Education Professional Standards Board

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Education Professional Standards Board
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EPSB Vision Statement

• Every public school teacher and
  administrator in Kentucky is an
  accomplished professional committed to helping
  all children become productive members of a
  global society.

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EPSB Mission Statement

• The Education Professional Standards
• Board 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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EPSB Goal 1

• Every approved educator preparation program
  meets or exceeds all accreditation standards and
  prepares knowledgeable, capable teachers and
  administrators who demonstrate effectiveness in
  helping all students reach educational
  achievement.

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Redesign of Masters Programs
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Purpose

• An efficient and effective public school
  system must provide equal educational
  opportunities for all children, regardless of
  race, gender, geographic location, diverse
  learning need, or the financial standing of
  family or community. Kentucky schools are
  accountable for closing the achievement gaps that
  exist among demographic groups."
• 
  
• from Kentucky Supreme Court 1990

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Charge

• Kentucky schools are charged with reaching
  proficiency by 2014 with school district
  administrators and teachers held accountable for
  rigorous performance standards tied to annual
  assessments.

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Charge

• Educators need rank change/masters degree
  programs that have rigor and relevancy and equip
  them to move student learning to higher levels.
  The masters degree programs should not only be
  concerned with transmission of knowledge but
  should facilitate involvement in the processes by
  which knowledge is attained.

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Why Redesign
is Necessary

• EPSB requirement for Rank II
• Research on value of having a Masters degree
• Need for additional professional pathways
• Need for advanced skills
• New Teacher survey results
• Assessment of student learning
• Use of technology
• Differentiated instruction

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Program Approval

• GUIDELINES/PROTOCOL FOR PROGRAM APPROVAL

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• PREPARING TEACHERS AS LEADERS
• FOR THE
• MASTER TEACHER
• RANK II

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• Program Components
• Conceptual Framework
• Program Design
• Program Curriculum
• Continuous Assessment

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I. Conceptual Framework
An underlying structure in a professional
education unit that gives conceptual meanings
through an articulated rationale to the units
operation, and provides direction for programs,
courses, teaching, candidate performance, faculty
scholarship and service, and unit
accountability.
NCATE Standards 2006
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Program Design Components

• Program Design Components
• Demonstrate collaboration with districts in
  design of programs that will involve teachers at
  appropriate levels elementary, middle, and
  secondary
• Curriculum design
• Outcomes Measures
• Demonstrate collaboration with Arts and Science
  faculty in design of program
• Curriculum design
• Outcomes Measures

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Program Design Components

• Interpret and analyze P-12 student achievement
  data
• Continuous assessment
• Commonwealth Accountability Testing
• System
• Post-secondary readiness and national
• assessments
• Documented use of assessment data to plan
• effective intervention strategies
  that positively affect student
  learning
• Demonstrate a process to individualize a
  program to meet the
• candidates professional growth/improvement
  plan (e.g.,pre
• and post consultation, portfolio
  demonstrating professional
• growth, incorporation of school improvement
  plan into
• candidates masters program plan, National
  Board for
• Professional Teaching Standards)

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Program Design Components

• Support job-embedded professional experiences
  (such as creating professional learning
  communities within school/district) for
• candidates
• Provide multiple career pathways or
  opportunities to strengthen
• certification area
• Instructional Coaches/Consultants
• Principal
• Counselor
• Other degree/certification programs

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Program DesignComponents

• Endorsements
• ESL (Grades Primary 12 (P-12)
• Gifted Education (Grades P 12)
• Driver Education (Grades 8-12)
• Instructional Computer Technology Grades P 12)
• School Safety (Grades P-12)
• Environmental Education (Grades P 12)
• Completion of the program will earn the candidate
  Rank II and Master Teacher designation as well as
  the Consultant endorsement

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Program DesignComponents

• Utilize mixed delivery methods that might
  include
• Face-to-Face
• Collaborative teaching
• Workshops/seminars/symposia/academies
• On-line or distance learning
• Weekend/night
• District locations

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ProgramCurriculum

• III. Program Curriculum
• Prepare candidates to be leaders in their schools
  and districts
• Evaluate high-quality research on student
  learning and college readiness
• Plan for differentiated instruction for P-12
  students based on data analysis and classroom
  management
• Enhance candidate expertise in content knowledge,
  as applicable
• Incorporate reflections that inform best practice
  in preparing all students for postsecondary
  opportunities

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ProgramCurriculum

• Provide clinical experiences that examine student
  achievement in diverse settings
• Enhance instructional design utilizing the
  Program of Studies, Core Content for Assessment,
  and college readiness standards
• Provide evidence of candidate mastery of Kentucky
  Teacher Standards utilizing advanced level
  performances
• Design and conduct professionally relevant
  research projects such as action research and
  thesis

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Continuous Assessment

• IV. Continuous Assessment
• Document and evaluate candidate ability to
  demonstrate impact on P-12 student learning
• Evaluate clinical experiences
• Develop a culminating performance-based
  assessment such as
• Advanced Teacher Work Sample
• Portfolio
• Capstone project/comprehensive examination
• Research project
• On-going evaluation of program effectiveness

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Contact Information Dr. Marilyn Troupe,
Director Division of Educator Preparation Educat
ion Professional Standards Board 100 Airport
Road, 3rd Floor Frankfort, Kentucky
40601 E-mail marilyn.troupe_at_ky.gov Phone
502-564-4606 Fax [phone]
Web Address
www.kyepsb.net


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• QUESTIONS AND DISCUSSION

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Project TRREE
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BUILDING PARTNERSHIPS

• KENTUCKYS PROJECT TRREE WORK WITH THE
  PERSONNEL CENTER CONTINUES TO BE INSTRUMENTAL IN
  THE DEVELOPMENT OF
• SEA-IHE-LEA PARTNERSHIPS

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National Association of State Directors of
Special Education (NASDSE)
NASDSE Executive Director
Personnel Center Staff and Experts Panel
Focused work in States Up to five states are
selected each year to receive targeted
support in recruiting, preparing and retaining a
highly qualified, diverse workforce.
National Recruitment Campaign Information on
careers, preparation programs, financial aid,
State- certification requirements, and issues
related to meeting highly-qualified www.personn
elcenter.org
Center Functions
Personnel Development Resources Successful
strategies to recruit, prepare and retain highly
qualified, diverse personnel to the field of
special education and classroom
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Project TRREE

• PARTNERS
• WESTERN KY UNIVERSITY
• NORTHERN KY UNIVERSITY
• EASTERN KY UNIVERSITY
• KENTUCKY STATE UNIVERSITY
• MURRAY STATE UNIVERSITY
• GEORGETOWN COLLEGE
• PIKEVILLE COLLEGE
• SPALDING UNIVERSITY

• SOMERSET COMMUNITY COLLEGE
• MADISON COUNTY
• HOPKINS COUNTY
• JEFFERSON COUNTY
• STATE ADVISORY PANEL
• KENTUCKY DEPARTMENT OF EDUCATION
• EDUCATION PROFESSIONAL STANDARDS BOARD

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Project TRREE

• Recruiting Retaining
• A Diverse Workforce
• According to the American Association of
  Colleges for Teacher Education
• A quality education requires that all students
  be exposed to the variety of cultural
  perspectives that represent the nation at large.
  Such exposure can be accomplished only via a
  multiethnic teaching force in which racial and
  ethnic groups are included at a level of parity
  with their numbers in the population.

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Project TRREE
Why Address Diversity of Special Education
Personnel?

• May help close the achievement gap between white
  and minority student populations (NCLB)
• Promotes achievement of all students
• Enhances the educational environment for both
  students and faculty
• Addresses the needs of families more effectively

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Project TRREE
Kentuckys Minority Student Population

• Minority student population heavily clustered
  in seven Kentucky districts
• 1. Bardstown Independent
• 2. Christian County
• 3. Fayette County
• 4. Hardin County
• 5. Jefferson County
• 6. Owensboro Independent
• 7. Paducah Independent

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Concentration Project TRREE
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• In Kentucky the African American population is
  concentrated in a few
• school districts.
• Half the African American students reside in
  Jefferson County

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Concentration Project TRREE

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Another 22 are located in four
other districts
Fayette, Christian, Hardin, and Paducah
Independent
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Project TRREE
Who should be Involved in a Diversity Recruitment
Campaign?

• District Level Leadership
• HR and Special Education Staff
• PR and Communications Staff
• Community Leaders
• Parent Groups
• IHE Faculty
• Professional Organizations

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Project TRREE
Recruitment strategies for State Departments of
Education, local school districts, Institutions
of Higher Education (IHEs) include

• Media materials that successfully attract
  high quality personnel.
• Links to evidence-based incentives to become
  a special educator or
• related service provider.
• Strategies for creating and maintaining
  successful grow your
• own programs.
• Strategies to improve recruitment of members
  of traditionally
• underrepresented groups in personnel
  preparation programs.
• Ongoing updates of successful strategies for
  recruiting high
• quality diverse personnel into
  hard-to-place settings.

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Project TRREE

• Successful efforts at training district
  and building
• administrators to adequately support
  special educator and
• related services providers.
• Issues related to improving workplace
  conditions.
• Successful mentoring and induction
  programs.
• Suggestions for other district-based
  supports for
• personnel retention.
• Ongoing updates on successful strategies
  for retaining
• high quality personnel, especially
  persons from
• underrepresented groups.

• Retention strategies for State Departments
  of Education, local school districts,
  Institutions of Higher Education (IHEs)
  include

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Project TRREE A new day of
Collaboration and Action is Dawning
for Teacher Recruitment and
Retention in Kentucky.
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Project
TRREE

• A Question to Contemplate
• What factors should be considered
• in determining the need to recruit, prepare and
  retain special
• education personnel from diverse backgrounds?

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Contact InformationRenee Scott, Prog.
Manager Eve Proffitt, ProfessorKentucky Dept. of
Education Georgetown College500 Mero
Street 114 East College StreetFrankfort, KY
40601 Georgetown, KY 40324renee.scott_at_education
.ky.gov eve_proffitt_at_georgetown.edu



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