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Teacher Preparation Institution (TPI) Corrective
Action Protocol
Michigan State Board of Education Presentation
August 11, 2009
1
8/11/092
Purpose of TPI Corrective Action Protocol
• Response to June 2006 SBE Teacher Preparation Institution Performance (TPI) Score Rubric
• Compliance with Higher Education Act [HEA] Title II, Section 208
• Provide technical assistance for Michigan TPIs categorized as “at-risk” or “low-performing”, based on TPI performance score rubric
8/11/093
TPI Corrective Action Status
• “At-risk” status designated when TPI performance score is 52 to 55 points
• “Low-performing” status designated when TPI performance score is less than 52 points
• Maximum TPI performance score is 70 points: MTTC aggregate score (30 pts), program reviews (10 pts), program completers (10 pts), candidate and supervisor survey (10 pts), diversity (5 pts), and subject area need (5 pts)
8/11/094
TPI Corrective Action Levels
• Level 1 Corrective Action: 1st two years of “at-risk” status
• Level 2 Corrective Action: 1st two years of “low-performing status or beginning 3rd year “at-risk”
• Level 3 Corrective Action: beginning 3rd year as “low-performing” or initially “at-risk” TPI beginning 2nd year as “low-performing”
8/11/095
TPI Corrective Action Response
• Public notification
• Adjust program emphasis
• Consultation with OPPS staff
• Conduct TPI self-assessment
8/11/096
TPI Corrective Action Response
• Develop and Implement TPI plan of improvement
• Notify students of status
• Notify accrediting agency of status
• SBE may rescind approval
8/11/097
TPI Self-Assessment
• Self-assessment tool based on the National Commission on Teaching and America’s Future (NCTAF) model
• The Self-assessment must be conducted in the first year that an institution is designated for corrective action at Level 1 or 2.
• Must be updated annually
8/11/098
TPI Self-Study Components
• Part A is an institutional descriptive section, including demographic and faculty load information.
• Part B asks institutions to unpack their performance status and examine deeper questions of quality control, of focus and related issues.
8/11/099
TPI Self-Study Components
• Part C requires the identification of assessment mechanisms used in the program to assure quality teacher preparation.
• Part D focuses on the assessment of clinical practice and performance assessment of effective teaching skills.
8/11/0910
TPI Self-Study Key Issues
• Review data for both the institution and Education program;
• Identify control points—admission decisions, feedback to feeder schools and community colleges;
• Identify faculty quality and involvement;
• Examine program use of MTTC and other assessment data.
8/11/0911
TPI Improvement Plan
• Based on self-assessment, and performance score criteria including analysis of data and program control points– Establish objectives for each criteria
and identify strategies for meeting those objectives
– Report plan and progress to MDE
8/11/0912
TPI Improvement Plan
• Follow up on impact and revise plan each year until satisfactory status achieved or program approval rescinded by SBE
8/11/0913
TPI Corrective Action Protocol
• Contacts:
• Flora L. Jenkins, 517/373-6505, [email protected]
• Catherine Smith, 517/335-0874, [email protected]
• Steve Stegink, 517/241-4945, [email protected]