1. Teacher Preparation Institution (TPI) Corrective Action Protocol Michigan State Board of Education Presentation August 11, 2009 1

2. 8/11/09 2 Purpose of TPI Corrective Action Protocol Response to June 2006 SBE Teacher Preparation Institution Performance (TPI) Score Rubric Compliance with Higher Education Act [HEA] Title II, Section 208 Provide technical assistance for Michigan TPIs categorized as “at-risk” or “low-performing”, based on TPI performance score rubric

3. 8/11/09 3 TPI Corrective Action Status “At-risk” status designated when TPI performance score is 52 to 55 points “Low-performing” status designated when TPI performance score is less than 52 points Maximum TPI performance score is 70 points: MTTC aggregate score (30 pts), program reviews (10 pts), program completers (10 pts), candidate and supervisor survey (10 pts), diversity (5 pts), and subject area need (5 pts)

4. 8/11/09 4 TPI Corrective Action Levels Level 1 Corrective Action: 1 st two years of “at-risk” status Level 2 Corrective Action: 1 st two years of “low-performing status or beginning 3 rd year “at-risk” Level 3 Corrective Action: beginning 3 rd year as “low-performing” or initially “at- risk” TPI beginning 2 nd year as “low- performing”

5. 8/11/09 5 TPI Corrective Action Response Public notification Adjust program emphasis Consultation with OPPS staff Conduct TPI self-assessment

6. 8/11/09 6 TPI Corrective Action Response Develop and Implement TPI plan of improvement Notify students of status Notify accrediting agency of status SBE may rescind approval

7. 8/11/09 7 TPI Self-Assessment Self-assessment tool based on the National Commission on Teaching and America’s Future (NCTAF) model The Self-assessment must be conducted in the first year that an institution is designated for corrective action at Level 1 or 2. Must be updated annually

8. 8/11/09 8 TPI Self-Study Components Part A is an institutional descriptive section, including demographic and faculty load information. Part B asks institutions to unpack their performance status and examine deeper questions of quality control, of focus and related issues.

9. 8/11/09 9 TPI Self-Study Components Part C requires the identification of assessment mechanisms used in the program to assure quality teacher preparation. Part D focuses on the assessment of clinical practice and performance assessment of effective teaching skills.

10. 8/11/09 10 TPI Self-Study Key Issues Review data for both the institution and Education program; Identify control points—admission decisions, feedback to feeder schools and community colleges; Identify faculty quality and involvement; Examine program use of MTTC and other assessment data.

11. 8/11/09 11 TPI Improvement Plan Based on self-assessment, and performance score criteria including analysis of data and program control points –Establish objectives for each criteria and identify strategies for meeting those objectives –Report plan and progress to MDE

12. 8/11/09 12 TPI Improvement Plan Follow up on impact and revise plan each year until satisfactory status achieved or program approval rescinded by SBE

13. 8/11/09 13 TPI Corrective Action Protocol Contacts: Flora L. Jenkins, 517/373-6505, jenkinsf@michigan.gov jenkinsf@michigan.gov Catherine Smith, 517/335-0874, smithc15@michigan.gov smithc15@michigan.gov Steve Stegink, 517/241-4945, steginks@michigan.gov steginks@michigan.gov