Tennessee Board of Regents Teacher Educa on Redesign

 Tennessee Board of Regents Teacher Educa3on Redesign Collabora3on, Communica3on, Coopera3on: Developing Sustainable Partnerships Between Higher Educa:on and K-­‐12 Schools Dr. Kandi Hill-­‐Clarke Assistant Vice Chancellor for Academic Affairs Tennessee Board of Regents Dr. Larry Peach, Dean College of EducaDon Tennessee Technological University Dr. Jerry Hale, Director of Schools Warren County Public Schools Dr. Sandy H. Smith, Director of Teacher EducaDon Tennessee Technological University Tennessee Board of Regents Teacher Educa3on Redesign BACKGROUND Tennessee Board of Regents Teacher EducaDon Redesign Tennessee Teaching Quality Initiative (2007)
1. Every licensed teacher should enter the classroom with at least entry-level knowledge,
skills, and characteristics of quality teaching that lead to positive student outcomes.
2. Every licensed teacher should have access to avenues for competency-based recognition
and advancement for teaching excellence.
3. Every teacher candidate should be exposed to research-based best-practice models of
instruction in every facet of preparation.
4. Every teacher candidate and beginning teacher practitioner should receive integrated,
systematic, intensive induction from expert mentors.
Tennessee Board of Regents Teacher Education Redesign (2010)
1. 
2. 
12/3/10 Every candidate should
•  master the content of the relevant discipline.
•  demonstrate characteristics of teachers who promote student achievement.
Every program should
•  promote learning by experience
•  teach by example
•  guide through expertise
•  work as partners with schools and content
3 Tennessee Board of Regents Teacher Educa3on Redesign Influences • UTeach (Marder, 2008) • Emphasis on content • CollaboraDon with and leadership of Arts and Sciences • AcDve recruitment of majors • Early and intensive field experiences • Leadership by expert public school teachers • Urban Teacher Residencies (Levine, 2008) • Tightly integrated theory and pracDce • Experienced teacher mentors • Central role of schools in preparaDon • ConstrucDve partnerships with schools • Focus on serving school districts • Teacher Performance Assessment (Pecheone, 2007) • Emphasis on competencies • AuthenDc preparaDon and assessment • Capstone experience 12/3/10 4 Tennessee Board of Regents Teacher Educa3on Redesign OVERVIEW 12/3/10 5 Tennessee Board of Regents Teacher EducaDon Redesign Goals and Outcomes Goals Results Prepare teachers to improve P-­‐12 R2T graduates will exhibit high student outcomes levels of content knowledge. R2T graduates will exhibit characterisDcs of effecDve teachers. R2T graduates will improve P-­‐12 student achievement. R2T graduates will remain in the classroom. Help public schools meet their goals and address their needs 12/3/10 R2T schools will exhibit high levels of student achievement. R2T schools will meet or exceed idenDfied goals in relaDon to instrucDon and student outcomes. 6 Mastering Content •  Secondary: Bachelor’s degree in content area; minor in educaDon •  Elementary: Bachelor’s degree in Interdisciplinary Studies with emphases in content areas •  Close partnerships with Arts & Sciences •  IntegraDon of content methods in residency 12/3/10 7 DemonstraDng Competencies: Tennessee Framework for Evalua:on and Professional Growth Domain Indicator INDICATOR A:
PLANNING
INDICATOR B:
INDICATOR C:
INDICATOR A:
TEACHING
STRATEGIES
INDICATOR B:
INDICATOR A:
ASSESSMENT &
EVALUATION
INDICATOR B:
INDICATOR C:
LEARNING
ENVIRONMENT
PROFESSIONAL
GROWTH
COMMUNICATION
12/3/10 INDICATOR A:
INDICATOR B:
INDICATOR A:
INDICATOR B:
INDICATOR A:
Establishes appropriate instructional goals and
objectives.
Plans instruction and student evaluation based on an
in-depth understanding of the content, student needs,
curriculum standards, and the community.
Adapts instructional opportunities for diverse learners.
Demonstrates a deep understanding of the central
concepts, assumptions, structures, and pedagogy of the
content area.
Uses research-based classroom strategies that are
grounded in higher order thinking, problem solving,
and real world connections for all students.
Uses appropriate evaluation and assessments to
determine student mastery of content and make
instructional decisions.
Communicates student achievement and progress to
students, their parents, and appropriate others.
Reflects on teaching practice through careful
examination of classroom evaluation and assessments.
Creates a classroom culture that develops student
intellectual capacity in the content area.
Manages classroom resources effectively.
Collaborates with colleagues and appropriate others.
Performs professional responsibilities efficiently and
effectively.
Communicates clearly and correctly with students,
parents and other stakeholders.
8 DemonstraDng Competencies: Performance-­‐based Assessment •  Clear outcomes aligned with teacher characterisDcs idenDfied in state framework •  Focus on P-­‐12 student outcomes •  MulDple assessment gates •  Capstone performance assessment of all candidates •  Statewide performance assessment system •  Consistent, ongoing research and evaluaDon •  Stanford/CCSSO/AACTE TPA Project 12/3/10 9 Learning by Experience •  Methods –  Problem-­‐based Learning (PBL) –  DidacDc support –  Supervised service learning –  Lesson Study •  Structure –  Pre-­‐clinical Residency –  School-­‐based Clinical Residency 12/3/10 10 Learning by Experience: Pre-­‐Clinical Residency Dimensions
RecruiDng • Emphasis on high-­‐demand and STEM content majors • IniDaDon in early undergraduate career • Extension to high schools and community colleges
SelecDon • Content experDse • DisposiDons
Competency Development through PBL, Supervision, and Service Learning • CommunicaDon and collaboraDon • Technology • Schools as organizaDons—rules, regulaDons, and requirements • The School culture
12/3/10 11 Learning by Experience: Problem-­‐Based Learning •  AuthenDc, experienDal acDviDes •  Just-­‐in-­‐Time learning vs. Just-­‐in-­‐Case learning •  ApplicaDon of knowledge •  Real-­‐world teaching •  Alignment with competencies •  Advance from structured PBL to Lesson Study 12/3/10 12 Learning by Experience: School-­‐based Clinical Residency •  PreparaDon for pedagogy structured around authenDc experiences •  Alignment with idenDfied school prioriDes •  Primary focus on teaching to improve student outcomes •  School-­‐based service learning 12/3/10 13 TBR Teacher Educa3on Redesign Clinical Residency Residency I Residency II Gradual increase in days per week in schools 5 days per week in the schools Competency blocks or modules Directed teaching responsibiliDes •  OpportuniDes to observe and assist with the first weeks of school. •  One to two days per week in first two months •  Three days per week in third month •  Four days per week in fourth month •  Cohort organizaDon •  Problem-­‐based learning cases •  Classroom and school observaDons •  Teaching and learning demonstraDons •  PracDce in individualized classroom intervenDons •  Intensive mentoring •  Content lectures as appropriate •  Analogous to tradiDonal student teaching •  Intensive supervision and mentoring by supervising teacher, Master Clinician, and professor Capstone assessment of content knowledge, pedagogical skills, and disposiDons Directed primarily by university-­‐based Directed primarily by school personnel, Master Teachers and professors, in in partnership with university-­‐based partnership with school personnel Master Clinicians, and professors 14 Performance-­‐based assessments associated with blocks or modules 12/3/10 •  4 days per week in classroom teaching •  1 day per week in inducDon and mentoring Teaching by Example: Modeling of Research-­‐based Best PracDces •  Content professors –  CollaboraDve workshops and support –  Tenure and promoDon policy •  Mentor teachers –  Professional development and evaluaDon –  CerDficaDon •  EducaDon professors –  School-­‐based pracDce –  Annual evaluaDons –  Tenure and promoDon policy •  Master Clinicians –  Job descripDon –  NaDonal board cerDficaDon –  Leadership 12/3/10 15 Working Together: Close Partnerships with Local Schools •  Formal, mutually-­‐beneficial partnerships and decision making •  CollaboraDon to idenDfy and meet LEA needs •  CollaboraDve implementaDon, supervision, and evaluaDon of residency experiences •  Content and pedagogy delivery by higher educaDon faculty and school-­‐based faculty 12/3/10 16 Tennessee Board of Regents Teacher Educa3on Redesign CHALLENGES 12/3/10 17 Tennessee Board of Regents Teacher Educa3on Redesign •  Developing reciprocal partnerships with schools: How do we ensure that we make school improvement central to our work? •  Changing role and culture of university faculty: How do we change faculty behaviors and expectaDons to a school-­‐based, school-­‐centric focus? •  ClarificaDon of role of school-­‐based mentor teachers: How do we establish, support, and nurture a cadre of expert teacher and administrator supervisors? •  RelocaDon to schools: How do we manage the demands and logisDcs of a major school presence? •  Scaling up: How do we manage resources for an increasingly intensive training experience for large numbers of residents? •  Geography: How do we ensure that we meet the needs of all of our school partners, regardless of locaDon? 12/3/10 18 Tennessee Board of Regents Teacher EducaDon Redesign For more informa3on, please contact us at [email protected] 12/3/10 19