TEACHERS TRANSFORMING TEACHING

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Angelina Cummings
5 years ago
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1 TEACHERS TRANSFORMING TEACHING

2 M A S S A C H U S E T T S P E R F O R M AN C E AS S E S S M E N T f o r L E AD E R National Board: ALL Dressed Up and Nowhere to Go

3 M A S S A C H U S E T T S P E R F O R M AN C E AS S E S S M E N T f o r L E AD E R Building a Teaching Profession Ethical & Moral Certification Standards: Define, Communicate and Enforce Common Language

4 M A S S A C H U S E T T S Teacher & Principal Life Cycle Career Track and Support Other credential /microcredential Professional growth P E R F O R M AN C E AS S E S S M E N T f o r Master Teacher /Principal L E AD E R Initial license Pre-service Career Induction

edtpa: A Capstone in a Multiple Measures Assessment System Campus designed formative assessments and coursework (ESA) edtpa as an Authentic Capstone Assessment Embedded in Practice

5 edtpa: A Capstone in a Multiple Measures Assessment System Campus designed formative assessments and coursework (ESA) edtpa as an Authentic Capstone Assessment Embedded in Practice Observation/Supervisory Evaluation & Feedback in Clinical Placements Basic Skills and Subject Matter Knowledge Integration of Content/Pedagogy: Planning Instruction Assessment Analysis of Teaching Academic Language

6 edtpa National Academy: A Professional Learning Community Supporting Professional Practice More than 250 edtpa experienced IHE faculty and teacher leaders selected, trained and certified Collaborate with AACTE and state and national networks Provide both face to face and webinar PD

7 Legacy & Conceptual Teaching Framework National Board for Professional Teaching Standards InTASC portfolio Beginning Educator Support and Training Program Performance Assessment for California Teachers edtpa edtpa participation: 34 states (reciprocity)

9 M A S S A C H U S E T T S P E R F O R M AN C E AS S E S S M E N T f o r L E AD E R TEACHING STANDARDS State/NBPTS Standards InTASC Standards CAEP & SPA Standards plus (CCS & NGSS)

10 M A S S A C H U S E T T S P E R F O R M AN C E AS S E S S M E N T f o r L E AD E R Activating Teacher & Principal Leadership: Secret Sauce

11 Connect, Ready, and Mobilize #TEACHERPRENEURS

12 Releasing the Potential of Teachers The U.S. education system forms a dysfunctional pyramid, whereby the few with the least contact with students exert control over the many. #TEACHERPRENEURS

13 Teachers interested in teaching ANDleading (hybrid roles) 23% 2% Not interested Somewhat Extremely/Very 48% Don t know 27% 2012 MetLife Survey of The American Teacher: Challenges for School Leadership TEACHERPRENEURS

14 WhyTeacher Leadership Quality teaching best indicator of student learning The principal s job has become too complex and too isolated - Distributive/Leadership- Pent up demand by teachers leading w/o leaving the classroom or the profession

$\ teach er nre neurs (noun) cta Expert teachers whose wo rkweeks are divided between$

15 \ teach er nre neurs (noun) cta Expert teachers whose wo rkweeks are divided between teaching students and designing systems-level solutions & support for public education.

16 Our Mission At Teaching Channel we seek to create an environment where teachers can watch, share, and learn new techniques to help every student grow. In support of our mission, we believe teachers Should have opportunities to learn from each other, whenever, wherever they want Use video to inspire creativity and foster self-reflection Focus on ideas that matter most to helping students succeed

17 THE OPPORTUNITY The school leader is a crucial factor in teacher development and retention 97% % of teachers listing school leadership as essential or very important for retention 25% Principal influence on a school s total impact on student achievement

18 Effect ive Leadership

19 M A S S A C H U S E T T S P E R F O R M AN C E AS S E S S M E N T f o r L E AD E R

20 M A S S A C H U S E T T S P E R F O R M AN C E AS S E S S M E N T f o r L E AD E R THE ROAD NOT TAKEN -- NEXT GENERATION: Activating Professional Communities of Practice--

21 State Survey

22 Competency-based System: Supporting Professional Learning & Certification To support professional learning

23 ECOSYSTEM Earner Earns micro-credentials by submitting artifacts and reflections through Digital Promise s online platform. Sponsor: State & Standards Boards Identifies and/or articulates competencies and designs and publishes the credential for teachers to consider. Develops rubric and scoring guide and assesses submissions. Recognizer (License /Endorse) Public recognition that micro-credentials are valid measurement of teacher competency development. Schools and employers recognize the integrity of micro-credentials through their hiring, promotion, and professional development policies.

24 M A S S A C H U S E T T S P E R F O R M AN C E AS S E S S M E N T f o r Peer Review Trustworthy-ness Through Training & Crowd-Sourcing L E AD E R

25 M A S S A C H U S E T T S P E R F O R M AN C E AS S E S S M E N T f o r L E AD E R

26 M A S S A C H U S E T T S P E R F O R M AN C E AS S E S S M E N T f o r L E AD E R

27 What certification policies and practices could be put in place to support teacher & Principal leadership? 1/16/15 2 7

Build in and use social media to Advance 21 st century curriculum and instructional designs that support teacher and principal

28 4 Leadership Strategies 1. Develop credentialing and licensure policies and practices to support teacher and administrative leadership 2. Build in and use social media to Advance 21 st century curriculum and instructional designs that support teacher and principal leadership 3. Develop a scale up strategy to build teacher and administrator knowledge and skills as leaders of their profession (activate PL) 4. Develop a trustworthy micro-credential, competency based system connected to licensure and certification of teachers and principals

M A S S A C H U S E T T S P E R F O R M AN C E AS S E S S M E N T f o r L E AD E R ani ESA: Next Generation Certification & Micro-Credentialing Need a slide of a tight rope walker on a tightrope

29 M A S S A C H U S E T T S P E R F O R M AN C E AS S E S S M E N T f o r L E AD E R ani ESA: Next Generation Certification & Micro-Credentialing Need a slide of a tight rope walker on a tightrope traversing alligator swamp (titled Psychometric Swamp) could you animate the walker on one end reliability and validity other end next generation assessment Overcome Obstacles: DNA of status quo.

30 CCSSO Framework Standards Recruitment Preparation Student Outcomes Licensure Ongoing Professional Learning Evaluations Developmental Continuums Policy and Systems Change Equity

31 Scaling Standards Based Leadership 1 teacher teachers 8 = 8 10 teachers teach 8 each = teachers teach 10 each = teachers teach 10 each =

LEADERSHIP GAP There is not enough great talent leading our schools and our classrooms The 16,000 high-poverty schools in the United States are more likely to be led by

32 LEADERSHIP GAP There is not enough great talent leading our schools and our classrooms The 16,000 high-poverty schools in the United States are more likely to be led by inexperienced, temporary principals. 26% The annual principal turnover rate in low income schools OVER 60% Of superintendents in urban areas have trouble finding qualified principal candidates

SMCPS will establish, implement, and communicate timelines that comply with standards for certification of teachers who are highly qualified

Objective 1: Strategy 1: Comply with federal and state mandates of No Child Left Behind guidelines. SMCPS will establish, implement, and communicate timelines that comply with standards for certification