Teacher Standards and Practices Commission .us



Teacher Standards and Practices Commission250 Division Street NESalem OR 97301April 25-26, 2013ITEM:SCEE SUMMIT REPORTACTION:INFORMATION ITEMINFORMATION:From April 16 through April 19, 2013, a team of Oregon educator and education policy folks attended the 3rd annual State Consortium for Educator Effectiveness (SCEE) summit hosted by the Council of Chief State School Officers. The Oregon team was comprised of:Jim Carlile, Interim Assistant Superintendent, Oregon Department of EducationTanya Frisendahl, Education Specialist, Oregon Department of EducationTerrel Smith, Teacher, Sherwood School DistrictColleen Mileham, OEA Center for Great Public SchoolsKeith Menk, Deputy Director, TSPCVickie Chamberlain, Executive Director, TSPCThe Summit is an opportunity for state teams to join other state teams to discuss process they have made in educator effectiveness work, and to do “deeper dive” in other key areas:1. How can SEAs continuously improve support and evaluation systems?2.How can SEAs support educators as they gather evidence and measure student growth in the evaluation of teachers and leaders in Non-Tested Grades and Subjects?3.How can SEAs develop a framework that supports their leadership vision and ensures that leadership standards provide a through-line for all aspects of the leadership pipeline (recruitment, preparation, selection, induction, professional learning, and evaluation)? How might teacher and leader evaluation systems work together to grow effective practice?4.How can SEAs ensure coherent integration of college and career-ready standards and new student assessments across their educator effectiveness systems?5. Education PreparationHow are SEAs working through the recommendations from the CCSSO Task Force report? How are teacher preparation programs engaging in this work? What are the emerging implications of using performance assessments in program approval and licensure? Is it possible to create a true cross-state teaching credential and address reciprocity? One of the more interesting exercises was called: “Productive Paranoia”This exercise focused on great strategic plans that had poor implementation. One example given was the D.A.R.E project (Drug Abuse Resistance Education) – Millions of federal dollars spent on the project without a focused implementation plan – additionally, no measurable results can be documented through the investment of those dollars.Focused implementation seeks to anticipate the problems that may arise, and make a plan to address them.Next the teams were asked to do a Visioning Activity: The activity was to describe how education in Oregon would look if your vision of the future had not barriers.The Oregon Team responded with the following:Oregon Educator Effectiveness year 2020We have developed an educator effectiveness model that is completely connected to preservice preparation; induction and veteran teacher status.Our effectiveness model is nimble, dynamic and allows educators to tailor their work to not only focus on their own immediate needs but they are also able to articulate how their current and future work is part of a purposeful and meaningful career plan. Teachers are able to aptly and enthusiastically detail the student achievement results they are obtaining and what methods they are using to ensure success for every child. We do not have an achievement gap; building success is not dependent upon affluent location; district success is not completely dependent on state funding. Our communities are involved in contributing to our students’ success. Our education partners are clearly defined and clear partners. We have an open and transparent relationship with private funders; community leaders; state policy makers; university education programs.The entire state understands and supports the education vision. The entire state supports continued investment in our birth through 20 education programs. The vision is not a closely held secret within the education community.State agencies have found the perfect balance between technical assistance and supportive monitoring. We are catalysts (agents) for change and knowledgeable about change theory and growth. StudentsAll children ready to learnAchieved 40/40/20No opportunity gapEliminated achievement gapNo drop outsRelationship w/ teacher closer – teachers true learning facilitatorsStudents learn through inquiry and project-basis; not focused knowledge acquisition (standardized tests are behind us)Educators/ProfessionAll educators are respectedAll beginning teachers have well-trained mentorsEvaluations are “reframed” – they are reliable, valid, and celebrated as useful toolsPreparation includes solid clinical training with full support (from districts, state and higher education)Professional Development integrated into daily practiceThe educator’s career plan is owned by the professional; the educator understands how it contributes to their effectivenessEducators are able to articulate methods and results regarding student successInduction is an extension of pre-service clinical practiceThere is a culture of understanding what effective teaching is (clearly understand the InTASC Core Teaching Standards.)Mentors are provided to educators throughout their career.PolicyCommunities fully support the education visionAll state citizens understand and support the education visionThe profession is respected as evidenced by: jobs, pay, expertisePartnerships are “real”; well-defined and supportiveFunding is not a problemStreamlined system – fully integrated career path from pre-service through induction through careerWe have a continuous evaluation of the path to success to inform moving forward (we are informed by “lessons learned”)Investment in strong HR systems – human capital and hiring is focused on specific district needs—so if we move to classrooms without walls – hiring is keenly focused on the professional’s skillsState agencies have found the balance between technical assistance and productive monitoring ................
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