Single Subject Matter Single Subject Matter Standards ImplementationStandards Implementation

20082008

www.ctc.ca.govwww.ctc.ca.gov

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HR 1-No Child Left Behind: Highly HR 1-No Child Left Behind: Highly Qualified TeachersQualified Teachers

• Title I of NCLB requires that all new hires beginning with the 2002-2003 school year be “highly qualified”.

• All teachers in academic subjects “highly qualified” by the end of the 2004-2005 school year.

• Middle or secondary school teachers: full state certification and demonstrate a high level of competency in academic subject areas by:

– Rigorous state academic subject test; OR

– Completion of an academic subject, academic major or coursework equivalent to an undergraduate academic major or a graduate degree

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What are the core subjects?What are the core subjects?• NCLB defines core academic subject

areas as: English, reading/language arts, mathematics, science, foreign languages, civics/government, economics, arts, history, and geography. Elementary school teachers must demonstrate competence in reading, writing, mathematics and other core areas of the elementary school curriculum.

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Single Subject Matter Teacher Single Subject Matter Teacher

Preparation Programs and StandardsPreparation Programs and Standards

Examinations

Content KnowledgeSkillsand

Abilities

ApprovedPrograms

AdditionalContent

Knowledge

Subject Matter

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Subject Matter Requirements Subject Matter Requirements (SMR Domains)(SMR Domains)

• The content specifications on which the programs and exams are based.

• SB 2042 mandates alignment with current approved K-12 Student Academic Content Standards and/or Frameworks.

• Includes additional subject matter content related to the credential authorizations and higher education requirements.

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Standards DevelopmentStandards Development

• Draft standards developed from approved SMRs after content validity study, bias review, and alignment and congruence review

• Draft standards submitted to field review and revised with rationales

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Implementation PlanImplementation Plan

• Technical Assistance Meetings

• Commission-adopted transition timelines-- two years from standards adoption

• Workgroups of reviewers formed, trained and calibrated

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ImplementationImplementation TimelinesTimelines

• Sunset dates to admit candidates to current programs

• Candidates must complete “old” programs within four years of sunset dates

• Once new program is approved, no one admitted to “old” program

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Phase I SubjectsPhase I Subjects

• English, mathematics, science, social science

• Old programs expire July 1, 2009

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Phase II SubjectsPhase II Subjects

• Art, languages other than English, music, physical education

• Old programs expire July 1, 2010

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Phase III SubjectsPhase III Subjects

Agriculture, business, health, home economics, industrial and technology education, American Sign Language

Old programs expire July 1, 2012

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Developing program documents to Developing program documents to meet new standardsmeet new standards

• Parallel Organization of Documents– Standards order and categories aligned– Content maps for courses (matrix)

• New Format for Standards– Standard statement followed by required

elements– Standards are conceptual– Detailed responses at the element level

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OtherOther Document RequirementsDocument Requirements

• Transmittal cover sheet: contact info• Administrative signature• Preconditions• Responses to each standard and each

required element• Appendices with evidence

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PRE-CONDITIONSPRE-CONDITIONS

• The course list that identifies core and breadth requirements for units and content.

• Matrices matching subject matter requirements and standards to courses.

• Course descriptions and syllabi for all courses referenced in the program.

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Format of the DocumentFormat of the Document

• 3 bound copies, 1 unbound copy, 1 CD-ROM (Microsoft Word) copy.

• Documents paginated & indexed (labeled tabs) with table of contents.

• Response references matched to appendices.

• Appendices include syllabi and other program materials as evidence.

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Responses to the StandardsResponses to the Standards

• Description of how standard is addressed

• Specific program examples

• References to evidence

• Elements provide details of how standards is addressed

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Nature and Use of EvidenceNature and Use of EvidenceWASC Evidence Guide, 2002WASC Evidence Guide, 2002

• “….a culture of evidence where indicators of performance are regularly developed and data collected to inform institutional decision-making, planning and improvement.”– Being systematic and intentional about

gathering data on the right things and using the results.

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Definition of EvidenceDefinition of Evidence• ‘the substance of what is advanced to

support a claim that something is true’

• Characteristics of evidence:– Intentional and purposeful– Entails interpretation and reflection– Integrated and holistic– Quantitative and qualitative– Direct or indirect

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What is good evidence?What is good evidence?• RELEVANT to the concept of interest• VERIFIABLE - documentable and replicable • REPRESENTATIVE - typical of the

underlying situation or condition• CUMULATIVE - multiple sources, methods,

approaches to independently corroborate issues of importance

• ACTIONABLE - can be analyzed and provide guidance for future actions

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Examples of EvidenceExamples of Evidence• Description/charts of processes or systems• Meeting schedules and minutes• Program forms/communiques• Course descriptions and syllabi• Samples of class assignments• Faculty vitae• Student assessment instruments• Faculty evaluation

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Redesigning Programs to Meet Redesigning Programs to Meet New StandardsNew Standards

• Complex systemic approach

• Redefine and renew faculty and staff roles

• Create and reinvigorate external partnerships

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Using a complex systemic approach to Using a complex systemic approach to the Learning to Teach Continuumthe Learning to Teach Continuum

• Confront assumptions about LEARNERS and LEARNING– What will beginning teachers need to know

and be able to do with regard to subject matter?

– What professional knowledge and experiences will they need to have?

– What kind of professional will emerge?

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Using a complex systemic approach - the Using a complex systemic approach - the Learning to Teach Continuum, continuedLearning to Teach Continuum, continued

• Confront assumptions about TIME, PERSONNEL and FINANCIAL RESOURCES– What opportunities does the subject matter program

provide? – What is the new work? Continuing work?– What existing work has to be redistributed? – Where should resources be allocated or

reallocated?

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Using a complex systemic Using a complex systemic approach - the Learning to Teach approach - the Learning to Teach

Continuum, continuedContinuum, continued • Confront assumptions about HOW:

– How will you adjust or overhaul your current program?

– What do you retain, revise, create anew from current practice?

– What does a SWOT analysis tell you? (Strengths, Weaknesses, Opportunities, Threats)

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Redefining and renewing Redefining and renewing faculty and staff rolesfaculty and staff roles

• Professional development for faculty on new subject matter requirements and program/ course content

– Implementing the new fieldwork requirements

– Collaboration across disciplinary and education faculty and staff

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Redefining and renewing Redefining and renewing faculty and staff rolesfaculty and staff roles

–Working across departments and schools and sectors

–Integrating fieldwork and coursework

–Collaboration with K- 12 schools

–Advising and support of candidates

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Creating and reinvigorating Creating and reinvigorating partnershipspartnerships

• Articulation is essential - the learning to teach continuum

• Interdependence across sectors to meet standards on collaboration

• Collaborative program delivery to maximize institutional resources

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Context for ReviewContext for Review

• Training, calibration and document reading

• Ongoing cycles of program meetings and electronic reviews

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Reviewers’ ChargeReviewers’ Charge • Prepare professional recommendations to

the Commission for the approval of Single Subject Matter Programs

• Base recommendations on thorough readings of the document and evidence

• Use professional knowledge and judgement to review responses, not opinion

• Application of standards to program quality and effectiveness;

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Reviewers’ Charge , continuedReviewers’ Charge , continued

• Commitment to complete reviews in timely manner

• Reach decisions through consensus with review team

• Respect the integrity of the review process during the entire tenure of the panel.

• Maintain strict confidentiality of the reading process

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Program Review NormsProgram Review Norms

• Refer all requests to CTC staff.

• Work as a team, using consensus for team decision-making

• Assume positive intentionality

• Use active listening skills

• Respect & maintain confidentiality (respect the sensitivity involved in reading documents)

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ResubmissionsResubmissions

• Answer only the specifics of the report

• Only submit a new document if the report asks for a complete revision

• Submit any new evidence needed to substantiate new and additional information

• Three paper copies

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Organization of the StandardsOrganization of the Standards

• Organization consistent with SB 2042 teacher preparation standards

• Standards “common to all” programs developed for consistent program quality.

• Standards state the broad concepts for the program areas.

• Required elements provide the specific details that underscore the concept of the standard.

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Analyzing a StandardAnalyzing a Standard

Example Standard 3: TechnologyThe study and application of current and emerging

technologies, with a focus on those used in K-12 schools, for gathering, analyzing, managing, processing, and presenting information is an integral component of each prospective teacher’s program study. Prospective teachers are introduced to legal, ethical, and social issues related to technology. The program prepares prospective teachers to meet the current technology requirements for admission to an approved California professional teacher preparation program.

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REQUIRED ELEMENTS• 3.1 The institution provides prospective

teachers in the subject matter program access to a wide array of current technology resources. The program faculty selects these technologies on the basis of their effective and appropriate uses in the disciplines of the subject matter program.

• 3.2 Prospective teachers demonstrate information processing competency, including but not limited to the use of appropriate technologies and tools for research, problem solving, data acquisition and analysis, communications, and presentation.

• 3.3 In the program, prospective teachers use current and emerging technologies relevant to the disciplines of study to enhance their subject matter knowledge and understanding.

Ten Standards Common To All Single Ten Standards Common To All Single Subject Matter ProgramsSubject Matter Programs

Standard 1:Standard 1: Program Philosophy and Purpose Program Philosophy and Purpose

Standard 2:Standard 2: Diversity and Equity Diversity and Equity

Standard 3:Standard 3: Technology Technology

Standard 4:Standard 4: Literacy Literacy

Standard 5:Standard 5: Varied Teaching Strategies Varied Teaching Strategies

Standard 6:Standard 6: Early Field Experiences Early Field Experiences

Standard 7:Standard 7: Assessment of Subject Matter Competence Assessment of Subject Matter Competence

Standard 8:Standard 8: Advisement and Support Advisement and Support

Standard 9:Standard 9: Program Review and Evaluation Program Review and Evaluation

Standard 10:Standard 10: Coordination Coordination

QUESTIONS??QUESTIONS?? Helen HawleyHelen Hawley

916-445-8778916-445-8778

hhawley@ctc.ca.govhhawley@ctc.ca.gov

OROR

Joe DearJoe Dear

916-327-1461916-327-1461

jdear@ctc.ca.govjdear@ctc.ca.gov