Ohios Entry Year Teacher Program Review Ohio Confederation

Ohio’s Entry Year Teacher Program Review Ohio Confederation of Teacher Education Organizations Fall Conference: October 23, 2008 Presenter: Lori Lofton Office of Educator Quality

Presentation Overview • Ohio Administrative Code • Historical Context – Where we’ve been – Where we are – Where we’re going • Ohio Standards for the Teaching Profession/Praxis III Professional Development Activity 2

Ohio Administrative Code 3301 -24 -04 An entry year program shall include the performance-based assessment of the entry year teacher… as prescribed by the state board of education, and a formal program of support, including mentoring • provided on an ongoing basis • to foster professional growth of the individual • congruent with the required performancebased assessment 3

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Number of Ohio Entry-Year Teachers 2001 to 2007 5

Praxis III Aggregated Data (2001 -2007) Ohio # Taking Praxis III State Total (2001 -2002) 1, 412 Pilot Year State Total (2002 -2003) 2, 680 Pilot Year State Total (2003 -2004) 3, 459 3, 440 9 99. 45% State Total (2004 -2005) 4, 411 4, 384 27 99. 39% State Total (2005 -2006) 5, 238 5, 171* 67* 98. 72% State Total (2006 -2007) 5, 684 5, 640 44 99. 22% * Cut Scores Raised # Passing Praxis III # Failing Praxis III Pass Rate 6

2007 -08 Entry Year Teacher Review: Long Term Outcomes • Examine current national research and trends on teacher induction and credentialing • Analyze Ohio’s current induction practices • Recommend a research-based system of teacher induction and component program elements that are congruent and aligned with Ohio’s Standards for the Teaching Profession • Discuss a pre-service and licensure system that aligns with and complements the components of the recommended induction program 7

Data Sources • • • Total Quality Partnership Study Praxis III Regional Coordinators’ Data CORE Data New Teacher Center (NTC) Studies National Commission on Teaching and America’s Future (NCTAF) • Other states’ induction programs and legislation 8

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Pre-Service Connections Committee: Long Term Outcomes • Develop a set of recommended pre-service/induction linkages for Schools of Education that foster a more coherent and seamless transition into the teaching profession • Provide examples of pre-service tools or practices that support the recommended linkages, and that align with ODE’s proposed induction program components • Identify ways in which School of Education can more deeply can embed OSTPs as the platform of P-17 linkages • Recommend standards-based formative assessment profiles around which induction program supports can be differentiated for individual beginning teachers • Propose alternate performance-based assessment options for teachers not eligible for state entry year programs that align with the recommended induction program 10

Induction Committee: Long-Term Outcomes • Complete draft program standards by refining key features and articulating indicator questions and criteria that districts can use to assess areas of strength and growth and guide quality program development • Create a scope and sequence for effective mentor professional development that supports statewide implementation of Ohio’s induction program standards • Articulate a scope and sequence for effective beginning teacher professional development that supports the implementation of the program standards statewide • Identify a set of formative assessment tools and protocols that can be used by programs statewide 11

QUESTION S? ? ? 12

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Induction Program Standards • • Program Design & Structure Program Administration & Leadership Systems Alignment & Linkages Mentor Selection & Assignment Site Administrator Role & Engagement Mentor – Beginning Teacher Interactions Beginning Teacher Assessment – Formative/ Summative • Mentor Professional Development • Beginning Teacher PD & Learning Communities • Program Evaluation 14

Formative Assessment • System of providing feedback to inform teacher professional growth • Multiple opportunities for teachers to learn, demonstrate knowledge, understand apply the Ohio Standards for the Teaching Profession and Ohio’s Academic Content Standards • Multiple sources of data and reflection on classroom practice • Parallels and models the key role of assessment in effective instructional practice 15

? ? QUESTIONS ? ? 16

Ohio Standards for the Teaching Professional Development Activity 17

Purposes for Professional Teaching Standards • • • Provide a common language around classroom practice Serve as a platform for both formative and summative assessments Help identify areas of professional growth To guide the design and implementation of professional development experiences To link teacher preparation with induction and ongoing experiences New Teacher Center, University of California at Santa Cruz 18

Ohio Standards for the Teaching Profession 1. 2. 3. 4. 5. 6. 7. Students Content Assessment Instruction Learning Environment Collaboration & Communication Professional Responsibility and Growth 19

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Ohio Standards for the Teaching Profession Standard #1: Students-Teachers understand student learning and development, and respect the diversity of the students they teach. Standard #1 Elements Indicators Proficient Accomplished Distinguished 1. 1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups. a) Teachers demonstrate an understanding of research on human development, learning theory and the brain. b) Teachers demonstrate understanding that student development (physical, social, emotional and cognitive) influences learning and plan instruction accordingly. c) Teachers analyze individual and group student development in order to design instruction that meets learner needs at an appropriate level of development. d) Teachers support colleagues’ understanding of student development and help other teachers evaluate students for purposes of instructional planning and implementation. 1. 2 Teachers understand what students know and are able to do, and use this knowledge to meet the needs of all students. a) Teachers gather information about students’ prior learning, abilities and learning styles to plan and deliver appropriate instruction. b) Teachers present concepts and principles at different levels of complexity to reflect varied levels of student development. c) Teachers prepare work tasks, schedule time for tasks and differentiate instruction as needed to accommodate student learning differences. d) Teachers lead the design and implementation of strategies to assess individual student abilities, learning styles and needs. 21

Strategies for Integrating the OSTP into the Entry Year Teacher Program 22

Activity Instructions • Number off by 4 s – 1 s and 3 s complete strategies and resources for standard 5, Learning Environment in your respective groups – 2 s and 4 s complete strategies and resources for standard 6, Collaboration and Communication in your respective groups • Record on chart paper • Report out 23

Contact Information Lori Lofton Associate Director Office of Educator Quality 614 -466 -2937 Lori. lofton@ode. state. oh. us 24