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Major Achievements in the First Two Years

Major Achievements in the First Two Years. Built the organizational infrastructure Held two Annual Conferences Launched the National Teacher Education Standards Project Completed a review and analysis of the MTBOK Participated in the Massage Therapy Leadership Summit in St. Louis.

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Major Achievements in the First Two Years

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  1. Major Achievements in the First Two Years • Built the organizational infrastructure • Held two Annual Conferences • Launched the National Teacher Education Standards Project • Completed a review and analysis of the MTBOK • Participated in the Massage Therapy Leadership Summit in St. Louis

  2. One of the Alliance’s primary goals is to To carry out this objective, the Alliance has embarked upon a long-term effort to address the critical need for teacher training: strengthen and improve the quality of massage education

  3. Core Competencies for Massage Therapy Teachers Source Documents: • Teacher competency standards from other regulated professions and from state boards of education • Model Core Teaching Standards, developed by the Interstate Teacher Assessment and Support Consortium, a program of the Council of Chief State School Officers.

  4. National Teacher Education Standards Project Our Overall Goal: To create a culture of teaching excellence in the massage therapy profession

  5. Deepening Connections in the Massage Education Community

  6. Instructional Competencies for Massage Therapy Educators A Map for Professional Development NATIONAL TEACHERS STANDARDS PROJECT

  7. community collaboration

  8. WHO ARE WE???

  9. Teachers Standard Committee

  10. Category One: The Learning and Learning: • Standard 1: Learner Development and Well-being • Standard 2: Learning Differences and Integrative Approaches • Standard 3: Learning Environments

  11. Category Two: Content • Standard 4: Content Knowledge • Standard 5: Application of Content

  12. Category Three: Instructional Practice • Standard 6: Planning for Instruction • Standard 7: Instructional Strategies and Delivery • Standard 8: Observation and Assessment

  13. Category Four: Professional Responsibility • Standard 9: Professional Development and Ethical Conduct • Standard 10: Professional Collaboration

  14. Our Process: First Step • Presented Standards AFTME Convention – Charleston, SC 2011 • Feed back from 3 Primary Groups • Teachers • Administrators • Continuing Education Providers

  15. Teacher Comments54 Comments in the greater community- to get all schools and teachers to accept it is too complicated- needs to be simplified to be accessible to the average teacher Concerns of 1 and 2. Implementation • Language • Levels

  16. how do we do this to determine that teacher is actually meeting them What are we really trying to change; what are we trying to Measurement and assessment Accomplish

  17. Needs a hierarchy for the to develop in which priority • How many hours would it take; will schools pay more for a certified teacher; what are the of the teacher taking the voluntary credential Importance Values and benefits

  18. Concern about title of the document- instead of core competencies • Are there other benefits? • Student retention; teacher retention • Will more students complete and are successful ? • Are therapists better prepared for the field and are they better therapists? • Does it raise the bar across the country for the profession in how therapist perform in their practices Foundational Principals

  19. School Administrators80 Comments • Should this document be focused to professionally train MT teachers or as a standard setting document? Consider the weight of the title regarding this concept? – make sure they’re not aspirations. • Terminology ‘Understand’ and ‘value’

  20. Does the concept stay and be put in a softer statement in the preamble. • Institutional responsibility in which faculty plays a key role. ADA compliance:

  21. Restrict competency statements to action statements that are • We perceive that this document could be used in a compulsory fashion, make sure the document is organized to accommodate this; i.e., make everything actions statements that can be measured regardless of how its used measureable 

  22. Mastery vs competency of students – students may not attain, yet • How does this document apply to the different types of institutions? What are the ramifications? • Add more about the of our profession • Increase the language that speaks to our uniqueness mastery uniqueness

  23. I don’t have a degree. This will and what I do that I am good at. • In many sections there is a section about attitudes. Speaking about the is what makes us unique. • Gives me ways to be more supportive of my teachers. This could percolate conversations in schools regarding how to teachers. validate me spiritual support

  24. This will push the need to employ more full time instructors as professional instructors. It may switch the • Level 1 and Level 2 indicates that they were sensitive to progression, but have a place to start now. • I wish I had this document when I started to teach 14 years ago. this document is a for others. • This is a lifesaver. We can use it to evaluate measure. status of the instructor great guide

  25. Continuing Education Providers44 Comments • How will this add to the kinds of educations we provide (to our courses)? How will this add to our cash flow? If people buy in what are they going to get for it? • Credential needs to have meaning. • Could it be a more concise document, clearer, more readable, more reader friendly, maybe in understandable by a massage therapist. perceived value simple language

  26. Assuring that and innovation will still be allowed within this framework.  • How will this be • Too many regulations now, do not want this to be another burdensome hoop. But could see hope that it could creativity over-sighted ? simplify reciprocity.

  27. Needs to be clear what we have to do to achieve this- “what do I have to do to meet these standards?” • When/where will classes be available to help us achieve this. That will/should be a central piece of next years conference so it does not conflict with other offerings. • Resistance to change

  28. Concerns about integrity and ethics. Specifically regarding and intellectual property rights and it not being stolen by schools or other CE Providers. for teaching psycho-motor (hands-on) skill teaching especially in clinical settings • Concern that these standards are competency based and not hour based. ownership of CE provider’s material Competency for skill sets

  29. Second Step

  30. Whittling Away • 178 Total Comments • 30 Submitted Individual Comments Total of 208 comments

  31. Getting Smaller • Compared all the comments from all 3 groups and individual • Resulted in 29 combined comments of similar concerns

  32. Line by Line Analysis • Met for 2 hours every 3 weeks by conference call and Google Documents • Reviewed all the comments once again • The committee began a line by line analysis of the Standards

  33. Examples of Changes Standard 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the subject(s) he or she teaches. The teacher creates learning experiences that make these aspects of the subject accessible and meaningful for learners so that they can attain competency in the content. The teacher understands the central concepts, tools of inquiry, and structures of the subject(s) he or she teaches and creates learning experiences that make these aspects of the subject accessible and meaningful for learners to assure of the content. mastery

  34. INSTRUCTIONAL PRACTICE Effective instructional practice requires that teachers understand and integrate planning, instructional strategies and assessment in coordinated and engaging ways. Beginning with their endpoint or goal, teachers first identify student learning objectives and content standards, and align assessments to those objectives. Planning focuses on use of a variety of instructional strategies to address diverse ways of learning and to incorporate new technologies to maximize and individualize learning. and to allow adult learners to take charge of their own learning process. Teachers understand how to design, implement and interpret results from a range of formative and summative assessments. This knowledge is integrated into instructional practice so that teachers have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction.

  35. Changes of narratives will be made available online at www.AFMTE.org

  36. What’s Next???? Phase II • Create Rubrics for the Standards • Assemble Resources for Further Learning of the KSAs (ongoing) • Submit the Document to the Whole MT Educational Community

  37. Phase III • Develop a Model Teacher Training Curriculum Phase IV • Create a Voluntary Certification Program Phase V • Work with Others to Incorporate these Standards

  38. BREAKOUT1. Evaluate & Measure the Standards2. Identify Resources for Teacher Training

  39. Assessment Methods Must Fit What Is Being Assessed • Test • Assignment, Task, Portfolio, Observation • Scale, Questionnaire, Focus Group • Knowledge • Skill/Performance • Affect/Disposition (Attitude) 2007 Judy R. Wilkerson and W. Steve Lang

  40. Develop a Valid Sampling Plan Step A: Analyze Standards and Indicators Step B: Visualize the Teacher Demonstrating the Affective Targets Step 2: Select Assessment Methods at Different Levels of Inference Step 2: Build an Assessment Framework Correlating Standards and Methods

  41. DAATS Model (Disposition Assessment Aligned with Teacher Standards) • Validity: • Does the assessment system provide adequate coverage of the • Standards? (content validity) • Are the tasks an adequate representation of the job? Critical to job • performance, authentic, and frequent? (content validity) • Are any teachers being denied who would be good teachers?(consequential). • Reliability: • Are scorers consistent in their ratings? (rater agreement) -- • conducted on a regular basis, e.g., every three years. • Fairness: • Do all teachers have an equal opportunity to complete the tasks successfully, • regardless of gender, ethnicity, or handicapping condition? (Non Non-Biased • Materials and Processes) • Are procedures in place to ensure that all teachers know the requirements • and have adequate opportunity to learn the content and remediate when • completion of tasks is not initially successful? (EO and Non-Discriminatory • Practices)

  42. Teacher Standards Breakout 2:20 – 5:30 PM Break out95 min • 10 groups • Divide groups into individual Standards Define specific ways to evaluate/measure each competency Identify resources for training on specific topics • Pick 2 representatives that will speak for each group and summarize comments • 10 talking points Break 15 min Reconvene • each group rep has 4 min • 10 talking points to give summary 50 min Summarize • whole group discussion 20 min

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