Louisiana Teacher Preparation Report 2011-12

1. Overview of 2011-12 Annual Report for Teacher Preparation Jeanne M. Burns, Ph.D. Louisiana Board of Regents Louisiana Board of Regents Board Development May 22, 2013

2. Redesign of Teacher Preparation Programs in Louisiana (2001-2010) • New state policies to create stronger teacher certification requirements (BESE) • New state policies to create stronger alternate and undergraduate pathways (BESE) • New state policies to redesign teacher preparation programs and sunset pre-redesign programs (BoR) • BoR & BESE approval of all redesigned programs

3. 2011-12 Annual Report for Teacher Preparation • Purpose of Report Provide the public with relevant information about the performance of redesigned teacher preparation programs delivered by public universities, private universities, and private providers in Louisiana Current national reports on teacher preparation use a range of methods to collect and report data which often confuse the public due to varying results.

4. State, Regional, and NationalApprovals and Accreditations

5. Quantity of Completers • Undergraduate Teacher Preparation Programs (Baccalaureate Education Degree) • Alternate Teacher Preparation Programs (Additional coursework or degree beyond Baccalaureate Non-Education Degree)

6. Institutional Performance • Teacher Licensure Examinations • Praxis Pre-Professional Skills Tests (Reading Writing, and Mathematics) • Praxis Content Tests • Praxis Principles of Learning and Teaching

7. Growth in Student Achievement • Louisiana was the first state to have a researcher (e.g., Dr. George Noell – LSU) develop a statewide Teacher Preparation Assessment Model that can link teacher preparation programs to the new teachers they prepared to the achievement of students that the new teachers taught • Louisiana is the first state to have researchers (e.g., Dr. George Noell & Dr. Kristin Gansle - LSU) provide teacher preparation programs with relevant data pertaining to their effectiveness in the following areas • (October 2006) By content areas (Reading, Mathematics, Science, Social Studies, English/language arts) • (March 2011) By grade spans within content areas (Grades 1-5, Grades 4-8, Grades 6-12, & Special Education) • (Fall 2011) By student performance subsets within content areas (Low, Middle, and High) • (Fall 2011) By individual teacher actual student achievement, predicted student achievement, and content standards breakdowns for achievement tests

8. 2010-11Louisiana Possessed TwoModels to Assess Teacher Preparation LDOE Value-Added Teacher Evaluation Model BoR Value-Added Teacher Preparation Assessment Model

9. Decision to Use One Consistent Model to Evaluate Teachers and Teacher Preparation Programs in LouisianaAugust 2011 Dr. James Purcell, Commissioner of Higher Education, Louisiana Board of Regents Ollie Tyler, Acting State Superintendent, Louisiana Department of Education

10. Value-Added Assessment ofTeacher Preparation • Predict achievement of individual students based on prior achievement and other data • Assess actual student achievement • Calculate degree to which students met their predicted achievement and assign value-added scores to teachers • Link individual scores of first and second year teachers to teacher preparation programs • Calculate the mean value-added scores for teacher preparation programs based upon the individual value-added scores of first and second year teachers who completed the programs

11. Reporting of Results for Teacher Preparation Programs • Redesigned programs only • 25 or more new teachers in grades 4-9 • Teaching within the certification area(s) in which they were prepared to teach • Remained with students full academic year The numbers of teachers reflected in the Mean Teacher Preparation Value-added Scores do not include all completers of teacher preparation programs. Teachers who have been prepared to teach children in grades PK-3, grades 9-12 (with the exception of English), and other areas (e.g., art, music, dance, health & physical education, etc.) are not reflected in these numbers. In addition, graduates who teach in private schools, teach in schools in other states, teach grade levels or content area in which they were not prepared to teach, or choose not to enter the teaching profession are not reflected in the numbers.

12. Louisiana Department of EducationLabels & Percentile Ranges • Louisiana Department of Education has requested that the BoR use their labels and percentile ranges for all individual teachers in tested grades to report teacher preparation value-added results to the public

13. Overall Teacher Preparation ProgramResults • The teacher preparation value-added results indicate the following: • Many teacher preparation program completers in Louisiana are obtaining value-added scores in specific content areas during their first and second year of teaching that fall within the Effective-Proficient and Highly Effective ranges • Variance in performance in specific content areas exists withinteacher preparation programs and across all teacher preparation programs indicating that all programs have areas of strength and areas that can be further developed It is the belief of many that new teachers are not as effective as experienced teachers in improving the growth of achievement of their students.

14. Growth in Student Achievement Teacher Preparation Value-Added ResultsComparison of New Teachers’ Value Added Scores to All Individual Teacher Value-added Scores in Louisiana • All Teacher Preparation Programs • All teacher preparation programs had one or more content area in which 50% or more of their new teachers who completed alternate or undergraduate programs obtained labels of Effective-Proficient or Highly Effective • Alternate Teacher Preparation • Forty-nine percent of the alternate programs had content areas in which 50% or more of their new teachers obtained labels of Effective-Proficient or Highly Effective • Undergraduate Teacher Preparation Mean Scores • Thirty-five percent of the undergraduate programs had content areas in which 50% or more of their new teachers obtained labels of Effective-Proficient or Highly Effective

15. Growth in Student Achievement Mean Value-Added ResultsComparison of Mean Teacher Preparation Value-Added Scores to All Individual Teacher Value-added Scores in Louisiana • Alternate Teacher Preparation Mean Scores • 53% of the Mean Teacher Preparation Value-added Scores in specific content areas were in the Effective-Proficient Range • 47% of the Mean Teacher Preparation Value-added Scores in specific content areas were in the Effective-Emerging Range • 0% of the Mean Teacher Preparation Value-added Scores in specific content areas were in the Highly Effective or Ineffective Ranges • Undergraduate Teacher Preparation Mean Scores • 35% of the Mean Teacher Preparation Value-added Scores in specific content areas were in the Effective-Proficient Range • 65% of the Mean Teacher Preparation Value-added Scores in specific content areas were in the Effective-Emerging Range • 0% of the Mean Teacher Preparation Value-added Scores in specific content areas were in the Highly Effective or Ineffective Ranges

16. Teacher preparation IS important First and second year teachers are demonstrating that they can be effective in improving the achievement of their students.

17. FOR ADDITIONAL INFORMATION Jeanne M. Burns jeanne.burns@la.gov George H. Noell gnoell@lsu.edu Kristin A. Gansle kgansle@lsu.edu http://regents.la.gov/academic-affairs/teacher-education-initiatives/value-added-teacher-preparation-program-assessmen-model/