commission on teacher credentialing ensuring educator excellence commission on teacher credentialing...
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Transitioning Your Reading Transitioning Your Reading Certificate/Credential Certificate/Credential
ProgramProgram http://www.ctc.ca.gov/educator-prep/reading-specialist.html
January 31, 2011January 31, 2011
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Technical Assistance TopicsTechnical Assistance Topics1.1. How do I “transition” my program? How do I begin a new How do I “transition” my program? How do I begin a new
program? program?
2.2. What was the thinking behind the new standards?What was the thinking behind the new standards?
3.3. What are the differences between the old and new What are the differences between the old and new standards?standards?
4.4. How do I write a program document after transitioning?How do I write a program document after transitioning?
5.5. How do I create field experiences and candidate How do I create field experiences and candidate competence assessments?competence assessments?
6.6. How do I promote this program? How do I promote this program?
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When does your program go through IPR?When does your program go through IPR?When is it just transitioned?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 institution
TransitionTransition 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
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Initial Program ReviewInitial 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
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Purpose in Transitioning ProgramsPurpose in Transitioning Programs
Allows for a thoughtful switch to new standards
Saves time and effort for institutionAllows implementation for up to a year
prior to finalizing a Program Narrative
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TransitioningTransitioning 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
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Steps in the Transition ProcessSteps in the Transition Process
1. Submit transition date form
2. Gather faculty to plan transitioned program
3. Review new standards and analyze for your program(s)
4. Complete institution approvals for transitioned program
5. Submit Reading Transition Form document (2 questions)
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Transition Process Transition Process (continued)(continued)
6. Offer transitioned program to candidates
7. Monitor and make adjustments to transitioned program
8. Finalize Program Assessment Narrative addressing all program standards
9. Refine/collect course syllabi and assessments
10. Prepare to submit program documentation
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Transition PlanTransition Plandue 60 days prior to the Transition Datedue 60 days prior to the Transition Date
1. Please describe the process your program engaged in to address the revised standards.
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
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Review of Transition PlanReview 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
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Timeline for Program ReviewTimeline for Program Review
CohortNormal
Program Assessment
Site Visit
Transition Date (TD) Expected Program
Assessment (PA) Year
Red Fall 2016 11-12 TD 2011PA 2012 TD 2012PA 2013
Orange Fall 2008 10-11 TD 2011PA 2012 TD 2012PA 2013
Yellow Fall 2014 16-17 TD 2011PA 2012 TD 2012PA 2014
Green Fall 2013 15-16 TD 2011PA 2012 TD 2012PA 2013
Blue Fall 2012 14-15 TD 2011PA 2012 TD 2012PA 2013
Indigo Fall 2011 13-14 TD 2011PA 2012 TD 2012PA 2013
Violet Fall 2010 12-13TD 2011PA 2012 TD 2012PA 2013
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What was the thinking behind What was the thinking behind these standards?these standards?
The advisory panel took into consideration how reading The advisory panel took into consideration how reading instruction and knowledge of reading acquisition have instruction and knowledge of reading acquisition have changed since 1998…. (K-12 standards/Frameworks, Adopted changed since 1998…. (K-12 standards/Frameworks, Adopted curricula, 2042, Reading First, MS/SS Program Reading curricula, 2042, Reading First, MS/SS Program Reading Standards 7A/B, Revised RICA, Pre-k and adolescent literacy, Standards 7A/B, Revised RICA, Pre-k and adolescent literacy, ELs, Internet)ELs, Internet)
New accreditation systemNew accreditation system
Organization Organization
Content (Depth of some standards as compared to others)Content (Depth of some standards as compared to others)
RLAA vs RLLSC (roles/authorization)RLAA vs RLLSC (roles/authorization)
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What are the differences between the old and What are the differences between the old and new standards? new standards?
Focus on a Culture of Literacy (not Focus on a Culture of Literacy (not just Reading) which includes Writing, just Reading) which includes Writing, Speaking & Listening and the Speaking & Listening and the school/classroom settingschool/classroom setting
All domains are included equally—All domains are included equally—not just fluency and comprehension not just fluency and comprehension as beforeas before
““Students” includes all levelsStudents” includes all levels
Research-based best practicesResearch-based best practices
RtI RtI 22 model model
Use of dataUse of data
Curriculum/instruction expertCurriculum/instruction expert
Pre-k & adolescent literacy Pre-k & adolescent literacy Pre-k Foundations: Pre-k Foundations: http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
Pre-k Frameworks: Pre-k Frameworks: http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf
Leadership/Coaching and Adult Leadership/Coaching and Adult Learning Theory (working w/ Learning Theory (working w/ other teachers)other teachers)
Assessment of Candidate Assessment of Candidate Competence Competence
Information/Technology Information/Technology Literacies and K-12 Library Literacies and K-12 Library content standards (see next slide)content standards (see next slide)
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What are Information/TechnologyWhat are Information/TechnologyLiteracies?Literacies?
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 identify important questions, locate information, critically evaluate the usefulness of that information, synthesize evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate information to answer those questions, and then communicate the answers to others.the answers to others.
http://www.readingonline.org/newliteracies/leu/
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Library StandardsLibrary Standards
Model School Library Standards for California Model School Library Standards for California Public Schools, Kindergarten Through Grade Public Schools, Kindergarten Through Grade Twelve were adopted by the State Board of Twelve were adopted by the State Board of Education in September 2010.Education in September 2010.
http://www.cde.ca.gov/ci/cr/lb/ http://www.cde.ca.gov/ci/cr/lb/
New/transitioned reading programs must New/transitioned reading programs must address candidates becoming familiar with address candidates becoming familiar with their content.their content.
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Transition/IPR ToolsTransition/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 http://www.ctc.ca.gov/educator-prep/reading-specialist.html
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How do I write a program How do I write a program document?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
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The program document for The program document for program assessmentprogram 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/
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What are some ideas for What are some ideas for fieldwork/clinical experiences?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?
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What are some ideas for candidate What are some ideas for candidate competence assessments?competence assessments?(see Standards 5 and 10)(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?
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How do I promote our program?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?
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Interest in collaborating?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?
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Thank you for your participationThank you for your participationGOOD LUCK!GOOD LUCK!
Interested in… blogging about this process?further faculty workshops?
Questions? Contact Dr. Geri Mohler: [email protected]
http://www.ctc.ca.gov/educator-prep/reading-specialist.html
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