Group Session II: Rethinking Educator Preparation and ... · MOMENTUM AROUND TEACHER RESIDENCIES:...
Transcript of Group Session II: Rethinking Educator Preparation and ... · MOMENTUM AROUND TEACHER RESIDENCIES:...
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1:15 PM – 2:15 PM
Group Session II:
Rethinking Educator Preparation and Clinical-Based Practice
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Rethinking Educator Preparation and Clinical-Based Practice
Speakers
Tamara Azar Chief External Relations Officer, National
Council for Teacher Residencies
Hannah Dietsch Assistant Superintendent,
Louisiana Department of Education
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Residencies and Clinical-based Models of Teacher PreparationOctober 23, 2017
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RESIDENCIES AND CLINICAL PREPARATION MODELS
Agenda
➢ Overview of NCTR
➢ Clinically Oriented Teacher Preparation and Key Model Components
➢ Residency/Clinical Preparation Movement
➢ Current Landscape, ESSA
➢ State Policy Levers
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OVERVIEW OF NCTR: LINES OF WORK
01Strategic ConsultingBuilding new teacherresidencies/ clinical preparation models
02NetworkScaling existing high quality programs
03External RelationsAdvancing a movement to reform teacher prep
04Research & EvaluationGetting to proof point
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THE RESIDENCY MODEL
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DEFINING RESIDENCY AND CLINICAL FOCUS
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CURRENT DRIVERS OF CHANGE
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MOMENTUM AROUND TEACHER RESIDENCIES
➢ LICENSURE
➢ PROGRAM APPROVAL
➢ DATA COLLECTION, ANALYSIS, AND REPORTING
“States will … assure thateducator preparation programs recruit candidates based on supply and demand data,
have highly selective admissions and exit criteria including mastery of content, provide high quality clinical practice throughout a candidate’s preparation that includes experiences with the responsibilities of a school year from beginning to end, and that produce quality candidates capable of positively impacting student achievement.”
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Programmatic Shifts
1. Rethinking the nature of the clinical experience
2. Reimagining coursework, pedagogies, and pathways to program entry
3. Underscoring the importance of authentic collaboration and partnership
CLINICALLY ORIENTED TEACHER PREPARATION (COTP)
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Underscoring the importance of authentic collaboration and partnership
➢ Shared vision, goals, and accountability; develop teachers in service to student, school district(s) needs
➢ Collaboration based on data, common expectations and impact goals
➢ Shared plan for evaluation, joint monitoring and action on data about candidate performance
➢ Commitment to shared resources and systems change
CORE ATTRIBUTES OF EFFECTIVE PARTNERSHIPS
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Rethinking the nature of the clinical experience
➢ Position teacher candidates as co-teachers
➢ Emphasize candidate performance and accountability, competency-based assessments, use of district or state-aligned evaluation tools
➢ Increase mentor selectivity and development
➢ Devise new, clinically based roles of faculty to accommodate programmatic changes
RETHINKING THE CLINICAL EXPERIENCE
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Reimagining coursework, pedagogies, and pathways to program entry
➢ Redesign coursework to be delivered through and integrated fully with classroom practice
➢ Use simulations and rehearsals
➢ Value proposition attracts candidates who otherwise might not consider teaching as a career possibility
INTEGRATED COURSEWORK AND PRACTICE
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MOMENTUM AROUND TEACHER RESIDENCIES: 2015 POLICY SCAN
NCTR scan of legislation and statutes in 2015 looked for explicit support of comprehensiveteacher residency programs, and the core components of effective clinical-based preparation.
At that time, no state legislature had developeda comprehensive set of policies covering:
➢ Financial support for teacher residency programs➢ Pre-service clinical preparation requirements➢ Compensation for teacher residents➢ In-service clinical training (induction)➢ Requirements and compensation for mentor teachers
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EVERY STUDENT SUCCEEDS ACT
MOMENTUM AROUND TEACHER RESIDENCIES
Equitable Access➢ Ensure that poor and minority students are not taught at higher rates than
other children by inexperienced, unqualified or out-of-field teachers.
Title I, Title III➢ Residencies are a research-based approach to invest in struggling schools;
improve education services for English learners.
Title II, SEA and LEA, National Activities➢ Establish, improve, or support school-based residency programs for teachers. ➢ Establish and support evidence-based, high quality educator induction and
mentorship programs…for novice educators and mentors. ➢ Create incentives for effective educators to teach in high-need schools, and
ongoing incentives for such educators to remain and grow in such schools.
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Four Areas for Policy Consideration
➢ Partnership and Stakeholder Accountability
• Create authentic partnerships and facilitate collaboration between and across schools, districts, and IHEs.
• Foster collaboration by defining, convening, incentivizing, enforcing collaboration between these key stakeholders.
STATE LEVERS FOR POLICY
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Four Areas for Policy Consideration
STATE LEVERS FOR POLICY
➢ Recruitment and Selection
• Improve access to effective teachers for high need students and reduce churn in schools by attracting and retaining teachers with a strong value proposition.
• Address equitable access to effective educators by improving preparation to focus on recruiting and selecting high potential candidates from diverse backgrounds.
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➢ Coaching and Feedback
• Support schools, districts, and EPPs to choose teachers as mentors who have demonstrated impact on student learning and can model effective practice.
• Provide incentives, professional development to improve professional growth opportunities and better working conditions for mentors.
STATE LEVERS FOR POLICY
Four Areas for Policy Consideration
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➢ Assessment and Evaluation
• Ensure teacher certification and program approval promotes programs that graduate effective teachers.
• Align teacher preparation practices to standards for program approval and with requirements for licensure/certification.
• Require preparation programs to use evaluation tools that reflect the expectations of classroom teachers.
STATE LEVERS FOR POLICY
Four Areas for Policy Consideration
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/NationalCenterForTeacherResidencies
/company/national-center-for-teacher-residencies
@nctresidencies
@nctresidencies
THANK YOU!
Tamara Azar, [email protected]
QUESTIONS