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EPSB Vision Statement
Every public school teacher and administrator in Kentucky is an accomplished professional committed to helping all children become productive members of a global society.
The Education Professional Standards Board promotes high levels of student
achievement by establishing and enforcing rigorous professional standards for preparation, certification, and responsible and ethical behavior of all professional educators in Kentucky.
EPSB Mission Statement
Every approved educator preparation program meets or exceeds all accreditation standards and prepares knowledgeable, capable teachers and administrators who demonstrate effectiveness in helping all students reach educational achievement.
EPSB Goal 1
Purpose b
“An efficient and effective public school system must provide equal educational opportunities for all children, regardless of race, gender, geographic location, diverse learning need, or the financial standing of family or community. Kentucky schools are accountable for closing the achievement gaps that exist among demographic groups."
from Kentucky Supreme Court 1990
Charge
Kentucky schools are charged with reaching proficiency by 2014 with school district administrators and teachers held accountable for rigorous performance standards tied to annual assessments.
Charge
Educators need rank change/master’s degree programs that have rigor and relevancy and equip them to move student learning to higher levels. The master’s degree programs should not only be concerned with transmission of knowledge but should facilitate involvement in the processes by which knowledge is attained.
Why Redesign is Necessary
● EPSB requirement for Rank II● Research on value of having a Master’s degree● Need for additional professional pathways● Need for advanced skills
New Teacher survey results Assessment of student learning Use of technology Differentiated instruction
Master’sProgram Design
● Collaboration with districts in design of programs● Collaboration with Arts and Science faculty on
design of programs● Focus on student achievement● Differentiated program based upon candidate
interests and needs● Include endorsements/enriched permissions● Establish professional learning communities● Effective utilization of assessment data
Master’sProgram Design
● Support job-embedded professional experiences for candidates
● Permits multiple career pathways● Address ease of transferability across institutions in
the program approval process● Utilize mixed delivery methods that might include:
Face-to-Face Workshops/seminars/symposia On-line or distance learning Practicum Weekend/night District locations Exemplary practitioners
• Evaluate high-quality research on student learning
• Emphasize differentiated learning and classroom management
• Emphasize candidate expertise in content knowledge, as applicable
• Emphasize reflections that inform practice
• Emphasize leadership development
• Provide clinical experiences that enhance student achievement
• Align curriculum with state and national standards and Core Content/Program of Studies
Master’s Program Curriculum
Continuous Assessment
Continuous monitoring and evaluation of candidate progress which demonstrates the ability to impact P-12 student learning which might include:
• Evaluate practicum/clinical experiences
• Conduct and/or design research projects
• Develop a culminating performance-based assessment event (such as a TPA-like project)
Recommendations
Committee Recommendations:
• Combine the New and Experienced Teacher Standards into one set of Kentucky teacher standards
• Continue to grant rank changes through the 5th and 6th year options
• Continue to grant initial principal certification at the master’s level
• Require all advanced programs for rank change to be resubmitted for program review and approval
• Note: Committee members believe that out-of-state institutions should be held to the same standards as in-state institutions
EPSB Policy Issues
Developing out-of-state online program regulations
Updating of “New to Kentucky” Teachers’ Online Module
Addressing ease of transferability across institutions in the program approval process
Mission
To collaborate with Kentucky’s key educational partners for redesign of the preparation and professional support of school and district educational leaders: resulting in a seamless, career development process with a clear focus on improving student learning, growth, and achievement.
Purpose
The education leadership programs in Kentucky need to ensure future and current leaders demonstrate the proper dispositions and are tooled with the skills necessary to lead schools to high levels of achievement. Current leadership must not only manage the daily events of the school, but they are more importantly charged with ensuring their students have access to equitable and quality education.
Education Leadership Redesign
Work Groups
Preparation Programs
Professional Development
Induction & Working Conditions
Doctoral Programs
Preparation Programs Work Group
Recruitment and selection policies that ensure persons with high leadership potential and talent are being prepared to lead Kentucky schools
Strong emphasis on developing essential competencies necessary for improving the safe and efficient management of schools and increasing student achievement
Coherent goals, learning activities, and assessment around a shared set of values, beliefs, and knowledge about effective administrative practices that are researched based
Preparation Programs
Strong clinical training options throughout the programs that include extensive collaboration between postsecondary education institutions and school districts
Relevant field-based experiences
Instruction and the improvement of student learning, growth, and achievement
Problem-based learning which addresses state and national leadership standards
Preparation Programs
Mid-Year Report
● Candidates will develop an admission portfolio that contains the following:
Letters of recommendation from the applicant's principal or supervisor (Each local superintendent should collaborate with universities to establish requirements for the principal’s recommendation)
Copies of the candidate’s most recent performance appraisal (Districts and universities should collaborate on the development of the performance appraisal)
Evidence of knowledge of curriculum, instruction and assessment (Districts and universities should collaborate on what evidence shall be required)
Evidence of leadership and management potential, including most recent accomplishments
Preparation Programs
Mid-Year Report
Personal statement of the candidate’s career goals and how the program would assist the candidate in meeting those goals
Evidence of leadership and management potential, including most recent accomplishments
Educator preparation programs permit candidates with a baccalaureate or master’s degree to enter the program at a fifth year level with three years’ minimum teaching experience or demonstrated abilities
Preparation Programs
Mid-Year Report
Candidates will begin the practicum upon admission into the education preparation program and will be allowed 18-20 days a year to participate in the practicum
A mentor (who consults with the school to determine how to best meet the needs of the candidate) will be assigned for beginning candidates
The districts should be reimbursed for the utilization of a substitute teacher while a candidate participates in a practicum
Professional Development Work Group
Strong emphasis on developing the essential competencies necessary for improving the safe and efficient management of schools and increasing student achievement
A standards and research base with coherent goals, learning activities, and assessment around a shared set of values, beliefs, and knowledge about effective administrative practices
Instruction and the improvement of student learning, growth, and achievement
Problem-based learning while addressing state and national leadership standards
Professional Development
Provisions for high-quality professional development that strengthens current school leaders’ capacity to work with faculty in changing school and classroom practices to increase student learning, growth, and achievement
Alignment with state policies and NCLB for high-quality professional development
Recommendations for the establishment of an executive leadership academy for professional development focusing on the improvement of student learning, growth, and achievement by developing the instructional leadership and management expertise of Kentucky’s principals, especially for those in low performing schools/districts
Professional Development
Mid-Year Report
The focus is on a number of key issues:
• Accountability and quality control for professional development (PD) for administrators
• The Leadership Academy
• Standards for practice/statement of eligibility
• Recommendations in the areas of EILA approval process
• Alignment of PD standards to key principal competencies
• Creation of a data warehousing/tracking system to monitor/assess the relationship of PD being completed and the impact on student achievement
Induction and
Working Conditions
Work Group
Strong emphasis on developing the essential competencies and working conditions necessary for improving the safe and efficient management of schools and increasing student achievement
Field-based internships that incorporate problem-based learning and utilize cohort groups and mentors whenever possible and appropriate
Extensive collaboration between postsecondary
education institutions and school districts
Induction and
Working Conditions
Components for newly hired and other leaders which provide both collegial support and individual mentoring with documented evidence of the new principals’ or other education leaders’ abilities to focus on high levels of student learning, growth, and achievement
Requirements for demonstration of leadership competencies in real-life situations
Evaluative components based on state and national standards
Induction and
Working Conditions
Identify postsecondary education institution and school district resources that can be utilized to make educational leadership programs highly effective
Collection of information through surveys or other means
Analysis of current working conditions, detailing strengths and areas of concern
Suggested instructional leadership strategies which focus on student learning, growth and high achievement
Principal Induction Program Structure
YEAR ONE(principals & full-time assistant principals)
“Student-Principal” experience Individual acts as a principal under supervision
Strong focus on how to be an effective evaluator & on instructional leadership
Establish a structured support systemWritten plan reflecting how new principal will access resources such
as people, technology, literature, etc. to assist with problem-solving & professional growth
Principal Induction Program Structure
YEAR ONE(principals & full-time assistant principals)
A team-building component The principal formally identifies strengths & abilities of teachers &
other administrators, & develops an understanding of how they will contribute to his/her role as principal
Participation in an institute or symposium New & beginning principals share ideas, debrief, & build networks
Cohort Composed of 3-4 other principals going through the induction process
Principal Induction Program Structure
YEAR ONE(principals & full-time assistant principals)
Mentorship With an approved mentor. One (1) visit per month
Instructional modules Offered in a variety of media (e.g. online, face-to-face) that provide
content & instruction based on activities correlated with the rhythm of the school (e.g. budget, state assessment analysis) and other Critical Success Factors
Principal Induction Program Structure
YEAR TWO(principals)
AssessmentThree (3) observations per year by each committee member (mentor,
superintendent, & administrator educator) of current practices and professional growth plan
Intern Work SampleDocumentation illustrating successful implementation of Critical
Success FactorsPGPSample SBDM agendas & minutesCSIPSample teacher evaluationsSchool budgetSample student disciplinary interventions
Principal Induction Program Structure
YEAR TWO(principals)
Committee meetingsThree (3) times per year with intern to
discuss standards, observations, & work sampleevaluate work performance formulate a PGP to work on items of concern
Trainings, PD, & book studiesSuggested as part of the PGP at each observation cycle
EvaluationFinal determination of Induction success or repetition of the Induction
process for one year
Determine how P-12 student performance can be used to assess a principal’s performance.
KPIP committee uses principal’s Individual Growth Plan (IGP) generated in the district to focus its coaching efforts with the principal intern.
University and LEA staff will co-design/revise & co-deliver instructional modules to all Year 1 & 2 induction interns that correlate with the rhythm of the school.
Principal Induction
Other Tasks / Activities
Principal Induction
Other Tasks / Activities
Local district evaluation and the KPIP process should inform one another
Selection of principal interns is critical and there should be collaboration and agreement between the superintendent and SBDM Council.
Develop a university reward system for participation as an administrator educator
Doctoral Programs Work Group
Strong demonstration of need
Evidence of high quality content
Clear demonstration of collaboration among existing doctoral programs and comprehensive universities
Evidence of alignment of high quality masters and principal preparation programs
Doctoral Programs Work Group
Mid-Year Report
Agreed that the most important point to consider is that any educational doctorate programs must align with the work of the larger task force regarding redesign of the principal preparation programs in Kentucky and ongoing work by the EPSB in the redesign of masters’ programs in the state
Reviewed and discussed various position papers and research articles regarding this area
Discussed the importance of “need” when establishing these programs in the future
Began the formulation of criteria for what constitutes “need”
Discussed various delivery models and their relationship to current “principal academies” in the state
Doctoral Programs Work Group
Mid-Year Report Settled on three major tasks:
Designing criteria for the best program design (to be viewed in light of eventual recommendations from other work groups)
Designing outcomes and assessments for potential graduates of these programs
Constructing a survey as a basis for determining need to be administered to potential students in such programs and potential employers
Finalized survey questions and sent to UK Survey Center for formatting assistance
Refined survey based on input from UK Survey Center and subcommittee members
Doctoral Programs Work Group
Mid-Year Report
Solicited EPSB purchase of survey software; formulated target groups of those with administrative certification (potential candidates) and superintendents SBDM members, and state school board chairs (potential employers)
Launched survey to potential doctoral program candidates on 1/10/07 and potential employers on 1/17/07
Closed survey on February 2 with an strong response rate (1614 respondents to the Potential Applicants Survey and 384 to the Employer Survey
Reviewed responses and formulated plans for constructing the subcommittee’s final report