Recreating Teacher/Principal Licensure

Transcription

1 Recreating Teacher/Principal Licensure the current landscape, the challenges, the call for change Table of Contents Table of Contents Current state Law on Teacher Licensure The Current Landscape of Alternative Teacher Licensure Case study 1: Teacher Licensure in Colorado Schools Case study 2: Teacher Licensure in Exemplar States Policy Proposal for a New System of Teacher Licensure Two Licenses: Probationary Non-Probationary Licensure Mid-career Entries Teacher Evaluations for Renewal Addendum: Procedures and Standards for Evaluating Educator Prep Programs Current State Law on Principal Licensure The Current Landscape of Alternative Principal Licensure Case Study 1: Principal Licensure in CO schools Case Study 2: Principal Licensure in Exemplar States

2 Policy Proposal for New system of Principal Licensure Two pathways Pathway to Principalship for non-master teachers Pathway to Principalship for those who have never taught Principal Evaluations for Renewal Procedures and Standards for evaluating Principal Prep programs Report Title Bibliography

3 Statement of Purpose (Teacher Licensure) This report seeks to propose a system of teacher licensure that accomplishes three end goals: 1. to increase the teacher applicant pool by eliminating temporal and financial requirements for entry into the teaching profession 2. to increase the flow of human capital into the teaching profession by easing mid-career transitions into education, and finally 3. to use evaluations to weed out ineffective teachers and retain effective teachers through license revocation or renewal, based on the SB 191 teacher effectiveness rubric. Current State Law on Licensure We begin this report by examining current state law on licensure in order to determine what legislation is already in place to help promote these three end goals, and what legislation is in place that will deter the achievement of these goals. Types of Teaching Licenses in Colorado 1 The Alternative License is intended only for participants in approved Alternate Route programs, and lasts the duration of the Alternate Route program. The Initial License is the first license held by all teachers upon completion of an approved teacher preparation program, an Alternate Route program, or a Teacher in Residence program. It is also the first license held in Colorado by all teachers with valid out-of-state licenses who have taught for less than three years. It lasts for three years and can be renewed once. The Initial License converts to a Professional License when the license holder completes a local induction program. The Professional License is the basic license currently held by all mid-career teachers. A teacher obtains one for the first time by submitting a valid Initial License and evidence of having completed an approved induction program. It lasts for five years, and can be renewed based on an application that provides evidence of continuing professional development hours or credits. The Master Certificate extends the Professional License by two additional years to seven years. It is awarded to teachers who receive National Board for Professional Teaching Certification or demonstrate professional excellence through a portfolio review. General Requirements for a Colorado Teaching License 2 Applicant completes a degree for the license and/or endorsement program completed at an accepted Colorado institution OR applicant completes a Colorado approved alternative teacher program Applicants achieve endorsements for initial and professional licenses, which require additional testable competencies depending on the type of license Out-of-state applicants require a degree for a license from an out-of-state institution in addition to completion of the Colorado State Board of Education adopted assessments appropriate to the license requested. The applicant is exempt from these additional assessments if he/she has three years or more of teaching experience in another state or country for which the Department of education has granted reciprocity. Colorado grants reciprocity to all states save for: Alaska, Arizona, Iowa, Kentucky. 1 Colorado Licensure Project, The New Teacher Project 2 Rules for the Administration of the Educator Licensing Act of 1991, Colorado State Board of Education

4 Acceptable teacher education programs must teach the following standards: knowledge of literacy and literacy pedagogy knowledge of mathematics knowledge of state standards knowledge of content knowledge of classroom and instructional management knowledge of individualization of instruction knowledge of technology knowledge of educational governance and democracy in teaching There are also amendments to allow for exceptions: State Board may annually designate teacher shortage areas and modify the requirements in these areas for the purpose of issuing Initial Teacher Licenses or Authorizations-Interim to out-of-state applicants. Department of Education may issue Professional Teacher Licenses to applicants who have earned and present certificates issued by the National Board for Professional Teaching Standards. Requirements for Renewal of Teaching License in Colorado 3 Licenses must be renewed every five years with either 6 hours of university coursework or 90 clockwork hours of professional development For renewal, teachers must submit an online application with a Renewal summary of Professional Activities and attached Certificates for the 90 hours of Professional Development attached or 6 hours of university coursework via a college transcript Teachers must also pay a renewal fee of $80 Teachers who have left the profession and would like to return may also submit a renewal application following the same requirements listed above. 4 The Benefits of Current Legislation Current legislation does have built in allowances so that the board can make adjustments in areas or times of critical need. For example, the board can issue licenses in teacher shortage areas. Legislation also establishes interstate reciprocal agreements with 45 states and makes allowances for Nationally Board certified teachers, which potentially increases the flow of teacher capital into the state. Current legislation also requires a lot of pedagogical standards for a teacher degree program, which suggests a high bar for teacher preparation. The Failings of Current Legislation While current legislation allows adjustments for teacher shortage, etc, each allowance requires a formal procedure which takes time and money. Current legislation also renders entering the teaching profession in Colorado both temporally and financially costly. The costs and time of completing a degree for teaching might deter many young people from entering into teaching and mid-career professionals from transferring into teaching. Also, today Colorado demands significant time and financial investment from teachers every five years. Every teacher in the state must submit proof that he or she sat through a mandated number of hours of input. This means that anyone submitting the appropriate number of hours has their license renewed, 3 Rules for the Administration of the Educator Licensing Act of 1991, Colorado State Board of Education 4 Renewal of a Colorado Professional License, Colorado Department of Education

5 regardless of whether they have been effective within the classroom. 5 The requirement for additional inconvenient and expensive tests may also deter out-of-state teachers from coming to work in Colorado. Even if current legislation encourages the flow of teacher capital into Colorado, it does not necessarily encourage the flow of good teacher capital. For example, Colorado s out-of-state reciprocity system allows teachers from even the states with the lowest-performing public education (including Mississippi, Arkansas, Alabama, Florida, and Texas) to obtain teacher licenses in Colorado. Moreover, there is no evidence that Nationally Board certified teachers are necessarily more effective in the classroom. Nor is there evidence that teacher knowledge of pedagogy increases student achievement; thus, the myriad pedagogy requirements for teacher licensure may be moot. Current Landscape of Alternative Licensure Alternative licensure is an option to get more teachers more quickly into the classroom. For recent college graduates, programs like Teach for America that require only some alternative licensure tests and a 5-week summer institute are attractive and relatively quick ways to get into the classroom. However, to mid-career professionals, alternative licensure can still seem cumbersome and costly. Teach for America 6 Required tests: Subject/grade national Praxis II exam and/or the Colorado PLACE exam that correlates to their placement assignment. Corps members placed in special education, early childhood, or math are required to take the both the Praxis and the PLACE exams. Required courses: Summer Institute, which is affiliated with a local college or university Teaching assistantship? Yes, a summer placement in a local school Costs of program: $ in initial testing costs, $200 in ongoing certification costs Financial assistance? Each corps member receives an Americorps grant, which can be used to allay costs of testing and programs. Corps members can also apply for transitional grants and loans. Type of license received: Provisional Teaching License (end of Institute), with option to get Professional Teaching license (end of 2nd year of successful classroom teaching) Guaranteed job placement on completion? N/A; although Teach for America places corps members in the classroom during 2 years of their corps commitment, after their corps commitment is up, there is no guarantee that they will be re-hired. Denver Teacher Residency 7 Required tests: PLACE or Praxis II exam Required courses: coursework for a Master s Degree in Curriculum and Instruction Teaching assistantship? Yes, resident apprentice in a DPS high needs school with a mentor teacher Costs of program: $ in initial testing costs, $27,000 for a master s degree Financial assistance? $10,000 stipend in Year 1, Full Tuition Reimbursement Years Colorado Licensure Paper, The New Teacher Project 6 Teacher Certification, Teach for America 7 Denver Teacher Residency

6 Type of license received: Colorado Initial Teaching License (end of residency), with option to get Professional Teaching license (end of 2nd year of successful classroom teaching) Guaranteed job placement on completion? YES; Denver Public Schools will offer successful residents a teaching contract Colorado Board of Cooperative Educational Services (BOCES) 8 Required tests: Praxis or PLACE exam (or required courses) Required courses: 24 semester hours in content area in which candidate will teach (or required tests) Teaching assistantship? YES, 225 hours in the classroom Costs of program: $ initial testing costs, $500 for BOCES members, $1000 for non-boces members Financial assistance? no Type of license received: Colorado Initial Teaching License (end of residency) Guaranteed job placement on completion? NO The Benefits of Current Options for Alternative Licensure Alternative licensure does offer a relatively quick and cost-efficient way of getting into the classroom, suggesting that if a more widespread and accessible culture of alternative licensure could really open up the pool of teacher applicants in Colorado. In some cases, there is financial incentive to get into the classroom in Colorado, with some alternative licensure programs providing additional stipends and Americorps education awards. Alternative licensure programs are also quite selective in comparison to the education programs offered at several Colorado universities, thus both immediately widening the pool of applicants and weeding out potentially ineffective teachers. The Failings of Current Options for Alternative Licensure While the three main programs for alternative licensure in Colorado provide placements and residencies for their teachers (2 years for TFA, a resident apprenticeship in DPS, or 225 hours in the classroom in a partner district), there is no guarantee that these teachers are guaranteed job placement after they complete the alternative licensure program. In some cases, public school administrators may prefer job applicants with a teacher license obtained through a traditional education program. Then, the landscape of alternative licensure can be limited; for example, TFA can only accept as many corps members as they predict will have placements. Still, overall, the landscape of alternative licensure in Colorado looks very promising, and we would recommend expansion. Case Study 1: Licensure Programs through Colorado Schools Several Universities across the state offer licensure to their students through the completion of coursework and teaching assistantships. It is important that we examine the ways in which teachers are certified through university routes in order to gain a holistic understanding of teacher preparation. 8 Mountain BOCES, Colorado BOCES Association

7 University of Colorado at Boulder 9 Required tests: State approved licensure exam with a passing score: Either the PLACE exam or PRAXIS II Required courses: Completion of a four year degree through the School of Education Teaching Assistantship: Must serve one semester in a Denver metro area school in the subject and grade level for which candidate is seeking licensure. Costs: Approximately $32,000 for four years of university coursework as well as $80 licensure application fee and testing fee $ Financial Assistance: Financial aid is available to all college of education students. Additionally if they teach for 5 consecutive years in a low-income district, the US government offers loan forgiveness. License received: Provisional license after completing all coursework, exams, and applications. Job placement guaranteed: No University of Northern Colorado 11 Required tests: PLACE or PRAXIS II Required courses: After completing 30 hours of coursework and obtaining a 2.5 GPA, students must apply for the PTEP (Professional Teacher Education Program) licensure track program. Once enrolled, they take checkpoint courses that require the completion of fingerprinting and online forms for teaching, and completion of PLACE or PRAXIS II, and Literacy Practicums. Elementary teachers must take additional literacy courses. Teaching Assistantship: Student teaching for one semester, unpaid Costs: Approximately 25,000 dollars for four years Financial Assistance: Financial aid available through financial aid office at university. License received: Probationary license; candidate must complete the online licensure application and submit fees on their own in their final semester of coursework. Job placement guaranteed? Partner districts exist, but placement is not guaranteed. Colorado Christian University Alternative Licensure Program 12 Required tests: Tests are not required outside of exams proctored during university coursework. Upon completion of degree requirements, students are licensed to teach in Colorado Required courses: 127 hours of college coursework 45 hours of education professional core that includes: Urban School Practicum: one semester in urban school k-12 Two teaching internships: Full year at a partner school, 800 hours Teaching assistantship: Whether preparing to teach elementary or secondary, all students must complete a one semester practicum in an urban school setting as well as a full year and 800 hours of student teaching in a k-12 partner school. Costs of program: CCU tuition rates for college of education students: approximately 140,000 for four years. Financial assistance: available through Financial Aid department at CCU, scholarships, need based grants and loans 9 School of Education, University of Colorado at Boulder 10 The Praxis Series, ETS 11 School of Teacher Education, University of Northern Colorado 12 Alternative Licensure Program, Colorado Christian University

8 Type of license received: Colorado Initial Teaching License (end of residency), with option to get Professional Teaching license (end of 2nd year of successful classroom teaching) Guaranteed job placement on completion? No Metropolitan State College of Denver 13 Required tests: PLACE or PRAXIS II Required courses: Candidates for Elementary Education may major in 1 of 9 majors from Chicano studies to Biology. Candidates for K-12 licensure must major in the content area in which they desire to teach. Regardless of level the candidate desires to teach at, the candidate must complete three required math courses and three field experiences prior to the full semester of student teaching. Teaching Assistantship: One full semester of student teaching, unpaid. Costs: 20,000 dollars for four years Financial Assistance: Available through financial aid office License received: Probationary license upon completion of degree requirements Job placement guaranteed? The Benefits of Current Licensure Programs through Colorado Schools Through case studies there are clear benefits to the preparation that teaching candidates from schools of education receive. Some schools require that elementary teaching candidates take multiple courses in literacy, which is critical in a student s formative years (University of Northern Colorado). All schools also require the completion of student teaching in local partner schools. The in class, hands on experience is invaluable for teaching candidates as it allows them the opportunity to utilize the knowledge they ve gained in their university coursework. For candidates who meet need requirements, a portion of their coursework costs can be subsidized by financial aid offices at the university. Some programs (Metro state) provide coursework to teach candidates about working with diverse student populations, a skill critical for all who will be in a classroom setting. Coursework includes teaching theory and pedagogy that can be applied during student teaching as well as once the probationary license is received. The Failings of Current Licensure Programs through Colorado Schools While university programs provide teaching candidates with four years of pedagogical and practical preparation, there are drawbacks to receiving licensure through a university. With the exception of Metro State College, teacher licensure programs are expensive There is often with no guarantee of a job after graduation. If there is, the teaching job often pays less per year than the education program cost. Universities have very low bars in order to be accepted to schools of education. These low bars create the possibility that we are not recruiting the best or brightest to teach our children: 2.5 GPA in first 30 hours of coursework, 19 on ACT, 450 SAT math Most programs do not provide courses on behavior management, working with families and parents, state testing, or the practical skills necessary in the teaching profession. 13 Department of Teacher Education, Metropolitan State University of Denver

9 Case Study 2: Licensure in Exemplar States In this case study, we chose exemplar states based on their grades for public education perforamnce in the categories of The Teaching Profession and Chance for Success. We obtained these grades from Quality Counts 2010, Education Week s annual report card on American public education. 14 Massachusetts and the Massachusetts Tests for Education Licensure (MTEL) 15 Massachusetts has relatively simple requirements for entry into K-12 teaching, the bulk of which rests on having a Bachelor s degree and passing the MTEL. However, Massachusetts has more demanding processes for both license renewal and professional license attainment. Preliminary License: valid for 5 years; for people who have not completed an Approved Educator Preparation Program; requires passing score(s) on the MTEL and a Bachelor s degree; some licenses require additional coursework Initial License: valid for 5 years with possible 5 year extension; requires passing score(s) on the MTEL, a Bachelor s degree, and completion of an Educator Preparation Program Professional License: valid for 5 years; requires 3 years of unemployment under an Initial License, completion of a Teacher Induction Program Relicensure 16 : 150 Professional Development Plans (PDPs) for Primary License; 30 PDPs for each additional license The MTEL: The MTEL program includes tests of communication and literacy skills as well as tests of subject matter knowledge. The tests are designed to ensure that Massachusetts educators can communicate adequately with students, parents/ guardians, and other educators and that they are knowledgeable in the subject matter of the license sought. 17 Professional Development Plans: 120 PDPs for National Board certification, 15 PDPs for peer coaching, 15 PDPs for peer review, 90 PDPs for doctoral dissertation, 45 PDPs for a master s thesis, 90 PDPs for writing a book, 30 PDPs for a professional journal article, 1.5 PDP per hour for Department of Education professional development, 22.5 PDPs per semester hour of undergraduate/ graduate work, 90 PDPs for passing score on content-specific test approved by the Board of Education The Takeaway from Massachusetts 1. Massachusetts has fewer types of licenses (3). 2. PDPs are very strict, structured and not given to district or state control. 3. MTEL focuses on subject matter knowledge and literacy/communication skills (2 tests). Policy Proposal for a New System of Licensure In light of this information, we propose a policy framework that focuses on increasing the teacher applicant pool by eliminating barriers into the profession, 14 Quality Counts 2010, Education Weekly. 15 Educator Licensure, Massachusetts Department of Elementary and Secondary Education 16 Recertification Guidelines for Massachusetts Educators, Massachusetts Department of Education 17 Program Overview, Massachusetts Tests for Educator Licensure

10 easing mid-career transitions into education, weeding out ineffective teachers and retaining effective teachers. We will address this framework in three phases: initial licensure, mid-career entries, and teacher evaluation for licensure renewal or revocation. The hope is that we can eliminate enough barriers into the teaching profession so it won t be necessary for any teacher candidates to go through an expensive and time-consuming education program. However, we acknowledge that it s unlikely that university teaching programs will disappear. Thus, we will end this report with an addendum for evaluating the effectiveness of university teaching programs. Overview 1. We want to make the teacher licensure process as simple and comprehensive as possible. This means we will downsize licenses to two types: Initial and Professional 2. In order to open up the teacher applicant pool, we will remove all barriers for entry into the profession under an Initial license except for a thorough background check and a rigorous subject-matter/literacy skills test. 3. Our system of licensure will be so simplified that we can toss out-of-state reciprocity as well as nuanced steps for mid-career entries. Everybody, regardless of state or background, will come in on an Initial license. Initial Licenses 1. All candidates, regardless of background experience or existing licensure in other states, enter the Colorado teaching profession on an initial license. 2. In order to obtain an initial license, a teacher applicant has only two requirements: a. pass an intensive subject-matter test, which we envision as an alteration of the MTEL (MASSACHUSETTS TEST FOR EDUCATOR LICENSURE), where we combine their two tests into one: subject-expertise plus a literacy portion: ability to communicate with parents and administration as well as teach, instruct, and convey material effectively. b. pass a background check 3. The initial license will be good for a total of two years. Teachers will be evaluated on the SB rubric every year. 4. If the teacher fails the evaluation with a score of 1 at the end of year one, a principal has two options: a. Option 1: The principal can let the teacher go if he/she feels that the teacher will provide more harm than possible growth in the coming year. b. Option 2: The principal can submit a Voucher to the state to keep the teacher on board for another year. A Voucher is documentation submitted by the principal to the state, outlining the improvement plan and a decision to work with the teacher and help him/her grow professionally in the coming year. i. A teacher who scores a 1 will NEED a voucher from either the current principal or the principal who hires them next in order to continue teaching. 5. If the educator fails with a 1 again after a second year, the educator loses his/her license. The educator can re-test for an initial license after completing an approved licensure program of his or her choosing. 6. If a teacher scores a 2 or higher in year one they may continue on the path towards receiving a professional license. 7. After two years of 2, the process is similar for 1 year of 1: a. Option 1: The principal can let the teacher go if he/she feels that the teacher will provide more harm than possible growth in the coming year.

11 b. Option 2: The principal can submit a voucher to the state to keep the teacher on board for another year. A Voucher is documentation submitted by the principal to the state, outlining the improvement plan and a decision to work with the teacher and help him/her grow professionally in the coming year. i. A teacher who scores a 1 will NEED a voucher from either the current principal or the principal who hires them next in order to continue teaching. 8. After four consecutive years of 2 the educator loses his/her license. The educator can re-test for an initial license after completing an approved licensure program of his or her choice. Professional License (Valid for 5 years) 1. The transition from an initial to a professional license depends on teacher evaluations. 2. To obtain a professional license, a teacher must demonstrate 2 consistent years of successful teaching. a. Successful teaching is a score of 3 or higher on the SB rubric 3. This license will be automatic, will be free of cost and will be listed on the teacher s transcript. The teacher will also receive a certificate via to verify this credential. 4. Under S.B , the teacher will gain tenure after 3 years of 3 s and lose tenure after 2 years of 2 s. - or lower 5. Under S.B , the teacher will be evaluated every year, and scores still matter even for tenure. This evaluation will be ½ qualitative (teacher observations) and ½ quantitative (student achievement data). 6. Renewal of a professional license will be automatic and free of charge for teachers who continued to meet standards of effectiveness during their 5 years by maintaining 3 s or 4 s, and by avoiding 2 consecutive years of 1 s or 2 s on the SB rubric. Summary: Teacher Evaluation for Licensure Renewal, Revocation, or Advance from Initial to Professional License 1. Base license renewal decisions on an individual s record of performance. 2. We recommend making license renewal dependent on teachers ability to meet the Quality Standards outlined in S.B Renewal of professional licenses should be automatic for teachers who consistently demonstrate effectiveness by meeting those standards (Consistent 3 s or higher and no more than 2 1 s or 2 s in a row) 4. This means there is no cost for renewal, no retesting, and no professional development required except for those teachers who must leave to obtain additional credentials for reentry into the classroom. 5. Any time a teacher gets a 1, the principal has the option to work with the teacher to create an improvement plan. After a second consecutive year of 1, a teacher must leave the classroom to obtain additional teaching credentials in order to re-enter the classroom. 6. After 2 years of effective performance, a teacher moves to a professional license. 7. After 4 consecutive years of ineffectiveness at a score of 2, a teacher must leave the classroom to obtain additional teaching credentials for re-entry into the classroom. Examples Licensure Chart, Years 1-5 Initial Type of License Score on Effecti veness Score on Effectiven ess Rubric Score on Effectiven ess Rubric Score on Effectiven ess Rubric Score on Effectiven ess Rubric Type of License after 5 years

12 Rubric Year 1 Initial 1 (needs voucher from a principal to continue) Year 2 Year 3 Year 4 Year 5 1 (loses license, can re-apply after completing licensure program) Initial 2 2 (must renew initial license. needs principal voucher to teach) 2 2 (loses license; can re-enter after completing licensure program) Initial 2 3 (can renew initial license) 3 (moves to professional license) 2 3 Initial 3 3 (moves to professional license) (qualifies for tenure) Initial 3 3 (moves to professional license) 2 2 (must renew initial license; needs principal voucher to continue) 2 2 (loses license; can return to classroom once completes licensure program) Initial 3 3 (moves to professional license) 3 (tenure) 2 2 (loses tenure. must renew an initial license and have principal voucher) 3 Initial 3 3 (can advance to professional license) 3 (can get tenure on professional license) 1 (need principal voucher to continue) 2 (loses tenure; must renew initial license)

13 Initial 3 3 (can advance to professional) 2 1 ( needs principal voucher) 2 2 (needs principal voucher; must renew initial license) Payment for Teacher Observations In order to renew or maintain their licenses, teachers must be observed every year and maintain at least a 2 (initial) or a consistent 3 or higher(professional). Under S.B , teachers will be evaluated every year, with half of their score dependent upon student test scores and half of their score dependent upon teacher observations. These observations are conducted at the discretion of the district; observations might be conducted by department heads, literacy/ math specialists/ or administrators. These observations will be paid for by the district. Mid-Career Entries/ Out-of-State Entries To streamline the process, mid-career entry teachers will follow the same process as all others: entry level exam, performance assessment during first year. Along the same lines, there will be no out-of-state reciprocity granted to any applicants. All who will be first time teachers in CO must begin with a probationary license. Returning to teaching Teachers who previously taught in CO and are seeking re-entry into the classroom WILL have to take the new exams IF they did not take them in order to receive the license they last held. Teachers who previously taught in CO and are seeking re-entry into the classroom do NOT have to take the new exams or pass background checks, but they will need to show principals their transcript with prior SB 191 rubric scores upon leaving the classroom. Addendum: Evaluating University Teacher Licensure Programs Of less importance: It is not the program that necessarily predicts who will become an effective teacher. Evaluation of teacher performance and effectiveness once in the classroom will take precedence in determining who is qualified to receive the second license. In accordance to this belief, we propose revoking all state statutes with mandates for teacher prep programs. This means revoking: Educator Licensing Act of 1991, especially R-5.00 (all requirements for the curriculum at teacher prep programs). With the loss of job security and yearly evaluations, it is now up to the schools of education or prep programs to put attendees through coursework and learning that they feel will help the attendee maintain tenure through consistent performance once in the classroom. Potential Pushback and Counter-arguments Criticism A: It is too easy to lose a teacher license. Also, research has shown that teachers don t become most effective until year 3.

14 Counterargument 1: The bar for entry into a profession that puts people in front of children is made low enough to provide an accessible opportunity for all interested in teaching. Counterargument 2: Underperformance for a year does not necessarily qualify for revocation of a license. A score of a 1 has a year to go through PD and a second shot to grow. A teacher can score a 2 (underperforming) and continue teaching for another year. They still have a year s opportunity to improve their instruction. But teaching is a high stakes career, and one who performs low enough to earn a 1 on the SB 191 rubric is highly detrimental to the success of students. If after a full year in the classroom, a teacher has caused enough damage to rank at a level 1, the risks to student achievement are greater than possible gain. This is why in order to continue they must have a principal guiding them in PD. Criticism B: Such a low bar for entry into the teaching profession lowers the status of teachers even further. Counterargument 1: The low bar will dramatically increase the applicant pool, which makes entrance into the teaching profession more competitive and thus more prestigious. Counterargument 2: Teachers can be part of a school hiring team, which assists principals in choosing new teachers among the applicants. This means that teachers have more ownership and control over school culture and employment. Counterargument 3: As as a result of lowering the bar, underqualified applicants may get into the profession. However, the likelihood of attracting high-quality applicants is greater and are worth the risks. 18 Counterargument 4: 37% of the nation s education workforce is over 50 and considering retirement. Those teachers need to be promptly replaced. 19 Criticism C: There is no way that a teacher should enter the classroom without training. Counterargument 1: There is no evidence that a participation in a teacher prep program has any impact on teacher effectiveness in the classroom. Counterargument 2: There is no evidence that knowledge of pedagogy has any impact on teacher effectiveness in the classroom. Criticism D: We don t know how reliable the evaluation system is. This risks giving an injustice to not-so-terrible teachers. Counterargument 1: We are confident in the standards of the evaluation system, because we are allowing for principal discretion in qualitative aspects and allowing quantitative metrics to speak for themselves. Counterargument 2: The evaluation system is already being piloted this year under S.B If results are less than desired, the rules can be amended. Suggetions for Continued Research MTEL, how can we bring that to CO? How can we best restructure alternative licensure programs? 18 Four Myths about America s Teacher Quality Program, Richard M. Ingersoll 19 Public Education Faces a Crisis in Retention, Edutopia

15 We need to make sure to have the space to accommodate the 50% of teachers sent back to alt. programs LInk with Career Ladders: maybe all first year teachers need to be mentored by a teacher on career ladders? Statement of Purpose: Principal Licensure The second half of this report seeks to propose a system of principal licensure that accomplishes two end goals: 1. to draw strong teacher leaders into the principal position 2. to use evaluations to weed out ineffective principals and retain effective principals through license revocation or renewal, based on the SB principal effectiveness rubric. Current State Law on Principal Licensure: In order to obtain a Professional Principal s License (good for 5 years) in the State of Colorado, one must: Hold a bachelor s or higher degree from a regionally accredited college/university institution, Have completed three or more years of full-time successful experience as a licensed or certificated teacher, principal, administrator, or special service provider. 20 Complete an approved principal preparation program at a regionally accredited institution of higher education and have a master s degree Pass the PLACE Principal exam with a score of at least 220 Submit fingerprints to Colorado Bureau of Investigation Additional Routes: Statement of Eligibility (good for 3 years) allows for those with 3 years of teaching experience to join an Alternative Prep program and work for one year as a Principal or Assistant Principal as the candidate simultaneously works to complete the program and pass the PLACE exam Initial License (good for 3 years) allows for those with 3 years of teaching experience to complete the alternative prep or university coursework & pass the PLACE exam in order to receive license. Master s degree not required. 21 The Current Landscape of Alternative Principal Licensure The Alternative Principal Preparation Program is for applicants who want to become a licensed principal but did not complete an approved Principal Licensure program at a college or university. Candidates are employed as a principal or vice-principal while completing an alternative program offered by a Designated Agency. Upon successful completion of the program as well as passing the PLACE #80 Principal exam, candidates can apply for a Colorado Principal License 22 Eligibility for an Alternative Licensure Program: 21 Colorado Dept. of Education, Initial LIcensure 20 Colorado Dept. of Education 22 CDE: Educator Licensing

16 Must hold a bachelor s degree from an accredited university or place of higher education Must pass a background check through CBI (Colorado Bureau of Investigation Alternative Licensure program: Candidate will receive a Statement of Eligibility certificate from the Alternative Licensure program Candidate will seek employment as a VP or Principal Candidate will work at least 51 hours per week in school of employment Candidate will complete year long coursework with the Alternative Certification Partner Receiving Initial Principalship License Candidates can receive initial license upon completion of the alternative licensure program, year in a school, and a passing score on the PLACE # 80 Principal exam. Must hold a master s degree to receive Professional License Renewing License: Statement of Eligibility: Valid for three years. Can be renewed as long as the fee has been paid at least 3 months prior to the expiration date. Initial: Valid for three years. To renew the initial license, no additional coursework is required Professional: Valid for 5 years. Requires an additional 6 hours of college coursework or 90 hours of professional development course work. 23 Case Study 1: Principal Licensure in CO schools University of Colorado Denver Course requirements for Initial Principal License: 32 semester hours of coursework and clinical practice Coursework includes administrative practices Clinical practice includes time at one s school Final project includes posting all assignments on a class website Coursework for Principal License: candidates can complete an additional 9 semester hours as well as a written paper. Cost: Approximately $12,000 Guaranteed placement: Continued placement at current school is suggested University of Northern Colorado Course requirements for Principal Licensure: Students must complete 27 coursework hours in the Education Leadership and Policy area as well as a 6 hour internship Must have 2 years teaching experience. Can complete third year during their first year at UNC Course requirements for students without a masters program: Students must be concurrently enrolled in a masters degree in educational leadership and complete the masters program to be eligible for the Principal License and not simply the Initial License Cost: Approximately $12,000 Guaranteed Placement: No 23 CDE, Renewal of Colorado Professional License

17 Benefits and Drawbacks of Current Programs: While the ongoing education aspect is helpful, there is no research that cites an increased performance base for principals who have obtained higher levels of education. The costs and time requirements are high and can possibly detract from time the Principal can be using to increase effectiveness in the school setting. Coursework does not provide training in dealing with daily culture building in schools such as managing student fights, managing staff conflict, managing school moral, or working with parents. These skills are essential for the functionality of schools. Case Study 2: Principal Licensure in Exemplar States In this case study, we look at a summary from the Center for American Progress to identify states with exemplar principal licensure systems. We identify these states based on whether their licensure systems focus on the skills we deem most key to successful principalship. Among these skills, we believe that effective principals: focus on student achievement; develop a culture of high expectations; and design a standards-based instructional system work with teachers and others to design and implement continuous student improvement through creating a caring environment; implementing data-based improvement; communicating; and involving parents provide the necessary support for staff to implement data-driven school, curriculum, and instructional practices through initiating and managing change; understanding the change process and using leadership and facilitation skills to manage it effectively; providing effective professional development; using time and resources in innovative ways to meet the goals and objectives of school improvement; maximizing resources; acquiring and using resources wisely; building external support; and staying current with effective practices. We believe the following states have principal licensure systems that build a pipeline for principals that meet the above standards. Illinois In 2010 they released the following standards for Principal Licensure Programs: 1. State policies must set high standards for school leader certification that align principal preparation, early career mentoring, ongoing professional development, and master principal recognition with those standards, so that by 2013 all new principal preparation would be taking place through programs approved under these new standards. 2. Formal partnerships must be established between school districts and principal preparation programs affiliated with state-accredited institutions to support principal preparation and development. 3. Refocused principal preparation programs must demonstrate that they develop and rigorously assess in aspiring principals the capacities that are most likely to improve student learning in pre-k through 12th grade schools. Programs are required to: a. Use highly selective admissions processes b. Involve high-performing, current or former practitioners in program design and delivery

18 c. Include extended, closely supervised residencies d. Incorporate rigorous, systematic assessments of candidates and graduates e. Provide mentoring and early-career professional support and development of candidates 4. Programs are required to sunset by Only those programs that demonstrate dramatically improved rigor based on these revised standards will be allowed to reopen. Georgia Georgia, in its redesign efforts of 2008, decided to focus limited resources on candidates who have demonstrated leadership potential and a stated desire to occupy a leadership position. Candidates must: 1. Be pre-selected by the employing school system and assigned to a leadership position or a leadership role. 2. Participate in performance based experiences in courses as well as during an extended residency... (Professional Standards Commission Leadership Preparation Rule ) 3. Participate in a program that is planned and guided cooperatively by the institution and school district, agency, or organization personnel Tennessee All principal preparation programs were required to demonstrate that they met the new requirements by January 2010, which included: 1. Alignment with the Tennessee Instructional Leadership Standards 2. Strong partnerships with districts 3. Rigorous admissions standards determined by both the district and the program 4. Competency-based preparation curriculum that support the critical success 5. Field experience Program completion must include an evidence portfolio, a professional development plan, a practicum project, and a passing score on the School Leaders Licensure Assessment 24 Delaware The Delaware Leadership Project is a 14-month intensive preparation program (an initiative of Race to the Top) to prepare aspiring principals for the state s highest-need schools. The DLP principal licensure system involves a: 1. rigorous admissions process 2. problem-based curriculum 3. year-long school-based residency under the mentorship of an experienced principal. a. operated by a Wilmington based non-profit: Innovative Schools Louisiana Louisiana now has four pathways to become an education leader: 1. Traditional for those with a master s degree in education leadership 2. Alternate for those with a master s degree in another field who complete a shortened coursework sequence 3. Alternate through an education leader practitioner program with an extensive residency experience (such as New Leaders for New Schools) but no master s degree 4. Alternate for educators with a master s degree and administrative experience (such as coaches or school improvement facilitators) who can document their skills through a portfolio)

19 Massachusetts Initial License Prerequisite Experience (completion of at least three full years of employment in an executive management/leadership role or in a supervisory, teaching, or administrative role in a public school, private school, higher education, or other educational setting accepted by the Department) Demonstration of successful application of the Professional Standards for Administrative Leadership set forth in 603 CMR 7.10 through completion of a Performance Assessment for Initial License and one of the following: An approved post-baccalaureate program of studies including a supervised practicum/practicum equivalent (300 hours) in the principal/assistant principal role and at the level of the license sought. An administrative apprenticeship/internship (300 hours) in the principal/assistant principal role and at the level of the license sought with a trained mentor, using Department guidelines. A Panel Review. Eligibility for a Panel Review is limited to candidates who have completed one of the following: i. A post-baccalaureate program in management/administration at an accredited college or university. ii. Three full years of employment in an executive management/ leadership, supervisory, or administrative role. Passing score on the Communication and Literacy Skills test. 24 Policy Proposal for New system of Principal Licensure The purpose of a new system is to increase the number of teacher leaders and strong teachers in school leadership, as well as to use evaluations to weed out ineffective principals and retain effective principals through license revocation or renewal, based on the S.B principal effectiveness rubric. Requirements for Initial Licensure (valid for 2 years): Teaching Prerequisite: Teacher must have achieved a Professional License under the SB rubric Leadership skills: Must pass a Performance based exam based on the Massachusetts Performance Assessment for Initial License Training: Must complete a concurrent mentor based Residency OR an Alternative Licensure Program Residencies Rigorous Admissions Requirements Must be staffed by Top Principals who will serve as mentors Will be run by a non-profit Prioritize school culture management skills including: staff conflict management, student conflict management, Strong partnerships with school districts to allow for the residencies to occur Alternative Licensure Programs (will have to reapply to the state to be accredited) must include: Rigorous Admissions Processes 24 Regulations for Educator License, Massachusetts dept. of Ed

20 Top Principals or former Principals will serve as mentors part-time On-going support and assessment Strong Partnerships with Districts A focus on administrative tasks A STRONG focus on building school culture and leading a team of adults The initial license will be good for a total of two years. Principals will be evaluated on the SB rubric every year. If the principal fails the evaluation with a score of 1 at the end of year one, the Superintendent has two options: Option 1: Let the principal go if he/she feels that the principal will provide more harm than possible growth in the coming year. Option 2: The Superintendent can submit a Voucher to the state to keep the principal on board for another year. A Voucher is documentation submitted by the Superintendent to the state, outlining the improvement plan and a decision to work with the principal and help him/her grow professionally in the coming year. A Principal who scores a 1 will NEED a voucher from a Superintendent to continue a principalship If the educator fails with a 1 again after a second year, the educator loses his/her license. The educator can re-test for an initial license by retaking the Principal exam and being accepted to a Residency program. After two years of 2, the process is similar for 1 year of 1: Option 1: Let the principal go if he/she feels that the principal will provide more harm than possible growth in the coming year. Option 2: The Superintendent can submit a Voucher to the state to keep the principal on board for another year. A Voucher is documentation submitted by the Superintendent to the state, outlining the improvement plan and a decision to work with the principal and help him/her grow professionally in the coming year. A Principal who scores 2 2 s will NEED a voucher from a Superintendent to continue a principalship After four consecutive years of 2, the educator loses his/her license. The educator can re-test for an initial license by retaking the Principal exam and being accepted to a Residency program. Professional License (Valid for 5 years) The transition from an initial to a professional license depends on Principal evaluations. To obtain a professional license, a Principal must demonstrate 2 consistent years of successful leadership Successful leadership is a score of 3 or higher on the SB rubric This license will be automatic, will be free of cost and will be listed on the Principal s transcript. The principal will also receive a certificate via to verify this credential. Under S.B , the Principal will be evaluated every year. This evaluation will be ½ qualitative ( observations) and ½ quantitative (teacher achievement data). Renewal of a professional license will be automatic and free of charge for principal who continued to meet standards of effectiveness during their 5 years by maintaining 3 s or 4 s, and by avoiding 2 consecutive years of 1 s or 2 s on the SB rubric.