9:05am-9:45am
Legislative Session Outcome — Jennifer Wallace
-HB 2261
*By January 2010, PESB must
*Have new knowledge, skill and performance standards calibrated at each level of certification
*Adopt a new definition of “master teacher”
*Proposal for a uniform, statewide, valid and reliable classroom-based means of evaluating teacher effectiveness at pre-service level
*Update on implementation of uniform and external assessment for teacher professional certification
*Have a recommendation on the length of time a residency certification is valid
*Beginning no earlier than September 2011, professional certification shall be based on a minimum of two years of successful teaching experience and may not require candidates enroll in a professional certification program
*Beginning July 2011, residency teacher preparation programs must demonstrate how program produces effective teachers
>>Questions from members about the impact of this on colleges of education. Ms. Wallace shared that some colleges have indicated they will not continue to offer ProCert programs. PESB members from institutions of higher education indicated some would and others would not continue to offer ProCert programs.<<
*Three workgroups will have a PESB member on them
-HB 2003: changes in PESB responsibilities and composition
*Shrinking to 12 members and the Superintendent of Public Instruction
*Removes current PESB responsibility of hearing certification appeals
-SB 5973 and HB 2261: cultural competencies
-HB 1675
-HB 1156
-Final budget
9:45am-10:55am
Recommendations for the Conceptual Model of the Evidence-Based Pedagogy Assessment — Larry Lashway, Esther Baker, Cap Peck, Colleen Fairchild
-Recommendations for pre-service level EBPA:
*Would be external (conducted by non-supervisor)
*Should include video clips
*Should have scoring system that provides fast, timely feedback to candidates and programs
*Assessment should include university faculty and supervisors in the scoring process
*The standards and criteria for the Teaching Cycle should be aligned with standards and criteria for the Professional Certificate assessment
*The formal “external” assessment of core teaching skills should be supplemented by a program-implemented assessment (the “Longitudinal Record”) during student teaching
-Unresolved issues
*Content specificity
*Scale
*Cost
*Timelines
*Legal concerns (namely around video clips)
>>Back and forth exchange on scale and timely feedback. Some concern from Board members on cost to candidates, worried it will act as a deterrent. Some members also concerned about the time needed to grade exams (2-3 hours to grade, for 2,000+ candidates).<<
