1. Tiered Licensure & Developmental Continuums August 9, 2011 CCSSO State Consortium on Educator Effectiveness (SCEE)

2. Logistics  Everyone is muted  Use the chat function to make a comment or ask a question  You may chat privately with individuals on your team  If you have problems, you may send Tina Zhao a message via chat or email at tina@ccsso.org 2

3. Using The Model Core Teaching Standards To Make A Difference For Teachers And Their Students Peter Winograd  Director, University of New Mexico Center For Education Policy Research Kathleen Paliokas  Program Director, Interstate Teacher Assessment and Support Consortium (InTASC), Council of Chief State School Officers

4. Poll

5. Who is joining us today? How many people are watching the webinar with you? 1.Just me 2.Me and 1 other 3.Me and 2-5 others 4.Me and more than 5 others 5

6. Presentation  The Challenges We Face  Brief Background  Why This Effort Is Important  Today’s Conversation  The Panel  Next Steps 6

7. InTASC Model Core Teaching Standards: A Resource For State Dialogue  In April, 2011, CCSSO released these standards. The purpose of this document “is to serve as a resource for states, districts, professional organizations, teacher education programs, teachers, and others as they develop policies and programs to prepare, license, support, evaluate, and reward today’s teachers. As noted above, a systemic approach and supportive infrastructure are essential to successful implementation of these standards.” (p.5, InTASC Model Core Teaching Standards, CCSSO, 2011) 7

8. The Challenges We Face  We believe that a systemic approach and a supportive infrastructure are essential to successful implementation of the InTASC Standards.  State licensure is, arguably, the most important policy infrastructure related to teaching and teaching standards.  The challenges we face are how to embed the Model Core Teaching Standards into the wide variety of state licensure systems facing challenges of their own. 8

9. Brief Background  April 28-30, 2011 SCEE National Summit on Educator Effectiveness: Transforming State Systems For The Future  June 14, 2011 SCEE Webinar - Summit Strands: Where Do We Go From Here? 9

10. Lessons Learned  There is no clear definition of what a tiered licensure system looks like or how it is implemented across different states  Relationships between licensure, compensation, and educator evaluation are extremely complex  Teacher evaluation should inform decisions about professional development, tenure, dismissal, renewal and promotion at the local level, but it should not determine the revocation of a teacher’s license 10

11. Ideas For Next Steps  Develop rubrics for the InTASC Standards across the developmental continuum that can be contained in tiered licensure systems  Develop communication strategies and partnerships that help states implement or strengthen tiered licensure systems that embed the InTASC Model Core Teaching Standards in state policy 11

12. Next Steps  Develop a usable source of information about the status of state tiered licensure systems, how they can be implemented or strengthened, related state policies, potential problems and how they can be avoided, research on their impact on student learning and other important outcomes. 12

13. Why Is This Effort Important?

14. InTASC Standards – A New Vision of Teaching  Developmental Continuum  A Focus on 21st Century Knowledge and Skills  Personalized Learning for Diverse Learners  Increased Emphasis on Assessment Literacy  A Collaborative Professional Culture  New Leadership Roles for Teachers and Administrators

15. InTASC Standards – The Implications For Licensure  Licensure systems should:  Provide a coherent framework for assessments across teachers’ developmental career from initial licensure to renewal  Ensure that teacher candidates are well prepared to teach

16. Licensure systems should:  Support teacher growth over time  Provide incentives to encourage teachers to accept new roles and responsibilities  Encourage teachers to seek out continued training to gain the knowledge and skills they need 16

17. Teacher Licensure Systems Vary Widely Across The Country 17 Source: NASDTEC Knowledgebase, www.nasdtec.info. Retrieved 4.24.11www.nasdtec.info

18. What are some of the components of licensure systems?  Assessments – (pedagogy, content, performance, new approaches to teacher evaluation)  Links to teacher preparation (standards, alternative pathways, qualifications and requirements)  Induction support – (mentoring, coaching)  Structure of licenses, certificates (tiers, renewal requirements, K-12, subjects, special education, leadership)  Links to compensation  Links to hiring/firing/tenure/ethics

19. State Licensure Systems are Facing Challenges of Their Own  New approaches to teacher evaluation  The implementation of common core state standards  SEA budget cuts and staff reductions  SEA missions are changing  Alternative pathways into teaching  LEA budget cuts and staff reductions  Fewer opportunities for professional development  Others?

20. If the goal is to use the Model Core Teaching Standards to strengthen teaching, AND if professional learning is developmental across a continuum, AND if state licensure systems are facing many challenges, THEN what does this mean for how we strengthen our licensure systems?

21. What needs to change in each component of licensure? How can SCEE be of help?

22. Panel Members  Linda Alder, Coordinator, Educator Effectiveness, Utah State Office of Education  Jean Satterfield, Assistant Superintendent, Certification & Accreditation, Maryland State Department of Education  Phillip Rogers, Executive Director, Education Professional Standards Board, Kentucky 22

23. Questions for Panel 1) Requests for rubrics and a developmental continuum aligned to the InTASC standards:  How would you use such a continuum and what are the implications of one for how to design a tiered licensure system? 2) A tiered licensure system presumes a continuum of assessments:  Where do you see licensure assessment trending?  How does the idea of including measures of student growth and/or teacher evaluation results in licensure decisions fit in? 23

24. Today’s Conversation  Panel Conversation  Next Steps 24

25. Poll

26. Is your state currently working on changes to licensure? If no, you may skip. If yes, which elements are being changed? a)Assessments b)Links To Teacher Preparation c)Induction d)Licensure Structure e)Links To Compensation f)Links To Hiring/Firing/Tenure/Ethics g)Other? 26

27. Upcoming Webinars  Each date is a Tuesday; all times are 2:00 pm ET  Preparation: September 13  Leader Evaluation: October 4  Teacher Evaluation: Postponed, Date TBA  Regular SCEE Webinar TBA: October 11 27

28. SCEE’s Second Year  Upcoming Topical Meetings: Tentatively Oct. 13-14, TBA  InTASC Meeting  Resources on the Collaboration Site  Ongoing Webinars and more  It is time to renew SCEE membership. Please contact williamb@ccsso.org. williamb@ccsso.org  Let your team lead or deputy know about how SCEE supports your work! 28

29. 30 Minutes Q and A  The audio portion of the webinar has concluded.  Experts will be available for 30 minutes to respond to your questions  Enter your questions in the Chat space  We will post the Q&A on the webinars page at the conclusion of this event. http://scee.groupsite.com/page/webin arshttp://scee.groupsite.com/page/webin ars 29

30. Thank you!