nsaii teaching and learning conference november, 2012 ann nutter coffman, nea richelle patterson,...
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NSAII Teaching and learning ConferenceNovember, 2012
Ann Nutter Coffman, neaRichelle Patterson, NEA
Jane Robb, California Teachers ASSOCIATION
Transforming Entry to the Profession:
NEA’s Vision of Teacher Preparation Residencies
Preservice Candidate Context
Commission on Effective Teachers and Teaching
A teaching profession that embraces collective accountability for student learning balanced with collaborative autonomy that allows educators to do what is best for students.
A vision for the teaching profession based on three guiding principles:
1. Student learning is at the center of everything a teacher does.2. Teachers take primary responsibility for student learning.3. Effective teachers share in the responsibility for teacher selection, evaluation, and dismissal.
What are the obstacles?
Teachers have little or no authority over any significant elements of our own profession;
Too many of those with authority have no idea about the complexities, challenges and rewards of teaching;
Teachers and the organizations that represent them have not demanded the leadership and responsibility for transforming the profession.
The NEA Three-Point Plan for Reform
“I am setting as NEA’s guiding star the advancement of a profession of teaching that centers on the
success of students.” Dennis VanRoekel
1.Raising the Bar for Entry2.Teachers Ensuring Great Teaching3.Providing Union Leadership to Transform our Profession
Point 1: Raising the Bar for Entry
“The first step in transforming our profession is to strengthen and maintain strong and uniform
standards for preparation and admission.”
Every teacher candidate should have one full year of residency under the supervision of a master teacher before earning a full license.
Every teacher candidate should pass a rigorous classroom-based performance assessment at the end of his or her candidacy.
Point 1: NEA Action Agenda
Work with institutions of higher education, districts, and interested foundations to establish residency programs.
Support the training of high-quality teachers to serve as clinical faculty, cooperating teachers, and mentors.
Support the establishment of at least 50 new high-quality residency programs and 10 statewide teacher performance assessment systems.
Strongly advocate for new state regulations in the 26 TPAC pilot states and others to require a candidate to pass a performance assessment before becoming a teacher of record.
NEA Residency taskforce
Cross-section of teachers, association leaders, and teacher educators
To assist in the creation of NEA’s vision/definition of a residency
To create a framework that guides NEA’s work with teacher residencies and teacher preparation
Taskforce Site Visits
Denver Teacher Residency District-based UTR
Montclair State University 4-year bachelor’s, MAT, UTR
St. Cloud University Co-teaching
Twin Cities Collaborative Residency (TC2) Brand new UTR with 6 private IHEs collaborating
Eastern Mennonite University 4-year bachelor’s; Mid-Valley Teacher Consortium
West Virginia University 5-year bachelor’s & master’s degree; PDS model
NEA’s Vision of Clinical Partnerships
Rather than focusing on a specific model/structure, we believe that every clinical partnership should have
specific experiences/components regardless of path or structure BEFORE a teacher candidate becomes the
sole individual responsible for kids (teacher-of-record).
We believe that the clinical preparation partnership should be a mutually beneficial relationship between
programs and schools whose goal is to not only prepare future teachers, but also serve as a mechanism
for professional development and leadership opportunities and for school renewal/improvement.
Project Management Triangle
Applied to Clinical Partnerships…
CandidateCandidate
Time Resources
Quality Clinical Experience
Program Context
Targets district, regional, and state teacher hiring needsReciprocal benefit for partners Common vision and candidate standard for all
stakeholdersMultiple stakeholders invest monetarily in the program
Time
The amount of time candidates spend in clinical experiences.
Time
Resources
Resources
Resources could include:-Human capital
- Cooperating teachers- IHE faculty- Others?
-Fiscal resources- District and/or IHE dollars- Community resources
Quality Clinical Experiences
Quality Clinical Experiences
Quality Clinical Experiences-Selection, training, and feedback for practice faculty (i.e. supervisors, mentors, CTs)-Early and ongoing field experiences-Ongoing opportunities for teaching, analysis, and reflection for candidates-Spiraled and integrated curriculum (content/PCK) throughout experiences-Data collection, feedback, and reflection of practice
Candidates
Education majors-Participate in residency partnership programs-Balance of content studies and clinical preparation
Non-education majors-Participate in Residency (big “R” Residencies) Programs-Likely non-education majors or non-traditional students-Likely focus more on clinical experiences and PCK than content
Candidate
Profession-Ready Educator =Profession-Ready Educator =
Selectivity
Time Resources
Candidate
Quality Clinical Experiences Classroom-based
Performance Assessment
++
Profession-Ready Educator
Lots of factors to take into consideration-Local context-Teacher evaluation requirements-edTPA-State and local certification requirements-Student impact
NEA’s Role
Provide model legislation and contract language for professional preparation issues selection, teacher time, and compensation
School-based faculty certificationPromote conversations at the state and local
level about why practicing teachers and their associations should be involved in this work
Provide training, technical assistance, and resources to local and state associations
State Affiliate Role
Work with local affiliates to increase member understandings about professional preparation and support
Convene meetings between affiliates and P-12 stakeholders to discuss why practicing teachers and their associations should be involved in this work
Work with locals and their IHE partners to develop selection criteria and school-based faculty training
Work with policymakers to support and fund clinical preparation partnerships
Provide technical assistance and resources to local associations
CTA Workgroup Charge
CTA will research and develop effective educator and administrator evaluation models and teacher licensing models
for consideration that improve student learning and advance the teaching
profession.
What’s already happening?
Seattle Teacher Residency
Development of resources for locals and state affiliates as well as policy documents
Identification of local and state affiliate interested in working on teacher preparation issues for small NEA grant dollars
Profession-Ready Educator =Profession-Ready Educator =
Selectivity
Time Resources
Candidate
Quality Clinical Experiences Classroom-based
Performance Assessment
++
Questions??
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