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Re-visioning Teacher Education

Re-visioning Teacher Education

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Re-visioning Teacher Education

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  1. Re-visioning Teacher Education Teacher Education Re-visioning Sessions October 2008

  2. The Context

  3. Fall 2006 New Guiding Mission The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

  4. SBE Goals • NC public schools will produce globally competitive students. • NC public schools will be led by 21st century professionals. • NC public school students will be healthy and responsible. • Leadership will guide innovation in NC public schools. • NC public schools will be governed and supported by 21st century systems.

  5. Let’s consider a child starting Kindergarten in 2008 • This child was born in 2003 • This child was not alive when 9/11 occurred • The United States has been at war for this child’s entire life thus far • We will need to educate this child for a life that will bring retirement in 2068 or later

  6. NORTH CAROLINA’S Educational Pipeline In North Carolina, for every 100 9th grade students… …64 students graduate four years later. …41 students enter college. …28 students are still enrolled in their 2nd year. …19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six years. Source: www.achieve.org

  7. Future-Ready Graduates

  8. Every student must be • A critical thinker • A problem solver • An innovator • An effective communicator • An effective collaborator • A self-directed learner • Information and media literate • Globally aware • Civically engaged • Financially and economically literate

  9. Future-Ready Students

  10. Today’s Students

  11. Partnership for 21st Century Skills • The Partnership for 21st Century Skills is the leading advocacy organization focused on infusing 21st century skills into education. • The organization brings together the business community, education leaders, and policymakers to define a powerful vision for 21st century education to ensure every child’s success as citizens and workers in the 21st century. • The Partnership encourages schools, districts, and states to advocate for the infusion of 21st century skills into education and provides tools and resources to help facilitate and drive change. • 21st Century Skills Leadership States include: Iowa, Kansas, Maine, Massachusetts, New Jersey, North Carolina, South Dakota, Wisconsin and West Virginia.

  12. Partnership for 21st Century SkillsMember Organizations

  13. 20th Century Education Model

  14. 21st Century Education Model

  15. Core Subjects English Reading/Language Arts Mathematics Science Foreign Languages Civics Government Economics Arts History Geography

  16. 21st Century Themes Global Awareness Financial, Economic, Business and Entrepreneurship Literacy Civic Literacy Health & Wellness Awareness

  17. Life and Career Skills Leadership Ethics Accountability Adaptability Personal Productivity Personal Responsibility People Skills Self Direction Social Responsibility

  18. Learning and Innovation Skills Critical Thinking & Problem Solving Skills Communication Skills Creativity & Innovation Skills Collaboration Skills Contextual Learning Skills Information and Media Literacy

  19. ICT Literacy Information and communications technology (ICT) literacy is the ability to use technology to develop 21st century content knowledge and skills, in the context of learning core subjects.

  20. 21st Century Model Geographic Content Analytic Thinking Geography Global Positioning Software

  21. NC public schools will be led by 21st century professionals. • Critical thinkers • Problem solvers • Innovators • Effective communicators • Effective collaborators • Self-directed learners • Information and media literate • Globally aware • Civically engaged • Financially and economically literate

  22. 21st century teachers Leader Creative/Innovative Thinker Effective Problem Solver Reflective Practitioner Self-Directed Responsible Worker Strong Team Contributor Literate Consumer of Media Capable Technology User Content Specialist Relationship Builder Health-Focused Life-Long Learner Critical Thinker Financially Literate Citizen Curious Researcher Multi-Lingual Learning Specialist Effective Communicator Knowledgeable Global Citizen Science Savvy Skilled Mathematician Proficient Reader

  23. Framework for Systemic Change New PK-12 content standards/curriculum New assessments and accountability models (21st century) based on the new standards Adjustments to the current testing and accountability system New Standards for Educational Professionals New Preparation Program Approval Process New Evaluations of Educational Professionals

  24. New Standards

  25. Re-visioned Programs

  26. January 2008 Program Approval Changes Guiding Principles • Focus on outcomes, rather than inputs. • Eliminate barriers and obstacles (not standards or rigor). • Increased rigor/accountability with increased flexibility. • 21st century programs producing 21st century teachers.

  27. Current Program Approval Process

  28. Teacher Education Program Area Standards • Core Standards • Diversity Standards • Technology Standards • Specialty Area Standards • New Standards for Teachers • New Content Area Standards

  29. Changes • Separate national accreditation from program approval and make national accreditation voluntary. • Replace the 7 year program approval cycle with an annual review of candidate evidence based on a rubric developed with McREL that is aligned with the teacher and school executive evaluation instruments. - Candidates randomly selected from Title II rosters • Base continuing program approval on candidate evidence that they meet the standards for teachers, candidate performance on the job, and IHE involvement with and service to the public schools.

  30. Changes(Continued) • Eliminate the technology portfolio as a separate requirement for preservice teachers. The use of technology will be embedded in the electronic evidence. • Replace Praxis I with 21st Century assessments of basic skills (communication, mathematical literacy, scientific literacy) as part of the electronic evidences. • Replace the School Leaders Licensure Assessment with a portfolio requirement that evidences school executive candidates meet the standards for school executives. • Make the 2.5 gpa a licensure requirement, rather than a program admission requirement.

  31. Changes(Continued) • Eliminate the requirement that methods faculty hold a NC teaching license. • Develop “power” standards for the specialty areas (math, science, English, etc.) that reflect 21st century knowledge, skills, and dispositions. • Re-vision teacher education and school executive preparation programs to produce 21st century educators who meet the standards for teachers and school executives adopted by the SBE.

  32. Timeline

  33. Timeline(Continued)

  34. New Evaluation Instruments

  35. “Unpacking” the Standards and the Evaluation Rubric

  36. The Rubric

  37. The RubricStandard 1: Teachers demonstrate leadership

  38. The Rubric

  39. To be recommended for a license, a candidate must be proficient in All descriptors of All elements of All standards

  40. Electronic Evidences

  41. Electronic Evidences In determining the electronic evidences that will be used for continuing program approval, each teacher preparation program is to identify 6-8 key evidences for each specialty area to demonstrate attainment of the North Carolina Professional Teaching Standards using the Teacher Candidate Evaluation Rubric. The evidences must be performance-related, and will be submitted for review to the North Carolina State Board of Education for each program completer. Six evidences are required; two additional evidences are optional.

  42. Electronic Evidences (Continued) [1] This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s). [2] This evidence MUST be the state-adopted LEA/IHE Certification of Teaching Capacity.

  43. Certification of Teaching Capacity 3d.1 1a.1 4c.1 4h.1 4d.1 4h.2 4e.1 5a.1 4f.1 2d.1

  44. Electronic Evidences (Continued)

  45. Electronic Evidence Activity Evidences #2 and #3