Head for the Hills

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Head for the Hills
OCTEO Fall Meeting October 23, 2008
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Overview

• Setting the Context
• Federal Update
• Organizing a Day on the Square

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Setting the Context
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What Others are Saying about Us

• Checker Finn Education school cartel is
  hindering talented people from becoming
  public-school teachers
• Kate Walsh There are three possible
  explanations for this outcome the teacher
  education establishment co-opted the alternative
  certification movement, or the teacher education
  establishment saw the writing on the wall and
  truly adapted its rigid traditional model to a
  new order. Or, its possible that a mix of the
  two occurred.
• NCLB Commission Every panelist at the D.C.
  hearing gave education schools a C or worse for
  their efforts

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(No Transcript)
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2003 Pisa Results
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TIMSS 2003
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NAEP Math Trends 2007
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NAEP Reading Trends 2007
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Trends from Another Perspective
A pervasive lack of knowledge about foreign
cultures and foreign languages threatens the
security of the United States as well as its
ability to compete in the global marketplace and
produce an informed citizenry. The U.S.
education system, has, in recent years, placed
little value on speaking languages other than
English or on understanding cultures other than
ones own. From International Education and
Foreign Languages Keys to Securing Americas
Future (2007), Center for Education (National
Research Council)
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Trends from Another Perspective
1 in 4 adults say they didnt read a book last
year Typical person claims to have read 4 books
(last year) AP-Ipsos Poll Aug. 2007 Less than
50 of Americans read novels, short stories and
other literature and the rate the nation is
losing young readers is increasing. From Reading
at Risk Natl Endowment for the Arts
(2004) There is a correlation between those who
read and are socially engaged and their
involvement in volunteer/charity work and
participating in the arts and recreational
activities (like ballgames) as compared to
non-readers.. From Reading at Risk Natl
Endowment for the Arts (2004) "It's not just
unfortunate, it's real cause for concern," said
James Shapiro, a professor of English at Columbia
University. "A culture gets what it pays for, and
if we think democracy depends on people who read,
write, think and reflect which is what
literature advances then we have to invest in
what it takes to promote that." From the NY
Times article on the 2004 NEA report
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Post-Katrina

• 2005-2006 K-12 Loss of School
• 138,000 students missed 2 months of school
• 20,000-30,000 students did not attend school
• 2006-2007 K-12 Loss of School
• 10,000-15,000 students were out of school

Education After Katrina Southern Education
Foundation, August 2007
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(No Transcript)
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State Budgets

• Ohio is expected to face a 733 million to 1.3
  billion budget gap in FY 2009 (Center on Budget
  and Policy Priorities)
• Every state, but one (Vermont) requires a
  balanced budget
• The vast majority of states cannot run a deficit
  or borrow to cover their operating expenditures. 
  As a result, states have three primary actions
  they can take during a fiscal crisis  they can
  draw down available reserves, they can cut
  expenditures, or they can raise taxes.  (Center
  on Budget and Policy Priorities)

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Under Pressure

• Dems mantra Access, Affordability,
  Accountability
• Dems for Accountability
• Administrations focus on outcomes

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Higher Education Opportunity Act
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Themes in Teacher Education Provisions

• Integrate HEA with NCLB and IDEA
• Emphasis on clinical preparation
• Increased accountability and planning
• Invest in capacity building
• Focus on shortages

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Teacher Quality Partnership Grants

• Three programs merged into one
• Required partners school of ed, school of arts
  and sciences, high-need LEA
• Focus on clinical preparation (including
  induction for 2 years, mentoring and coaching) at
  BA level residency programs at MA level and
  leaders in rural areas

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Teacher Quality Partnership Grants (cont.)

• Use of Funds
• Required
• Strengthening pre-baccalaureate preparation or
  developing teacher residency programs
• Optional (only in conjunction with the
  required)
• Preparing school leaders for rural schools
• Developing digital education content

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Funding for Teacher Quality Partnerships Grants

• Authorized at 300 million
• Last year funded at 34 million
• Administration attempts to eliminate every year
• Senate included increase to 45 million
• ADVOCACY NEEDED

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Major Differences in Accountability Provisions
Westat

• No reporting dates
• No waivers
• No rankings or quartiles on pass rates
• Focus on scaled scores for pass rates
• Reporting of alternative route pass rates by IHEs
• Most IHE data reported to State and ED
• No reporting in college catalogs

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Other Items
Westat

• Goals and assurances for teacher development
• Admission criteria into program
• Current program information (FTE faculty and
  students in supervised clinical experience, avg.
  hours of clinical experience) will need to be in
  standard format
• Low performing and at-risk status
• Use of technology
• Teacher training in special education

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Just for States
Westat

• Reliability and validity of assessments
• Certification requirements
• Certification/licensure standards and alignment
  with content standards
• Alternative route info (descriptions, pass rates,
  enrollment)
• How TPPs are addressing shortages of HQTs
• TPPs preparation of SPED teachers
• Uses of technology
• TPPs preparation of teachers of students who are
  LEP
• Criteria for assessing performance of TPPs

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Accountability for Teacher Preparation (cont.)

• Teacher Development Provisions
• IHEs must set annual quantifiable goals to
  increase number of teachers in math, science,
  special education, English language learners and
  other shortage areas
• IHEs must provide assurances that
• Preparation is tied to needs of state and LEAs
  where they will likely teach
• Special education teachers receive preparation in
  core academic subjects
• General education teachers receive preparation in
  instructing students with disabilities
• Candidates are prepared to teach in urban and
  rural areas, as applicable

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Accountability for Teacher Preparation (cont.)

• Release of Information provision
• Applies to all states that receive funds under
  HEOA
• States must provide to preparation programs data
  that will help evaluate the program or the
  programs graduates
• Data could include
• K-12 student achievement data and demographic
  data
• Teacher effectiveness evaluations

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U.S. Department of Education Moving Forward on
Implementation

• Definitions program, alternate route,
  completed 100 nonclinical coursework
• Centralized data collection model
• Will likely form advisory groups

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TEACH Grant Amendments Title IV

• Service Obligation Completion in State-listed
  shortage areas
• List of extenuating circumstances
• Program Report

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New (but unfunded) Programs

• Title IV, Loan Forgiveness for Service in Areas
  of National Need
• Title VIII, Early Childhood Education
  Professional Development and Career Task Force
• Title II, Preparing Teachers for Digital Age
  Learners
• Title II, Adjunct Teacher Corps
• Title II, Centers of Excellence
• Title II, Graduate Fellowships to Prepare Faculty
  in High-Need Areas in Colleges of Education

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Teach for America

• Title VIII, Teach for America Authorization

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Action Steps for Deans

• Conversations president, faculty, assessment
  leaders and groups, policy makers
• Gear up for accountability
• Advance your efforts in teacher preparation
  research, shortage area production, teacher
  professional development, and teacher preparation
  and induction model development

Dr. Michael Miller, Dean of the College of
Education, Minnesota State University - Mankato
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No Child Left Behind
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No Child Left Behind - Overview

• K-12 student and school assessment is modified
  ----- multiple measures and growth models
• Highly-qualified definition not significantly
  modified
• Differentiation for SINOI
• Targets funding to the schools in most need
• More flexibility for ELL testing
• Data Systems

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AACTE Supported Suit re interpretation of
Highly Qualified

• Renee v. Spellingsa coalition of parents,
  students, community groups
• An ED regulation has created a major loophole
• Teachers-in-training defined as highly
  qualified
• Students of color and/or poor more likely taught
  by intern teachers

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Ohio Day on the Square
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OCTEO Next Steps

• Infiltrating the state legislature
• Building a presence in Columbus
• Develop an advocacy agenda
• State legislators provide a good pool of
  candidates for U.S. Congress/Senate
• Developing tangibles with partners

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Important Differences
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Connecting State and Federal Priorities

• Data Systems -- accountability and information
• Teacher Retention ---- mentoring/induction
• Student Support --- TEACH Grants (front-load the
  money), articulation, clinical components,
  career-changers and non-traditional students

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Developing Ohio Day on the Square

• What is it you want to accomplish?
• Advocating on a specific bill
• Introduce OCTEO
• Provide information on educator preparation in OH
• How do you want to carry it out?
• Square visits
• Briefing
• Testimony
• Reception

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Developing Ohio Day on the Square (cont.)

• Appoint a Government Relations Committee
• Pick your date now
• Check the ethics laws in your state
• Make it easy for your members to participate
• Pick a target audience
• Develop your glossy paper

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Homework - Before

• Know your delegation
• Are they (or family members) educators?
• What bills have they sponsored or co-sponsored?
• Voting record
• Know what other stakeholders are doing
• Find common ground
• Form coalitions
• Know the opposition

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Talking Points

• Craft your message
• Make specific requests
• Hold them accountable

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• This is just the beginning of a beautiful
  friendship