Compact for the

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					DRAFT – March 16, 2001 DRAFT2 -- March 17, 2001 DRAFT3 – April 3, 2001 DRAFT4 – April 23, 2001 DRAFT5 – May 29, 2001

Compact for Professional Excellence in Teaching and Learning

[PETAL]

DRAFT – March 16, 2001 DRAFT2 -- March 17, 2001 DRAFT3 – April 3, 2001 DRAFT4 – April 23, 2001 DRAFT5 – May 29, 2001

1 Preface The Consortium for Educational Change [CEC] has been working closely with the Educational Testing Service [ETS] for the purpose of supporting CEC districts in their efforts to develop and implement professional teacher development and evaluation processes aligned with researched best practices. It is hoped that this work might be carried throughout the State of Illinois. An opportunity exists to create a system for professional development from preservice experiences through the entire career of teachers. We are offered an opportunity to work closely with all partners: colleges of education, school districts, regional offices of education, Illinois Education Association, Educational Testing Service, and the Illinois Certification Board and Illinois State Board of Education. These partners will work together to influence how teachers are prepared and licensed; how teachers are mentored, inducted, and evaluated; how professional development plans for recertification are developed; and how experienced teachers move to attainment of National Board of Professional Teaching Standards [NBPTS] certification. Partners in this Compact are committed to new ways of thinking about teaching that are supported by a strong research base and reflect best practices for teaching and learning. Purpose The purpose of the Compact is to support and accelerate member districts‟ learning about and use of A Framework for Teaching [Danielson, 1996] to enhance, promote, and sustain professional practice resulting in improved student learning.

DRAFT – March 16, 2001 DRAFT2 -- March 17, 2001 DRAFT3 – April 3, 2001 DRAFT4 – April 23, 2001 DRAFT5 – May 29, 2001

2 Rationale Close examination of practice is common to all professions – education, medicine, law, accounting, among others. Establishing definitions of expertise and procedures to certify emerging and advanced professionals offers evidence of the profession‟s commitment to hold all members to high standards. “A framework for professional practice [in teaching] can be used for a wide range of purposes, from meeting novices‟ needs to enhancing veterans‟ skills” [Danielson, 1996, p.2]. Districts require a research-based definition of good teaching practice and processes to support teachers in implementing such practice. Danielson and ETS offer such a definition and support. Danielson‟s [1996] work in the development of the Framework for Teaching is based on extensive research on teaching and teacher evaluation. She used the work of Gage, Wittrock, Hunter, Shulman, and others. In addition her work includes examination of state standards for certification across the United States, the Praxis Series from the Educational Testing Service, the National Board for Professional Teaching Standards [NBPTS], and the standards from the Interstate New Teacher Assessment and Support Consortium [INTASC]. ETS has developed training and other processes to implement the Danielson Framework. Within the context of CEC‟s Emerging Curriculum, the Framework for Teaching provides a set of standards and a rubric for feedback and assessment which is a critical component in building the Metrics/Information System part of the Curriculum. Since Danielson‟s research connects the Framework with Best Practices, the Framework appropriately aligns the Metrics/Information System with Best Practices in teaching. So,

DRAFT – March 16, 2001 DRAFT2 -- March 17, 2001 DRAFT3 – April 3, 2001 DRAFT4 – April 23, 2001 DRAFT5 – May 29, 2001

3 Danielson‟s Framework provides a valuable resource in implementing CEC‟s Emerging Curriculum. Strategies      Share and pool resources [economy of scale] Pursue Induction/Mentor Training Pursue Trainers of Mentors Training Pursue Trainers of Evaluators Training Implement "Introduction to the Framework" training through sharing experiences and strategies   Share experiences and strategies in implementing Induction/Mentor programs Use Framework to structure the development of a portfolio process for 3rd year teachers for standard certificate - share experiences and strategies  Use Framework to structure development of a portfolio process for recertification - share experiences and strategies  Use Framework as an overall structure for professional development system [The Framework provides a powerful resource to support the staff development efforts required in the Baldrige Category 5 Human Resources area and to support the implementation of CEC‟s Emerging Curriculum in the areas of Metrics/Information and Best Practices. In fact, the Framework is a resource for implementing the staff development called for by any systemic, continuous improvement methodology] - share experiences and strategies

DRAFT – March 16, 2001 DRAFT2 -- March 17, 2001 DRAFT3 – April 3, 2001 DRAFT4 – April 23, 2001 DRAFT5 – May 29, 2001

4  Use Framework for teacher evaluation [including training of evaluators] -- share experiences and strategies  Use Framework to explore new approaches to compensation [work with CPRE/Allan Odden, MacArthur Foundation, ISBE, ETS] -- share experiences and strategies

Commitments of the Compact Participants
        Commit to building an understanding of the Framework for Teaching Develop a collaborative relationship network with Compact partners Contribute expertise to improvement in student learning and in teaching Align professional learning opportunities to the Framework Align teacher evaluation systems to the Framework Participate actively on Compact Steering Committee Contribute resources for training district/college people in the Framework Involve Board of Education, Superintendent, and Teacher Association in providing leadership to the Compact    Involve Regional Offices of Education in providing leadership to the Compact Involve Illinois State Board of Education in providing leadership to the Compact Involve Deans, Department Heads, and Faculty in providing leadership to the Compact  Practice publicly in a learning community with other districts and communicate efforts to local community  Cooperate fully with research efforts to study and validate effect of the

DRAFT – March 16, 2001 DRAFT2 -- March 17, 2001 DRAFT3 – April 3, 2001 DRAFT4 – April 23, 2001 DRAFT5 – May 29, 2001

5 Framework on student learning and teacher development

Action Plan   Adopt Compact/Join Assign members to Compact Steering Committee [CSC], ideally representing all 3 anchors from a School District      Plan first CSC meeting Dates for Mentor Training Dates for Trainers of Trainers Dates for Introduction to Framework at District/University Plan data collection

DRAFT – March 16, 2001 DRAFT2 -- March 17, 2001 DRAFT3 – April 3, 2001 DRAFT4 – April 23, 2001 DRAFT5 – May 29, 2001

6 Partners and Roles  Consortium for Educational Change – Role – Facilitate and provide logistical support for Compact  Educational Testing Service – Role – Provide professional expertise [training and processes/products] and evaluation of Compact effectiveness  Illinois Education Association/National Education Association – Role – Support Compact locals and CEC in Compact efforts  Illinois State Board of Education Role – Staff person to sit on Compact Steering Committee and support Compact efforts  … Regional Office of Education – Role – Assist with logistical support and resources, build awareness in community, and align staff development efforts with Compact efforts  …. School District Role – Participate in Compact activities in line with commitments  …. College/University Role – To implement Compact efforts in preservice teacher education

DRAFT – March 16, 2001 DRAFT2 -- March 17, 2001 DRAFT3 – April 3, 2001 DRAFT4 – April 23, 2001 DRAFT5 – May 29, 2001

7 COMMITMENT TO THE COMPACT FOR PROFESSIONAL EXCELLENCE IN TEACHING AND LEARNING Based on a desire to make significant improvement in our school system through a collaborative partnership with other districts, regional offices of education, and colleges and universities, the undersigned, on behalf of [district, regional office, or college/ university]

accept the premises and the commitments that are outlined in the Compact.

_________________________________________________ Superintendent of Schools _________________________________________________ Board of Education President _________________________________________________ Association President

________________ Date ________________ Date ________________ Date

_________________________________________________ Dean of College or School of Education _________________________________________________ Program/Department Chair

________________ Date ________________ Date

_________________________________________________ Regional Superintendent

_______________ Date

DRAFT – March 16, 2001 DRAFT2 -- March 17, 2001 DRAFT3 – April 3, 2001 DRAFT4 – April 23, 2001 DRAFT5 – May 29, 2001

OUTCOMES STRATEGIES/PROCESSES Knowledge and application of a system 01-02 Develop a mentoring process for mentoring and induction 01-02 Train mentors

INDICATORS By end of 2003-2004 school year Mentor process developed 100%

02-03 Implement mentoring process in # of Mentors trained 75% district # of New teachers mentored 75% Share with and learn from one another

Knowledge and application of a process for teacher supervision and evaluation
   student success

Develop evaluation systems aligned with Framework

By end of 2003-2004 school year A Bargained evaluation process consistent with Framework 100% # of Evaluators trained 75%

Orientation process for staff around Build teaching around proven strategies for new evaluation plan
Base evaluation systems on standards to promote professional practices Integrate a comprehensive program and evaluation process

Train evaluators (Administrators/others doing evaluations) Evaluator Training will carry Administrative Academy credit Share with and learn from one another Explore Peer Review

# of Staff oriented 75% Some Districts piloting a Peer Review Process. District Processes to assess Teacher and Evaluator Satisfaction with Evaluation Processes

DRAFT – March 16, 2001 DRAFT2 -- March 17, 2001 DRAFT3 – April 3, 2001 DRAFT4 – April 23, 2001 DRAFT5 – May 29, 2001

OUTCOMES Capacity for developing and sustaining professional development
 Develop and sustain a common understanding of proven professional practices

STRATEGIES/PROCESSES
Adopt Danielson Framework as template for professional development 01-02 Develop strategy for orientation of teachers 01-02 Train people to introduce Framework to teachers 01-02 Implement orientation strategy

INDICATORS
By end of 2003-2004 school year Strategy developed 100% # of People trained to introduce Framework 75% # of People oriented to Framework 75%



Develop and sustain leadership opportunities

Share with and learn from one another

Resource alignment to support and sustain professional development

Share with and learn from one another Commit staff time to be responsible for coordination/implementation of Framework [Framework Facilitators] CEC/ROE/University people to „staff‟ the Compact

# of Persons named as “Framework Facilitators” (Framework Facilitators would be individuals who act as a resource and support within the district in the implementation of the Framework, in areas such as training, training trainers, coordinating, and coaching) # of Persons named to Compact „Staff‟

Evaluate effect of Compact on Teaching Quality

Share with and learn from one another Internal – Continued improvement of process with feedback External – ETS evaluates Compact

Examples of improvement in teaching ETS Document Compact Participant Satisfaction Data

DRAFT – March 16, 2001 DRAFT2 -- March 17, 2001 DRAFT3 – April 3, 2001 DRAFT4 – April 23, 2001 DRAFT5 – May 29, 2001

OUTCOMES Use of Framework for Recertification Process
    Planning and Preparation Classroom Environment Instruction Professional Responsibilities

STRATEGIES/PROCESSES Share with and learn from one another Assist teachers in aligning recertification plan with Framework Offer internal/external staff development activities aligned with Framework Work with/Train LPDCs in use of Framework Create exemplars for individual plans and SIP

INDICATORS # of Teacher PDP aligned with Framework # of Offerings from Providers aligned with Framework # of LPDCs trained Have numerous exemplars available

Pilot with ETS and ISBE Process for Gaining 1st Standard Certificate through Modified Portfolio aligned with Framework [by end of 3rd year w/ Initial License]

Share with and learn from one another Negotiate pilot with ETS and ISBE and Compact Districts/Universities Get ISBE staff on Compact Steering Committee

Pilot negotiated ISBE participates in Compact ISBE references Compact in other places

DRAFT – March 16, 2001 DRAFT2 -- March 17, 2001 DRAFT3 – April 3, 2001 DRAFT4 – April 23, 2001 DRAFT5 – May 29, 2001

OUTCOMES Use Framework to support and encourage teachers to pursue NBPTS certification

STRATEGIES/PROCESSES Share with and learn from one another Orientation to NBPTS process Mentor Teachers through process Financial support for teachers

INDICATORS # of Teachers pursuing NB # of Teachers achieving # of Districts financially supporting process Incentives developed

Financial incentives for achievement of NBPTS certification

Still needed: NLU will develop a section of Outcomes/Strategies/Processes/Indicators dealing with the use of the Framework in the pre-service training of prospective teachers including work prior to student teaching as well as student teaching. NLU will develop a section of Outcomes/Strategies/Processes/Indicators dealing with type 75 Administrator preparation programs which will integrate the Framework into the preparation of Administrators. a Glossary, which defines terms such as mentor, evaluator, etc.

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