PowerPoint Presentation

1Major Achievements in the First Two YearsBuilt the organizational infrastructureHeld two Annual ConferencesLaunched the National Teacher Education Standards ProjectCompleted a review and analysis of the MTBOKParticipated in the Massage Therapy Leadership Summit in St. Louis

2One of the Alliances 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 education3Core Competencies for Massage Therapy TeachersSource Documents:Teacher competency standards from other regulated professions and from state boards of educationModel Core Teaching Standards, developed by the Interstate Teacher Assessment and Support Consortium, a program of the Council of Chief State School Officers.

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5National Teacher Education Standards ProjectOur Overall Goal:To create a culture of teaching excellence in the massage therapy profession

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Deepening Connections in the Massage Education CommunityInstructional Competencies for Massage Therapy EducatorsA Map for Professional Development

NATIONAL TEACHERS STANDARDS PROJECT

collaborationcommunity WHO ARE WE???Teachers Standard Committee

Category One:The Learning and Learning:Standard 1: Learner Development and Well-beingStandard 2: Learning Differences and Integrative ApproachesStandard 3: Learning Environments

Category Two:ContentStandard 4: Content KnowledgeStandard 5: Application of Content

Category Three:Instructional PracticeStandard 6: Planning for InstructionStandard 7: Instructional Strategies and DeliveryStandard 8: Observation and Assessment

Category Four:Professional ResponsibilityStandard 9: Professional Development and Ethical ConductStandard 10: Professional Collaboration

Our Process:First Step

Presented Standards AFTME Convention Charleston, SC 2011

Feed back from 3 Primary GroupsTeachersAdministratorsContinuing Education Providers

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.

ImplementationLanguageLevels

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 assessmentAccomplish

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

ImportanceValues and benefits

Concern about title of the document- instead of core competencies

Are there other benefits?Student retention; teacher retentionWill 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

School Administrators80 CommentsShould 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 theyre not aspirations.

TerminologyUnderstand and value

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:

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

Mastery vs competency of students students may not attain, yetHow 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

masteryuniqueness

I dont 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 mespiritualsupport

This will push the need to employ more full time instructors as professional instructors. It may switch theLevel 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 instructorgreat guide

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 valuesimple language

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

creativityover-sighted ?simplify reciprocity.

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

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 providers materialCompetency for skill sets

Second Step

Whittling Away178 Total Comments

30 Submitted Individual Comments

Total of 208 comments

Getting SmallerCompared all the comments from all 3 groups and individual

Resulted in 29 combined comments of similar concerns

Line by Line AnalysisMet 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

Examples of ChangesStandard 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.masteryINSTRUCTIONAL PRACTICEEffective 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.Changes of narratives will be made available online at www.AFMTE.org

Whats 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

Phase IIIDevelop a Model Teacher Training Curriculum

Phase IVCreate a Voluntary Certification Program

Phase VWork with Others to Incorporate these Standards

BREAKOUT1. Evaluate & Measure the Standards

2. Identify Resources for Teacher Training

Assessment Methods Must Fit What Is Being Assessed

Test

Assignment, Task, Portfolio, Observation

Scale, Questionnaire, Focus Group

2007 Judy R. Wilkerson and W. Steve Lang KnowledgeSkill/Performance

Affect/Disposition (Attitude)

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

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)Teacher Standards Breakout2:20 5:30 PMBreak out 95 min10 groupsDivide groups into individual StandardsDefine specific ways to evaluate/measure each competencyIdentify resources for training on specific topicsPick 2 representatives that will speak for each group and summarize comments10 talking pointsBreak 15 min Reconvene each group rep has 4 min 10 talking points to give summary 50 min

Summarize whole group discussion 20 min