Teacher Preparation Institution (TPI) Corrective

Action Protocol

Michigan State Board of Education Presentation

August 11, 2009

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Purpose of TPI Corrective Action Protocol

• Response to June 2006 SBE Teacher Preparation Institution Performance (TPI) Score Rubric

• Compliance with Higher Education Act [HEA] Title II, Section 208

• Provide technical assistance for Michigan TPIs categorized as “at-risk” or “low-performing”, based on TPI performance score rubric

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TPI Corrective Action Status

• “At-risk” status designated when TPI performance score is 52 to 55 points

• “Low-performing” status designated when TPI performance score is less than 52 points

• Maximum TPI performance score is 70 points: MTTC aggregate score (30 pts), program reviews (10 pts), program completers (10 pts), candidate and supervisor survey (10 pts), diversity (5 pts), and subject area need (5 pts)

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TPI Corrective Action Levels

• Level 1 Corrective Action: 1st two years of “at-risk” status

• Level 2 Corrective Action: 1st two years of “low-performing status or beginning 3rd year “at-risk”

• Level 3 Corrective Action: beginning 3rd year as “low-performing” or initially “at-risk” TPI beginning 2nd year as “low-performing”

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TPI Corrective Action Response

• Public notification

• Adjust program emphasis

• Consultation with OPPS staff

• Conduct TPI self-assessment

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TPI Corrective Action Response

• Develop and Implement TPI plan of improvement

• Notify students of status

• Notify accrediting agency of status

• SBE may rescind approval

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TPI Self-Assessment

• Self-assessment tool based on the National Commission on Teaching and America’s Future (NCTAF) model

• The Self-assessment must be conducted in the first year that an institution is designated for corrective action at Level 1 or 2.

• Must be updated annually

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TPI Self-Study Components

• Part A is an institutional descriptive section, including demographic and faculty load information.

• Part B asks institutions to unpack their performance status and examine deeper questions of quality control, of focus and related issues.

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TPI Self-Study Components

• Part C requires the identification of assessment mechanisms used in the program to assure quality teacher preparation.

• Part D focuses on the assessment of clinical practice and performance assessment of effective teaching skills.

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TPI Self-Study Key Issues

• Review data for both the institution and Education program;

• Identify control points—admission decisions, feedback to feeder schools and community colleges;

• Identify faculty quality and involvement;

• Examine program use of MTTC and other assessment data.

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TPI Improvement Plan

• Based on self-assessment, and performance score criteria including analysis of data and program control points– Establish objectives for each criteria

and identify strategies for meeting those objectives

– Report plan and progress to MDE

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TPI Improvement Plan

• Follow up on impact and revise plan each year until satisfactory status achieved or program approval rescinded by SBE

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TPI Corrective Action Protocol

• Contacts:

• Flora L. Jenkins, 517/373-6505, jenkinsf@michigan.gov

• Catherine Smith, 517/335-0874, smithc15@michigan.gov

• Steve Stegink, 517/241-4945, steginks@michigan.gov