Head for the Hills

1. Head for the Hills OCTEO Fall Meeting October 23, 2008

2. Overview • Setting the Context • Federal Update • Organizing a Day on the Square

3. Setting the Context

4. 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, it’s 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

6. 2003 Pisa Results

7. TIMSS 2003

8. NAEP Math Trends 2007

9. NAEP Reading Trends 2007

10. 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 one’s own.” From International Education and Foreign Languages: Keys to Securing America’s Future (2007), Center for Education (National Research Council)

11. Trends from Another Perspective 1 in 4 adults say they didn’t 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 Nat’l 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 Nat’l 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

12. 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

14. 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)

15. Under Pressure • Dems mantra: Access, Affordability, Accountability • Dems for Accountability • Administration’s focus on outcomes

16. Higher Education Opportunity Act

17. 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

18. 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

19. 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

20. 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

21. Westat Major Differences in Accountability Provisions • 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

22. Westat Other Items • 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

23. Westat Just for States • 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 • TPP’s preparation of SPED teachers • Uses of technology • TPPs preparation of teachers of students who are LEP • Criteria for assessing performance of TPPs

24. Accountability for Teacher Preparation (cont.) Teacher Development Provisions • IHE’s must set annual quantifiable goals to increase number of teachers in math, science, special education, English language learners and other shortage areas • IHE’s 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

25. 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 program’s graduates • Data could include • K-12 student achievement data and demographic data • Teacher effectiveness evaluations

26. 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

27. TEACH Grant Amendments – Title IV • Service Obligation Completion in State-listed shortage areas • List of extenuating circumstances • Program Report

28. 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

29. Teach for America • Title VIII, Teach for America Authorization

30. 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

31. No Child Left Behind

32. 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

33. AACTE Supported Suit re interpretation of “Highly Qualified” • Renee v. Spellings—a 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

34. Ohio Day on the Square

35. 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

36. Important Differences

37. 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

38. 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

39. 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

40. 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

41. Talking Points • Craft your message • Make specific requests • Hold them accountable

42. This is just the beginning of a beautiful friendship