Transfer Pathways Unit and Program Approval

1. Transfer Pathways Unit and Program Approval July 25, 2019

2. PELSB Staff Michelle Sandler, Teacher Education Specialist Tyra Nelson-Reck, Teacher Education Specialist Yelena Bailey, Ph.D., Director of Education Policy

3. Big Picture Why are we here?  This isn't another EPPAS training, is it?  What support can PELSB provide and where can we get additional support?

4. Board Goals Increase high-quality teacher workforce Expand teacher preparation  Increase racial and ethnic diversity  Incorporate diverse input from educators to create a long-term strategic plan

5. Articulation Agreements Why can’t these continue?

6. Definitions Unit "Teacher preparation program provider" or "unit" means an entity that has primary responsibility for overseeing and delivering a teacher preparation program. Program A program approved by the Professional Educator Licensing and Standards Board for the purpose of preparing individuals for a specific teacher licensure field in Minnesota. MN Rule 8705.0200

7. Core Principles of Approval • Standards must be met by all program and unit types (as shown by narrative and evidence).  • Delivery method of licensure standards is negotiable.

8. Reviewers Ask Unit and Program • Are all aspects of a standard met? • Is there evidence that standards are met in full? • Do the evidence, narratives, and (for unit reviews, interviews) correspond to demonstrate that standards are met? • Is the depth and the breadth of the standard met?

9. How can you answer reviewers’ questions? Be specific.  Don’t simply restate the standard. Show and tell that the standard is met with narrative and evidence. 

10. Unit Review Process • Audit • Team review • Interviews • Team recommendation • Board action

11. What is the process for unit approval?Phase I: Preparation and Submission Phase I: Site Visit Preparation & Unit Report Submission • Contact PELSB staff to schedule at least 3 months in advance • Once date is decided, slate of reviewers will be sent: Return to PELSB within 2 weeks; • Providers should use template to write narrative for report *EVIDENCE MATTERS*; • Report should be submitted to PELSB staff and review team members 30 days prior to the site visit; • 2 weeks prior to site visit, providers must submit a schedule of visit.

12. Process for unit approvalPhase II: The Virtual Visit Phase II: Unit Site Visit • Virtual visit with follow-up interviews to verify accuracy, completeness and consistency with written report (Provider schedules remote platform). Consider who can best address each specific standard; • Team breaks to discuss/deliberate; • Upon return, team chair shares team's recommendations (re: each standard and overall unit approval).

13. Process for unit approvalPhase II: The Virtual Visit (Next Steps) Phase II: Next Steps • PELSB shares written report of team findings with provider within 15 days of site visit • Unit leader has 30 days to respond to any factual errors; • No factual errors? Date of next board meeting.

14. Process for unit approvalPhase III: Board Action Phase III: Board Action on Unit Approval Recommendation • Occurs within 60 days of site visit; • Initial approval of 2 years; OR • Not approve (reasons for disapproval will be provided).

15. Program Review process • Submission in EPPAS  • PELSB Staff Audit  • External reviews, clarification questions • Program Review Panel • Board action

16. How do we submit evidence? EPPAS - PROGRAM • Uploads for Unit Standards - 2H, 2J, 8A, 8B, 8D, 8G in program attachments • Program approval documents (course outlines/course syllabi) • Submit by OCTOBER 15, 2019 Institutional Report - UNIT • Narrative (PDF) with bookmarked links to evidence sent to PELSB staff and each team member

17. Which standards? EPPAS - PROGRAM • Subset of Standard of Effective Practice (SEPs) • Subset of content standards (Early Childhood, Elementary, Core Skills of SPED) Institutional Report - UNIT • Guidance document

18. What evidence? Use the PELSB guidance document

19. What evidence?

20. Demonstrating Program Standards Are Met 8710.2000, Subp. 11, Standard 10B, A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must: B. understand how factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning. MATRIX Candidates will examine and explore how family circumstances, community environments, health, and economic conditions may influence student life and learning. Assessment: Reflection paper Course Outline Learning opportunities: readings Assessment: test

21. Teacher Educator Qualifications Upload Board Chart to EPPAS (Program Attachments) and include in Unit application If the advanced degree is NOT in the content area, then the C.V. for EPPAS and the Board Chart should list advanced coursework in the content area.

22. If teacher educators don't meet PELSB qualifications... • If, for philosophical reasons, you wish to request a waiver, do so on the Course Sequence page. • If you need a waiver for an individual faculty member, you may request one directly from the Board. • For program lead, co-lead with four year partner

23. Work Time • How to use EPPAS  • Program approval  • Unit approval

24. Share Out • I learned... • I still wonder...

25. Tier 1: What it is.