Connecticut State Education: EPAC Principles for Teacher Preparation Transformation

1. CONNECTICUT STATE DEPARTMENT OF EDUCATION Educator Preparation Advisory Council (EPAC) May 29, 2015

2. Welcome and Introductions Sarah Barzee, Chief Talent Officer, CSDE Elsa Nuñez, President, ECSU/ConnSCU

3. Meeting Process • Group Outcomes & Norms

4. EPAC Beliefs The EPAC Principles were developed and synthesized within the context of three beliefs: • Do No Harm. The policies governing and requirements for teacher preparation programs must be based on practices that are demonstrated to have a positive impact on teacher effectiveness and student learning. • Encourage Innovation. Where there is a reasonable expectation of positive outcomes but limited evidence or data exists, Connecticut should further explore the practice and encourage innovation by preparation programs, districts and other stakeholders. • Be Aspirational. The CSDE should lead with high aspirations for the state’s educator preparation programs, setting rigorous standards and expectations for all educators to ensure every student has an excellent teacher.

5. EPAC Principles for Transformation of Teacher and School Leader Preparation 1. Program Entry Standards 2. Staffing & Support of Clinical Experiences 3. Clinical Experience Requirements 4. District-Program Partnerships & Shared Responsibility 5. Program Completion & Candidate Assessment Standards 6. Program Effectiveness & Accountability CONNECTICUT STATE DEPARTMENT OF EDUCATION

6. Alignment of Work to EPAC Principles

7. Intersection and Coherence of Reform Initiatives • Educator Evaluation and Professional Learning System Reform: Performance Evaluation Advisory Council (PEAC) • Pre-service preparation reform: Educator Preparation Advisory Council (EPAC) • Network for Transforming Educator Preparation (NTEP) Grant • CEEDAR Grant • CT Core Standards and Smarter Balanced Assessment Implementation • Teacher Education and Mentoring (TEAM) Program • Scientific Research-Based Interventions (SRBI) • CT’s 2015 Equitable Access to Excellent Educators (Equity Plan)

8. Larger Context for EPAC Work Educator Talent Continuum Academic Continuum Student Academic Standards Student Assessments Best Practices in Curriculum and Instruction

9. Update on Progress towards EPAC Goals • Learner Ready Definition • Progress to date of Subcommittee Work: • Program Review • Data and Accountability System • Assessment Development • Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR)

10. 2014-2015 EPAC Activities • Subcommittee meetings Feb-Nov 2014 • Data – 7 meetings • Program Review – 4 meetings • Assessment Development – 2 meetings • Subcommittee meetings Jan-May 2015 • Assessment Development – 3 meetings

11. Quantitative Review Qualitative Review Collection, analysis and reporting of multiple data sources to monitor individual program quality and improve program effectiveness, including development or adoption of new assessments to provide needed performance data. EPAC Program Approval System Model Review of programs based on qualitative criteria (i.e., on-site review of evidence), with focused review of individual programs if accountability data indicates performance issues. SBE PROGRAM APPROVAL DECISION Based on evaluation of qualitative and quantitative data

12. Qualitative Review 2 year Development Period 2015-17 • CAEP Partnership Agreement – Unit level review • Consider 7 Year cycle for review • Redistribute schedule of visits/reviews • Develop new educator prep regulations 2015-16 • Pilot new review process 2016-17 • Develop new focused monitoring process linked with accountability system 2016-17 • Implement new review process Fall 2017

13. EPAC Program Approval System Model • State program approval priorities and "through lines" to be embedded in new proposed regulations/review procedures: • 6 EPAC Principles • Student Standards • Educator Standards • SRBI / Evidence Based Practices

14. Quantitative Review • Develop data dashboard system for CSDE Website • Develop/pilot accountability system in 2016 with weighted indicators/categories – Program level review • Data on low performing programs reported to the SBE and also informs need for focused monitoring through qualitative process • Pilot/implement new assessments: • New Teacher and Employer Feedback Survey • IHE/District Partnership Interview Protocol • Exploration of pre-service performance assessment

15. Data Subcommittee Update EPAC Data System Design to serve three purposes: • Public Profile Data • Program Improvement Data • Accountability Data

16. Demo of UNC Board of Governors Data System Inform design of CSDE/EPAC data system Screen Shots in your packets Consider functionality in, or questions answered by, the data system

18. Assessment Development Update New Teacher and Employer Feedback Survey: • See draft survey in packet • Fall 2015 pilot with EPAC districts – see handout • Year 2 Beginning Teachers and their Administrators will be surveyed via email • Expand pilot for Spring 2016 to all other districts and remaining year 2 teachers and their administrators

19. Assessment Development Update IHE/District Partnership Interview Protocol • CCSU Center for Public Policy and Social Research to develop and pilot an instrument to evaluate the quality of partnerships between EPPs and districts • Development and piloting in 2015-16 including: • Literature review • Instrument • Pilot protocol via telephone or in-person interviews • Compile report of technical and psychometric properties of instrument and results • Recommendations for implementation in 2016-17

20. Assessment Development Update • December 2014: assessment subcommittee recommended exploring • Feb – May 2015, subcommittee has: • Reviewed rubrics and handbooks • Considered how it will fulfill CAEP accreditation requirements • Considered policy and implementation issues experienced by other states including New York and Georgia

21. Assessment Development Update edTPAExploration/Pilot • Purpose: Voluntary pilot of edTPAwith the four Connecticut State Universities to inform decisions about potential adoption of edTPA • Timeline: Summer 2015 – Spring 2016 • Orientation and training • Engagement of candidates • edTPA portfolio completion and submission • Local evaluation of portfolios • Sample submitted for national scoring • Funding: Will cover vouchers and development team activities • Proposed Content Areas: Elementary, Secondary English Language Arts (ELA), Secondary Math, and Special Education • Research and Implementation Study: designed and conducted by an external evaluator with focus on implementation, policy and context to inform state and possibly national conversation about pre-service assessment.

22. Alignment of Work to EPAC Principles

23. Discussion and Feedback • Feedback needed on: • Program approval subcommittee work plan • Pilot Plan of Teacher Feedback Survey and IHE/District Partnership protocol • Data System Dashboard Design

24. Summary and Next Steps • Next steps: • Presentation to the SBE on July 1 on New Program Approval Development Period 2015-2017 • CAEP Training in CT: Summer 2015 • Develop proposed new program approval regulations 2015-16 • EPAC update to the State Board in January 2016

25. Closing • Next EPAC meeting: • September 25, 2015, 9 a.m. - noon • December 11, 2015, 9 a.m. – 11 a.m. • CEEDAR State Leadership Team Meeting this afternoon 1-4 p.m. – those who wish to stay are welcome