the education professional standards board kate conference september 26, 2014
TRANSCRIPT
The Education Professional Standards Board
KATE Conference
September 26, 2014
EPSB Mission Statement
The Education Professional Standards Board,
in full collaboration and cooperation with its
education partners, promotes high levels of student
achievement by establishing and enforcing rigorous
professional standards for preparation, certification,
and responsible and ethical behavior
of all professional educators in Kentucky.
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Pilot States
KentuckyConnecticutGeorgiaIdahoLouisianaMassachusettsWashington
The states will work individually and collectively to support transformation of educator preparation and entrance to the profession.
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Four Major Buckets
State licensure systems
State program approval standards
State data systems
Partnerships
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Licensure1. States will revise and enforce their licensure standards for teachers and principals to
support the teaching of more demanding content aligned to college- and career-readiness and critical thinking skills to a diverse range of students.
2. States will work together to influence the development of innovative licensure performance assessments that are aligned to the revised licensure standards and include multiple measures of educators’ ability to perform, including the potential to impact student achievement and growth.
3. States will create multi-tiered licensure systems aligned to a coherent developmental continuum that reflects new performance expectations for educators and their implementation in the learning environment and to assessments that are linked to evidence of student achievement and growth.
4. States will reform current state licensure systems so they are more efficient, have true reciprocity across states, and so that their credentialing structures support effective teaching and leading toward student college- and career-readiness.
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Program Approval5. States will hold preparation programs accountable by exercising the state’s authority to
determine which programs should operate and recommend candidates for licensure in the state, including establishing a clear and fair performance rating system to guide continuous improvement. States will act to close programs that continually receive the lowest rating and will provide incentives for programs whose ratings indicate exemplary performance.
6. States will adopt and implement rigorous program approval standards to assure that educator 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.
7. States will require alignment of preparation content standards to PK-12 college- and career-ready standards for all licensure areas.
8. States will provide feedback, data, support, and resources to preparation programs to assist them with continuous improvement and to act on any program approval or national accreditation recommendations.
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Data Collection, Analysis, and Reporting9.States will develop and support state-level governance structures to guide confidential and secure data collection, analysis, and reporting of PK-20 data and how it informs educator preparation programs, hiring practices, and professional learning. Using stakeholder input, states will address and take appropriate action, individually and collectively, on the need for unique educator identifiers, links to non-traditional preparation providers, and the sharing of candidate data among organizations and across states.
10.States will use data collection, analysis, and reporting of multiple measures for continuous improvement and accountability of preparation programs.
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First Year PrioritiesDevelopment of a continuous assessment model for shared educator preparation accountability.
Alignment of the Kentucky’s educator growth and effectiveness system with the Kentucky Teacher Internship Program.
Adopt/Align the Kentucky Teacher Standards with the InTASC Standards
Field testing teacher performance assessments within educator preparation programs
Adopting CAEP Standards for teacher preparation accountability.
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Priority: KTIP/PGES
Kentucky Teacher Professional Growth and Effectiveness
System (TPGES) / Kentucky Teacher Internship Program (KTIP)
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Kentucky Framework for Teaching Component: Kentucky Teacher Standards:
Domain 1 – Planning and Preparation
1A - Demonstrating Knowledge of Content and Pedagogy 1.1, 1.2, 1.3, 1.4, 2.1, 2.2
1B - Demonstrating Knowledge of Students 1.2, 2.2, 3.3, 4.2, 5.4
1C - Selecting Instructional Outcomes 1.2, 2.1, 2.3, 2.4, 2.5, 3.3, 4.1, 4.2, 4.5
1D - Demonstrating Knowledge of Resources 4.3, 4.4, 6.1, 6.3, 6.4,
1E - Designing Coherent Instruction 1.3, 2.4, 2.5, 3.3, 4.1, 4.2, 4.5, 5.6, 6.1, 6.2
1F - Designing Student Assessment 1.1, 1.5, 2.3, 3.1, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 7.1, 7.2, 7.3
Domain 2 – Classroom Environment
2A - Creating an Environment of Respect and Rapport 1.2, 3.1, 3.2, 3.3, 3.4, 3.5, 6.5
2B - Establishing a Culture for Learning 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.5
2C - Managing Classroom Procedures 3.2, 3.4, 3.5, 4.3, 4.4
2D - Managing Student Behavior 3.4, 3.5
2E - Organizing Physical Space 4.4, 6.2, 6.3, 6.4
Domain3 – Instruction
3A - Communicating with Students 1.1, 1.2, 1.3, 1.4, 1.5, 2.5, 3.2, 4.1, 4.3, 4.5
3B - Using Questioning and Discussion Techniques 3.2, 3.3, 3.4, 3.5, 4.1, 4.5, 5.6
3C - Engaging Students in Learning 1.3, 2.4, 3.2, 3.3, 3.5, 4.1, 5.6
3D - Using Assessment in Instruction 1.3, 2.3, 3.5, 5.2, 5.4, 5.5, 5.6
3E - Demonstrating Flexibility and Responsiveness 1.2, 1.3, 1.4, 2.2, 2.4, 2.5, 4.1, 4.2
Domain 4 – Professional Responsibilities
4A - Reflecting on Teaching 7.1, 7.2, 7.3, 9.4
4B - Maintaining Accurate Records 7.1, 7.2
4C - Communicating with Families 5.5, 8.1, 8.2, 8.3, 8.4
4D - Participating in a Professional Community 10.1
4E - Growing and Developing Professionally 9.1, 9.2, 9.3, 9.4, 10.1, 10.2, 10.3
4F - Demonstrating Professionalism 8.1
KTIP Pilot Background
KACI-worked past year to align KTIP to PGES (based on Framework for Teaching)
22 districts involved in KTIP pilot this school year
New KTIP will be used state-wide
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No Changes to…Committee Structure (Principal, Resource Teacher, Teacher Educator)
Cycle Structure (3 cycles, days are same)
Number of hours Resource Teacher spends with Intern is same (20 in class; 40 out of class)
Data/signatures entered in Intern Management System (IMS) the same
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Biggest Change
KTIP tasks for pilot called
KTIP Sources of Evidence
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Kentucky Teacher Internship Program
Lesson Plan
Self Reflection
Student Voice
Teacher Professional Growth and Effectiveness System
Observation
Peer Observation
Professional Growth
Student Growth
Collaborative Leadership
Sources of Evidence
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Sources of Evidence/Framework For Teaching Alignment
SOURCES OF EVIDENCE/FRAMEWORK FOR TEACHING ALIGNMENT
FRA
MEW
ORK
for T
EACH
ING
(FfT
)
Domain Planning & Preparation Classroom
Environment Instruction
Professional Responsibilities
Component
1a -K
now
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con
tent
/ped
agog
y
1b-D
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stra
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now
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1c- S
etting
Ins
truc
tion
al O
utco
mes
1d-D
emon
stra
tes
kno
wle
dge
of r
esou
rces
1e-D
esig
ning
Coh
eren
t Ins
truc
tion
1f- D
esig
ning
Stu
dent
Ass
essm
ent
2a-C
reati
ng E
nv. o
f Res
pect
& R
appo
rt
2b-E
stab
lish
Cult
ure
of L
earn
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2c-M
aint
aini
ng C
lass
room
Pro
cedu
res
2d-M
anag
ing
Stud
ent B
ehav
ior
2e-O
rgan
izin
g Ph
ysic
al S
pace
3a-C
omm
unic
ating
wit
h St
uden
ts
3b-Q
uesti
onin
g &
Dis
cuss
ion
Tech
niqu
es
3c-E
ngag
ing
Stud
ents
in L
earn
ing
3d-U
sing
Ass
essm
ent i
n Le
arni
ng
3e-D
emon
stra
ting
Fle
xibi
lity
& R
espo
nsiv
e
4a-R
eflec
ting
On
Teach
ing
4b-M
aint
aini
ng A
ccur
ate
Reco
rds
4c-C
omm
unic
ating
Wit
h Fa
mili
es
4d-P
arti
cipa
ting
in P
rofe
ss. L
earn
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Com
m.
4e-G
row
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& D
evel
opin
g Pr
ofes
sion
ally
4f-S
how
ing
Prof
essi
onal
ism
SOU
RCES
OF
EVID
ENCE
To
Info
rm P
rofe
ssio
nal P
racti
ce
Supervisor Observation
Evidence (pre and post conferences) Observation
Evidence (pre and post conferences)
Student Voice
Kentucky Student Voice Survey
Professional Growth
Professional Growth Planning and Self Reflection Self
Reflection
Peer Observation
Observation
KTIP Collaborative Leadership
Lesson Plan
Sources of Evidence
Self-Assessment and Reflection
Lesson Plan
Collaborative Leadership
Professional Growth Plan
Think and Plan Tool (Student Growth)
Student Voice
Observation/Post-Observation
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KTIP AssessmentInterns will be rated on every component of every Danielson domain at the end of all 3 cycles, using the new Professional Practice Ratings documents.
These ratings will be used formatively to guide discussions with the intern, and will help inform scoring of the KY Teacher Standards.
Principals will enter KTS scores for all committee members on the RTIY in IMS (same process as before).
For 2015-16 IMS will be revised.
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Stakeholder Involvement
EPSB Board Directive
Survey of District/School Personnel
Focus Groups
Kentucky Advisory Council for Internship
KACI Work Team
Kentucky Association of Colleges for Teacher
Education (KACTE) presentations/discussions
Feedback from Prichard Committee
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Priority: Proportional Accountability Model
EPSB Directive
Part of the Kentucky Educator Preparation Accountability System (KEPAS)
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Can we measure the impact of all that?
We can measure all sorts of things, but how will we tease out the impact of A and the impact of B and the impact of C? And what happens when we add D and E and F and so on? We don’t want to create even a perception of system limitations.
Kentucky decided to take a comprehensive approach to accountability for EPPs. Fairness Informative feedback Time-sensitive shared accountability shared between P-12
schools/districts and EPPs
Three-part “accountability suite” was developed, presented to the board, and adopted in principle.
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Can we measurethe impact ofall that?
Kentucky Teacher Distribution, 2003-2010
Chart used by permission of the authors.
Kukla-Acevedo S, Streams M & Toma E (2012). Can a single performance metric do it all? A Case Study in Education Accountability. The American Review of Public Administration 42(3) 303–319.
Can we measure the impact of all that?
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We want to be fair to our programs.
Looked to evaluation and improvement systems used in high-risk fields requiring high levels of expertise. Aviation Nursing Others
“Just culture” emerged as a theme for promoting improvement vs. placing blame. Human error Risky Reckless
Have to know about the why before determining an appropriate response.
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We want to provide informative feedback.
Campbell’s Law: “The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.” (Campbell, 1998)
Instead of drawing brightline rules, this approach applies informed inference to multiple measures to encourage continuous improvement. Involves charts: LOTS of charts. As of now, around 40 per EPP. Trained analysts and the EPP review the data, chart by chart. Some measures may prove to be useless: abandon them. Some new measures may become available: consider them. Some measures may prove to be useful even beyond our expectations:
leverage them. Some measures may be useful only in combination with other measures
or under certain circumstances: use caution with them.
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We want to promote shared accountability.
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This is just a model of how we could apportion time-sensitive fault/credit to both the EPP and the P-12 context in which completers function.
Subject to tinkering.
Year of employment
% of performanceattributed to
program
% of performance attributed to
the P-12 context
1 100 0
2 80 20
3 60 40
4 40 60
5 20 80
6 0 100
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We want to promote shared accountability. This is just a model of how we could apportion time-sensitive fault/credit
to both the EPP and the P-12 context in which completers function. Subject to tinkering.
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What does fair, informative, shared accountability look like?
Ask a series of questions. What do the data represent? What do the data suggest? What factors or decisions may have contributed? Who is responsible? To what extent?
The goal is not to blame. Identify what we want, and work to get more of it. Identify what we don’t want, and work to avoid getting more of it.
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What does fair, informative, shared accountability look like?
Average GPA of Admitted Candidates: Institution C
What does fair, informative, shared accountability look like?
Average ACT of Admitted Candidates: Institution C
What does fair, informative, shared accountability look like?
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What does fair, informative, shared accountability look like?
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Institution BSummary Praxis Pass Rate DataAcademic Years 2002-2011
What does fair, informative, shared accountability look like? Institution C New Teacher Survey: % of respondents endorsing Satisfied or Very Satisfied
What’s Next?
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Keep our board and our EPPs informed as we learn more.
Work on refinements. What should we dump? Do any of these measures tell us more than we expected? Are there research findings we should explore?
Additional sources of data becoming available. KDE Professional Growth and Effectiveness System (PGES) for
teachers and administrators/TELL Survey Kentucky Center for Education and Workforce Statistics More and better in-house data collected through KFETS,
admission/exit, cooperating teacher system, certification system, etc.
EPPs have a lot of expertise: How can we use it?
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Stakeholder Presentations
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Presentations/discussions with education partners Kentucky Association of Colleges for Teacher Education
(KACTE) presentations/discussions
Kentucky Advisory Council for Internship (KACI)
Commonwealth Collaborative of School Leadership Programs (CCSLP)
Guiding Coalition (e.g., EPSB, CPE, KDE, Prichard Committee, IHE, KSBA, KASC, KEA, REL Appalachia, KASS, KASA, AIKCU)
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To download a paper describing our accountability suite more fully, visit www.epsb.ky.gov, click on Data and Research, select Research Reviews, and select Design of an EPSB Preparation and Accountability System for Teacher Training Programs.
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Next Steps
Multi-Tiered Licensure
Career-Pathways
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Stakeholder Feedback Portal
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To view all presentations and information regarding the grant, go to the following link: EPSB NTEP Stakeholder Portal.
We strongly encourage and welcome your feedback regarding the initiatives of NTEP. Feedback option will require log-in information.
www.epsb.ky.gov
New Teacher Survey
http://www.kyepsb.net/TestingResearch/Statistics/StateRptCard/2013_2014.asp
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