1. 1. ORIENTATION & OVERVIEW Alabama Teacher Education Reform Ensuring no child is left behind Elizabeth W. Beale, Ed.D SERRC Jayne Meyer, Ph.D. Mabrey Whetstone, Ph.D AL SEA

2. Assessment Classroom Implementation Professional DevelopmentPersonnel Preparation Teacher Certification Program Approval Standards Student Performance Expectations Teacher Performance Expectations NCLB Shared Principles Buy - in Alignment Alabama Teacher Education Reform Model Challenges…

3.  Teacher Educators (special, general, secondary – all disciplines)  Higher Education (Deans, general and special education faculty)  Special Education Supervisors  Parent  Advocacy Group members  Department of Education  Local Superintendent  Principal  Teacher (general and special education) Stakeholder Design: Representatives from…

4. November Meeting  To explore implications of selected components of the No Child Left Behind Act of 2001 for children with diverse learning needs.  To build consensus on Teacher Performance Principles that articulate expectations of all Alabama teacher to ensure that no child is left behind.

5. BUILD SHARED CONTEXT  Superintendent’s charge  Overview: Selected components of NCLB  Panel Reactions: Implications for children with diverse learning needs  Small Groups: Challenges & opportunities for teachers

6. The CogniScope TM System Interactive Management Consultants DESIGN TEACHER PERFORMANCE PRINCIPLES

7. GENERATE & CLARIFY TEACHER PERFORMANCE EXPECTATIONS Triggering Question: What are the teacher performance expectations to ensure that NO child is left behind? In other words, what do all teachers need to know and be able to do so that ALL children achieve challenging state achievement standards?

8. Generate & Clarify Teacher Expectations

9. CogniScope Support

10. Clarification Record

11. CLASSIFY EXPECTATIONS BY 10 INTASC PRINCIPLES

12.  CEC Model Standards  NCATE Unit Standards & SPAs  State Board of Education Goals  Reading First CROSSWALK TO OTHER MODEL STANDARDS

13. RATE RELATIVE IMPORTANCE

14. December Meeting  To build consensus on Teacher Performance Principles that articulate expectations of all Alabama teacher to ensure that no child is left behind.  To sort Teacher Performance Expectations by knowledge and ability.  To align Professional Study Standards with Teacher Performance Principles.  To identify planning implications of implementing the Teacher Performance Principles.

15. Design Teams: Select Principles & Expectations

16. Build Consensus on Principles & Expectations

18. Sort Expectations by Knowledge & Ability

19. Align Professional Study Standards to Principles

20.  Prospective teachers  Practicing teachers  Certification  Assessment Identify Implications of Moving Towards Teacher Performance Principles