroom management techniques
51.3
Integrating technology into instruction
50.8
Your content area
40.4
English language learners
43.6
Source: 2013 TELL Kentucky: Creating Supportive School Conditions for Enhancing Teacher Effectiveness.
Data extract: Beginning Teachers (1-3 Years).

24. Frequency of Mentoring Activities Reported by New Teachers
Mentoring Area
Never/Sometimes
Observing my mentor’s teaching
93%
Analyzing student work
69%
Reviewing results of students’ assessments
70%
Aligning my lesson planning with state/local curriculum
63%
Developing lesson plans
64%
Addressing student or classroom behavioral issues
61%
Reflecting on the effectiveness of my teaching
Being observed teaching by my mentor
88%
Source: 2013 TELL Kentucky: Creating Supportive School Conditions for Enhancing Teacher Effectiveness.
Data extract: Beginning Teachers (1-3 Years); Excluded categories: “At least once a week” and “Almost daily.”

25. A Systemic Approach: Building a World-Class Teaching Profession
Recruitment
Selectivity
Training
Certification
Induction
Career Ladder
Professional Development
Compensation

26. Clinical Preparation of Teachers
First stage of systemic reform
Competitive process; 7 proposals received
3 sites funded at $500,000 per site
2 middle schools, 1 high school

27. Proposals Were Required To:
Integrate coursework, theory, and pedagogy with practitioner knowledge
Reflect best practices in clinical teacher preparation
Be mutually beneficial to higher education institutions and P-12 schools
Be sustainable over time

28. Successful Proposals:
Demonstrated the attributes of clinical teacher preparation outlined in the NCATE Blue Ribbon Panel report
Described the components of the clinical model, including curricular adjustments, co-planning time, co-teaching, discussion forums, etc.
Described how the clinical training site was selected and how it qualified as an exemplary clinical site
Identified university faculty who will participate in the project, with evidence they have the experience and expertise to do so

29. Successful Proposals:
Described the assessment system that demonstrates candidate knowledge, skills and dispositions
Described how the institution will support faculty, instructors, and university field and clinical supervisors
Described how the institutional faculty’s work will be acknowledged, valued, and rewarded 
Described the training for P-12 teachers who will serve as mentors for teacher candidates and training for the principal of the school

30. Successful Proposals:
Described how new teachers are supported and inducted into the profession in this model
Included an evaluation plan that addressed how the model aligns with accountability structures
Described a strategy for sharing the results of the project
Programs at WKU, EKU, and UofL now underway. Other institutions also beginning to adopt these models, or similar ones, as accreditation changes take shape.

31. WKU and Bowling Green High
Cohort 1 has 12 teacher candidates, 4 are Secondary English majors and 8 are Social Studies Secondary Education majors
Min of 8 hours/week interacting with faculty and students in classrooms. Instructional rounds increases to hours per week.
Students observe, but also assist teachers and are actively engaged in co-teaching prior to developing and teaching their own lessons
Co-Teaching Strategies: One Teach, One Observe; One Teach, One Assist; Station Teaching; Parallel Teaching; Supplemental; Alt.; Team

32. EKU and Corbin Schools
Provided 2 days of PD to faculty and staff of schools in order to ensure capacity for working with pre-service teachers
Students are in the classrooms with mentor teachers for two full days per week, for a minimum of 80 hours of applied learning
PLCs including higher ed faculty, P12 faculty, and pre-service teachers were created
Students recently recognized by Corbin Board for their contributions

33. UofL and Westport Middle
4 days of professional development was provided to faculty and staff to prepare them for working with pre-service teachers
45 UofL teacher candidates conducted 1-on-1 conferences with 8th graders for goal setting for the Explore Test and for their yearly progress.
PLCs and a Data Room for the analysis of student data have been established
Technology has been infused at all levels of the teacher training and clinical model as all methods courses occur in the school setting

34. School/District Level Needs for New Teachers
David R. Johnson, Executive Director
Southeast/South-Central Educational Cooperative
Kentucky

35. Demands on schools/districts
New curriculum New evaluation system New accountability/assessment Instructional demands Less funding, less staff, limited resources
Result – Greater stress, less time, higher demands on administration and teachers

36. Needs when considering new teachers
Limited funds and time for training new teachers
Emphasis on meeting accountability
Competent in content area – Common Core
Instruction – differentiation, personalized learning, technology, etc.
Assessment – formative and summative
Analysis and use of data to adjust instruction
Elements of teacher evaluation system – peer observations, student learning goals, professional goals, student voice
Dispositions – communication, professionalism, determination, continuous learner, heart, etc.
Teacher use of technology
Classroom management
Practical application (not just theory)

37. Southeast/South-Central Educational Cooperative
Opportunities
Importance of communication and partnerships Educational Cooperatives – SESC (regional perspective) Mutual support – training opportunities of each met by the other Communication with state departments of education and other agencies
David R. Johnson
Southeast/South-Central Educational Cooperative
(606)

39. Questions What was an “Ah-Ha” moment? (What did I learn?)
What was an “Oh-No” moment? (What gives me concern?)
What are our programs doing that is in line with the shifts of the CCSS
How will I use the information from the meeting to inform decisions regarding implementation moving forward?

40. For Follow Up Conversations
Rosetta F. Sandidge, Ed.D. Senior Associate Dean for Academic Programs, Accreditation, and Planning College of Education University of Kentucky John DeAtley Director, P-20 Initiatives and College Readiness Kentucky Council on Postsecondary Education David Johnson Executive Director Southeast South Central Education Cooperative
Bryant Gillis
Principal
Tichenor Middle School
Nicci Magee
Department Learning Leader
Tichenor Middle School
Liz Ross
Manager of State Chapters and Programs
American Association of Colleges for Teacher Education