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Teacher Preparation

Teacher Preparation. Presentation to the Higher Education Coordinating Council May 2, 2012 Kathy Hebda, Deputy Chancellor for Educator Quality. Florida’s State-Approved Teacher Preparation Programs. Initial Teacher Preparation Programs (ITP)

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Teacher Preparation

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  1. Teacher Preparation Presentation to the Higher Education Coordinating Council May 2, 2012 Kathy Hebda, Deputy Chancellor for Educator Quality

  2. Florida’s State-Approved Teacher Preparation Programs • Initial Teacher Preparation Programs (ITP) • “Traditional” teacher preparation programs that require candidates to demonstrate of mastery of subject area knowledge, mastery of general knowledge, and mastery of professional preparation. • Educator Preparation Institutes (EPI) • Alternative certification program offered by Institutions of Higher Education for baccalaureate degree holders. Program provides professional preparation for career-changers and recent college graduates who do not already possess Professional Educator Certification. • District Alternative Certification Programs (DACP) • A cohesive competency-based professional preparation alternative certification program offered by public school districts by which the school district’s instructional staff may satisfy the mastery of professional preparation and education competence requirements. Florida Department of Education

  3. Initial Teacher Preparation (ITP) Programs • Section 1004.04, Florida Statutes • Establishes FDOE’s authority to approve teacher preparation programs. • Requires institutions to: • Create programs based on outlined statute requirements, including the uniform core curriculum, Educator Accomplished Practices, scientifically-based reading instruction and ESOL Competencies • Produce teachers to meet state goals Florida Department of Education

  4. Initial Teacher Preparation (ITP) Programs • 45 institutions currently offer ITP programs • 24 private institutions • 10 state colleges • 11 public or state universities • 494 state-approved initial teacher preparation programs • NCATE/TEAC • National Accreditation is optional in Florida • Partnerships in place to save time, expense, and duplication of effort Florida Department of Education

  5. Educator Preparation Institutes (EPI) • Section 1004.85, Florida Statutes • Outlines requirements for Florida Postsecondary Institutions who elect to offer alternative certification programs specifically designed for non-education major baccalaureate degree holders to enable program participants to meet educator certification requirements • Instruction must be provided in educator accomplished practices, scientifically based reading instruction • Program must provide field experiences with supervision from qualified educators • Program must provide a certification ombudsman Florida Department of Education

  6. Educator Preparation Institutes (EPI) • 27 state-approved institutions are currently admitting students • 1 private institution • 22 community/state colleges • 4 state universities • 6 community/state colleges with approved EPIs are not currently admitting students Florida Department of Education

  7. District Alternative Certification Programs (DACP) • Section 1012.56(8), Florida Statutes • All public school districts required to have a DACP. • Participants must hold a Florida Temporary Educator Certificate • Program must be based on classroom application and instructional performance • 33 public school districts currently have teachers participating in a DACP Florida Department of Education

  8. Florida State Board of Education Rule • Rule 6A-5.066 Approval of Educator Preparation Programs (1) Initial Teacher Preparation Programs (2) Professional Preparation Programs (b) School District Alternative Certification and Education Competency Programs (c) Programs Delivered through Educator Preparation Institutes Florida Department of Education

  9. 2009-2010 Teacher Preparation Program Completers Florida Department of Education

  10. 2009-2010 Completers Employed in Florida Public School 2010-2011 Florida Department of Education

  11. Key Influences on Teacher Preparation • Florida Educator Accomplished Practices (Rule 6A-5.065) and Florida Principal Leadership Standards (Rule 6A-5.080) • Florida Teacher Certification Examinations and Florida Educational Leadership Examination (Competencies and Skills) • Revisions to Florida School District Teacher and Principal Evaluation Systems • Assessing instructional/leadership practices • Measurement of student learning growth

  12. TLPIC Purpose and Expectations Race to the Top Teacher and Leader Preparation Implementation Committee (TLPIC) The purpose of the TLIC is to provide input, feedback and recommendations to the state in the development and implementation of performance standards and targets for continued approval of state-approved teacher and school leadership preparation programs. The TLPIC will not be responsible for final decisions regarding the changes to standards and requirements for continued program approval.

  13. Recommendations for Teacher Preparation Programs 1.Make recommendations for performance targets for teacher preparation programs 2. Make recommendations on revisions to the uniform core curriculum components based on desired performance outcomes 3.Make recommendations on changes to the process for continued approval in light of other recommended changes

  14. TLPIC Recommendations Timeline • Spring 2012 – recommend performance targets for three levels of continued approval and one for denial • Summer 2012 Continue standards revision recommendations including Uniform Core Curriculum and site visit protocols • Fall 2012 Finalize draft recommended continued approval standards and performance targets • Fall 2012 Provide recommendations/information to FDOE Program Approval Office for Pilot Site Visit implementation

  15. Florida 2.0 Digital Learning Group Vision: Harness the power of technology to prepare all students to succeed in college and 21st century careers

  16. Subcommittee on Educator Quality: Teacher Preparation Ensuring certified and effective teachers in all learning environments – moving from seat time to outcome based learning Integrating most effective use of technology and digital content in research-based programs Development of university-district partnerships using best practices for online collaboration, digital content, and virtual instruction, especially for college and career readiness Also discussed – state technology standards for teachers and students, instructional materials funding, student assessment, sharing teacher-developed digital content. teacher recruitment and retention

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