Presentation - By: Chancellor Zimpher & Dr. Howey

CAEP Commission on Standards and Performance Reporting Clinical Practice and Partnerships Washington DC May 21, 2012 Nancy L. Zimpher Chancellor, The State University of New York Kenneth R. Howey Senior Fellow, Nelson A. Rockefeller Institute of Government

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Two Major Challenges

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The Leaking Student Pipeline New York In New York, for every 100 ninth grade students…

… 57 students graduate from high school four years later. … 41 students immediately enter college. … 31 students are still enrolled in their second year. … 19 students in New York, graduate with either an associate’s degree within three years or a bachelor’s degree within six years.

Colorado In Colorado, for every 100 ninth grade students… … 70 students graduate from high school four years later. … 44 students immediately enter college. … 26 students are still enrolled in their second year. … 22 students in Colorado, graduate with either an associate’s degree within three years or a bachelor’s degree within six years.

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The Leaking Teacher Pipeline

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The Fix Blue Ribbon Panel

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“He who studies medicine without books sails an uncharted sea, but he who studies medicine without patients does not go to sea at all.�

Sir William Osler, M.D., C.M., (1849-1919) Sir William Osler

The Flexner Report (1910)

Abraham Flexner

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Improving the Clinical Practice of Educators

Improving P-12 Learning and Achievement

“The National Research Council recently identified clinical preparation as one of the three ‘aspects of teacher preparation that are likely to have the highest potential for effects on outcomes for students,’ along with content knowledge and quality of candidate teachers.”

-Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers

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10 Design Principles 1.

2.

3.

4.

5.

Student learning is the focus Clinical preparation is integrated throughout every facet of teacher education in a dynamic way A candidate’s progress and the elements of a preparation program are continuously judged on the basis of data Programs prepare teachers who are experts in content and how to teach it and are also innovators, collaborators, and problem solvers Candidates learn in an interactive professional community

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Clinical educators and coaches are rigorously selected and prepared and drawn from both higher education and the P-12 sector 7. Specific sites are designed and funded to support embedded clinical preparation 8. Technology applications foster highimpact preparation 9. A powerful R&D agenda and systemic gathering and use of data supports continuous improvement in teacher preparation 10. Strategic partnerships are imperative for powerful clinical preparation 8

“Most states require student teaching, the majority requiring somewhere between 10 and 14 weeks. With few exceptions, they are silent on what this crucially important experience should look like, and how programs should be held accountable.�

-Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers 9

What do we need to do?

A Practice-based Profession

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We need…

Strategies to Prepare Candidates to Address Student Needs

•Make candidates aware of who their students are through community mapping exercises

•Use of an “inquiry stance” on teaching to encourage a community where everybody is a learner and a researcher

•Work with experienced faculty to diagnose and work with children who pose difficult problems

•Instructional rounds allow candidates to take turns engaging school and university faculty and candidates to reflect on learning and teaching at particular points in time

•Enable candidates to analyze student work and refine their assessment systems •Action research focuses candidates and mentors on efforts to improve the quality of teaching and learning

•A “Defense of Learning” approach helps focus candidates on their responsibility for student learning

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We need‌

Licensed Mentors

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We need‌

Embedded in Strategic Partnerships

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We need‌

Fused Funding

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We need‌

Regulation and Accreditation

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Teacher Policies: The U.S. Context

 Highly decentralized  Many providers; multiple pathways  Professional accreditation voluntary

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Promising Developments for Leveraging Change  Creation of new unified professional accrediting body committed to increase rigor (national but voluntary)  Growing emphasis on performance and data  Common core student standards (2 subjects)  New teacher licensure standards (national but voluntary)

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Panel Recommendation 1: More Rigorous Accountability Implications for Accreditation:  Develop new professional accreditation standards that raise the bar -Commission on Standards -Task Force on Performance Data Implications for State Program Approval and Licensing:  Link state program approval to professional accreditation  Encourage use of new InTASC licensing standards and hold all programs to the same standards 19

Panel Recommendation 2: Strengthening Candidate Selection and Placement Implications for Accreditation:  Better address recruiting and admissions in standards -Teacher Preparation: Building Evidence for Sound Policy, National Research Council, 2010 -Closing the Talent Gap: Attracting and Retaining Top Third Graduates to a Career in Teaching. McKinsey & Co. 2010  Require all candidates to have in-depth clinical experiences in diverse/high-needs schools and demonstrate effect on student learning Implications for State Program Approval and Licensing:  Require candidates to have in-depth clinical experiences in diverse/high-needs schools

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Panel Recommendation 3: Curriculum, Incentives, and Staffing Implications for Accreditation:  Standards could address the 10 Design Principles -Could expect trained higher education and P-12 clinical faculty* to work with candidates/novices as the norm Implications for State Program Approval and Licensing:  Ensure extended embedded school experiences; qualified clinical educators; new incentives for higher ed *Reference: Carnegie Foundation for the Advancement of Teaching: Educating Nurses; Educating Physicians 21

Panel Recommendation 4: Supporting Partnerships Implications for Accreditation:  Standards could expect programs to initiate partnerships to: – Improve student learning – Identify and work in diverse/high needs schools – Develop candidate ability to teach challenging students – Serve the needs of schools/districts Implications for State Program Approval and Licensing:  Partnership setting will help candidates meet new state performance assessments

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Panel Recommendation 5: Expanding the Knowledge Base Implications for Accreditation:  Need for R&D agenda  Accreditation provides opportunities for R&D – Transformation Initiative – Inquiry Brief Implications for State Program Approval and Licensing:  New information from state databases  Build in teacher-as-researcher expectation as in other nations

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9 State Alliances     

Commitment to pilot clinically-based approaches Identify and remove barriers to innovation Develop prototypes Conduct research on what works Scale up

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State Pilots State partners to pilot networks of clinically rich preparation targeted at high needs schools

Alliance Member States

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A Closer Look at the Nature of Laboratory and Clinical Experiences and The Charge to State Alliances

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Core Assumption Rigorous clinical preparation is not defined by a protracted experience in one or more schools. Is is rather determined by a continuing array of specific clinical strategies occurring in theory/practice cycles which over time, increasingly demonstrate the effects of teaching and corollary instructional activities on student learning.

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This is Not Your Grandfather’s Student Teaching

…Now Then…

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Simulation Laboratory

Teaching Clinic Assessment Center

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The Lab Results‌

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Possible Priorities for Alliance Teams Priority One: The identification, adaptation, and testing of specific clinical strategies across sites.

Priority Two: Building upon the above, a second priority could be the further design of a set of rigorous procedures for the selection and further preparation of both clinical faculty and clinic teachers and coaches.

Priority Three: The identification, further design, and development of prototypical Professional Development (PDSs), Partner, or Portal Schools.

Priority Four: The further design and development of hybrid PDSs, Partner or Portal Schools.

Priority Five: Putting in place improvements in the assessment of teacher preparation programs including teacher candidate development and proficiency as well as evidence of impact on student learning.

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What Are Clinical Strategies?

 Specific Coaching Models  Lesson Study  Teaching Clinics  Grand Rounds  Student/Teacher Work Samples  Case Study and Case Development  Professional Learning Communities  Empirically Supported Observation Tools  Distributed Advisors  Teacher and Student Work Samples  Teaching Portfolios  Multiple Forms of Assessment 32

Four Elements of Rigorous Coaching

 Exposition  Demonstration and Examination  Guided Practice  Documentation of Teacher and Student Learning

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Lesson Study In this particular clinic format one member of a study group or inquiry team teaches a lesson while other teachers observe. The lessons are videotaped and reviewed so that the thinking of the teacher can be made explicit at key points in this activity. After observation, feedback, and analysis, the original lesson is revised for a different group of students and taught by another member of the team.

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Case Literature Four Types of Cases  Studies of Students  Problems of Practice

 Exemplary Practice  Analysis of Curriculum Units

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A Possible Plan of Action for State Alliances

 Temporary Systems  Small Action Teams  Asset-scanning and Mapping  Rapid Prototyping  Mutual Adaptation 36

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Clinical Faculty and Clinic Teachers  Selection  Preparation  Allocated Time  Compensation  Evaluation 37

Partnerships are commonly out of balance

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Professional Development Schools (PDS) Principles

 Principle One.

Teaching and learning for understanding.

 Principle Two.

Creating a learning community.

 Principle Three. Teaching and learning for understanding for all children.  Principle Four.

Continuing learning by teachers, teacher educators, and administrators.

 Principle Five.

Thoughtful long-term inquiry into teaching and learning.

Principle Six.

Inventing a new institution.

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PDS Hybrids: Simultaneous Renewal and Fused Funding  For professional development schools as clinical sites  Developing stronger career lattices, professional learning communities, and boundary-spanning roles  Maximizing new technologies to advance teaching and learning and assessment  Changing the basic structure of early and elementary schooling

 Turning around high-need, underperforming schools

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Distributed Mentoring and Simultaneous Renewal This PDS did not employ an individual mentor for prospective and novice teachers but rather developed a distributed consulting teacher structure.

•Coaching

•Standards •Community •Student Study

•Portfolio •Confidant 41

Maximizing New Technologies to Advance Teaching and Learning

New Tech high schools (www.newtechnetwork.org) are a prototype of model of 21st century schools.

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Changing the Structure of Early and Elementary Schooling

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Opportunity Five for State Alliances: Improved Data and Assessment

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P-12 student learning must serve as the focal point for the design and implementation of clinically based teacher preparation, and for the assessment of newly minted teachers and the programs that have prepared them. Candidates need to develop practice that advances student knowledge as defined by, for example, the Common Core State Standards, for those subjects for which they have been developed (p.5).

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Resources Online Additional resources are available online on NCATE’s website: http://bit.ly/9caJVJ

Or http://www.ncate.org/Public/ResearchReports/NCATEInitiati ves/BlueRibbonPanel/tabid/715/Default.aspx

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CAEP Commission on Standards and Performance Reporting Clinical Practice and Partnerships Washington DC May 21, 2012 Nancy L. Zimpher Chancellor, The State University of New York Kenneth R. Howey Senior Fellow, Nelson A. Rockefeller Institute of Government

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