Teacher Education Council

March 24, 20141:00 pm to 3:00 pmExhibition Lounge, Corey Union

TEC Agenda and NotesAndrea Lachance opened the meeting at 1:04pm with the following members in attendance:Andrea Lachance, Dennis Farnsworth, Abby Thomas, Steven Chemsak, Terry Vigers, David Kilpatrick, Beth St, Lisa Czirr, William Buxton, Karen Stearns, Mary Beth Voltura, Amy Schutt, Kim Rombach, David Smukler, Kevin Mack, Lee Scott-Mack, Judy Johns, David Dickerson, Eileen GravaniLynn Couturier, Donna Videto, John Cottone, Bruce Mattingly, Steve Cunningham 1

CELEBRATIONSUNY CORTLAND successfully submitted 24 Program Reports to the Specialized Professional Associations for National Recognition Review.Congratulations & thanks to all the folks who contributed to completing this important work.

Andrea recapped recent success with submission of the SPA Reports for the current cycle and invited all TEC members to join in a celebration in honor of our SPA Writers and Contributors.2CAEP Standards OverviewThe new Standards are framed to highlight new expectations in terms of teachers and do not include explicit references to education leaders or other school personnel. New focus and emphasis is on performance and outcomes rather than on resources or capacity factors. Andrea did a general review of the new CAEP Standards for the members of the TEC, highlighting new expectations written into the standards and emphasizing that the focus will be on performance and outcomes. She also led a discussion of new focus items, and reviewed the Standards by the numbers, highlighting differences between the NCATE and CAEP Standards.3Primary FocusIn developing the new CAEP Standards the motives that have guided the Commission in their work have been to foster innovation and rigor, to draw from research, and to create a performance-based, evidence-informed accreditation system.Priority will be on measures of impact on student learning and development and candidate readiness to teach effectively at the completion of preparation.4By the numbersCAEP StandardsStandard 1-Content and Pedagogical KnowledgeStandard 2-Clinical Partnerships and PracticesStandard 3 - Candidate Quality, Recruitment, andSelectivity Standard 4 - ProgramImpactStandard 5 - Provider Quality Assurance and ContinuousImprovement

NCATE StandardsStandard 1- Candidates Knowledge, Skills and Professional DispositionsStandard 2 Assessment System and Unit EvaluationStandard 3- Field Experiences and Clinical PracticesStandard 4- DiversityStandard 5- Faculty Qualifications, performance and developmentStandard 6- Unit governance and resources

CAEP Standard 1:Content and PedagogicalKnowledge Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility. Providers must:Ensure completers use research-based practices in instruction and assessment of P-12 learners.Align completer outcomes with SPA standards Ensure completers can support P-12 students to meet national standards (CCLS, NGSS, etc.)Ensure completers can use technology appropriatelyCAEP Standard 2: Clinical Partnerships andPractice The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students learning and development.Partnerships for Clinical Preparation: Teacher Prep and Field Partners co-construct curriculum. Clinical Educators: Teacher Prep and Field Partners co-select and evaluate clinical educatorsClinical Experiences: Teacher Prep and Field Partners co-construct field experiences and assessment of candidate performance.

CAEP Standards 3Candidate Quality, Recruitment, andSelectivity The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification.Provider responsibilities include:Recruitment of diverse candidates who meet employment needs Establishment of standards that indicate candidates have high academic achievement and ability Establishment of additional selectivity factors (dispositions) and means of maintaining selectivity during the program and at completion.CAEP Standard 4: ProgramImpact The provider demonstrates the impact of its completers on P-12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.Provider is expected to:Document that program completers contribute to an expected level of student-learning growth (via state data).Demonstrates completers effectively apply the professional knowledge, skills, and dispositions (via observations and student surveys).Demonstrate satisfaction of completers and employers.

CAEP Standard 5: Provider Quality Assurance and ContinuousImprovement The provider maintains a quality assurance system using valid data from multiple measures, including evidence of candidates and completers positive impact on P-12 student learning. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements, and continually improve. Providers are expected to: Employ multiple measures and methods to insure all CAEP standards are met.Ensure reliability and validity of measures used.Demonstrate continuous improvement.Ensure multiple stakeholders are aware of results and contribute to analysis.The Big Question????What data do we have (or would we need) to meet these standards?Divide into 5 small groups.Each group will discuss one standard and discuss what data we have and/or we would need to meet that standard.When review of the individual standards was complete, Andrea framed the data discussion for the March meeting, as outlined above. Members of the TECC were broken into small groups, one group representing the data needs for each standard. Groups were instructed to think about what data sources might support meeting each of the 5 new CAEP Standards:A robust discussion of each standard and identified evidentiary elements then took place.Group 1: Content and Pedagogical KnowledgeSPA ReportsState Certification Exams including the edTPANational Educational Technology Standards (NETS)Employer SurveysGroup 2: Clinical Partnerships and PracticesBetter survey the field (hiring schools) about their needsGather data from support services on interventions provided and success ratesEarly alert system (consultation process)Role of academic advising Group 3: Candidate Quality, Recruitment and SelectivityGraduate and Undergraduate catalogs, admissions standards and procedures,ACT, SAT, and GRE ScoresCandidate dispositionsMeasures to monitor candidates progress from admission to completionMeasures of positive impact on P-12 student learning: edTPA, STEsCompleter surveys at various intervals Group 4: Program Impact4.1 How do we get the data? (through TEACH?)Who are program completers? Initial Cert/Professional Cert4.2 Who are completers? Can we use edTPA?4.3 EmployersIdentifying employersGetting good % return on surveyWho at district completes the form/survey?4.4 Completers SatisfactionSurvey linked to graduationWhats % required for returnUse Cortland email to send the surveyGroup 5: Provider Quality, Assurance and Continuous Improvement 5.1 Monitoring Candidate ProgressCompleter Achievement = P-12 DevelopmentP-12 student achievement dataMeasures provided by school districts to the state and federal governmentsLevel of accountability5.2 Standardized Tests STEs5.3 Consistent of our practice5.4 APPR5.5 Demonstrate Verification- Greater Use of SUNY REC to fill advisory role 11Unit Wide Data CollectionWe need to continue work on collecting unit-wide data.https://webapp.cortland.edu/Rubrics/Index.aspx A tutorial will be developed in the next month to help folks enter data with a help session offered if needed.Ideally, data will be entered by June 1.Andrea reviewed the 5 current unit-wide assessments and advised the membership that a tutorial will be developed to assist in completing the various rubrics associated with the assessment and a discussion will take place at next months TEC meeting on what our unit-wide assessment data means for programs. Andrea indicated that we are aware that some of the rubric elements need to be modified but reinforced the need to enter all data into the rubrics ideally by June 1.12TEC Bylaws RevisionsCurrentProposedPreambleRole and FunctionTEC Chair and Function of the Chair and Unit Head for TECRegistration of MembershipVoting MembershipMeeting and AgendaCommitteesRatificationNo RevisionRevisionNo Revision

No RevisionPending RevisionRevisionRevisionNo Revision John Cottone presented a review of the elements in the TEC Bylaws that have already undergone revision and/or are in the process of being revised to reflect the current practices of the TEC, as indicated above. John advised the membership that he would send out a copy of the bylaws with all revisions for review before adoption. John explained several of the models he and his committee have looked at, reducing the total voting member tally to as low as 36 members down from the current 78. This number will be more in keeping with the reality of attendance at the TEC meetings over the last couple of years. At the April meeting of the TEC Johns committee (Joy Mosher and Rena Janke) will propose a model for adoption prior to balloting by the full TEC Membership.13DASA, CARR, SAVE Workshop Registration Process for Fall 2014Students should sign up for workshops via the course registration process this spring just as they would a course. Workshops CRNs and dates/times will be posted on the Field Experiences and School Partnerships Website.A flyer with this information will also be sent out to campus this week.On-line registration for workshops will be available through May 30th and then again during drop/add. Paper registration for workshops will be allowed at the registrars office through the second quarter of each semester.Encourage students to register early workshops close out.ALL THREE WORKSHOPS ARE NOW GRADUATION REQUIREMENTS!

Dennis Farnsworth reviewed the current status of both the online and face-to-face components of the DASA Workshop and advised the membership of how all 3 of the required workshops will be offered in the Fall 2014 semester, at which time online registration will be the only method for registering and paying for the workshops. All workshops will be offered on alternate Saturdays during the Fall semester with the first session commencing on September 13, 2014. Dennis and Andrea both reinforced the fact that all 3 of the teacher education workshops are now graduation requirements.14UPDATESImplementation of new NYS Teacher Certification Exams.edTPA UpdatesOther NYSTCE Updates15ANNOUNCEMENTSTwo presentations tomorrow (Tuesday, 3/25) as part of our Inclusion 2.0 Conference. Both are free and open to the campus:

"What is Universal Design For Learning?"8:30 9:30 AM Corey Union Exhibition LoungeJennifer Gondek, Inclusive Education Instructional Specialist at TST BOCES will present an overview of Universal Design for Learning (UDL) and the use of technology to support multiple modes of engagement, expression, and representation for all students."Believing in 'All Students Will LearnKeynote Address by 2014 New York State Teacher of the Year, Ashli Skura Dreher.2:00 2:45 PM Corey Union Exhibition Lounge