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The Context in Which We Work

The Context in Which We Work. Condition of education in the United States Legislation Elementary/Secondary Education Act No Child Left Behind Race to the Top Individuals with Disabilities Education Improvement Act. Context - NCLB. Mandates of NCLB

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The Context in Which We Work

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  1. The Context in Which We Work • Condition of education in the United States • Legislation • Elementary/Secondary Education Act • No Child Left Behind • Race to the Top • Individuals with Disabilities Education Improvement Act

  2. Context - NCLB • Mandates of NCLB • Annual testing grades 3 – 8 in reading & math • Academic progress – all students to be “proficient” by 2013- 14 • Adequate yearly progress for all student populations including specific subgroup • Highly qualified teachers by 2005 – 06 • Reading First scientifically based programs K - 3

  3. Context - NCLB • Obama recommendations on NCLB • Improvements to assessments • Improvements to accountability system • (including children with special needs & English language learners) • Evaluate continuous progress & create incentives for schools

  4. Context - IDEIA • National law mandating educational services to children with disabilities • Introduces free, appropriate public education, least restrictive environment, non-biased assessment, IEP, transition, early intervention & funding for national activities to improve outcomes • Idea.ed.gov addresses alignment with NCLB • IDEIA provides for services in general education environment to the greatest extent possible (considering LRE)

  5. Context – National Data Trends • Educational Data Trends (National Center for Education Statistics) • Enrollment by age • Reading performance & achievement gaps • Math performance & achievement gaps • Drop-out rates • Poverty • Effects of immigration on children/schools

  6. Context – National Assessment Results • State & Student Performance (National Center for Education Statistics) • States develop their own assessments & set proficiency standards to measure student achievement • National Assessment of Educational Progress compares states’ performance with NAEP set scores & with other states • Problems exist with states having different standards from NAEP and from each other (a student may be “proficient” in one state, but not another)

  7. Context – National Assessment Results • NAEP results • Between 2007 – 2009 only two states (MI, WY) proficiency scores in grade 4 reading increased, whereas 16 remained constant and 22 decreased • Between 2007 – 2009 only three states (NM, WA, WY) proficiency scores in grade 4 math increased whereas 21 stayed the same and 17 decreased

  8. Context – Teacher Preparation • Preparing teachers to work in the current environment • Transforming teacher preparation • Blue Ribbon Panel Report • AACTE Clinical Preparation of Teachers • AACTE Transformations in Educator Preparation: Effectiveness & Accountability • Our Future, Our Teachers

  9. Context – Teacher preparation • AACTE/National Council of Learning Disabilities Vision for the Future: • All teacher candidates should enter the profession able to meet instructional needs of students with disabilities • All teachers should be prepared to act on the belief that all students, including those with disabilities, belong in general education classrooms • State & federal governments should invest in high-quality teacher preparation for all candidates to be prepared to educate students with disabilities • All teachers should treat all students, including those with disabilities, as capable learners entitled to high-quality instruction & access to post-secondary education & careers

  10. Context – Non Traditional Teacher Preparation • Preparing teachers in non-traditional programs • Alternative Licensure • Teach for America

  11. Context – Challenges in Recruitment • Minority students make up 40.7% of public school population, but minority teachers make up 16.5% of teaching force • Significant differences in test scores on ACT/SAT/Praxis I between test takers of different racial/ethnic groups • Potential rural teacher candidates face lack of educational opportunities & fewer jobs

  12. Context – Teacher Effectiveness • Evaluation of teacher effectiveness • Attempts to make performance measurement & feedback more rigorous & useful • Incorporates multiple sources of information • -observations, surveys, measures of professionalism • Also examines test score gains for students in each classroom • Uses the label “value added” indicating the extent to which teachers ADD to the academic growth of their students • Appears to be a common yardstick across states for measuring teacher performance

  13. Context – Teacher effectiveness • Evaluation systems must also be sensitive to those factors that affect student performance on tests, but which are not under the teacher’s control • Problems exist with great variation of evaluation systems across districts and states so that administration of federal or state funds to reward excellence could be inconsistent

  14. Context conclusions? Current data, Teacher Preparation, Teacher Effectiveness • What does all of this mean for us? • How does this information impact our preparation of teachers in general? • How does this information impact our planning for field experiences?

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