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NCLB Influence on K-12 Teacher Licensure and Professional Development

in Vermont

NCLB Influence on K-12 Teacher Licensure and Professional Development

in Vermont

Russell M. AgneThe University of VermontJanuary 6, 2008

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AbstractThe NCLB Act (2001) led Vermont to

substantially change policies and practices for K-12 teacher preparation

and licensure

AbstractThe NCLB Act (2001) led Vermont to

substantially change policies and practices for K-12 teacher preparation

and licensure Terms used: NCLB Act (No Child Left Behind) HQT (Highly Qualified Teacher) VSBPE (Vermont Standards Board for Professional Educators) GLE (Grade Level Expectations) ROPA (Results Oriented Program Approval) NECAP (New England Common Assessment Program)

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Issues AnalyzedIssues Analyzed

1. Effect on initial (pre-service) K-12 teacher licensure

2. Effect on currently teaching K-12 teachers (relicensure, HQT)

3. VSBPE Policy Formulation4. Positive NCLB Act outcomes 5. Ongoing challenges in addressing

NCLB directives

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Educator PerspectivesEducator Perspectives

• Curriculum is now driven by tests• Focus on systematic change• Closing of student achievement gap with more attention on deficit learners• Some federal funding• Has a punitive ending that does not celebrate success (IDEA)• Accountability-GLE’s• Must value all curriculum areas and move beyond math and literacy

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Issue 1 : Effect on initial K-12 Teacher Licensure

Issue 1 : Effect on initial K-12 Teacher Licensure

• Documentation of teaching candidate performance through portfolio assessment• Rigorous state teacher-education program licensure policies (ROPA)• Systems record keeping with proprietary software (Teacher’s Workplace,TaskStream) • Alternative routes to licensure (ALP)promoted• Increasing focus on K-12 student learning outcomes (CI=Complex Instruction)• Review and enhancement of teacher education curriculum (NCATE at UVM)

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The Vermont Framework of Standards & Learning Opportunities (2000)

The Vermont Framework of Standards & Learning Opportunities (2000)

Shelburne Farms Field TripSpend a day on the farm during lambing season. Educational Standards Taught Visual Arts, 5.29-5.30 Natural Resources, 7.16 Understanding Place, 4.6 Sustainability, 3.9

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Teacher Preparation Tools: TaskStream Lesson Protocol at UVM (1/2)

Teacher Preparation Tools: TaskStream Lesson Protocol at UVM (1/2)

SubjectUnit and TopicGrade/LevelTeacher GoalsLearning ContextStudent Learning ObjectivesAssessment of Stated ObjectivesStandardsProceduresDifferentiation

SubjectUnit and TopicGrade/LevelTeacher GoalsLearning ContextStudent Learning ObjectivesAssessment of Stated ObjectivesStandardsProceduresDifferentiation

http://www.taskstream.com/

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TaskStream Lesson Protocol at UVM (2/2)TaskStream Lesson Protocol at UVM (2/2)

• Collaboration• Sample Student Products• Time Allotment• Assessment• Author’s Comments and Reflections• Management Considerations• Resources

• Collaboration• Sample Student Products• Time Allotment• Assessment• Author’s Comments and Reflections• Management Considerations• Resources

Scoring Rubric(1) Unsatisfactory(2) Approaching Expectations(3) Meets Expectations(4) Exceeds Expectations

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Grade Level Expectations (GLE’s)

Grade Level Expectations (GLE’s)

Subject: ScienceGrade: Grades 3-4Strand: Life ScienceGE Stem: S 3-4:30 Students demonstrate their understanding of Structure and Function-Survival Requirements by…Expectation: Identifying how the physical structure of an organism allows it to survive and defend itself

Used today inall Vermont K-12public schools

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Issue 2: Effect on Current K-12 EducatorsIssue 2: Effect on Current K-12 Educators

• Individual Professional Development Plans (IPDP) submitted every 7 years • Highly Qualified Teacher (HTQ) criteria established• Professional Development: Workshops, courses, mentoring • Local (N=68) and Regional (N=6) Standards Boards• VSBPE developed relicensure guidelines followed • 5 Standards for Vermont Educators:“Apple” Book: learning, professional knowledge, colleagueship, advocacy and accountability

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Highly Qualified Teacher (HQT) Definitions

Highly Qualified Teacher (HQT) Definitions

The teacher has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis.

The teacher has full state certification as a teacher or passed the state teacher licensing examination and holds a license to teach in such state.

The teacher has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis.

The teacher has full state certification as a teacher or passed the state teacher licensing examination and holds a license to teach in such state.

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Vermont HQT Data 2005-2006Vermont HQT Data 2005-2006

School Type % of Core Academic Classes taught by Highly Qualified Teachers

All Schools 90.6%

Elementary Schools (All) 91.3% High Poverty 89.3% Low-Poverty 91.4%Secondary Level (All) 90.2% High-Poverty 90.3% Low-Poverty 93.2% http://education.vermont.gov/

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Issue 3: Policy Development by Vermont Standards Board for Professional Educators

Issue 3: Policy Development by Vermont Standards Board for Professional Educators

• The VSBPE develops policy in collaboration with the Vermont Department of Education• 16 members, teacher majority, monthly meetings, appointed by Vermont Governor• Cooperation with Vermont NEA and 14 higher education institutions

-- FY 2007: 8,855 teachers; S/T ratio of 11.29; serve 95,559 students

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Issue 4: Positive OutcomesIssue 4: Positive Outcomes

• Curriculum Grade Cluster Expectations (GLE’s) using 2-grade clusters resulted in flexibility for school programs and curricula• Realistic administration of NCLB by Vermont Department of Education• Funding of DOE content specialists and assessment support for all content areas* CTQ national participation continued >

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Positive OutcomesPositive Outcomes

• Joint funding with NH and RI to develop common content areas for science assessment (NECAP)• Continuation of hands-on science performance tasks for all students at grades 4 and 8• VT initiated Math and Literacy content “targets” modified with NH and RI to become NECAP

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Issue 5: Ongoing ChallengesIssue 5: Ongoing Challenges

• Participation in the NCLB reauthorization process now before Congress• Moving beyond the initial focus on math and literacy into all curriculum areas• Consideration of alternative assessment, particularly in special education and ELL• Professional development and mentoring of teachers

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Summary: topics confronting Vermont today around NCLB

Summary: topics confronting Vermont today around NCLB

•Teacher quality•Student testing•Achievement indicators•Scientifically-based research•Public school choice•Claims for and against NCLB•Standards•Value of all core content areas

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AcknowledgmentsAcknowledgmentsAcknowledgmentsAcknowledgments

Gail Hall, Vermont Dept. of EducationMarta Cambra, Vermont Dept. of Education

Jon Bellum, UVMSue MacCormick, UVMSandra MacLeod, UVMCharles Rathbone, UVM

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ResourcesResources

Vermont Teacher Education Program Approval-ROPA http:///education.vermont.gov/new/html/maincert.htmlVermont Educator Licensing (Department of Education)http://education.vermont.gov/new/html/licensing/hqt.htmlVermont Standards Board for Professional Educatorshttp://education.vermont.gov/new/html/pgm_prostandards.htmlTaskstream at UVM ( licensure recommendation protocol)www.uvm.edu/cess/taskstreamU.S. Department of Education websitehttp://www.ed.gov/nclb/landing.jhtml