April 16, 2008 Meeting

 

 

Question
Response
Do we begin to make changes or do we wait? It is recommend that you begin the process of considering what changes would be necessary to address the new standards.  However, wait until the timeline and deadlines have been established before you officially begin the process. 
How will the discontinued use of Praxis affect certification reciprocity? The majority of the states surveyed require out of state applicants to fulfill the state's own licensing exams. Many of these surveyed states exempt out-of-state applicants from such requirement if the applicant has 2 to 3 years of teaching experience. Several states that require applicants to meet their own licensure exam grant provisional licenses valid from 1 to 2 years to give time for applicants to take those required exams. At least 4 of the surveyed states have full reciprocity with all states. Also,  several states will review licensure exams case by case.
May Shepherd U be represented in the advisory committee? Absolutely.
Who specifically in higher ed was working on this with you?  How many? From where? No one seems to have any idea. The membership of the HEAC advisory committee is listed on the Teacher Preparation Planning Meeting Google site.  Additionally, the names of individuals who contributed to the development of the Standards or rubrics for those standards are listed as response to question #16.  
If we are moving to WV's new standards and dropping INTASC - why the focus and input request? INTASC standards are not being dropped--they are imbedded in the new teaching standards that include more than the INTASC standards.  Please clarify the question if this response missed the intended point.
WVTEAC meetings need to be set at the outset of the year.  Minutes need to be sent out after the meeting, PLEASE.  This in the only group that seems to think that if a member is not at t meting then they should be punished by not informing them of what happened there. The WV TEAC is managed by HEPC.  Your suggestion has been shared with them.
Unachievable place?  No teacher at all distinguished.  Why set as standard if not achievable?  If teachers can not achieve the highest level, discouraging? Teacher evaluation - concern. Great attention to the design of the teacher evaluation will be exercised in the creation of the document, in addition to setting the parameters by which a teacher will receive a broad rating of either unsatisfactory, basic, proficient or distinguished.  That being said, demonstration of distinguished levels is expected to be a rare occurrence.  The anticipated rarity is because the description of distinguished performance is based on new research and understanding of student learning, instruction and assessment; the need for a diverse global view as identified in the Global 21 and the need for a collaborative workplace as a model for students becoming self-directed learners.  However, as teachers and teacher preparation programs become accustomed to the standards, and have support, training and the opportunity to practice an increase in the numbers of teachers performing at the distinguished levels would be anticipated.
If technology (such as virtual classrooms) is to be a major emphasis, why was today's information not relayed via Webinar or NetMeeting?  Should we not practice what we preach? The information that was presented today, we thought would be best delivered in a face-to-face format.  The intent was to generate discussion as well as present information.  Sometimes, when a rich discussion of new material is the desired outcome, a virtual environment does not lend itself to that; however, the suggestion is a good one!  In the future, plans include using interactive technologies for these purposes.  
Does the WVDE realize most university and college professors are on a 9/10 month contract?   Issues - Funding to get the work done in summer.  Lack of university $ due to economy. Yes, we are aware of the contractual constraints in which that many of the IHE operate.  If the timelines and deadlines are adjusted, the additional time may address the time constraints.
Are we ready to eliminate m/c testing in Teacher Prep for development of authentic assessments? The question of whether of not we are ready has yet to be fully answered; however, the idea of developing statewide authentic assessment instruments was addressed by the Higher Education Advisory Council at its April 15 meeting.  Prior to its next meeting in June, WVDE staff will be collecting information on this topic.  
How will changing the licensure exams affect our graduates' opportunities to get jobs in other states?  This could impact the numbers of students who choose to attend WV colleges and universities. The majority of the states surveyed require out of state applicants to fulfill the state's own licensing exams. Many of these surveyed states exempt out-of-state applicants from such requirement if the applicant has 2 to 3 years of teaching experience. Several states that require applicants to meet their own licensure exam grant provisional licenses valid from 1 to 2 years to give time for applicants to take those required exams. At least 4 of the surveyed states have full reciprocity with all states. Also,  several states will review licensure exams case by case.
If both superintendent and teacher education programs are calling for a break in testing, why is this not considered a valid point of discussion? Last Fall, lengthy discussions were held between Dr. Steve Paine and county superintendents about raising the rigor in WV's standardized tests and additional time that would be necessary for teachers to plan for/adjust instruction, etc.  Following these discussions, Dr. Paine issued a moratorium on new initiatives from/by the WV Department of Education to provide assurance to county superintendents that counties/schools would be able to focus all of their time on professional development needed to meet the challenges of more rigorous instruction.    
Too many difficult functions for each standard to be assessed with the rubric. The indicators and the accompanying rubrics may assist in "unpacking" the multiple functions within each standard. 
As Karen was saying, 250 persons were invited in the process and not one had not been invited.  I wondered how as  a chair of teacher ed, I had missed discussions on and invitation.  This was explained clearly when only 2 persons stood when Karen asked for those from teacher ed to stand.  This is a concern. The names of the individual who participated in the WV Professional Teaching Standards work are listed on the Teacher Preparation Planning Meeting Google site.  Nearly twenty representatives of higher education participated in the development of the teaching standards and rubrics.  (Cheryl Jeffers (MU); Dee Hopkins (WVU); Keeley Camden (Bethany); Shirley Fortney (WVWC); Van Dempsey (FSU); Cindy Gissy (WVU-P); Rosalyn Templeton (MU); Kathy Liptak (CU); Karen Morgan (SIU); Berri Tinkler (SU); Deb Bush (WVWC); Jo Pennington (OVU); Connie Myer (WJU); Lynn Rupp (WVWC); Judy Abbott (WVU); Lisa Heaton (MUG-C); Ann Rose (WLib); Bob Harrison (WVSU).  The names of the other educator stakeholders  (around 150, not 250) who participated in the WV Professional Teaching Standards work will be listed on the Google site.  If there are individuals representing institutions not indicated above, additional participation is welcomed.
How are teacher ed programs to find "time" for faculty - our administrators don't get that there is a need! And can't/won't give!! If the timelines and deadlines are adjusted, the additional time may address some of the time constraints.  Additionally, if it would be beneficial for the WVDE to communicate with the university administration, we would be more that willing to facilitate that discussion.  Also, we will partner with HEPC in communicating the urgency, the scope and the timelines of the process.
If national standards are being used, why are we changing before the revisions are done? West Virginia's Professional Teaching Standards were crafted in a manner that recognized the importance of national standards such as the existing INTASC Standards, NBPTS, NCATE Standards and certain Standards from the Specialized Professional Associations.  As standards at the national level evolve, it is intended that West Virginia's Standards will be periodically refreshed to remain current.  
Doesn't high stakes testing stifle implementation of national education technology standards? The high stakes tests are one way to assure that teachers exiting preparation programs are adequately prepared to face the demands and challenges of teaching and learning in a global and digital society.  The assessments that the institutions design to evaluate a candidate's performance could be authentic assessments.  Throughout the scope of the program candidates would have multiple opportunities to demonstrate their competence in using educational technology.
The state of WV needs to make sure the reciprocity issue is addressed immediately - as parents ask this question always! The majority of the states surveyed require out of state applicants to fulfill the state's own licensing exams. Many of these surveyed states exempt out-of-state applicants from such requirement if the applicant has 2 to 3 years of teaching experience. Several states that require applicants to meet their own licensure exam grant provisional licenses valid from 1 to 2 years to give time for applicants to take those required exams. At least 4 of the surveyed states have full reciprocity with all states. Also,  several states will review licensure exams case by case.
Did all states who  use INTASC standards get low ratings? States that opted to use only the INTASC Standards, without modification or further articulation, received the same low rating as West Virginia.  
Modified time doesn't make time for doing more innovative initiatives but give a different way to teach to the test - as long as we have high stakes test. We are hopeful that the expanded timeline, additional resources, and the support and collaboration with other institutions of higher education will create the conditions for a process and a product that is leaps and bounds more than a way to "teach to the test."  The high stakes tests are one way to assure that teachers exiting preparation programs are adequately prepared to face the demands and challenges of teaching and learning in a global and digital society.
Who is served by having standards not shared by any other state? WV's new teaching standards are closely aligned to/reflect the standards recognized by other states:  INTASC, NBPTS, NCATE, and ISTE, etc.
Standard 5B - Participate When? Outside the day? How? The building administrators have the responsibility to maximize the professional development time that is currently included in the school calendar.  However, the issue of time for professional collaboration is one that is being addressed by the WVBE.
The rubric indicates relying on the textbook is unsatisfactory; however, Reading First schools require scripted textbooks.  Will this change? The Reading First programs sequences a series of core principles of literacy that research indicates must be acquired by all students to ensure acquisition of the skills necessary to read and comprehend.  The textbook provides the necessary scope and sequence; however, teachers may customize the instructional techniques used to address those core principles in the appropriate sequence.  Nonetheless, the point you make is understood and certainly something that will be taken into consideration at the WVDE.
Why are we looking internationally - why not look to state's with high achievement rates.  Many of whom use INTASC to see what they are doing. As mentioned in question number 20, the states that opted to use only the INTASC Standards, without modification or further articulation, received the same low rating as West Virginia.  In the construction of the WV Teaching Standards, other high functioning state's standards were consulted.  The focus of an international perspective is inline with the flattening of the world.  Our students will not just be expected to compete with students from other states, but those from other countries.  Again, the global focus is to give our students every advantage to be successful in the global world.  
Rubric Standard 4 - Why should a teacher have to participate in school-based professional development?  Use of "school-based" gives you away. The teacher is responsible for the success of all the students in the school, not only those for whom they are the teacher of record.  The school based professional development is the plan of action that the school community has decided will best meet the needs of the students.  The teacher is expect to be a part of the effective intervention strategy.
How does standard 5 apply to Teacher Ed Programs?  PLEASE ADDRESS Teachers completing teacher preparation programs in WV will need to be prepared to be contributing members of the school community.  The teacher prep programs are in a position to communicate that expectation that will be reinforced once a teacher is a member of a school community.  Additionally, the teacher prep programs will be able to give candidates strategies that a new teacher may use to contribute to the school community.   It is the hope of the WVDE that through collaborative efforts, we can further define how teacher preparation programs can address and assess the concepts and themes defined in this Standard. 
Function 4B - You want teachers to do more.  Where's the compensation going to come from?  66 rubrics, What in the world?  Where are we supposed to do with these for WVDE review?  Are we supposed to collect data for all of these? The plan is to include time for professional collaboration during the work day.  At minimum, the use of the already built in professional development time will be one vehicle by which teachers may collaborate professionally with others.  The IHEs will use the 30 Function statements for program alignment.
5E - Why should teacher have responsibility for management of school facilities? The language of the indicator rubric at the basic level is, "The teacher behaves in a manner that shows respect for school facilities."  The expectation is that teachers utilize the facility in a responsible manner.
5B - Teacher participation in development of school curriculum. . .curriculum determined by state not school.  Schools have no or little flexibility. The language of the function statement reads, "The teacher participates in the development and implementation of school-wide initiatives in curriculum, instruction and assessment."  The intent of the function is to communicate that the teacher is responsible at minimum, to support the method and means by which the school is meeting the needs of all students.  The teacher is responsible to adhere to the mapped curriculum, implement the adopted strategies and utilize the common assessments.
Standard 4 - How do you compensate for professional growth? The current salary structure allows teacher who accrue additional coursework to be compensated.  Also, NBCTs are compensated $3,500 annually, from the state for the duration of their NBCT certification.  However, there is discussion by the WVBE of moving toward a career ladder model in which teachers could be compensated for key professional development, such as NBCTs.
Standard 5 - How will the state support the development and implementation of a school's strategic plan? The strategic plan development and implementation is a WVDE supported initiative.  The counties have been provided technical assistance in the creation and execution of the plan.  The principals have also received targeted professional development at the Principals' Institute.
4A1 - Rubric should include: "Enhancement of content knowledge, technology and pedagogical skill.  Shouldn't separate pedagogy from technology. The language of the function statement reads, "The teacher engages in professional learning in preparation to critically examine his/her professional practice and to engage in a continuous cycle of self-improvement focused on changing how to learn, teach and work in a global and digital society.  Although the indicator does not mention technology specifically, the skills, knowledge and tools necessary for productive work in a global and digital society are inclusive of technology skills.
How do our student teachers who are placed in Ohio, VA, MD or PA schools pass Function 1A and Function 1C? The language of the function statement for A1 reads, " The teacher has a deep knowledge of the content and its intra-relatedness within and across the disciplines and can move beyond basic content competency to assure students mastery of skills necessary for success in life and work in this century.  The language in the function statement for C1 reads, "The teacher uses a standards-based approach to instruction aligned with the state and local curriculum and sets instructional goals and objectives that describe what students will learn and that allow formative and summative assessment.   Student teachers should be able to demonstrate their knowledge of content as related within and among other disciplines; the function statement does not define content solely by the WV CSOs.  The function statement in standard C, again does not specifically limit the alignment to only the WV CSOs.
Do we plan to evaluate with 66 rubrics of just the function rubrics? The IHEs will use the 30 function statements.
Standard 4 - and all new standards must be applied to teachers holding permanent certificates.  Need better P-12 mentors and environments for 21C teachers. The new standards will be "marketed" to practicing educators.  There will be a variety of venues to introduce the standards, functions, indicators and the accompanying rubrics.  The Center for Professional Development will also be intricately involved in the communication of the new standards, especially how they relate to the teacher evaluation.  
The peer analysis is a wonderful way to promote 21st century learning.  I love the collaborative approach.  Thank you for providing us with a format.  When we were writing our CARS the guidelines were not explicit.  This will be great!  
ISTE booklet, scenarios, and rubrics are good resources.  Thanks, Donna for your session.  
The development of the self analysis tool for us to use is much appreciated.  
These new standards provide an opportunity for us (IHE) to develop and use a common assessment across all institutions.  We all develop individuals plans for the "how."  
This is an overdue initiative.  I really believe in it and want it to work.  Hard barely scratches the surface.  
I appreciate the WVDE's role to inform us about national work.  
   
   
Legend  
A- Additional Information   
C- Considerations/Concerns  
S- Questions about the standards  
O- On the Right Track  
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