Annually, the State Professional Standards and Practices Board for Teaching reports on its activities over the past year. This is the Board’s tenth annual report.
For Information.
Board co-chairs Eric Gidseg and Debra Colley will present an oral report of the Standards Board’s activities during 2007-08 and its planned agenda for 2008-09. Patricia Roberts will present information on the Board’s development of proposed State professional development standards.
Regents Rule 3.14 stipulates that the State Professional Standards and Practices Board for Teaching reports to the Board of Regents annually.
In addition to a summary of the Standards Board’s activities over the past year, this report includes its preliminary priority agenda for next year. The Board is developing this agenda based upon the work begun this year on three priority initiatives, as well as on input from the Chancellor, Vice Chancellor, and Commissioner regarding additional priorities.
The following is a preliminary list of priority topics for 2008-2009:
1. Alternative programs:
2. Strengthening the continuum between theory and practice ("the disconnect"):
3. Special education certification:
4. Career and technical education:
5. Preparation of teachers for high needs schools:
Attachment A is a summary of activities for the period September 2007 through June 2008. Attachment B is the working draft of proposed professional development standards.
Attachment A
The Standards Board’s 2007-2008 agenda grew out of its two-year examination of research in effective practices in teacher preparation and development. The Board believes that teacher development must be seen as a continuum, from preparation, to mentoring and induction, and to continuing professional development throughout teachers’ careers. To be most effective, this development relies on a collaborative P-16 model that features seamless relationships among the many stakeholders, and that is based upon a shared sense of mission. The Board has used this model to establish its priority agenda (see attached graphic).
This past year, the Board selected three critical points on the continuum for study and the development of recommendations: teacher preparation policy, induction and mentoring for new teachers, and effective professional development. Three ad hoc committees were established, a description of which was shared with the Regents Higher Education Committee at its November 2007 meeting. The Board’s work has proceeded along these three lines throughout the year, as described below.
Following the description of the priority agenda is a summary of other accomplishments this past year.
The focus of this committee is on the quality of teacher preparation in New York State. In response to a discussion with Commissioner Mills in September, the committee produced a “Draft Proposal on Fiscal Incentives for P-16 Partnerships to Prepare Teachers,” built upon the P-16 model of collaborative preparation described above. The report, submitted to the Commissioner and Chancellor, describes a new approach to preparing the next generation of teachers. It was accepted by the Department as a model for funding pilot projects, but funding from the State Legislature was not forthcoming for this during the 2008-09 fiscal year.
The committee is now looking at current policy and examining data gleaned thus far from the process of accreditation of New York State higher education institutions over the past several years, in order to identify any areas for recommendations to strengthen teacher preparation. The committee is focusing on three aspects of policy: the pathways to teaching, program flexibility and P-16 collaboration in light of accreditation, and the outcomes of accreditation.
This committee has undertaken the crafting of mentorship standards, designed to dovetail with the professional development standards that are currently being developed. The Board’s goal is to create standards which will define high-quality, effective mentoring for beginning teachers and will serve as a guide in the development and implementation of comprehensive mentoring programs across the state. The committee has explored current research and has reviewed existing mentorship programs and standards across the country. They are beginning work on a draft of proposed standards tailored to coordinate with New York State learning standards. Their work is proceeding along two strands: standards relating to the work of mentors with beginning teachers and standards for mentoring programs, as part of teacher induction. The Board expects to have a draft document ready for review and comment next year.
This committee’s work grew out of the Board’s concern that, in order to help school districts provide the most effective professional development programs for teachers, New York State should adopt statewide professional development standards. Beginning with a writing retreat last summer, the committee has been drafting standards that would define high-quality, effective professional development; provide a framework that focuses on local district needs and priorities; support the professional development planning process used by public school districts; and align with student learning standards to improve student learning. A preliminary draft document (Attachment B) was shared with stakeholders in December 2007 and the committee is now in the process of revising the draft based upon initial input from the field. It is also developing recommendations for how such standards might be utilized. The Board will present its work thus far to the Board of Regents at the June meeting for Regents input, and will continue to work on the proposal over the summer. The Board expects to have a final draft proposal ready by the fall for Regents review and consideration.
The Standards Board completed its fifth year of participation in the Regents Accreditation of Teacher Education (RATE) program. A panel of the Higher Education Subcommittee reviewed staff reports and made recommendations to the Senior Deputy Commissioner of Education – P-16 regarding accreditation status of the teacher education programs at the following six higher education institutions:
The Professional Practices Subcommittee reviewed and acted on 72 cases brought under Part 83 of the Regulations of the Commissioner on teacher moral character requirements.
On March 12, 2008, Board members visited Executive and Legislative staff members and Legislators. For this sixth year of visits, members focused on critical issues to strengthen teaching:
The Professional Practices Subcommittee reviewed and approved funding of three new teacher centers for the 2007-2008 program year: Potsdam Central School, Gorham-Middlesex CSD, and Lynbrook UFSD.
The Standards Board reviewed proposed amendments to Commissioner’s Regulations in a variety of areas related to teaching and provided feedback and suggestions for revisions. These include:
The Board reviewed drafts of the Department’s report in response to Chapter 57 of the Laws of 2007, and voted its support of the report, with recommendations in six areas that address:
One member represented the Board on the Department Workgroup on Special Education. Several members attended the National Urban Alliance Teaching for Intelligence Conference held in Albany in March and the Regents Regional Meeting on May 12, 2008 on Improving Recruitment and Preparation of Teachers for Urban Education.
Attachment B
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Proposed New York State Professional Development Standards
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New York
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Professional Standards and Practices Board for Teaching
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November 2007 Draft
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Introduction
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New York State's Professional Development Standards are intended to define effective
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professional development for all teachers that will support implementation of New York State’s
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teacher professional development and tenure regulations. The development of teachers’
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knowledge and skills begins with rigorous teacher preparation programs that include both content
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and pedagogy, and continues throughout their careers through effective, ongoing, professional
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development. Achievement of these standards requires that teachers, in collaboration with building
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and district administrators, institutions of higher education and the New York State Education
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Department work together to ensure that professional development is of the highest quality and
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accessible to all teachers.
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When implemented, these standards and the related indicators will ensure high quality professional
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development by:
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- Providing a clear vision of high-quality professional development;
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- Providing a framework that focuses on local needs, priorities and resources and addresses
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New York State Professional Development Plan and Annual Professional Performance
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Review requirements;
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- Supporting the alignment of professional development with New York State Learning
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Standards to improve student learning and achievement; and
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- Allocating resources to support professional development priorities.
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Context for High-Quality Teacher Professional Development in New York State
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Teachers are the single most powerful influence on student learning. High quality teachers inspire,
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motivate, and empower their students to achieve their full potential. The New York State
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Professional Development Standards identify professional development that promotes and
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sustains continuous teacher development and growth. These Standards were derived from an
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analysis and modification of national, state, and professional standards, as applied to teaching in
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New York State. They rest on fundamental knowledge about contextual factors that are critical to
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ensuring that professional development is effective:
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- Effective professional development is that which improves the learning of all
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students, including those with different educational needs, learning styles, and incremental
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abilities, and those from diverse cultural and linguistic backgrounds.
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- Professional development is most effective when there are clear research-based
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expectations for what teachers should know and be able to do to support student
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learning. These expectations are reflected in the New York State Code of Ethics for
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Educators, District Professional Development Plans (CR100.2(dd)), Annual Professional
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Performance Reviews (CR100.2(o)), and Parts 52 and 80 of Commissioner’s Regulations.
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They are also enumerated and reflected in negotiated and collective bargaining
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agreements, job descriptions and assignments, performance appraisal systems, systems of
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rewards and incentives for teachers, and in the design and content of teacher professional
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development.
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- Professional development is most effective when it takes place in professional
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learning communities. These learning communities might take various forms, but they are
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all characterized by ongoing learning. They encourage individual and collaborative
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exploration, practice, and reflection. They foster collegiality and problem solving, and they
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emphasize continuous improvement in classrooms and schools.
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- Professional development is most effective when there is collaborative leadership
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and shared responsibility for improving teaching and learning. This leadership
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recognizes the value of high-quality professional development, encourages and facilitates
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collaborative participation, and communicates the benefits of professional development to
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stakeholders. Collaborative leadership for professional development recognizes that the
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pursuit of excellence is never-ending and embraces the individual and collective goals and
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talents of teachers, paraprofessionals, parents, school administrators, school boards,
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district and state staff, institutions of higher education, unions, and other stakeholders.
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- Professional development is most effective when there are adequate resources.
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Resources include money, people, and time. Resources will necessarily come from a
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variety of sources, and must be sufficiently sustained over time to insure the full impact of
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professional development. Resources are adequate when they ensure that all teachers can
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study, practice, reflect, receive feedback on classroom practice,
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and implement knowledge and skills necessary to be effective with their students.
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There are nine standards for high quality professional development:
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- Content Knowledge and Quality Teaching: Professional development that improves the
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learning of all students expands all teachers’ content knowledge and the knowledge and
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skills necessary to provide developmentally appropriate instructional strategies and assess
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student progress.
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- Research-Based: Professional development that improves the learning of all students is
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research-based and provides teachers with opportunities to analyze and apply research.
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- Collaboration: Professional development that improves the learning of all students ensures
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that teachers have the knowledge and skills to collaborate with others to improve instruction
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and student achievement.
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- Diverse Learning Needs: Professional development that improves the learning of all
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students ensures that teachers have the knowledge and skills to meet the diverse learning
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needs of all students.
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- Student Learning Environments: Professional development that improves the learning of all
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students ensures that teachers are able to create safe, secure, supportive and equitable
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learning environments for students.
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- Parent, Family, and Community Engagement: Professional development that improves the
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learning of all students ensures that teachers have the knowledge and skills to engage and
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collaborate with parents, families and other community members as active partners in
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children's education.
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- Data-Driven: Professional development that improves the learning of all students uses
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disaggregated student data to determine professional development learning needs and
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priorities, to monitor progress and help sustain continuous progress.
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- Evaluation: Professional development that improves the learning of all students is evaluated
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using multiple sources of information to guide its improvement and to demonstrate its
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impact on student learning.
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- Design and teacher learning: Professional development that improves the learning of all
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students is based on data, reflects best practices in sustained job-related learning, and
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incorporates knowledge of how adults learn.
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Each standard includes indicators to facilitate the planning, development, delivery and evaluation
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of high quality professional development.
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Professional Development Standard 1: Content Knowledge and Quality Teaching
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Standard:
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Professional development that improves the learning of all students expands all teachers’ content
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knowledge and the knowledge and skills necessary to provide developmentally appropriate
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instructional strategies and assess student progress.
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Indicators:
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1a. Professional development includes learning experiences and resources to ensure that teachers
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understand how the subject(s) they teach addresses the NYS Learning Standards and the
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relationships between the subjects they teach and the other subjects in the curriculum.
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1b. Professional development provides opportunities for teachers to examine, observe, practice,
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and receive feedback (peer review, coaching, modeling) on their use of research-based
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instructional strategies to improve their students’ learning.
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1c. Professional development provides ongoing opportunities for teachers to examine a variety of
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classroom assessments, practice using them in their classrooms, and analyze the results to 1)
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understand and report on student achievement based on NYS Learning Standards, 2) identify
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gaps in student learning, and 3) adjust instruction.
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1d. Professional development provides differentiated instructional strategies to meet the needs of
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diverse learners.
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1e. Professional development provides opportunities for teachers to learn how to teach their
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students the relevant connection between the subjects they teach and the applications of
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those subjects.
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Professional Development Standard 2: Research-Based
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Standard:
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Professional development that improves the learning of all students is research-based and
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provides teachers with opportunities to analyze and apply research.
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Indicators:
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2a. Professional development is based on best available interpretations of relevant knowledge,
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including research and the consensus of professional opinion in teaching, learning, and
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leadership.
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2b. Effective professional development ensures that all teachers have the knowledge and skills to
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apply research to instructional decision making.
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2b.1. Professional development includes ongoing opportunities for teachers to read and reflect
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on current research on topics of interest to them and consistent with state and local school
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improvement priorities.
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2b.2. Professional development involves discussion of research design, data collection, and
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analysis to assist teachers in understanding what works, particularly in areas where there may
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be competing perspectives and conclusions.
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2b.3. Professional development may involve individual teachers or teams of teachers, often in
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collaboration with researchers, in action research to test their own hypotheses and to report
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the results about professional development program impact or the effectiveness of particular
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instructional strategies and programs for teachers and students.
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Professional Development Standard 3: Collaboration
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Standard:
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Professional development that improves the learning of all students ensures that teachers have
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the knowledge and skills to collaborate with others to improve instruction and student
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achievement.
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Indicators:
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3a. Professional development provides skills that teachers need to communicate effectively, to
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listen to the ideas of others, to work in diverse teams, to enter into dialogue, and to share
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responsibility for work toward a common goal.
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3b. Professional development provides ongoing opportunities for teachers to engage in working
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with colleagues, including teachers, principals, counselors, social workers, psychologists,
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higher education faculty and others.
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3c. Professional development maximizes the use of communication technologies to broaden the
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scope of collaboration.
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Professional Development Standard 4: Diverse Learning Needs
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Standard:
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Professional development that improves the learning of all students ensures that teachers have the
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knowledge and skills to meet the diverse learning needs of all students.
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Indicators:
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4a. Professional development focuses on developing teachers' knowledge of the learning styles,
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needs and abilities of their students, as well as the diverse cultural, linguistic and experiential
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resources that their students bring to the classroom.
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4b. Professional development provides opportunities for teachers to develop the knowledge and
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skills necessary to design and implement instructional and assessment strategies that benefit
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from/draw on the diverse student resources, and meet diverse student learning needs.
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4c. Professional development provides resources for teachers to examine their practice in setting
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and maintaining high expectations for all students to enable them to attain high standards of
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achievement.
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Professional Development Standard 5: Student Learning Environments
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Standard:
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Professional development that improves the learning of all students ensures that teachers are able
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to create safe, secure, supportive and equitable learning environments for students.
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Indicators:
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5a. Professional development provides resources to assist teachers in creating a safe, inclusive,
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equitable learning community where teachers, administrators and students participate in
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maintaining a climate of caring and respect.
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5b. Professional development provides opportunities for teachers to develop effective routines for
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student behavior and classroom management and to seek creative solutions to conflicts.
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5c. Professional development provides opportunities for teachers to use data about student
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behavior (such as discipline referrals, suspension information, school climate surveys, and
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social-emotional data) to analyze and refine practices that promote optimal learning
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environments.
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Professional Development Standard 6: Parent, Family, and Community Engagement
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Standard:
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Professional development that improves the learning of all students ensures that teachers have the
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knowledge and skills to engage and collaborate with parents, families and other community
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members as active partners in children's education.
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Indicators:
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6a. Professional development provides opportunities for teachers to engage in community service
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and develop communication and collaboration skills that build partnerships with parents,
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guardians and community.
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6b. Professional development enhances teachers' knowledge of varying cultural backgrounds of
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students, families, and the community, and of how the diversity of these cultural backgrounds
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can serve as foundations and resources for student learning and success.
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6c. Professional development includes opportunities for teachers to develop skills and strategies
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that use technology to strengthen partnerships with parents, families and the community.
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Professional Development Standard 7: Data-Driven
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Standard:
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Professional development that improves the learning of all students uses disaggregated student
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data to determine professional development learning needs and priorities, to monitor progress and
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help sustain continuous professional growth.
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Indicators:
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7a. Professional development ensures ongoing opportunities for all teachers to learn how to
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analyze student data throughout the year to inform their instructional practice.
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7b. Professional development provides teachers with the opportunity to examine all relevant
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student data, including Individual Education Plans (IEPs), at the beginning and throughout the
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academic school year, in order to design effective instructional planning.
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7c. Professional development provides teachers with current, high quality data analysis presented
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in a user-friendly format, to promote optimal student learning.
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7d. Professional development provides opportunities for teachers to use results from local, state
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and national assessments; student work samples and portfolios; school climate, parent, and
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teacher surveys; and student behavior data to guide their instruction.
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7e. Professional development provides ongoing opportunities for teachers to use disaggregated
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student data by race, gender, English language learning, special education status, eligibility for
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free or reduced priced meals, and other factors in order to improve student learning.
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Professional Development Standard 8: Evaluation
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Standard:
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Professional development that improves the learning of all students is evaluated using multiple
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sources of information to guide its improvement and to demonstrate its impact on student learning.
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Indicators:
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8a. Resources are provided to plan and conduct ongoing evaluation of professional development.
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8b. The evaluation of professional development will assess changes in teacher practices, such as:
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- Use of new learning as demonstrated in lesson/instructional planning;
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- Classroom application of new learning;
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- Teaching strategies based on use of student data;
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- Use of student data for lesson design; and
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- Improved student learning results.
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8c. Multiple evaluation measures are used, and might include:
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- Assessing levels of participant satisfaction;
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- Assessing teacher content learning;
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308
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- Analysis of reflective journals;
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309
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- State and local student performance assessments;
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310
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311
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312
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- Specialist reports on student progress; and
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313
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- Teacher, student and/or parent surveys.
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314
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315
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8d. Evaluation results are reported to key stakeholder groups, including teachers, school and
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316
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district leaders, central office staff, professional development providers, policymakers, union
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317
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representatives and parents, in a timely fashion. Evaluation results include a summary of:
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318
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- The professional development activity that was undertaken, and its relation to the
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319
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professional development plan;
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320
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- What resources were allocated to support professional development;
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321
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- How and when data were collected;
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322
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323
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- Changes in teacher practices;
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324
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- Modifications in school policies and procedures to support school improvement efforts;
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325
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- Improved student learning results and
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326
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- Opportunities for teacher input and feedback regarding the effectiveness of
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327
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professional development activity.
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328
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329
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8e. The results of the evaluation are part of the needs assessment process that inform and/or
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330
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modify subsequent Professional Development Plans.
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331
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332
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Professional Development Standard 9: Design and Teacher Learning
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333
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334
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Standard:
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335
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336
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Professional development that improves the learning of all students is based on data, reflects best
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337
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practices in sustained job-related learning, and incorporates knowledge of how adults learn.
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338
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339
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Indicators:
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340
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341
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9a. Professional development design begins with a needs assessment that is grounded in the
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342
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analysis of multiple sources of disaggregated teaching and learning data.
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343
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344
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9b. Professional development is grounded in the New York State Learning Standards and student
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345
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learning goals.
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346
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347
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9c. Professional development design is based on an analysis of individual teacher needs, current
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348
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knowledge and skills, and learning goals, as they evolve over the course of the teacher’s
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349
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career.
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350
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351
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9d. Professional development formats include, but are not limited to individual study,
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352
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demonstrations, observation, analysis of student work and assessment data, practice,
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353
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feedback, action research, reflection, and opportunities for collaboration and problem solving.
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354
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355
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9e. Professional development may use information technologies to provide more extensive and
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356
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diverse content. It also may use communication technologies to expand access and
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357
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participation and to create virtual professional learning communities.
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358
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359
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9f. Professional development extends over time and provides continued support such as follow up
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360
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demonstrations, feedback on mastery of new knowledge and skills, peer coaching and
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361
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mentoring, and continued opportunities for additional study.
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362
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363
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9g. Professional development draws on the knowledge and skills of effective teachers as leaders,
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364
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facilitators, and resources in planning, implementing, and evaluating professional learning
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365
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opportunities.
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366
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367
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9h. Professional development addresses the continuum of a teacher’s experience and level of
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368
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expertise.
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