Teacher Preparation Institution (TPI) Corrective Action Protocol

1. Teacher Preparation Institution (TPI) Corrective Action Protocol Michigan State Board of Education Presentation August 11, 2009 1

2. Purpose of TPI Corrective Action Protocol • Response to June 2006 SBE Teacher Preparation Institution Performance (TPI) Score Rubric • Compliance with Higher Education Act [HEA] Title II, Section 208 • Provide technical assistance for Michigan TPIs categorized as “at-risk” or “low-performing”, based on TPI performance score rubric

3. TPI Corrective Action Status • “At-risk” status designated when TPI performance score is 52 to 55 points • “Low-performing” status designated when TPI performance score is less than 52 points • Maximum TPI performance score is 70 points: MTTC aggregate score (30 pts), program reviews (10 pts), program completers (10 pts), candidate and supervisor survey (10 pts), diversity (5 pts), and subject area need (5 pts)

4. TPI Corrective Action Levels • Level 1 Corrective Action: 1st two years of “at-risk” status • Level 2 Corrective Action: 1st two years of “low-performing status or beginning 3rd year “at-risk” • Level 3 Corrective Action: beginning 3rd year as “low-performing” or initially “at-risk” TPI beginning 2nd year as “low-performing”

5. TPI Corrective Action Response • Public notification • Adjust program emphasis • Consultation with OPPS staff • Conduct TPI self-assessment

6. TPI Corrective Action Response • Develop and Implement TPI plan of improvement • Notify students of status • Notify accrediting agency of status • SBE may rescind approval

7. TPI Self-Assessment • Self-assessment tool based on the National Commission on Teaching and America’s Future (NCTAF) model • The Self-assessment must be conducted in the first year that an institution is designated for corrective action at Level 1 or 2. • Must be updated annually

8. TPI Self-Study Components • Part A is an institutional descriptive section, including demographic and faculty load information. • Part B asks institutions to unpack their performance status and examine deeper questions of quality control, of focus and related issues.

9. TPI Self-Study Components • Part C requires the identification of assessment mechanisms used in the program to assure quality teacher preparation. • Part D focuses on the assessment of clinical practice and performance assessment of effective teaching skills.

10. TPI Self-Study Key Issues • Review data for both the institution and Education program; • Identify control points—admission decisions, feedback to feeder schools and community colleges; • Identify faculty quality and involvement; • Examine program use of MTTC and other assessment data.

11. TPI Improvement Plan • Based on self-assessment, and performance score criteria including analysis of data and program control points • Establish objectives for each criteria and identify strategies for meeting those objectives • Report plan and progress to MDE

12. TPI Improvement Plan • Follow up on impact and revise plan each year until satisfactory status achieved or program approval rescinded by SBE

13. TPI Corrective Action Protocol • Contacts: • Flora L. Jenkins, 517/373-6505, jenkinsf@michigan.gov • Catherine Smith, 517/335-0874, smithc15@michigan.gov • Steve Stegink, 517/241-4945, steginks@michigan.gov