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TIPS 2012: Days 1 & 2 Questions and Answers This research addresses teacher-generated questions based on the first two days of TIPS 2012.

Below is a discussion of most of the topics that participants asked questions about as well as research regarding the larger questions we need to address in the areas of teacher preparation and

principal standards, licensing, and evaluation.

One item to note – we have summarized certain best practices and recommendations from NCTQ’s report, The 2011 State Teacher Policy Yearbook. These recommendations come from NCTQ and do

not necessarily represent Stand for Children’s or TIPS participants’ preferences for improving each of

the areas discussed. We include them here as a way to move our discussion of how to improve teacher preparation forward.

Teacher preparation programs: State requirements TIPS questions addressed in this section:

How should we measure the quality of teacher preparation programs?

How do we currently determine the quality of a teacher preparation program and are

there any best practices we should pursue in this area?

Essential research questions:

To what standards/requirements are teacher preparation programs held in Colorado?

What standards/requirements are considered to be exemplars?

As of now, teacher preparation programs in Colorado are not directly and formally evaluated based on

the outcomes of the teachers they train and produce. Instead, teacher preparation programs are required by the

state to meet certain curricular requirements. These requirements include instruction in the science of reading,

math coursework, 800 hours of student field experience, and academic majors for elementary teacher

candidates.

For Colorado’s regulations regarding approval of teacher preparation programs, see Appendix A. Since

Massachusetts is frequently identified as an exemplar state in terms of teacher preparation, their regulations can

be found in Appendix B. Below is a list of policies that the National Council on Teacher Quality identifies as

weak areas for Colorado, as well as NCTQ’s best practice state policies and guidelines for improvement.

Entering a teacher preparation program

Policy Colorado NCTQ’s Best Practices NCTQ’s Guidelines

Academic

proficiency of

applicants

No test of academic

proficiency required.

TX requires test of academic

proficiency normed to general

college-bound population;

minimum scores are selective.

Require minimum SAT/ACT/GRE

scores for admittance to all

teaching programs.

Admission to

alternative route

programs

Does not have stricter

academic requirements

than traditional routes.

DC, MI require a minimum GPA

of 3.0.

Require a minimum GPA of

2.75.

2

During a teacher preparation program

Policy Colorado NCTQ’s Best Practices NCTQ’s Guidelines

General coursework

Minimum number of

credit hours in each

area (oral and written

communication, critical

thinking, social

sciences, humanities,

science) not specified.

MA 36 credit hours in the core

subject areas of English,

science, social studies, and fine

arts; NCTQ does not suggest

how these 36 hours should be

distributed.

Teacher prep

faculty

Can take all courses

from education faculty

for content areas.

MA, IN, UT CDHE requires higher education

institutions to ensure arts and

sciences faculty teach content

courses relating to secondary

education licensure; extend this

to elementary teacher

candidates.

Math coursework

No content or minimum

credit hour requirements

for math coursework.

IN, MA require preparation in

numbers & operations, algebra,

geometry & measurement, and

data analysis & probability.

Specify minimum credit hours

for math coursework; specify

required content of math

coursework; assign minimum

credit hours for each specific

content area.

Majors/minors

No major/minor required

for middle school

teachers.

AK, GA, PA Require a major/minor in the

subject(s) middle school

teachers intend to teach.

Student teaching

No student teaching

requirements (800

hours “field experience”

may include classroom

observations, assisting

licensed teachers,

student teaching,

internships).

AL, AK, CT, FL, HA, IA, KN, KT,

MI, MN, MS, NE, NC, ND, OH,

OK, OR, PA, RI, SC, SD, TN,

TX, VT, WA, WV, WI: Require at

least 10 weeks of full-time

student teaching.

Require at least 10 weeks of

student teaching.

Cooperating

teachers

No requirements for

cooperating teachers.

FL, TN require cooperating

teachers to be chosen based on

their effectiveness.

Choose cooperating teachers

based on their effectiveness.

A lternate routes

coursework

Coursework for alternate

routes is not specific.

CT, AK, DE, GA, NJ NCTQ does not provide an

exemplar distribution of

coursework hours in specific

areas; suggests grade-level or

subject-level seminars,

methodology, classroom

management, assessment, and

reading instruction, as well as

an induction, practice-teaching,

specialized mentorship

opportunity for all candidates.

No more than 12 credit hours

(6 in the summer, 3 in the fall,

3

3 in the spring) should be

required in the first year.

Alternate route programs should

not exceed six 3-credit courses

for secondary teachers and eight

3-credit courses for elementary

teachers over the duration of the

program, limited to two years

total.

Exiting teacher preparation: Testing TIPS questions addressed in this section:

What type of content literacy is currently being taught in teacher preparation

programs? What type of literacy skills/science of reading knowledge is taught to elementary

teachers in teacher prep programs? What should be the assessment that is used at the time people exit their teacher prep

program? If we use a paper and pencil exam, what is a realistic minimum test score in a subject

area to suggest re: PLACE/Praxis? What needs to be done to elevate/raise the bar on Praxis/PLACE tests? Do we need to

change the cut score and/or look at multiple measures exams?

Essential research questions:

What are current testing requirements for teacher candidates in Colorado? What are exemplar testing requirements for teacher candidates?

As mentioned above, Colorado does not require minimum coursework hours in any subject for teacher

preparation programs. Therefore, the type and extent of content literacy and science of reading knowledge being

taught in teacher preparation programs is difficult to determine and most likely varies from program to program.

One way to evaluate what teacher candidates are being taught and their mastery of that material is

through pre-licensure testing. Though it is not a qualitative evaluation of a teacher’s classroom skills and

abilities, testing can be used to confirm a teacher’s content knowledge and pedagogical knowledge, two crucial

elements of successful teaching. As of now, the Colorado Revised Statutes (SB 00-195) ban the use of any

exam except content area tests; basic skills and pedagogical assessments are not only not required, but

prohibited.

Instead, teacher candidates in Colorado are only required to pass the content area exam (PRAXIS II or

PLACE) corresponding to the subject they plan to teach. For example, an elementary teacher candidate only

needs to take and pass an elementary education content test, which includes all elementary subjects. By

contrast, Massachusetts requires its elementary teacher candidates to pass a multi-subject general curriculum

exam as well as mathematics and reading subtests.

Appendix C contains examples of Colorado’s PLACE and PRAXIS II exams required for elementary

certification. Since Massachusetts’ tests and testing requirements are frequently identified as exemplar prac tice,

examples of their exams are attached in Appendix D.

4

Below is a list of policies that the National Council on Teacher Quality identifies as weak areas for

Colorado in the area of licensure testing, as well as NCTQ’s best practice state policies and guidelines for

improvement.

Policy Colorado NCTQ’s Best Practices NCTQ’s Guidelines

Elementary

subtests

Elementary teachers

can pass Praxis II or

PLACE and still fail

entire subject area

sections.

IN, UT adopted Praxis II

“Elementary Education: Multiple

Subjects” test – candidates must

pass subtests in reading,

language arts, math, social

studies, and science.

Adopt the Praxis II “Elementary

Education: Multiple Subjects” test

for elementary teachers, and

require candidates to pass all

subtests.

Praxis I I and the

Common Core

Standards

Praxis II is not aligned

to the Common Core

Standards.

MA’s testing requirements are

based on state’s curriculum.

Subject matter tests for

elementary teacher candidates

should be aligned with the

Common Core Standards.

Science of reading

ins truction

assessment

(elementary)

No assessment for the

science of reading

instruction for

elementary teachers.

CT, MA, VA require that

candidates pass a comprehensive

assessment on the five elements

of instruction (phonemic

awareness, phonics, fluency,

vocabulary, and comprehension).

Colorado requires that teacher

prep programs provide training in

“phonological and linguistic skills

related to reading,” including

phonemic awareness, concepts

about print, systematic and

explicit phonics, reading

comprehension, and vocabulary

development. This knowledge

should be assessed by a rigorous

test of reading instruction.

Mathematics

assessment

(elementary)

No specific

assessment for math

knowledge for

elementary teachers.

MA utilizes a separately scored

math subtest that covers topics

specifically geared to the needs of

elementary teachers.

Require elementary teacher

candidates to pass a rigorous test

in math addressing areas of

numbers & operations, algebra,

geometry & measurement, and

data analysis & probability.

Science and social

s tudies subject

mat ter (secondary)

No subject matter

testing within science

or social studies for

secondary teachers.

NJ requires candidates to pass

individual content tests in

science.

IN requires candidates to pass

content testing for general social

studies license.

GA, SD do not offer secondary

general social studies

certification; single subject social

studies licenses only.

Require secondary science and

social studies teachers to pass

subject-matter tests in each

content area they will teach.

Pedagogy

assessment

No pedagogy test for

licensure (SB 00-195

prohibits anything

other than content).

AZ, CA, FL, IL, MN, NM, NY, OK,

TX have assessments to measure

pedagogical knowledge and skills.

Though Colorado is considering

using the Teacher Performance

Assessment (TPA), it is unclear

whether this will be used for

licensure given the statutory

constraints (SB 00-195).

5

Special education

assessment

Special education

teachers only need to

pass elementary

content test.

LA, PA, TX Special education teachers who

provide services to secondary

students should be required to

pass specific subject area tests.

A lternate route

secondary

teachers

Alternate route

secondary teachers

are not required to

take subject area

tests.

DC, MI do not require a content-

specific major; subject-area

knowledge demonstrated by

passing a content test.

Alternate route candidates should

be required to pass subject-area

tests.

What are the minimum scores for licensure tests in Colorado?

What are exemplar minimum scores for licensure tests?

As mentioned above, teacher candidates in Colorado must pass the PRAXIS II or PLACE exams

pertaining to their subject area. Below is a list of the exams accepted by Colorado, as well as passing scores for

each PRAXIS II exam (the passing score for all PLACE exams is 220).

PRAXIS II Accepted Exams

Exam Passing score in

Colorado

(as of 5/1/12)

Highest passing score

(as of 5/1/12)

Educational Testing

Service Recognition of

Excellence* score

#0341 Audiology 600 600

(CO, MS, NC, ND,

OH, VT)

n/a

#0014 or #5014

Elementary Education

147 154

(MT)

181

#0041 English

Language, Literature

and Composition

162 172

(VA)

192

#0061 Mathematics 156 156

(CO)

165

#0401 School

Psychologist

165 165

(CO, FL, MA, SC, TX,

UT, VT, WI)

n/a

#0435 General

Science

152 166

(UT)

185

#0081 Social Studies 150 162

(CT)

184

#0330 Speech-

Language Pathology

600 600

(AR, CA, CO, GA, KY,

MO, MS, ND, NY, OH,

OR, PA, TN, VT, WI,

WV)

n/a

*The ETS Recognition of Excellence (ROE) Award honors test takers who achieve exceptional individual

performance on selected Praxis II® tests. It is awarded to test takers who meet or exceed the ROE target score

determined by the top 15 percent of candidates who took the test in previous years.

6

PLACE Accepted Exams

Administrator (Superintendent) Physical Education

Agriculture Principal

Art Reading Specialist

Business Education Reading Teacher

Drama Russian

Early Childhood Education School Counselor

Elementary Education School Librarian

English School Social Worker

Family and Consumer Studies Science

French Social Studies

Gifted and Talented Spanish

German Special Education Generalist

Health Special Education: Severe Needs-Cognitive

Instructional Technology Special Education: Severe Needs-Affective

Italian Special Education: Severe Needs-Visually Impaired

Japanese Special Education: Severe Needs-Deaf/Hard of Hearing

Latin Special Education: Severe Needs-Communication

Linguistically Diverse Special Education: Profound Needs

Linguistically Diverse Bilingual Education Early Childhood Special Education

Marketing Education Speech

Mathematics Technology Education (Industrial Arts)

Music

*Not captured in the passing scores listed above is the rigor

Policy Colorado NCTQ’s Best Practices NCTQ’s Guidelines

Passing score

(elementary

content

assessment)

Elementary content

licensure test passing

score is set well

below the mean

(~16th percentile).

MA sets passing score for

elementary licensing test at the

average for all test takers (50th

percentile).

Massachusetts’ passing score of

the average for all test takers is

not considered by the NCTQ to be

best practice. The NCTQ does not

suggest a more appropriate

benchmark.

Licensure: Initial, renewal, and advancement TIPS questions addressed in this section:

What are the teacher standards in SB 191?

Essential research questions:

What is the process for teacher licensure renewal and advancement in Colorado? What are exemplar processes for teacher licensure renewal and advancement?

What are the barriers for improving the teacher licensure renewal/advancement

processes in Colorado? For initial licensure in Colorado, all candidates must:

hold the appropriate degree for the license or endorsement program completed at a regionally accredited

U.S. institution or a degree earned at an equivalent foreign institution of higher education

complete an approved educator preparation program

7

pass an accepted subject area exam for their certification area, such as one of the PRAXIS or PLACE

submit the appropriate application forms and fees

Below are teacher licensure policies that NCTQ identifies as possible areas of improvement for

Colorado, as well as best practices.

Policy Colorado NCTQ’s Best Practices NCTQ’s Guidelines

K-8 license

Offers a K-8 generalist

license.

AL, AK, CT, DE, DC, FL,

GA, HA, IN, IA, KN, KT,

LA, MD, MA, MS, MO,

NJ, NY, NC, OH, PA, SC,

TN, TX, VT, VA, WV, WY

do not offer a K-8 license.

Eliminate the K-8 generalist license.

K-12 Special

Education

license

Offers K-12 special

education certification.

LA, PA, TX Eliminate the K-12 special education

certification; provide grade-specific

options; state should require core-

subject coursework relevant the grade

level.

Part-

t ime/temporary

licenses

Adjunct Instructor

Authorization (limited

part-time) can teach

enrichment areas outside

of required content areas

without passing a subject

matter exam.

AK requires individuals

seeking a part-time

license to pass a subject-

matter test and to

complete specifically-

designed pedagogy

training.

Candidates for a part-time teaching

license should be required to pass a

subject-matter test.

Out -of-state

teachers

Out-of-state teachers with

three years experience do

not have to take licensing

tests.

AL, TX require certified

teachers from other states

to meet testing

requirements; do not use

coursework or recency to

determine eligibility.

Require all out-of-state teachers to take

the appropriate licensing tests; move

away from transcript analysis and

recency requirements.

L icensure

advancement

Licensure advancement

and renewal is not based

on teacher effectiveness.

RI integrates certification,

certification renewal, and

educator evaluation.

Teachers with poor

evaluations for five

consecutive years are not

eligible for certification

renewal. Teachers with

consistently “highly

effective” ratings will be

eligible for a special

license designation.

Licensure advancement and renewal

should be based on teacher

effectiveness, not on coursework

requirements or advanced degree

completion.

8

Colorado and Massachusetts Licensing Exams Colorado elementary teacher candidate exams

http://www.ets.org/Media/Tests/PRAXIS/pdf/0014.pdf

http://www.place.nesinc.com/PDFs/CO_FLD001_studyguide.pdf

Massachusetts elementary teacher candidate exams

http://www.mtel.nesinc.com/PDFs/MA_FLD003_SubtestI_PRACTICE_TEST.pdf

http://www.mtel.nesinc.com/PDFs/MA_FLD053_PRACTICE_TEST.pdf PLACE Principal Licensing Exam

http://www.place.nesinc.com/PDFs/CO_FLD080_studyguide.pdf

Colorado Principal Standards

http://www.cde.state.co.us/EducatorEffectiveness/downloads/Council%20Meeting%20Documents/1.28.11/1.28_Mtg_Attachment_4-

Colorado_Principal_Standards_and_Elements_Jan_31.pdf

Principals: Preparation, licensure, and evaluation TIPS questions addressed in this section:

What are the standards for principal preparation programs?

What are the principal licensure requirements? Does the current principal PLACE test

cover being an instructional leader? What are the principal standards in SB 191 and how will principals be evaluated

under the new system?

Essential research questions:

To what standards/requirements are principal preparation programs held in Colorado?

As with teacher preparation programs, the Code of Colorado Regulations lists certain requirements for

principal preparation programs. Currently, there is no system in place that evaluates preparation programs

based on the success of their principal candidates in each of the required areas.

1 CCR 301-37 Rules for the Administration of the Educator L icensing Act of 1991

http://www.sos.state.co.us/CCR/Rule.do?deptID=4&deptName=300%20Department%20of%20Education&ag

encyID=109&agencyName=301%20Colorado%20State%20Board%20of%20Education&ccrDocID=2044&c

crDocName=1%20CCR%20301-

37%20RULES%20FOR%20THE%20ADMINISTRATION%20OF%20THE%20EDUCATOR%20LICENSING%2

0ACT%20OF%201991&subDocID=56041&subDocName=2260.5-R-6.00%20%20Performance-

Based%20Principal%20Licensure%20Standards.&version=13

2260.5-R-6.00 Performance-Based Principal Licensure Standards.

The following shall serve as standards to guide the development of the content of principal and

administrator professional education programs offered by institutions of higher education and as a standard

for the ongoing professional development of these educators.

6.01 Standard One: Foundations For Leadership.

9

The principal shall behave ethically and be knowledgeable about how to create an environment that

encourages and develops responsibility, ethics, and citizenship, in self and others, and set the direction

for a school community committed to and focused on learning.

6.02 Standard Two: Contextual Understanding.

The principal shall acknowledge, and address in planning, the internal and external factors affecting

the school and the learning process.

6.03 Standard Three: Planning And Organization.

The principal is knowledgeable about the elements of planning; plan implementation; and

organizational, change, and time management. The principal shall be able to:

6.04 Standard Four: Content Knowledge Instruction.

The principal is knowledgeable about all requisite Colorado Model Content Standards and knows and is

able to demonstrate effective instructional and assessment methodologies and strategies.

6.05 Standard Five: Individualization of Instruction.

The principal is knowledgeable about instruction, especially as related to the Colorado Model Content

Standards and closing the achievement gap.

6.06 Standard Six: Management And Evaluation of Instruction.

The principal is knowledgeable about the appraisal of instructors, as related to student learning.

6.07 Standard Seven: Supervision of Personnel.

The principal is knowledgeable about national, state, and local district personnel policies.

6.08 Standard Eight: Supervision of Student Conduct.

The principal is knowledgeable about the design of a positive learning environment focused on student

achievement and characterized by appropriate and acceptable standards of student conduct and

effective behavior management strategies.

6.09 Standard Nine: Resources.

A principal is knowledgeable about the principles and practices for the fiscal management of schools or

school districts. A principal should be an ethical business manager, responsible for the fiscal health of

the school and entrepreneurial about locating non-state revenue sources to provide enhancements to

the instructional process.

6.10 Standard Ten: School Site Safety and Maintenance.

The principal shall be knowledgeable about how to assure a safe learning environment in a secure,

well-maintained facility.

6.11 Standard Eleven: Parent and Community Involvement.

The principal shall be knowledgeable about effective communication, decision-making, and

interpersonal problem-solving and conflict-resolution strategies

What is the process for principal licensure in Colorado?

1 CCR 301-37 Rules for the Administration of the Educator L icensing Act o f 1991

http://www.sos.state.co.us/CCR/Rule.do?deptID=4&deptName=300%20Department%20of%20Education&ag

encyID=109&agencyName=301%20Colorado%20State%20Board%20of%20Education&ccrDocID=2044&c

crDocName=1%20CCR%20301-

37%20RULES%20FOR%20THE%20ADMINISTRATION%20OF%20THE%20EDUCATOR%20LICENSING%2

0ACT%20OF%201991&subDocID=56041&subDocName=2260.5-R-6.00%20%20Performance-

Based%20Principal%20Licensure%20Standards.&version=13

2260.5-R-6.00 Performance-Based Principal Licensure Standards.

6.12 To be licensed as an Administrator, an applicant shall have completed a bachelor's or higher degree or

higher from a four-year accepted institution of higher education, and shall have completed an approved

administrator program, and shall have demonstrated the competencies specified below:

10

6.12(1) In addition to knowledge of and the ability to demonstrate the requirements i sections 6.02 - 6.11

of these Rules, as appropriate and applicable.

6.12(2) The administrator shall be knowledgeable about the content of administration, in general, and, as

appropriate and/or applicable to the position or program of administration, shall demonstrate the ability to

provide effective:

6.12(2)(a) organizational management and leadership.

6.12(2)(b) direction to relevant personnel and others, including, but not limited to evaluation of

licensed personnel, where appropriate.

6.12(2)(c) correlation of the administrative position, and/or program, to student academic and related

progress, through the:

6.12(2)(c)(i) planning, implementation, and evaluation of relevant activities.

6.12(2)(c)(ii) identification of, respect for, and incorporation of, those aspects of student and school

community demography, and student, family, and community culture, which can engender and

sustain community support for rigorous standards for, and high expectations of, all students, as related

to their learning and academic achievement.

6.12(2)(c)(iii) application of pertinent research, which has resulted in proven documented evidence of

successful practice(s).

6.12(2)(d) communication, to a variety of audiences, in a variety of settings, and on topics which may

be controversial.

6.12(2)(e) decision-making, which involves affected stakeholders.

6.12(2)(f) human and community relations skills, including, but not limited to diplomacy and conflict

resolution.

6.12(2)(g) application(s) of technology.

6.12(2)(h) group process.

6.12(2)(i) program marketing strategies.

6.12(2)(j) mentoring, to students, educational staff, and community members.

6.12(2)(k) boardsmanship.

6.12(2)(l) fiscal and resource management and resource-development strategies.

Initial Principal L icense

http://www.cde.state.co.us/cdeprof/Licensure_Prin_req.asp

Completion of an approved principal preparation program at a regionally accredited institution of higher

education,

PLACE Principal exam, and

Three or more years of full-time successful experience as a licensed or certificated teacher, principal,

administrator, or special service provider.

The PLACE Principal exam includes the following concepts: Foundations of Educational Leadership

(29% of exam), Promoting Continuous School Improvement (21%), Leading the Instructional Program (29%),

and Managing the School Organization (21%). Specific objectives measured in each of the four categories are

listed below; for more detailed information about each objective, see Appendix E.

Foundations of Educational Leadership

Understand the leadership role of the principal within the school community.

Understand principles and practices of effective communication and collaboration with all

members of the school community.

Understand diversity in the school and community, methods for working effectively with

individuals and groups from diverse backgrounds, and strategies for ensuring a positive,

11

equitable school environment that promotes all students' learning.

Understand legal and ethical guidelines related to the role of the principal.

Promoting Continuous School Improvement

Understand how to lead the school community in creating and implementing a sustainable

educational vision, setting goals, and ensuring accountability for achieving goals.

Understand the process of change within the school environment and strategies for initiating,

managing, and monitoring change.

Understand principles and practices of comprehensive planning and the use of data-driven

decision-making and problem solving to promote achievement of defined goals.

Leading the Instructional Program

Understand principles of and procedures for planning curriculum and instruction.

Understand principles of instruction and how to implement effective instruction and

assessment to promote all students' achievement of learning standards.

Understand how to create a safe, positive, and supportive school learning environment

focused on student achievement and characterized by appropriate and acceptable standards

of student conduct.

Understand how to supervise and evaluate instructional staff and promote the professional

development of self and staff.

Managing the School Organization

Understand organizational, operational, and human resource management.

Understand procedures for ensuring a safe, secure learning environment and for managing

the school's physical plant and auxiliary services.

Understand fiscal and resource management in schools.

How will principals be evaluated under SB 191? During the 2011-2012 school year, the principal evaluation system under SB 191 went through the

development and beta testing phase. In 2012-2013, a validation study of the system will be conducted in pilot

districts; in 2013-2014, statewide rollout will begin, with full statewide implementation beginning in 2014-

2015.

The current statewide definition of principal effectiveness is as follows:

Effective principals in the state of Colorado are responsible for the collective success of their schools,

including the learning, growth and achievement of both students and staff. As the school’s primary

instructional leader, effective principals enable critical discourse and data-driven reflection about

curriculum, assessment, instruction, and student progress, and create structures to facilitate

improvement. Effective principals are adept at creating systems that maximize the utilization of

resources and human capital, foster collaboration, and facilitate constructive change. By creating a

common vision and articulating shared values, effective principals lead and manage their schools in a

manner that supports the school’s ability to promote equity and to continually improve its positive

impact on students and families.

Derived from this definition are seven principal quality standards, and a number of specific elements related to

each standard. These are listed below; for a more detailed description, see Appendix F. All seven standards are

weighted so that a principal’s evaluation is comprised of 50% professional practice standards (I -VI) and 50%

student growth measures (VII). A principal can be rated as ineffective, partially effective, effective, or highly

effective.

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The Seven Colorado Principal Quality Standards and Their Related Elements and Artifacts

I : St rategy

a. Vision, mission, and strategic goals

b. School improvement plan

c. Leading change

d. Distributive leadership

I I : Instruction

a. Curriculum, instruction, learning, and assessment

b. Instructional time

c. Implementing high-quality instruction

d. High expectations for all students

I I I: Culture

a. Intentional and collaborative school culture

b. Commitment to the whole child

c. Equity pedagogy

d. Efficacy, empowerment, and a culture of continuous improvement

IV: Human Resources

a. Professional development/learning communities

b. Recruiting, hiring, placing, mentoring, and dismissal of staff

c. Teacher and staff evaluation V: Management

a. School resources and budget

b. Conflict management and resolution

c. Systematic communication

d. School-wide expectations for students and staff

e. Supporting policies and agreements

VI : External Development

a. Family and community involvement and outreach

b. Professional leadership responsibilities

c. Advocacy for the school

VI I : Student Growth

a. Student academic achievement and growth

b. Student growth and development

c. Use of data

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Appendix A Code of Colorado Regulations

http://www.sos.state.co.us/CCR/

1 CCR 301-37 Rules for the Administration of The Educator Licensing Act of 1991

2260.5-R-5.00 Standards for the Approval of the Program Content of Professional Education and Professional Development of Teachers and Special Service Personnel.

The following shall serve as standards for the licensing of all teacher education candidates in Colorado and reflect the knowledge and skills required of beginning teachers.

5.01 Standard One: Knowledge of Literacy:

The teacher shall be knowledgeable about student literacy development in reading, writing, speaking, viewing, and listening. The teacher has demonstrated the ability to:

5.01(1) Plan and organize reading instruction based on ongoing assessment. 5.01(2) Develop phonological and linguistic skills related to reading including:

5.01(2)(a) Phonemic awareness. 5.01(2)(b) Concepts about print.

5.01(2)(c) Systematic, explicit phonics. 5.01(2)(d) Other word identification strategies.

5.01(2)(e) Spelling instruction. 5.01(3) Develop reading comprehension and promotion of independent reading

including: 5.01(3)(a) Comprehension strategies for a variety of genre.

5.01(3)(b) Literary response and analysis. 5.01(3)(c) Content area literacy.

5.01(3)(d) Student independent reading. 5.01(4) Support reading through oral and written language development including:

5.01(4)(a) Development of oral English proficiency in students. 5.01(4)(b) Development of sound writing practices in students including language

usage, punctuation, capitalization, sentence structure, and spelling.

5.01(4)(c) The relationships among reading, writing, and oral language. 5.01(4)(d) Vocabulary development.

5.01(4)(e) The structure of standard English. 5.01(5) Utilize Colorado Model Content Standards in Reading and Writing for the

improvement of instruction.

5.02 Standard Two: Knowledge of Mathematics: The teacher shall be knowledgeable about mathematics and mathematics instruction. The

teacher has demonstrated the ability to:

5.02(1) Develop in students an understanding and use of: 5.02(1)(a) Number systems and number sense

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5.02(1)(b) Geometry

5.02(1)(c) Measurement 5.02(1)(d) Statistics and probability

5.02(1)(e) Functions and use of variables 5.02(2) Utilize Colorado Model Content Standards in Mathematics for the improvement

of instruction.

5.03 Standard Three: Knowledge of Standards and Assessment: The teacher shall be knowledgeable about strategies, planning practices, assessment

techniques, and appropriate accommodations to ensure student learning in a standards-based curriculum. The teacher has demonstrated the ability to:

5.03(1) Design short and long range standards-based instructional plans.

5.03(2) Develop valid and reliable assessment tools for the classroom. 5.03(3) Develop and utilize a variety of informal and formal assessments, including

rubrics. 5.03(4) Assess, compare and contrast the effects of various teaching strategies on

individual student performance relative to content standards. 5.03(5) Use assessment data as a basis for standards-based instruction.

5.03(6) Provide effective verbal and written feedback that shape improvement in student

performance on content standards. 5.03(7) Prepare students for the Colorado Student Assessment Program (CS AP), Third

Grade Literacy Assessment, and other assessments of educational achievement. 5.03(8) Ensure that instruction is consistent with school district priorities and goals, the

Colorado Model Content Standards, and the 1999 Colorado Accreditation Program.

5.04 Standard Four: Knowledge of Content: The elementary teacher is knowledgeable, in addition to literacy and mathematics in the

following content areas: civics, economics, foreign language, geography, history, science, music, visual arts, and physical education. Middle school and secondary content teachers

shall be knowledgeable in literacy and mathematics and expert in their content endorsement area(s). The teacher has demonstrated the ability to:

5.04(1) Utilize content knowledge to ensure student learning.

5.04(2) Enhance content instruction through a thorough understanding of all Colorado model content standards.

5.04(3) Apply expert content knowledge to enrich and extend student learning. 5.04(4) Integrate literacy and mathematics into content area instruction.

5.05 Standard Five: Knowledge of Classroom and Instructional Management: The teacher is knowledgeable about classroom practice in order to successfully manage time,

communications, and record keeping procedures that will support and enhance student learning. The teacher has demonstrated the ability to:

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5.05(1) Create a learning environment characterized by acceptable student behavior,

efficient use of time, and disciplined acquisition of knowledge, skills, and understanding.

5.05(2) Apply sound disciplinary practices in the classroom. 5.05(3) Apply appropriate intervention strategies and practices to ensure a successful

learning environment. 5.05(4) Raise the academic performance level of a group of students, over time, to a

higher level. 5.05(5) Understand the cognitive processes associated with various kinds of learning

(e.g. critical and creative thinking, problem structuring and problem solving, invention, memorization and recall) and ensure attention to these learning processes

so that students can master content standards. 5.05(6) Work in cooperation with library media and other resource specialists in

providing student instruction on how to access, retrieve, analyze, synthesize and evaluate information, and integrate these information literacy skills into the curriculum

to accomplish standards-based learning activities. 5.05(7) Accurately document and report ongoing student achievement.

5.05(8) Communicate with parents and guardians effectively in order to involve them as participants and partners in student learning.

5.05(9) Communicate a variety of assessment results, and their implications to students,

parents, guardians, professionals, administrators, and the community.

5.06 Standard Six: Knowledge of Individualization of Instruction: The teacher is responsive to the needs and experiences children bring to the classroom,

including those based on culture, community, ethnicity, economics, linguistics, and innate learning abilities. The teacher is knowledgeable about learning exceptionalities and conditions

that affect the rate and extent of student learning, and is able to adapt instruction for all learners. The teacher has demonstrated the ability to:

5.06(1) Employ a wide range of teaching techniques to match the intellectual,

emotional, and social level of each student, and choose alternative teaching strategies and materials to achieve different curricular purposes.

5.06(2) Design and/or modify standards-based instruction in response to diagnosed student needs, including the needs of exceptional learners and English language

learners. 5.06(3) Utilize his/her understanding of educational disabilities and giftedness and their

effects on student learning in order to individualize instruction for these students. 5.06(4) Teach students within the scope of a teacher's legal responsibilities and

students' educational rights, and follow procedures as specified in state, federal and

local statutes. 5.06(5) Develop and apply individualized education plans.

5.06(6) Collect data on individual student achievement and be accountable for each child's learning.

5.06(7) Use specific knowledge of student medical conditions and medications and their possible effects on student learning and behavior.

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5.07 Standard Seven: Knowledge of Technology:

The teacher is skilled in technology and is knowledgeable about using technology to support instruction and enhance student learning. The teacher has demonstrated the ability to:

5.07(1) Apply technology to the delivery of standards-based instruction.

5.07(2) Use technology to increase student achievement. 5.07(3) Utilize technology to manage and communicate information.

5.07(4) Apply technology to data-driven assessments of learning. 5.07(5) Instruct students in basic technology skills.

5.08 Standard Eight: Democracy. Educational Governance and Careers in Teaching:

The teacher recognizes the school's role in teaching and perpetuating our democratic system. The teacher knows the relationships among the various governmental entities that create

laws, rules, regulations, and policies that determine educational practices. The teacher has demonstrated the ability to:

5.08(1) Model and articulate the democratic ideal to students, including:

5.08(1)(a) The school's role in developing productive citizens. 5.08(1)(b) The school's role in teaching and perpetuating the principles of a

democratic republic.

5.08(2) Model, and develop on the part of the students, positive behavior and respect for the rights of others, and those moral standards necessary for personal, family, and

community well being. 5.08(3) Understand and respond to influences on educational practice including:

5.08(3)(a) Federal and state constitutional provisions. 5.08(3)(b) Federal executive, legislative and legal influences.

5.08(3)(c) State roles of the governor, legislature and State Board of Education. 5.08(3)(d) Local school districts, boards of education and boards of cooperative

educational services. 5.08(3)(e) Non-traditional and non-public schools, including: charter schools,

religious schools and home schooling. 5.08(3)(f) Public sector input from business, advocacy groups, and the public.

5.08(4) Promote teaching as a worthy career and describe various career paths in education, including local, state, national, and international options, higher

education, public and private education. 5.08(5) Evaluate his/her own performance and access the professional development

options necessary to improve that performance.

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Appendix B

Code of Massachusetts Regulations

http://www.doe.mass.edu/lawsregs/603cmr7.html

603 CMR 7.00

Regulations for Educator Licensure and Preparation Program Approval The following is a selection of regulations related to teacher preparation programs. For a complete list and description of regulations, visit http://www.doe.mass.edu/lawsregs/603cmr7.html.

7.03: Educator Preparation Program Approval

(2) Required Program Components

(a) Initial L icense. All sponsoring organizations and approved programs leading to the Initial

license shall provide the following components:

1. Preparation that addresses the following:

a. Subject matter knowledge requirements for the license. See 603 CMR 7.06,

7.07, 7.09, and 7.11. The following additional requirements apply to

baccalaureate teacher preparation programs:

i. For elementary, teacher of students with moderate disabilities,

teacher of students with severe disabilities, teacher of the deaf and

hard of hearing, and teacher of the visually impaired licenses: not

less than 36 semester hours in upper and lower level arts and

sciences coursework addressing the relevant subject knowledge

topics for those licenses set forth in 603 CMR 7.06. Some of this

coursework might also count toward the required arts or sciences

major or general education requirements.

ii. For middle school licenses: 36 semester hours in a

mathematics/science or English/history program of studies. This

does not exclude the possibility of obtaining a single subject license

in any of these subjects for grades 5-8.

iii. For the general science license: at least 36 semester hours

addressing the topics for the general science license.

b. Knowledge of appropriate student learning standards in Massachusetts

Curriculum Frameworks.

c. Professional Standards for Teachers (603 CMR 7.08) or Professional

Standards for Administrative Leadership (603 CMR 7.10), including the use

of Massachusetts Curriculum Frameworks in instruction.

d. Application of knowledge in practice.

2. Pre-practicum.

3. Practicum or practicum equivalent.

4. License-specific assessment of candidate performance during the practicum or

practicum equivalent, using guidelines developed by the Department.

5. Appropriate services for advising candidates.

6. Official transcripts of all candidates enrolled in each program.

7. Preparation and expertise that is appropriate for the respective roles and

responsibilities of all professional educational faculty, faculty in the academic

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discipline most appropriate to the instructional field, and school district personnel

involved in approved programs to prepare educators for licensure.

7.06: Subject Matter Knowledge Requirements for Teachers

(1) Biology (Levels: 5-8; 8-12)

(a) Biology of organisms, especially that of humans, including characteristics and

classifications of organisms.

(b) Cells and cell theory.

(c) Ecology and evolutionary biology.

(d) Matter and energy in ecosystems.

(e) Genetics, including chromosome structure and function and inheritance.

(f) Molecular biology.

(g) Related aspects of chemistry, physics, earth science, and mathematics, such as statistics.

(h) Engineering and technical applications of biology.

(i) History and philosophy of science.

(j) Methods of research in the sciences, including laboratory techniques and the use of

computers.

(7) Elementary (Levels: 1-6)

(a) The following topics will be addressed on the Foundations of Reading test:

1. Reading theory, research, and practice.

a. Knowledge of the significant theories, practices, and programs for

developing reading skills and reading comprehension.

b. Phonemic awareness and phonics: principles, knowledge, and instructional

practices.

c. Diagnosis and assessment of reading skills using standardized, criterion-

referenced, and informal assessment instruments.

2. Development of a listening, speaking, and reading vocabulary.

3. Theories on the relationships between beginning writing and reading.

4. Theories of first and second language acquisition and development.

(b) The following topics will be addressed on the General Curriculum test:

1. English.

a. Children's and young adult literature.

b. Adult literature, classical and contemporary works.

c. Genres, literary elements, and literary techniques.

d. Nature, history, and structure of the English language: lexicon and

grammar.

e. Approaches and practices for developing skill in using writing tools.

f. Writing process and formal elements of writing and composition.

2. Mathematics.

a. Basic principles and concepts important for teaching elementary school

mathematics in the following areas:

i. Number and operations (the foundation of topics in 603 CMR

7.06 (7) (b) 2. a. ii. - iv.).

ii. Functions and algebra.

iii. Geometry and measurement.

iv. Statistics and probability.

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b. Candidates shall demonstrate that they possess both fundamental

computation skills and comprehensive, in-depth understanding of K-8

mathematics. They must demonstrate not only that they know how to do

elementary mathematics, but that they understand and can explain to

students, in multiple ways, why it makes sense.

c. The Commissioner, in consultation with the Chancellor of Higher

Education, shall issue guidelines for the scope and depth of knowledge

expected in mathematics, described in 603 CMR 7.06 (7) (b) 2 a. and b.

3. History and Social Science.

a. Major developments and figures in Massachusetts and U.S. history from

colonial times to the present.

b. Major developments and figures in world history, with stress on Western

civilization.

c. Basic economic principles and concepts.

d. Basic geographical principles and concepts.

e. U.S. political principles, ideals, founding documents, institutions, and

processes, their history and development.

4. Science and Technology/Engineering.

a. Basic principles and concepts of the life sciences appropriate to the

elementary school curriculum.

b. Basic principles and concepts of the physical sciences appropriate to the

elementary school curriculum.

c. Principles and procedures of scientific inquiry.

d. History of major scientific and technological discoveries or inventions.

e. Safety issues related to science investigations.

(c) The following topics shall be included in an approved program but will not be addressed

on a written test of subject matter knowledge:

1. Science laboratory work.

2. Child development.

a. Basic theories of cognitive, social, emotional, language, and physical

development from childhood through adolescence.

b. Characteristics and instructional implications of moderately and severely

disabling conditions.

3. Basic principles and concepts in each of the visual and performing arts (art, music,

drama/theater, dance).

4. Basic principles and practices in physical education.

5. Basic principles and practices related to personal and family health.

(8) English (Levels: 5-8; 8-12)

(a) Literature.

1. American literature including the Colonial Period; the Revolutionary Period;

American Romanticism and the American Renaissance (to include Hawthorne,

Emerson, Melville, Whitman, and Thoreau); the Civil War and the post-war period;

and fiction, poetry, drama from the early 20th century to the present.

2. World literature including British literature (including the Anglo-Saxon period, the

Middle Ages, the Renaissance, the Restoration and the 18th century, the Romantic

Period, the Victorian Period, and the 20th century) and other European literature;

literature of Africa, Latin America and Asia; Ancient Greek and Roman literature; the

Bible as literature; world myths and folktales.

3. Characteristics of the different genres of literature.

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4. Various schools of literary criticism.

(b) Language.

1. History and structure of the English language.

2. Knowledge of the rules and conventions of standard written and spoken English.

(c) Rhetoric and composition.

1. Principles of classical rhetoric.

2. Modern and contemporary theories of rhetoric.

3. Similarities and differences between oral and written communication.

(d) Reading theory, research, and practice at the middle and high school level.

(13) History (Levels: 1-6; 5-8; 8-12)

(a) The following topics will be addressed on a subject matter knowledge test for the 1-6 level:

1. United States history from the age of exploration to the Civil War.

2. World history from human beginnings and ancient and classical civilizations of the

Mediterranean area; and English and Western European history through the

Enlightenment.

3. Geography: major physical features of the world and key concepts of geography.

4. Basic economic principles and concepts.

5. United States political principles, institutions, and processes, their history and

development.

6. Major developments and figures in Massachusetts history.

(b) The following topics will be addressed on a subject matter knowledge test for the 5-8 and

8-12 levels:

1. United States History: indigenous people of North America; European settlements

and colonies; the American Revolution; expansion, reform, and economic growth of

the United States up to the Civil War; the Civil War and Reconstruction; European

immigration, industrialization, and scientific and technological progress; the two

World Wars; and the United States from 1945 to the present.

2. World History: human beginnings and early civilizations (Africa, Mesopotamia,

Phoenicia, Egypt, India, China); roots of Western civilization (Israel, Greece, Rome);

English and Western European history; Renaissance and the age of exploration;

development of Asia, Africa, and South America; age of revolutionary change in

Europe; the world in the era of two World Wars; and the world from 1945 to the

present.

3. Geography.

a. Major physical features of the world.

b. Key concepts of geography and its effects on various peoples.

4. Economics.

a. Fundamental economic concepts and economic reasoning.

b. American economic history.

5. Government.

a. Principles of American government and the Founding Documents of the

United States.

b. Comparative government.

6. History and Philosophy of Science.

7. Methods and Sources for Research in History.

(17) Mathematics (Levels: 1-6; 5-8; 8-12)

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(a) The following topics will be addressed on a subject matter knowledge test for the 1-6 level:

1. Basic principles and concepts related to elementary school mathematics in the

areas of number sense and numeration, patterns and functions, geometry and

measurement, and data analysis.

2. Algebra.

3. Euclidean geometry.

(b) The following topics will be addressed on a subject matter knowledge test for the 5-8 level:

1. Algebra.

2. Euclidean geometry.

3. Trigonometry.

4. Discrete/finite mathematics.

5. Introductory calculus through integration.

6. History of mathematics.

(c) The topics set forth in 603 CMR 7.06 (17) (b) and the following topics will be addressed on a

subject matter knowledge test for the 8-12 level:

1. Abstract algebra.

2. Number theory.

3. Calculus through differential equations.

4. Probability and statistics.

5. Non-Euclidean and transformational geometries.

6. Applied mathematics or mathematics modeling.

7.08: Professional Standards for Teachers

(1) Application. The Professional Standards for Teachers define the pedagogical and other professional

knowledge and skills required of all teachers. These Standards are used by teacher preparation

providers in preparing their candidates, by the Department in reviewing programs seeking state

approval, and by the Department as the basis of performance assessments of candidates. Candidates

shall demonstrate that they meet the Professional Standards by passing a Performance Assessment for

Initial License:

(a) In the practicum or practicum equivalent phase of preparation for the Initial License; or

(b) As part of the Performance Assessment Program.

The Department will issue guidelines for each type of performance assessment to reflect

differences in growth in professional knowledge and skills.

(2) Standards for All Teachers Except L ibrary and Speech, Language, and Hearing Disorders Teachers

(a) Plans Curriculum and Instruction.

1. Draws on content standards of the relevant curriculum frameworks to plan

sequential units of study, individual lessons, and learning activities that make

learning cumulative and advance students' level of content knowledge.

2. Draws on results of formal and informal assessments as well as knowledge of

human development to identify teaching strategies and learning activities

appropriate to the specific discipline, age, level of English language proficiency, and

range of cognitive levels being taught.

3. Identifies appropriate reading materials, other resources, and writing activities for

promoting further learning by the full range of students within the classroom.

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning

activities.

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5. Plans lessons with clear objectives and relevant measurable outcomes.

6. Draws on resources from colleagues, families, and the community to enhance

learning.

7. Incorporates appropriate technology and media in lesson planning.

8. Uses information in Individualized Education Programs (IEPs) to plan strategies for

integrating students with disabilities into general education classrooms.

(b) Delivers Effective Instruction.

1. Communicates high standards and expectations when beginning the lesson:

a. Makes learning objectives clear to students.

b. Communicates clearly in writing and speaking.

c. Uses engaging ways to begin a new unit of study or lesson.

d. Builds on students' prior knowledge and experience.

2. Communicates high standards and expectations when carrying out the lesson:

a. Uses a balanced approach to teaching skills and concepts of elementary

reading and writing.

b. Employs a variety of content-based and content-oriented teaching

techniques from more teacher-directed strategies such as direct instruction,

practice, and Socratic dialogue, to less teacher-directed approaches such

as discussion, problem solving, cooperative learning, and research projects

(among others).

c. Demonstrates an adequate knowledge of and approach to the academic

content of lessons.

d. Employs a variety of reading and writing strategies for addressing learning

objectives.

e. Uses questioning to stimulate thinking and encourages all students to

respond.

f. Uses instructional technology appropriately.

g. Employs appropriate sheltered English or subject matter strategies for

English learners

3. Communicates high standards and expectations when extending and completing

the lesson:

a. Assigns homework or practice that furthers student learning and checks it.

b. Provides regular and frequent feedback to students on their progress.

c. Provides many and varied opportunities for students to achieve

competence.

4. Communicates high standards and expectations when evaluating student learning:

a. Accurately measures student achievement of, and progress toward, the

learning objectives with a variety of formal and informal assessments, and

uses results to plan further instruction.

b. Translates evaluations of student work into records that accurately convey

the level of student achievement to students, parents or guardians, and

school personnel.

(c) Manages Classroom Climate and Operation.

1. Creates an environment that is conducive to learning.

2. Creates a physical environment appropriate to a range of learning activities.

3. Maintains appropriate standards of behavior, mutual respect, and safety.

4. Manages classroom routines and procedures without loss of significant instructional

time.

(d) Promotes Equity.

1. Encourages all students to believe that effort is a key to achievement.

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2. Works to promote achievement by all students without exception.

3. Assesses the significance of student differences in home experiences, background

knowledge, learning skills, learning pace, and proficiency in the English language

for learning the curriculum at hand and uses professional judgment to determine if

instructional adjustments are necessary.

4. Helps all students to understand American civic culture, its underlying ideals,

founding political principles and political institutions, and to see themselves as

members of a local, state, national, and international civic community.

(e) Meets Professional Responsibilities.

1. Understands his or her legal and moral responsibilities.

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.

3. Maintains interest in current theory, research, and developments in the academic

discipline and exercises judgment in accepting implications or findings as valid for

application in classroom practice.

4. Collaborates with colleagues to improve instruction, assessment, and student

achievement.

5. Works actively to involve parents in their child's academic activities and

performance, and communicates clearly with them.

6. Reflects critically upon his or her teaching experience, identifies areas for further

professional development as part of a professional development plan that is linked

to grade level, school, and district goals, and is receptive to suggestions for growth.

7. Understands legal and ethical issues as they apply to responsible and acceptable

use of the Internet and other resources.