Cooperative Educational ServicesLeading Educators (through) Alternative Pathways

LEAP

PROPOSALTO CO-CONSTRUCT AND IMPLEMENT AN INNOVATIVE ALTERNATIVEPATHWAY TO A DUAL LICENSE IN BOTH GENERAL AND SPECIALEDUCATION IN ONE FULL YEAR.

THEORY OF ACTION:APTITUDE-DRIVEN- SELECT AND TRAIN TEACHERS WHO HAVE THEPERSISTENCE TO STAY IN THE FIELD.

APPLICABLE- PRACTITIONER-BASED, GROUNDED IN CURRENTRESEARCH AND IS APPLIED TO EVERYDAY CLASSROOM PRACTICES.

ACHIEVABLE- WORKS WITHIN THE SCHEDULE OF A FULL-TIME TEACHER.

AFFORDABLE- A CERTIFICATE THAT DOES NOTACCRUE STUDENT DEBT.

Achievable

Applicable

Aptitude-Driven

Affordable

TEACHER VACANCIES BY REGIONSOURCE: NMSU 2018 NM EDUCATOR VACANCY REPORT

TEACHER VACANCIES BY DISCIPLINESOURCE: NMSU 2018 NM EDUCATOR VACANCY REPORT

Rationale for Program

• A TOTAL OF 53,455 OR 16% OF STUDENTS IN NEW MEXICOARE CURRENTLY BEING TAUGHT BY A LONG-TERM SUBSTITUTE.

• SPECIAL EDUCATION TEACHERS ACCOUNT FOR 267 OR 36% OFALL TEACHER OPENINGS.

CURRENT TRADITIONAL PATHWAYS TO TEACHING

CURRENT NON-TRADITIONAL PATHWAYS TO TEACHINGEFFECTIVE IMMEDIATELY: The Professional Licensure Bureau (PLB) will start acceptingapplications through NMTEACH Summative Report Alternative Pathway (Alternative by District). Inorder to complete this pathway one must complete the following:

• 2 Consecutive NMTEACH Summative Reports with a rating of Effective or Higher• Official Sealed Transcripts reflecting course work, including Teaching of Readingcourses• Copy of test results required for each subject area/grade level license the applicant isapplying for

NMTEACH PATHWAY

This Photo by Unknown Author is licensed under CC BY-ND

TRADITIONAL PATHWAYS

Traditional

Program Coursework

Program Group Work

Assessment on Coursework

Program Internship

District Lesson Plans

District Paperwork

State Evaluation

PLC’s

District Mentorship

Teacher Responsibilities

(after hours)

LEAP Program Coursework

District Paperwork

District Lesson Plans

Teacher Responsibilities

(after hours)

LEAP Mentorship

District Mentorship

Program Internship

Group Work

LEAP Candidate Assessment

State Evaluation

Assessment in Program Coursework

LEAP

Program Coursework

Program Mentorship

Candidate Assessment

45%

30%

25%

Foundational Teaching Special Education Reading

CES LEAP Strands/Clusters

Application

= 35 hoursSummer Institute

= 200 hoursIn Person: 1x MonthFriday Afternoons (half-day)Saturday (all day)Online Modules

= 35 hoursWork Sessions and Summer Follow-up.

Total= 270 hours

Standards Alignment

• INTASC Teaching Standards

• Danielson Rubric and NMTEACH

• CEC Standards• IDA KPS Reading

Standards• ILA Standards

Summative Data

•Essential Academic Skills (prerequisite)

•Professional Knowledge in Elementary an/or Secondary

•Content Knowledge in Special Education

•NMTEACH Rubric and Evaluation

Topics and Objectives

• Aligned to Danielson

• Aligned to NMTEACH

• Created by School Focus Groups

• Created with I, A, M protocol

Key Course Assessments

* Aligned with classroom responsibilities

* Rubrics have embedded criteria for addressing diverse classrooms.

* Vetted by experienced instructional coaches to ensure district needs are addressed in assessments.

Learning Events

•5 regions will have similar learning events.

•Modules will be taught by experienced practitioners.

•Candidates will complete self-reflections and competencies at the end of every module.

Backward Design Framework

Mentorship Support and Training- Program mentoring will be tailored to individual school districts. Through collaboration, district and program coaching would align.

Stakeholder Input

Entry Midpoint Exit Continuous Support2.75 GPA in Bachelor’s Degree or 2.75 GPA in Master’s program.

>90% attendance of regional face-to face-sessions

>90% attendance of all sessions. 2-year follow through

Passing of NM Basic Skills Tests (Tutoring and online modules will be available 2020).

A grade of “Sophisticated” 4 or higher on 85% of key assessments and reflections (See Rubric in Appendices)

A grade of “Sophisticated” 4 or higher on 85% of key assessments and reflections.

Continued Coaching and Support as needed

School District Superintendent or HR Director recommendation with intent to hire (contingent upon acceptance into LEAP)

Completed Mentor Checkpoints- (ie., peer observation, monthly follow up, classroom modeled lesson, etc.) as reported by LEAP Mentors

Formal observation and documentation of Effective or higher on Domain 4.

Mentor Academy (4x per year) to support districts and district mentors

Completing ProScan Personal Dynamics Survey.

(Top four categories are mandatory).

Interview with LEAP Regional Facilitator District Recommendation of Continued Employment.

Access to online LEAP resources and community

Resume One completed professional knowledge AND the Special Education test for certification.

Tutoring available for professional tests

Written Letter of Interest with reflection on results from ProScan and how that would impact classroom performance.

Completed Mentor Checkpoints- (ie., peer observation, monthly follow up, classroom modeled lesson, etc.) as reported by LEAP Mentors

Two Reference Letters

Entry Determination- Candidates must meet top four mandatory requirements AND receive an 80/100 on the LEAP Entry Rubric.

Program Continuation- Candidates that do not meet midpoint requirements will be advised and counseled by LEAP staff. If candidate is unable to fulfill the midpoint check requirements, the candidate will be exited from the program. *Candidates can request a neutral observer from LEAP.

Program Graduation- All exit requirements must be complete for certificate of completion. *Candidates can request a neutral observer from LEAP.

The ProScan Survey is an instrument designed by Professional DynaMetric Programs, Inc. (PDP) to measure the major aspects of self-perception, including an individual’s basic behavior, reaction to environment, and predictable behaviorDominance: Individuals with high scores on this factor are described as concerned about getting thing done, very competitive, decisive, calculating, and risk takers. Those with low scores are described as non-confrontive, supportive, cautious, and risk avoiders.Extroversion: Individuals with high scores on this factor are described as outgoing, friendly, optimistic, and persuasive. Those with low scores are described as reserved, quiet, and introspective in social situations.Pace/Patience: Individuals with high pace/patience scores are described as relaxed, dependable, likable, and at ease or cooperative with their environment. Those with low pace/patience scores are described as intense, action–oriented, pressing, spontaneous, and receptive to change.Conformity/Structure: Individual with high scores on this factor are described as very precise, dedicated, careful, and concerned about what is “right.” Those with low scores on this factor are described as independent, free thinkers, and non-traditional.Logic/Rationale: Individuals with high scores on logic/rational are described as fact-oriented and analytical. Those with low scores are described as feeling-oriented and intuitive.Interpretive reports of the results also provide information describing:[10]

-Energy level-Environmental stress-Direction of stress in behavioral changes-Energy lost due to stress-Satisfaction/Morale-Primary and back-up leadership styles-Primary and back up communication styles-Primary and back up approaches to task or goals-Environmental preferences-Motivators and demotivators

CONTINUOUS CANDIDATE MONITORING

Continuous Monitoring of Candidates

CourseworkKey Assessments

Attendance

Job Performance

Mentor Checkpoints

Self-Assessment/Refelction

LEAP Leadership Quarterly Review

Annual Stakeholder

Review

Candidate Self-

Evaluation of Progress

Candidate End-of-Module Program

Evaluations

Employer End-of-Year

Program/Candidate Evaluation

Report Card Data

CONTINUOUS PROGRAMMONITORING

AugustFoundational Teaching:• Technology Use• Student Interest Surveys• Family Communication

and Input• Positive Behavioral

Supports• Information About

Individual Students• Parent Communication• Physical Space• Routines and Transitions

Special Education:• Reinforcement Schedules• Functional Behavioral

Assessments• Behavior Intervention

Plans

Reading:• Foundational Knowledge

NMTEACH 1ENMTEACH 2ANMTEACH 2BNMTEACH 2DNMTEACH 2ENMTEACH 4AInTASC Standard #1InTASC Standard #2InTASC Standard #3InTASC Standard #5InTASC Standard #8InTASC Standard #9InTASC Standard #10CEC Standard 2CEC Standard 5CEC Standard 7IDA-KPS Standard 1

• Candidates will create a physical space that fosters a positive learning environment that encourages active learning and participation.

• Candidates will model classroom procedures and routines while utilizing student input to determine specific criteria.

• Candidates will implement proactive behavior management systems that account for individuals with exceptionalities and students from diverse backgrounds.

• Candidates will create school to home connections that allow for family input, communication and collaboration.

• Create a diagram that exhibits key points demonstrating an understanding of classroom’s physical space that promotes learning.

• Video recording of classroom collaborative activity that shows evidence of established rules, expectations, and habits of academic discourse.

• Reflection of student interest survey/profiles of the impact of the data and how it drives instruction. Design monthly surveys aligned to instruction that will gather input and feedback from families.

• Research multiple positive behavioral support systems that is appropriate for exceptionalities in the classroom. Give a short video blog on your chosen PBS system demonstrating why you chose it, the research behind it, and how it will benefit students.

• Create an artifact that exemplifies your procedures and routines, so that a guest teacher knows your routines and can implement them successfully.

• Explain major research findings regarding the contribution of environmental factors to the prediction of literacy outcomes (e.g., language spoken at home, language and literacy experiences, cultural values).

Examples of Course Module Topics, Standards, Outcomes and Assessments

Dimension Sophisticated

18-20 pts

Competent

12-17 pts

Needs Work

0-11 pts

Insight/Reflection Position is clearly stated. Reflection and next steps on adjustment is evident.

5 pts

Position is clearly stated. Reflection is evident without insight on adjustment.

3-4 pts

Position is vague. Reflection and insight are unclear.

0-2 pts

Evidence-Based Design is highly relevant and is presented accurately and completely – the method, results, and implications are all presented accurately.

5 pts

Design is relevant and is mostly accurate and complete – there are some unclear components or some minor errors in the method, results or implications.

3-4 pts

Design selected is not relevant to the paper/project or is vague and incomplete – components are missing or inaccurate or unclear. Major errors in the logic are present.

0-2 pts

Student-Driven Work is student-driven, including evidence of connecting with students, community, culture, and awareness driving the outcome.

5 pts

Work includes some insight into student interests, community and culture.

3-4 pts

Work has no evidence of being driven by student interest.

0-2 pts

Outcome/Product Product is coherently organized, and the logic is easy to follow. There are no spelling or grammatical errors and terminology is clearly defined. Writing is clear and concise and persuasive.

5 pts

Product is generally well organized and most of the logic is easy to follow. There are only a few minor spelling or grammatical errors, or terms that are not clearly defined. Writing is mostly clear but may lack conciseness.

3-4 pts

Product is poorly organized and difficult to read – does not flow logically from one part to another. There are several spelling and/or grammatical errors; technical terms may not be defined or are poorly defined. Writing lacks clarity and conciseness.

0-2 pts

ANTICIPATED STRENGTHS

• AN INNOVATIVE SOLUTION FOR PUTTING MORE PREPARED TEACHERS INTO NEWMEXICO CLASSROOMS

• BRIDGING THE NMTEACH PATHWAY AND THE TRADITIONAL PATHWAY

• CLOSE COLLABORATION WITH SCHOOL DISTRICTS, CHARTERS, AND EDUCATIONALENITITIES

• REGIONAL COHORTS- LIFE LONG PROFESSIONAL CONNECTIONS

• BLENDED INSTRUCTION- ADDS A PERSONAL CONNECTION

• PRACTITIONER-BASED- PROVEN HIGHLY EFFECTIVE EDUCATORS AS INSTRUCTORS

• CURRICULUM- APPLIES TO CURRENT CLASSROOM PRACTICES

• A GOOD WAY TO LEAP INTO THE PROFESSION AND GREAT WAY TO LEAP INTO AMASTER’S PROGRAM.

ANTICIPATED CHALLENGES

• IDENTIFYING THE THREE REGIONS FOR THE INITIAL ROLE OUT OF LEAP- REGIONAL MEETINGS WILL OCCUR TO FOLLOW A PROCESS FOR SELECTION

• THE NUMBER OF PARTICIPANTS WILL DETERMINE THE FEE OF THEPROGRAM

• MARKETING THE PROGRAM AT THIS LATE OF DATE

WE LOOK FORWARD TO

YOUR QUESTIONS AND

FEEDBACK…