Alternate Route to Interim Teaching Certification Program Application

Transcription

1 Office of Professional Preparation Services Alternate Route to Interim Teaching Certification Program Application For Educator Preparation Providers seeking approval to offer an alternate route to interim teaching certification program. 1 P age

2 Table of Contents Overview 3 Program Delivery 3 Program Design Requirements 4 Coursework/Content Mentor/Coaching Support Program Candidate Requirements Introduction to Application Process 6 Purpose and Overview Application Description Initial Approval Full Approval Timelines/Fees Amendments Resources Program Application 10 Cover Page Overview Assurances Efficacy Plan 2 P age

3 Overview The Michigan Alternate Route to Interim Teaching Certification (MARITC) program will provide eligible individuals an opportunity to complete an expedited program for transitioning from a previous career and/or undergraduate or graduate degree program into teaching. The intention of the program is to enable individuals who commit their knowledge, skills, and preparation to become successful, fully certificated classroom teachers through quality rigorous approved alternate route programs. Note: Program candidates can be recommended for all endorsements offered in Michigan with the exception of all Special Education and the Early Childhood-General and Special Education endorsement(s). No endorsements may be added to an Interim Teaching Certificate after issuance. Following the successful completion of the program and three years of successful teaching within the Interim Teaching Certificate, the candidate may be recommended by the educator preparation provider (EPP) for a Michigan Provisional Teaching Certificate or the Professional Education Teaching Certificate with an endorsement in his/her area of content. Program Delivery In accordance with Section i of the Revised School Code, EPPs must have a proven record of producing successful teachers in one or more other states, or the alternate route program must be modeled after a program with a proven record of producing successful teachers in one or more other states. Documentation for an established alternate route program must include: name of alternate route program years of operation name of the state(s) where the program operates initial placement rate of program candidates within one year of program entry or completion demonstrated success of program completers program design proposed program evaluation while under the Michigan Department of Education (MDE) approval Documentation for an alternate route program modeled after an established program must include: identification of the established program training curriculum, delivery, and assessment of candidate proficiency placement of trained teachers professional learning support after placement placement of teachers in shortage areas(if applicable) proposed program evaluation while under MDE approval explanation of which elements of the established program are being incorporated into the program, as well as a research-based rationale for any elements not used 3 P age

4 Program Design Requirements Coursework/Content An alternate route program must be designed to include minimally, the equivalent of 12 semester credit hours that includes training in all of the following subject areas: Child development or child psychology Family and community relationships Diverse learners Instructional strategies A form of field based experience in a classroom setting Prior to the issuance of the Interim Teaching Certificate, a candidate must successfully complete an MDE approved course in CPR and First Aid in accordance with PA 451 of 1976, Section d of the Revised School Code. Mentor/Coaching Support All program candidates must be supported by a mentor/coach with expertise and teaching experience in the candidate s proposed content area or a closely related subject. The mentor/coach will support the candidate(s) through intensive observation and sustained feedback. Candidate Requirements Candidates to the program must: Complete all application requirements established by the EPP. Possess a bachelor s or higher degree from a college or university accredited by one of the regional accreditation bodies recognized by the United States Department of Education with an overall grade point average of at least 3.0 on a 4.0 scale, or the equivalent on another scale (only official copies of transcripts are acceptable). Take and pass the Michigan Test for Teacher Certification (MTTC) Professional Readiness Exam (reading, writing, and mathematics) and appropriate subject area exam(s) prior to acceptance or admission into the program. Candidates seeking an endorsement in a world/bilingual language, or English as a second language must pass both the oral and written proficiency examinations which assure the candidate meets all descriptors of the Foreign Service Index for the level identified in standard one (1) of the appropriate State Board of Education (SBE) Standards. 4 P age

5 Introduction to the Application Process Purpose and Overview The program review and approval process has two purposes: providing assurance to the Michigan Department of Education (MDE) that state requirements for educator preparation are met, and demonstrating program efficacy and a commitment to continuous improvement. These purposes are achieved through a two stage approval process that begins with a consultation with appropriate consultants in the Office of Professional Preparation Services (OPPS), followed by the preparation and submission of an application. The two approval stages are summarized below: Initial Approval Full Approval Initial approval is granted based on: review of initial application approval of appropriate claims and key assessments The program is required to collect and analyze data over a four year period leading to full approval. Any program changes based on annual data analysis initiated during this period must be reported to the OPPS. Full approval is granted four years after initial approval, based on: analysis of data collected demonstration of fulfillment of claims Ongoing approval will be based on national accreditation through the Council for the Accreditation of Educator Preparation (CAEP) and OPPS monitoring. Programs are expected to continue collecting and analyzing data on program efficacy. Application Description The application is divided into two sections, which allow educator preparation programs (EPPs) to present a detailed overview of the program and a plan for defining and assessing the program outcomes. By clearly articulating program claims along with the assessments used to review the claims, EPPs will be able to focus on improving their program. The first section is the Program Overview, which provides a rationale and context for creating the new program, defines the program s coursework and alignment to program requirements specified in i of the Revised School Code and the Michigan-Interstate Teacher Assessment and Support Consortium (MI-InTASC) standards, describes the program s mentoring and support structures, and makes clear the program s capacity to deliver high quality coursework. The section concludes with a statement of program assurances. The second section is the Program Efficacy Plan, which delineates intended program outcomes in the form of claim statements directly aligned to SBE and MI-InTASC 5 P age

6 standards, as well as how standards are assessed. Claims are statements or assertions made about the accomplishments of program completers, and should be written in a way that is measurable. EPPs are required to identify key assessments to measure fulfillment of these claims and to attach associated rubrics or scoring guides as applicable, and to draw on multiple measures in assessing program efficacy. In providing its assessments within the Program Efficacy Plan, the program should describe its assessments in such a way that a reasonable person would conclude: Yes, it makes sense the measures selected are fitting, apt, and appropriate to test the claims. It makes sense, based on these measures, the claims are (or could be expected to be) true. In addition, it must make clear what level of performance it regards as sufficient and why the standard or criterion of success makes sense. See CAEP, pg. 18 at: Key assessments directly measure candidate performance toward fulfillment of specific outcomes. Some examples of key assessments may include portfolios, capstone projects, work samples, case studies, lesson plans, and examinations. For more on strengths and limitations of different kinds of assessments that may be used to measure program efficacy, see Appendix III of the CAEP Evidence Guide, pg at: Initial Approval Initial approval is granted upon successful review of the program application. EPPs will collect data related to their claims using the key assessments for four years to determine the efficacy of the program. Any program changes based on annual data analysis initiated during this period must be reported to the OPPS see Amendments below. Full Approval After four years, EPPs will submit a request for full approval which includes a report on progress toward fulfillment of the program claims as well as any program changes made in response to analysis of key assessment data. Full approval is granted upon successful review of the progress report demonstrating fulfillment of program claims included with a letter signed by the Dean/Director requesting full approval. Once full approval is granted, ongoing approval is based on national accreditation through the CAEP and OPPS monitoring. 6 P age

7 Timelines/Fees New program applications may be submitted between September 1 and April 30 of each academic year. EPPs will receive an invoice when a completed application is received. Reviews will be conducted once payment is received. All program application revisions must be submitted within 6 months of the OPPS consultant feedback. EPPs not responding within 6 months will be required to re-apply and wait for the next review cycle. Documentation for full approval must be submitted by June 30 of the academic year in which it is due, and will be given first priority for OPPS review. Amendments There are two types of amendments: slightly amended and significantly amended. EPPs may apply for a SLIGHTLY amended program if the modifications are very minor, and in no way impact program claims. For a slight amendment, the EPP must submit the following: a) A letter signed by the Dean/Director explaining/detailing the changes and rationale for changes; and b) Relevant candidate advising sheets and/or catalog pages documenting the amendment(s). EPPs must apply for a SIGNIFICANTLY amended program if modifications alter the manner in which the program fulfills its claims, or modifications are made to the claims themselves. EPPs seeking approval for a significantly amended program must be submitted through the application process. All program changes/modifications during initial approval and after full approval must be approved by the MDE. Contact the OPPS with questions pertaining to specific program amendments. Resources MDE consultants for specific specialty areas: Section i of the Revised School Code: Object&objectName=mcl i SBE approved standards by specialty area: Mi-InTASC standards as approved by the SBE: 7 P age

8 Office of Professional Preparation Services Alternate Route to Interim Teaching Certification Program Application -COVER PAGE- Must be sent electronically to: I. Educator Provider Information Provider Name Proposed Start Date II. Contact Information for Questions Related to this Application Name and Title Phone Number III. Type of Request Check reason for approval. New program Significant amendment Complying with new/updated State Board of Education Standards IV. Application Authorization by Dean/Director (Signature required) Name and Title Signature Date 8 P age

9 Section I: OVERVIEW I. Overview 1. Provide a brief overview of the program, including a rationale and context for creating the program. 2. Choose the type of program and discuss specifically the information requested using research to support. Established Alternate Route Program Support with data the program has been successful in the production of teachers. Provide information on the following: 1) years of operation; 2) name of state(s) (if applicable) where program operates; 3) initial placement rate of program candidates within one year of program entry or completion demonstrated success of program completers program design; and 4) proposed program evaluation while under MDE approval. New alternate route program modeled after an established program - Discuss 1) model program identification; 2) training curriculum; 3) delivery; 4) assessment of candidate proficiency; 5) placement of trained teachers;, 6) professional learning support after placement; 7) placement of teachers in shortage areas, if applicable; and 8) proposed program evaluation while under MDE approval. If not incorporating the entire established program, the EPP must include an explanation of which elements of the established program are being incorporated into the new program, as well as a research-based rationale for any elements not used. 3. List courses and/or experiences incorporated into the program in Table 1 as well as the respective Michigan-Interstate Teacher Assessment and Support Consortium (MI- InTASC) standards, and required components from R i of the Revised School Code to which they are aligned. Table 1 Course Title and Number MI-InTASC/ i Total number of SEMESTER HOURS required: II. Mentoring and Support of Candidates 9 P age

10 Explain the nature and structure of the mentoring and support of candidates during the period of Interim certification. Explain how the program allows candidates to gain understanding of the multidimensionality of diversity and the ability to teach learners as individuals from diverse backgrounds. III. Program Capacity Describe the human and infrastructure resources dedicated to this program to ensure consistently high quality mentoring and instruction. Describe P-12 partnerships that support candidates in high quality teaching experiences, as well as the selection and training processes for mentor teachers and field supervisors. Collaborators (if applicable) Additional Program Information Submit a Memorandum of Understanding from an administrator of a Local Educational Agency, Intermediate School District, or Public School Academy to confirm collaboration or support for the proposed program collaboration by District or School Board of Education as evidenced by the minutes. 10 P age

11 PROGRAM ASSURANCES The following assurances are required for submission as part of the application by the Educator Program Provider (EPP) requesting approval under the provisions of Section i of the Revised School Code. Upon program approval, these assurances are incorporated and become part of the program. The EPP assures and certifies, in respect to this application: It will comply with all applicable Federal and State laws, regulations, policies, guidelines, and requirements as they relate to activities included in this application. It will execute the program in accordance with the information contained in this application. It will assure all faculty or staff have appropriate qualifications, relevant to the instructional content of the courses being taught, as well as current knowledge of P-12 trends and standards. It will create a process for tracking the progress, and performance assessments of candidates seeking the endorsement(s) for which this application is being submitted. It shall make available to the Michigan Department of Education all records of candidates progress and the outcomes of related performance assessments. It will furnish the MDE with such reports, as required, pertaining to the program and review of its outcomes. The terms and conditions of the program approval shall remain in full force and effect during the life of the approval period. The EPP shall be in compliance with these assurances in the administration and provision of the alternate route program activities described in the application. 11 P age

12 Section II: PROGRAM EFFICACY PLAN I. Claim Statements, alignment to MI-InTASC Standards, and i requirements Provide the program s claim statements. Include a brief rationale for the claim in the context of the program. Demonstrate the alignment between claims and the standards. Use one cell for each claim statement adding cells as needed. Claims need to minimally include indicators of teacher effectiveness, and impact on student learning and development. A. B. C. D. E. II. Evidence for Claims Claim Statements Include abbreviated claim statements Key Assessments Provide title of assessment, explanation of how the assessment will measure the claim, and placement within the program. While not an exhaustive list, the following assessments must be included: completer and employer surveys, retention rates, recommendation to standard teaching certificate. Rubric or Scoring Guide (Check if attached) 12 P age

13 III. Continuous Improvement and Program Targets Explain the quality control system (QCS) used to determine if data sources are measuring outcomes and/or targets. The QCS is comprised of valid data from multiple measures, including evidence of candidates and completers positive impact on P-12 student learning and development. Explain the use of data to improve areas of weakness based on program outcomes and/or targets. Explain changes to the program and next steps, if program outcomes are not met. 13 P age