Rationale(including Algebra 1) 6. School Counselor PreK-12 7. English (Secondary) 8. Science...

Rationale:

● Traditional teacher preparation

program enrollment at colleges and

universities is down 35%

● Current critical shortage of teachers-

more than 7,500 Virginia teaching

positions were:○ Unfilled (887)

○ Certified but Teaching Outside Subject Area

(718)

○ Provisionally Licensed (6,010)

● What matters most in recruiting

and retaining teachers?

● Competitive compensation

● Effective training and

preparation

● Support for new teachers

● Teaching conditions, including

supportive leadershipLearning Policy Institute, 2018.

Critical Shortage Areas

The Appropriation Act requires the Department of Education to report annually to the

General Assembly on the critical teaching shortage areas in Virginia.

1. Special Education

2. Elementary Education

PreK-6

3. Middle Education Grades

6-8

4. Career and Technical

Education

5. Mathematics Grades 6-12

(including Algebra 1)

6. School Counselor

PreK-12

7. English (Secondary)

8. Science (Secondary)

9. Foreign Language

PreK-12

10. Health and Physical

Education PreK-12

Legislation

8VAC20-23-90. Alternate Routes to Licensure.

A Virginia educational agency may submit to the Superintendent of Public Instruction for

approval an alternate program to meet the professional studies requirements.

Areas of Professional Study

● Human Development and Learning● Curriculum and Instruction● Classroom and Behavior Management● Assessment of and for Learning● Foundations of Education and the Teaching Profession

Language and Literacy* Code of Virginia

MCPS AMPS:Alternate Program for

Professional Studies Requirements

Goal: Proactively address the looming teacher

shortage by providing sustained, high-quality training

and support that will enable provisionally licensed

teachers to earn a renewable license and remain in the

profession as successful educators.

MCPS Local License Model: Alternate Program for Professional Studies Requirements

1. Ensure comprehensive instruction in

every required competency:

scaffolded learning experiences

2. Match the learning to the work:

timely, job-embedded training

3. Provide sustained mentoring,

coaching, and support: intensive

support and actionable feedback

How did we develop MCPS AMPS?

1. Created competencies from the professional studies requirements from VA LIS

2. Aligned competencies with licensure areas and 7 evaluation standards

3. Identified priority content

MCPS AMPS Timeline

4. Determined 30 month timeframe

Professional Studies RequirementsHuman Development and Learning

Curriculum and Instruction

Classroom and Behavior Management

Assessment of and for Learning

Foundations of Education and the

Teaching Profession

5. Identified program components and alignment

AMPS ComponentsLearning Environment

Instruction

Student Learning

Professionalism

5. Identified program components and alignment

6. Developed strand guides

7. Determined platform for instruction and evaluation

Comprehensive electronic portfolio accessible to participants,

evaluator/principal, program instructors, and program manager.

○

Identification of Needs

1. Component Instructor needs to view content by component

2. Principal/evaluator needs to view by evaluation standard

3. AMPS Program Manager needs to be able to view all of participants work

4. The participant’s annual teaching evaluation is

ALSO the AMPS program evaluation.

8. Identified needs for instructional platform

Alignment with program goals and evaluation needs.

✅Content needs to be provided to students based upon ILPs

✅Instructors need to be able to view content for her/his ILP

✅Evaluator (principal) needs to be able to access a portfolio aligned with the

seven standards for evaluation

✅Program manager needs to be able to review completion of all content

What ELSE does the model do?

1. Embedded training for

administrators

2. Provides growth opportunities

for other teachers

3. Success in the classroom =

success in the program

4. RETENTION is embedded. If

you leave early you don’t earn

any professional studies

credits

Questions ?

Activity

1. Work in small group to create a list of reasons your division may want to build a local

model?

2. What strengths does your division have that could benefit the model?

3. What challenges will be present?

4. Create 3 goals for a local model

5. Create a planning map

A-HA Moments

1. You just have to start.

2. Get the right team at the table. NO CLOSED MINDS

3. The naming convention was key to aligning program content to allow for multiple

modes of viewing.

4. Use your internal resources to build the teachers your division wants to employ

5. Be flexible and adaptive. Your model will change as it develops.