1. Commission on Teacher Credentialing Ensuring Educator Excellence Commission on Teacher Credentialing Ensuring Educator Excellence Transitioning Your Reading Certificate/Credential Program http://www.ctc.ca.gov/educator-prep/reading-specialist.html http://www.ctc.ca.gov/educator-prep/reading-specialist.html January 31, 2011 1

2. Commission on Teacher Credentialing Ensuring Educator Excellence Technical Assistance Topics 1. How do I “transition” my program? How do I begin a new program? 2. What was the thinking behind the new standards? 3. What are the differences between the old and new standards? 4. How do I write a program document after transitioning? 5. How do I create field experiences and candidate competence assessments? 6. How do I promote this program? 2

3. Commission on Teacher Credentialing Ensuring Educator Excellence When does your program go through IPR? When is it just transitioned? IPR Do not currently have either certificate or credential but want to add either or both Offer certificate now but want to offer credential—transition certificate, go through IPR for credential May go through Program Assessment at a different time than the rest of your institutionTransition Currently have a program and want to transition to new standards Will complete a transition date form and a Reading Transition Form May go through Program Assessment at a different time than the rest of your institution 3

4. Commission on Teacher Credentialing Ensuring Educator Excellence Initial Program Review Initial Program Review   Decide on date to start new program, submit “Intent to Submit” 60 days before the reading date you want your document read (see web page)   Complete Initial Institutional Approval   Submit a program proposal—including Preconditions, Common Standards addendum and Program Standards, with syllabi as complete as possible   CTC reviews new program proposal and determines if each standard is “Met” or if “More Information is Needed”   After proposal has been determined to be “Met,” CTC recommends the program for approval by the Committee on Accreditation http://www.ctc.ca.gov/educator-prep/new-program-submission.html 4

5. Commission on Teacher Credentialing Ensuring Educator Excellence Purpose in Transitioning Programs   Allows for a thoughtful switch to new standards   Saves time and effort for institution   Allows implementation for up to a year prior to finalizing a Program Narrative 5

6. Commission on Teacher Credentialing Ensuring Educator Excellence Transitioning   Decide on date to start new program and submit Reading Literacy Transition Date Form. Please send this by April 1.   Complete Reading Transition Form telling how your faculty has decided to make the necessary changes to your program   CTC staff approve transition plan   Begin the program, revise if necessary and, after a year, turn in program assessment document where each standard is determined if it is “Preliminarily Aligned” or if “More Information is Needed” Reading Specialist web page: http://www.ctc.ca.gov/educator-prep/reading-specialist.html 6

7. Commission on Teacher Credentialing Ensuring Educator Excellence Steps in the Transition Process 1. 1. Submit transition date form 2. 2. Gather faculty to plan transitioned program 3. 3. Review new standards and analyze for your program(s) 4. 4. Complete institution approvals for transitioned program 5. 5. Submit Reading Transition Form document (2 questions) 7

8. Commission on Teacher Credentialing Ensuring Educator Excellence Transition Process (continued) 6. 6. Offer transitioned program to candidates 7. 7. Monitor and make adjustments to transitioned program 8. 8. Finalize Program Assessment Narrative addressing all program standards 9. 9. Refine/collect course syllabi and assessments 10. 10. Prepare to submit program documentation 8

9. Commission on Teacher Credentialing Ensuring Educator Excellence Transition Plan due 60 days prior to the Transition Date 1. 1. Please describe the process your program engaged in to address the revised standards. 2. 2. Describe the changes that your program will be making to your courses and field experiences to address the modified standards. Please also provide your timeline for implementing your newly-revised courses and field experiences. This document does not need to be more than 2-3 pages. See Sample-ASD-Transition-Plan 9

10. Commission on Teacher Credentialing Ensuring Educator Excellence Review of Transition Plan   CTC Staff reviews the Transition Plan   If acceptable-- – –COA Agenda Item – –Approved Programs web page is updated http://134.186.81.79/fmi/xsl/CTC_apm/recordlist.html 10

11. Commission on Teacher Credentialing Ensuring Educator Excellence Timeline for Program Review Cohort Normal Program Assessment Site Visit Transition Date (TD) Expected Program Assessment (PA) Year RedFall 201611-12 TD 2011  PA 2012 TD 2012  PA 2013 OrangeFall 200810-11 TD 2011  PA 2012 TD 2012  PA 2013 YellowFall 201416-17 TD 2011  PA 2012 TD 2012  PA 2014 GreenFall 201315-16 TD 2011  PA 2012 TD 2012  PA 2013 BlueFall 201214-15 TD 2011  PA 2012 TD 2012  PA 2013 IndigoFall 201113-14 TD 2011  PA 2012 TD 2012  PA 2013 VioletFall 201012-13 TD 2011  PA 2012 TD 2012  PA 2013 11

12. Commission on Teacher Credentialing Ensuring Educator Excellence What was the thinking behind these standards?  The advisory panel took into consideration how reading instruction and knowledge of reading acquisition have changed since 1998…. (K-12 standards/Frameworks, Adopted curricula, 2042, Reading First, MS/SS Program Reading Standards 7A/B, Revised RICA, Pre-k and adolescent literacy, ELs, Internet)  New accreditation system  Organization  Content (Depth of some standards as compared to others)  RLAA vs RLLSC (roles/authorization) 12

13. Commission on Teacher Credentialing Ensuring Educator Excellence What are the differences between the old and new standards?  Focus on a Culture of Literacy (not just Reading) which includes Writing, Speaking & Listening and the school/classroom setting  All domains are included equally—not just fluency and comprehension as before  “Students” includes all levels  Research-based best practices  RtI 2 model  Use of data  Curriculum/instruction expert  Pre-k & adolescent literacy Pre-k Foundations: http://www.cde.ca.gov/sp/cd/re/psfoundations.asp Pre-k Foundations: http://www.cde.ca.gov/sp/cd/re/psfoundations.asp http://www.cde.ca.gov/sp/cd/re/psfoundations.asp Pre-k Frameworks: http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf Pre-k Frameworks: http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf  Leadership/Coaching and Adult Learning Theory (working w/ other teachers)  Assessment of Candidate Competence  Information/Technology Literacies and K-12 Library content standards (see next slide) 13

14. Commission on Teacher Credentialing Ensuring Educator Excellence What are Information/Technology Literacies? identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others. The new literacies of the Internet and other Information and Communication Technologies (ICTs) include the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. These new literacies allow us to use the Internet and other ICTs to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others. http://www.readingonline.org/newliteracies/leu/ 14

15. Commission on Teacher Credentialing Ensuring Educator Excellence Library Standards Model School Library Standards for California Public Schools, Kindergarten Through Grade Twelve were adopted by the State Board of Education in September 2010. Model School Library Standards for California Public Schools, Kindergarten Through Grade Twelve were adopted by the State Board of Education in September 2010. http://www.cde.ca.gov/ci/cr/lb/ New/transitioned reading programs must address candidates becoming familiar with their content. 15

16. Commission on Teacher Credentialing Ensuring Educator Excellence Transition/IPR Tools   Segmented standards with new emphases/topics highlighted   Matrix between old and new standards   New Topic Table identifying where new topics occur using segmented numbering system   Develop your own matrix using RLAA/RLLSC Planning Docs to identify which courses will include which standard segments http://www.ctc.ca.gov/educator-prep/reading-specialist.html 16

17. Commission on Teacher Credentialing Ensuring Educator Excellence How do I write a program document?   Use segmented standards document   Write narrative as to “how” you are meeting the standard, provide hyperlinked docu- mentation as to “where” and “when” you will meet the standard (see example in Program Assessment sample)   Include all syllabi and assessment documents 17

18. Commission on Teacher Credentialing Ensuring Educator Excellence The program document for program assessment Use of the segmented standards is voluntary but it is what reviewers will be using and will be particularly diligent in ensuring all programs have adequately addressed each component.   Note the preface regarding the word “students”   Note areas that are considered important enough to have their own row such as 3.2a-f   Note the stems used in various standards See Program Assessment web page: http://www.ctc.ca.gov/educator-prep/program-accred-assessment.html And Program Assessment Technical Assistance webcast: http://video.ctc.ca.gov/2010-09-16-Tech-Assist/ 18

19. Commission on Teacher Credentialing Ensuring Educator Excellence What are some ideas for fieldwork/clinical experiences?   Supervision and observation by faculty, site reading specialist, administrator   Work with current students   After school programs (on or off school sites, on- campus tutoring   RLLSCs serving as coaches/mentors   RLLSCs shadowing an administrator or another reading specialist   PD—in own school or with other candidates in class   Others? 19

20. Commission on Teacher Credentialing Ensuring Educator Excellence What are some ideas for candidate competence assessments? (see Standards 5 and 10)   Self-evaluation beginning, middle, exit on overall objectives   Professional development presentation with evaluation by participants   Specific assignments with rubrics attached   Videos   Reflections   Portfolios   Others? 20

21. Commission on Teacher Credentialing Ensuring Educator Excellence How do I promote our program?   Site specialists   Intervention program specialist   Special education   Bilingual instructors   Administrators   High school teachers   Community College instructors*   Pre-k directors/teachers*   Promote course by course   Possible: Become an exemplary teacher and receive extra pay?   Other? 21

22. Commission on Teacher Credentialing Ensuring Educator Excellence Interest in collaborating?   Why re-invent the wheel?   How many of you create course objectives for syllabi based on program standards?   Divide and conquer?   Share reference lists for articles and textbooks?   Learn from excellent program models? 22

23. Commission on Teacher Credentialing Ensuring Educator Excellence Thank you for your participation GOOD LUCK! Interested in…   blogging about this process?   further faculty workshops? Questions? Contact Dr. Geri Mohler: gmohler@ctc.ca.gov gmohler@ctc.ca.gov http://www.ctc.ca.gov/educator-prep/reading-specialist.html 23