1. ORIENTATION1. ORIENTATION& OVERVIEW& OVERVIEW

Alabama Teacher Education Reform

Ensuring no child is left behind

Elizabeth W. Beale, Ed.D SERRC

Jayne Meyer, Ph.D. Mabrey Whetstone, Ph.D

AL SEA

Assessment

Classroom Implementation

Professional DevelopmentPersonnel Preparation

Teacher Certification

Program Approval Standards

Student Performance Expectations

Teacher Performance Expectations

NCLB

Shared Principles

Buy - in

Alignment

Alabama Teacher Education Reform Model

Challen

ges…

Teacher Educators (special, general, secondary – all disciplines)

Higher Education (Deans, general and special education faculty)

Special Education Supervisors

Parent

Advocacy Group members

Department of Education

Local Superintendent

Principal

Teacher (general and special education)

Stakeholder Design: Representatives from…

November Meeting

To explore implications of selected components of the No Child Left Behind Act of 2001 for children with diverse learning needs.

To build consensus on Teacher Performance Principles that articulate expectations of all Alabama teacher to ensure that no child is left behind.

BUILD SHARED CONTEXT

Superintendent’s charge

Overview: Selected components of NCLB

Panel Reactions: Implications for children with diverse learning needs

Small Groups: Challenges & opportunities for teachers

The CogniScopeTM System

Interactive Management Consultants

DESIGN TEACHER PERFORMANCE PRINCIPLES

GENERATE & CLARIFY TEACHER PERFORMANCE EXPECTATIONS

Triggering Question:

What are the teacher performance expectations to ensure that NO child is left behind?

In other words, what do all teachers need to know and be able to do so that ALL children

achieve challenging state achievement standards?

Generate & Clarify Teacher Expectations

CogniScope Support

Clarification Record

CLASSIFY EXPECTATIONS BY 10 INTASC PRINCIPLES

CEC Model Standards

NCATE Unit Standards & SPAs

State Board of Education Goals

Reading First

CROSSWALK TO OTHER MODEL STANDARDS

RATE RELATIVE IMPORTANCE

December Meeting

To build consensus on Teacher Performance Principles that articulate expectations of all Alabama teacher to ensure that no child is left behind.

To sort Teacher Performance Expectations by knowledge and ability.

To align Professional Study Standards with Teacher Performance Principles.

To identify planning implications of implementing the Teacher Performance Principles.

Design Teams: Select Principles & Expectations

Build Consensus on Principles & Expectations

Build Consensus on Principles & Expectations

Sort Expectations by Knowledge & Ability

Align Professional Study Standards to Principles

Prospective teachers

Practicing teachers

Certification

Assessment

Identify Implications of Moving Towards Teacher Performance Principles