Technical Assistance Webinar March 10 2016 Goal of

Technical Assistance Webinar March 10, 2016

Goal of standards and review: • Solid evidence that the graduates of the Educator Preparation Provider (EPP) are competent and caring educators; and • There must be solid evidence that the EPP’s staff have the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer.

Context for This Discussion • Paradigm shift to new standards and a culture of evidence • Reminders about PRS-II (Provider Reporting System) • Reminder about Timelines for reviews • Encouragement to view previous webinars

Upcoming Dates • In-person Workshop: – Tuesday, April 19, 2016 8: 30 -4: 00 • Standard Three Webinar: – Thursday, May 12, 2016 (1: 30 -3: 00) • Standard Four Webinar: – Tuesday, May 31, 2016 (9: 30 -11: 00)

Essential Question and Enduring Understandings How will this webinar prepare EPPs for accreditation reviews? • Enduring Understandings: – Understanding of Standard Two – Recognition of which artifacts best provide evidence of meeting the standard and cross-cutting themes – Navigation of PRS-II for Standard Two – Realization of the relationship of Standard Two to Standard Five

Standard Two Clinical Partnerships and Practice

Standard Two: Clinical Partnerships & Practice Partners co-select, prepare, evaluate, support and retain high quality clinical educators Partners co-construct mutually beneficial P-12 collaborations (establish mutually agreeable expectations for candidate entry, exit, theory and practice, coherence, and shared accountability for candidate outcomes) Providers work with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration Provider Quality Assurance and Continuous Improvement

Standard Two: Clinical Partnerships and Practice The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development.

Standard Two: Clinical Partnerships and Practice 2. 1 Partnerships for Clinical Preparation Partners co-construct mutually beneficial P-12 school and community arrangements, including technology-based collaborations, for clinical preparation and share responsibility for continuous improvement of candidate preparation. Partnerships have mutually agreeable expectations for candidate entry, preparation, and exit to ensure that theory and practice are linked, maintain coherence across clinical and academic components of preparation, and share accountability for candidate outcomes. Mutuality is the goal P-12 Schools EPPs, RESAs, providers

Standard Two: Clinical Partnerships and Practice 2. 1 Partnerships for Clinical Preparation Potential Evidence Memorandum Of Understanding (MOU) TEP Action Plan P-20 Collaborative Meeting minutes and follow-up action Work on the Limited Continuation Award

Standard Two: Clinical Partnerships and Practice 2. 2 Clinical Educators Partners co-select, prepare, evaluate, support, and retain high-quality clinical educators, both provider- and school-based, who demonstrate a positive impact on candidates' development and P-12 student learning and development. In collaboration with their partners, providers use multiple indicators and appropriate technology-based applications to establish, maintain, and refine criteria for selection, professional development, performance evaluation, continuous improvement, and retention of clinical educators in all clinical placement settings. Select Prepare Retain Evaluate Support

Standard Two: Clinical Partnerships and Practice 2. 2 Clinical Educators Potential Evidence Partners coselect, prepare, evaluate, support, and retain highquality clinical educators Survey data used by EPPs and P 12 educators to refine criteria for selection of clinical educators On-line resources available to ensure access to all clinical educators (FIP Modules) Professional development for clinical educators

Standard Two: Clinical Partnerships and Practice 2. 3 Clinical Experiences The provider works with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure that candidates demonstrate their developing effectiveness and positive impact on all students' learning and development. Clinical experiences, including technology-enhanced learning opportunities, structured to have multiple performance-based assessments at key points within the program to demonstrate candidates' development of the knowledge, skills, and professional dispositions (as delineated in Standard 1), that are associated with a positive impact on the learning and development of all P-12 students. Depth Breadth Diversity Coherence Duration

Standard Two: Clinical Partnerships and Practice 2. 3 Clinical Experiences Potential Evidence Matrix of where candidates are placed and demographics of placements Record of observations of clinical practice Pre/post tests to assess clinical educator impact on student learning ed. TPA

Cross-Cutting Themes Technology and diversity are addressed throughout standard Two. • Are you familiar with the technology accessible to your partner? Can you work with what is currently in place? Do you need to establish something? • Are you ensuring candidates have an impact on all P-12 student learning (503. 3. -01)?

Relationship Between Standards Two and Five • A robust quality assurance system (Standard 5) seeks the views of all relevant stakeholders, sharing evidence widely with both internal and external audiences, and using results to improve policies and practices in consultation with partners and stakeholders. • Program quality and improvement are measured, in part, by the relationships between the provider and the P-12 schools in which candidates receive clinical training. • Successful clinical partnerships and experiences are believed to have a positive impact on student learning and development. • Continuous improvement is the key.

Standard 3 Candidate Quality, Recruitment, and Selectivity

Standard Three: Candidate Quality, Recruitment, and Selectivity The Provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification.

Standard Three: Candidate Quality, Recruitment, and Selectivity The Provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program.

Standard 3: Candidate Quality, Recruitment, and Selectivity Factors beyond academic ability Monitoring the progression of candidates Assuring content knowledge and effective impact on P -12 learning Recruitment for academic ability and diversity Admission for academic ability and achievement Provider Quality Assurance and Continuous Improvement Developing understanding of professional/ethical aspects of teaching

Standard 3: Candidate Quality, Recruitment, and Selectivity • Presents plans and goals to recruit and support completion of high-quality candidates from a broad range of backgrounds and diverse populations to accomplish their mission. • Provider ensures the admitted pool of candidates reflect the diversity of America's P-12 students. • Provider addresses community, state, national, regional, or local needs.

Standard 3: Essential Questions Candidate Quality, Recruitment, and Selectivity • How does the provider gather data to monitor applicants and the selected pool of candidates? • How does the provider establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program? • How does the provider select criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show the academic and non-academic factors predict candidate performance in the program and effective teaching?

Standard 3: Essential Questions Candidate Quality, Recruitment, and Selectivity • What are the criteria for program progression and how does the provider monitor candidates' advancement from admissions through completion? • How does the provider document that the candidate has reached a high standard for content knowledge in the fields where certification is sought and can teach effectively with positive impacts on P-12 student learning and development? • How does the provider document that the candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies, before recommending for licensure?

Standard 3: Pondering the Essential Questions In what unique ways are you already addressing this standard?

Agenda for April 19 Workshop

General Sessions • • • Overview of Standards Demonstration of PRS-II Requirements for types of reviews Logistics and planning for reviews Validity and Reliability of Assessments

Breakout Sessions OFFERED DURING BOTH: • Mutually beneficial partnerships • Recruitment and Selectivity • PPEMs/Program impact OFFERED ONCE DURING EACH: • Endorsement-only Reviews • Service/Leadership Fields

Final Session Regional technical assistance with education specialist