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NCLB Influence on K-12 Teacher Licensure and Professional Development in Vermont

NCLB Influence on K-12 Teacher Licensure and Professional Development in Vermont. Russell M. Agne The University of Vermont January 6, 2008. Abstract The NCLB Act (2001) led Vermont to substantially change policies and practices for K-12 teacher preparation and licensure.

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NCLB Influence on K-12 Teacher Licensure and Professional Development in Vermont

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  1. NCLB Influence on K-12 Teacher Licensure and Professional Development in Vermont Russell M. Agne The University of Vermont January 6, 2008

  2. AbstractThe NCLB Act (2001) led Vermont to substantially change policies and practices for K-12 teacher preparation and licensure Terms used: NCLB Act (No Child Left Behind) HQT (Highly Qualified Teacher) VSBPE (Vermont Standards Board for Professional Educators) GLE (Grade Level Expectations) ROPA (Results Oriented Program Approval) NECAP (New England Common Assessment Program)

  3. Issues Analyzed Effect on initial (pre-service) K-12 teacher licensure Effect on currently teaching K-12 teachers (relicensure, HQT) VSBPE Policy Formulation Positive NCLB Act outcomes Ongoing challenges in addressing NCLB directives

  4. Educator Perspectives • Curriculum is now driven by tests • Focus on systematic change • Closing of student achievement gap with • more attention on deficit learners • Some federal funding • Has a punitive ending that does not • celebrate success (IDEA) • Accountability-GLE’s • Must value all curriculum areas and • move beyond math and literacy

  5. Issue 1 : Effect on initial K-12 Teacher Licensure • Documentation of teaching candidate • performance through portfolio assessment • Rigorous state teacher-education program • licensure policies (ROPA) • Systems record keeping with proprietary • software (Teacher’s Workplace,TaskStream) • Alternative routes to licensure (ALP)promoted • Increasing focus on K-12 student learning • outcomes (CI=Complex Instruction) • Review and enhancement of teacher education • curriculum (NCATE at UVM)

  6. The Vermont Framework of Standards & Learning Opportunities (2000) Shelburne Farms Field Trip Spend a day on the farm during lambing season. Educational Standards Taught Visual Arts, 5.29-5.30 Natural Resources, 7.16 Understanding Place, 4.6 Sustainability, 3.9

  7. Teacher Preparation Tools: TaskStream Lesson Protocol at UVM (1/2) Subject Unit and Topic Grade/Level Teacher Goals Learning Context Student Learning Objectives Assessment of Stated Objectives Standards Procedures Differentiation http://www.taskstream.com/

  8. TaskStream Lesson Protocol at UVM (2/2) • Collaboration • Sample Student Products • Time Allotment • Assessment • Author’s Comments and Reflections • Management Considerations • Resources Scoring Rubric (1) Unsatisfactory (2) Approaching Expectations (3) Meets Expectations (4) Exceeds Expectations

  9. Grade Level Expectations (GLE’s) Subject: Science Grade: Grades 3-4 Strand: Life Science GE Stem: S 3-4:30 Students demonstrate their understanding of Structure and Function-Survival Requirements by… Expectation: Identifying how the physical structure of an organism allows it to survive and defend itself Used today in all Vermont K-12 public schools

  10. Issue 2: Effect on Current K-12 Educators • Individual Professional Development Plans (IPDP) • submitted every 7 years • Highly Qualified Teacher (HTQ) criteria established • Professional Development: Workshops, courses, • mentoring • Local (N=68) and Regional (N=6) Standards Boards • VSBPE developed relicensure guidelines followed • 5 Standards for Vermont Educators:“Apple” • Book: learning, professional knowledge, • colleagueship, advocacy and accountability

  11. Highly Qualified Teacher (HQT) Definitions The teacher has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis. The teacher has full state certification as a teacher or passed the state teacher licensing examination and holds a license to teach in such state.

  12. School Type % of Core Academic Classes taught by Highly Qualified Teachers All Schools 90.6% Elementary Schools (All) 91.3% High Poverty 89.3% Low-Poverty 91.4% Secondary Level (All) 90.2% High-Poverty 90.3% Low-Poverty 93.2% http://education.vermont.gov/ Vermont HQT Data 2005-2006

  13. Issue 3: Policy Development by Vermont Standards Board for Professional Educators • The VSBPE develops policy in collaboration • with the Vermont Department of Education • 16 members, teacher majority, monthly • meetings, appointed by Vermont Governor • Cooperation with Vermont NEA and 14 • higher education institutions • -- FY 2007: 8,855 teachers; S/T ratio • of 11.29; serve 95,559 students

  14. Issue 4: Positive Outcomes • Curriculum Grade Cluster Expectations • (GLE’s) using 2-grade clusters resulted in • flexibility for school programs and curricula • Realistic administration of NCLB by Vermont • Department of Education • Funding of DOE content specialists and • assessment support for all content areas • * CTQ national participation continued >

  15. Positive Outcomes • Joint funding with NH and RI to • develop common content areas for • science assessment (NECAP) • Continuation of hands-on science • performance tasks for all students at • grades 4 and 8 • VT initiated Math and Literacy • content “targets” modified • with NH and RI to become NECAP

  16. Issue 5: Ongoing Challenges • Participation in the NCLB • reauthorization process now before • Congress • Moving beyond the initial focus on math • and literacy into all curriculum areas • Consideration of alternative assessment, • particularly in special education and • ELL • Professional development and mentoring • of teachers

  17. Summary: topics confronting Vermont today around NCLB • Teacher quality • Student testing • Achievement indicators • Scientifically-based research • Public school choice • Claims for and against NCLB • Standards • Value of all core content areas

  18. Acknowledgments Gail Hall, Vermont Dept. of Education Marta Cambra, Vermont Dept. of Education Jon Bellum, UVM Sue MacCormick, UVM Sandra MacLeod, UVM Charles Rathbone, UVM

  19. Resources Vermont Teacher Education Program Approval-ROPA http:///education.vermont.gov/new/html/maincert.html Vermont Educator Licensing (Department of Education) http://education.vermont.gov/new/html/licensing/hqt.html Vermont Standards Board for Professional Educators http://education.vermont.gov/new/html/pgm_prostandards.html Taskstream at UVM ( licensure recommendation protocol) www.uvm.edu/cess/taskstream U.S. Department of Education website http://www.ed.gov/nclb/landing.jhtml

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