THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

 

TO:

The Honorable the Members of the Board of Regents

FROM:

Johanna Duncan-Poitier

COMMITTEE:

Higher Education and Professional Practice

TITLE OF ITEM:

Recommendations from the Math A Panel Relating to Teacher Pre-Service and In-Service Education

DATE OF SUBMISSION:

December 17, 2003

PROPOSED HANDLING:

Discussion

RATIONALE FOR ITEM:

Review of Regents Policy

STRATEGIC GOAL:

Goals 1, 2 and 3

AUTHORIZATION(S):

 

 

SUMMARY:

 

The attached item “Recommendations from the Math A Panel Relating to Teacher Pre-Service and In-Service Education” was to be discussed at the December 2003 meeting. Due to time constraints, it was decided to carry it forward for discussion in January.

 

Attachment

 

 

 

 

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

 

TO:

The Honorable the Members of the Board of Regents

FROM:

Johanna Duncan-Poitier

COMMITTEE:

Higher Education and Professional Practice

TITLE OF ITEM:

Recommendations from the Math A Panel Relating to Teacher Pre-Service and In-Service Education

DATE OF SUBMISSION:

October 31, 2003

PROPOSED HANDLING:

Discussion

RATIONALE FOR ITEM:

Review of Regents Policy

STRATEGIC GOAL(S):

Goals 1, 2 and 3

AUTHORIZATION(S):

 

 

SUMMARY:

 

At the September 2003 meeting of the Board of Regents, the Board voted to accept the report of the Independent Panel on Math A and adopt its major recommendations concerning the revision of the mathematics standards, curriculum, and the Math A examination. In addition to those recommendations, the Panel, recognizing the critical role that well-prepared teachers play in the academic success of their students, also made recommendations relating to teacher pre-service and in-service education in mathematics. The Commissioner suggested that these recommendations be considered by the Higher Education and Professional Practice Committee within the context of the overall teacher task force recommendations being implemented by the field.

 

The implementation of the Regents 1998 teaching policy, “Teaching to Higher Standards: New York’s Commitment,” resulted in significant changes in teacher education programs in New York State. The first graduates of these new programs will be eligible for certification in the spring of 2004.  As a part of the Regents commitment to evaluate the success of the new standards for teachers, the Committee will discuss, with input from the field, the Math A Panel’s recommendations and consider whether additional policy decisions need to be made to complement what the Regents have already enacted.  Discussions about the recommendations have already begun with deans and directors of higher education programs.

 

This report:

 

·         Summarizes the recommendations of the Math A Panel relating to teacher pre-service and in-service education;

 

·         Describes the reform efforts the Regents enacted to improve teacher pre-service and in-service education, especially in the early childhood, childhood, middle childhood generalist and special education certificate areas, including accountability measures to ensure that colleges and universities demonstrate that their programs have been effective in graduating highly qualified teachers who will have a positive impact on student learning and achievement;

 

·         Describes how the higher education community has responded to and is implementing the Regents Teaching Policy. It summarizes how colleges adjusted their teacher education programs to ensure that they conform to the new Regents standards for teacher pre-service education; and

 

·         Describes current activities under way and next steps planned for the careful discussion and consideration of the Math A Panel recommendations in relation to the recent Regents reforms to improve teacher preparation. These next steps will include discussions with members of the Math A Panel, the Regents, the teacher preparation community and other relevant stakeholders as changes are made to the Regents mathematics learning standards and curriculum that may impact upon pre-service and in-service requirements for teacher preparation programs. A decision on whether or not the Regents should adopt any or all of the Panel's specific recommendations concerning pre-service and in-service teacher preparation will be made after these discussions have taken place. 

 

 

 

 

Attachment

Math A Panel Recommendations Relating to Teacher Pre-Service and In-            Service Education

 

The Math A Panel emphasized the value of a well-prepared teacher as a vital component to ensuring that all children meet the Regents learning standards in mathematics.  The Panel’s recommendations concerning the pre-service and in-service requirements for preparing teachers to effectively teach mathematics are listed below:

 

·         Recommendation 9A – SED and higher education need to continue and to strengthen their partnerships to ensure strong teacher education programs, both pre-service and in-service.

 

·         Recommendation 9B – The certification requirements for elementary teachers and special education teachers should include a minimum of nine credits of college level mathematics (see Recommendation 9C), and three credits of teaching techniques in mathematics.

 

·         Recommendation 9C – Mathematics courses required for certification, both for mathematics teachers and elementary and special education teachers, should be specific not only in terms of number of credits required to be taken, but also in terms of coursework required to be taken, e.g., calculus, number theory, algebraic structures, probability and statistics, etc.

 

·         Recommendation 9D – The Panel believes that, for any teacher responsible for teaching mathematics at any level, the 175-hour professional development requirement should include specific mathematics requirements.  The Panel’s thinking is that:

 

·         teachers who teach mathematics exclusively should be required to take 100 of the 175 hours in the area of mathematics;

·         secondary teachers who are certified in, and who teach in, more than one subject area, should be required to take 50 of the 175 hours in the area of mathematics;

·         teachers who teach mathematics as part of a broad set of teaching responsibilities, e.g., elementary teachers and special education teachers, should be required to take 30 of the 175 hours in the area of mathematics.

 

Additionally, the range of possible courses that would satisfy these requirements should be clearly specified.

 

·         Recommendation 11 – SED should encourage conversations at the local and regional levels of K-12 teachers of mathematics and higher education professors of mathematics, for the purpose of sharing curriculum, and exploring professional development opportunities and other possible collaborations, to bridge the gap between K-12 and higher education.

 

 

 

What Have the Regents Enacted to Improve Teacher Preparation?

 

 

A.     Pre-Service: Ensuring that Prospective Teachers Are Well-Qualified

 

In 1998, the Regents enacted “Teaching to Higher Standards: New York’s Commitment,” which was the blueprint for the major redesign of both pre-service and in-service teacher education in New York State. The Regents recommendations for pre-service programs were made after extensive discussions over a two-year period with thousands of educators across New York State. The Regents sought to ensure that all students would have a well-qualified teacher to teach them to the newly developed Regents Learning Standards. In 1999, the Regents enacted regulations to implement the competency-based standards in the Regents teaching policy.  The key goal of the change in the elementary teacher education curriculum was to ensure that all teachers are prepared with the knowledge base for teaching all students to the seven broad learning standards, including the math, science and technology standards. The changes also required institutions to provide appropriate pedagogical preparation to ensure that all teachers are prepared to teach effectively to all learning standards, including mathematics.

 

As of February 2, 2004, all new teachers will be required to achieve a qualifying score on the appropriate Content Specialty Test before they are awarded an initial certificate. Each Content Specialty Test is aligned with the Regents Learning Standards by subject to ensure that all newly certified teachers have the necessary knowledge and skills to assist all students to attain these standards.

 

The first complete cohort of teachers prepared under the Board of Regents new teacher education standards will graduate in May 2004. After these new teachers begin their careers in fall 2004, we will assess the effectiveness of the new standards in preparing highly qualified teachers who will have a positive impact on student learning and achievement.

 

In 1999, the Regents also adopted regulations that require master’s programs registered as leading to a professional certificate for teachers of early childhood, childhood education and middle childhood generalists (including special education at those developmental levels) to include 12 semester hours of graduate study linking content in mathematics, science, technology, English, and social studies with pedagogy. This requirement ensures that all teachers continue to receive appropriate content instruction in their graduate programs.

 

B.    In-Service: Ensuring Continuing Competence

 

In 1998, when the Board of Regents enacted “Teaching to Higher Standards: New York’s Commitment,” the Board recognized the importance of ensuring that all teachers remain current in their profession after initial certification and pursue professional development focused on their needs and the needs of their students. The Regents were guided by research which demonstrated that professional development, when locally developed and focused on student learning needs, improves the quality of instruction and student achievement. They were also informed by discussions with thousands of educators from the elementary, secondary and higher education communities, and other stakeholders, across New York State. The Regents enacted the following three requirements to ensure that all teachers remain current in their profession:

 

·         All school districts and BOCES must now have a professional development plan which describes how they will provide all of their teachers with substantial professional development opportunities. Requiring professional development plans helps to ensure that local districts will collaborate to develop meaningful development opportunities to meet the needs of their teachers and students.

 

·         Teachers newly certified after February 1, 2004 must complete 175 hours of professional development every five years in order to maintain their professional teaching certificates in good standing.  Their professional development must be consistent with a district’s professional development plan.

 

·         Teachers newly certified after February 1, 2004 will be required to receive one year of mentored teaching to assist these new teachers to effectively transition from teacher education to teaching.

 

Through these in-service requirements, the Regents reinforced the importance of professional development in meeting the learning needs of students and expanding the capacities of teachers. Since professional development works best when it is focused on improving student learning, it is critical that professional development opportunities be developed collaboratively by teachers, school district personnel, parents, higher education partners and the local school board.

 

C.    Accountability: Ensuring Teacher Education Programs Prepare Qualified Teachers

 

The Regents recognized that colleges and universities that prepare teachers must be able to demonstrate the effectiveness of their programs to the Department, the public, school districts and the students they educate. To this end, the Regents enacted two requirements:

 

·         As of 2000, colleges must be able to demonstrate that at least 80 percent of their program completers in teacher education programs receive a qualifying score on all New York State Teacher Certification Examinations (NYSTCE) required for an initial certificate.  Colleges that cannot meet this standard must develop and submit a corrective action plan to the Department.  If problems continue, registration of their teacher education program will be in jeopardy.

 

·         All teacher education programs must be accredited by 2006 to ensure that the programs are successfully preparing highly qualified teachers with the knowledge and skills to teach all students to the Regents learning standards. Colleges will be asked to provide evidence on the success of their graduates in the classroom during these accreditation visits.  All teacher education institutions have scheduled their accreditation visits with their chosen accreditation agency (i.e., NCATE, TEAC or the Regents).

 

 

How the Higher Education Community Has Responded to Regents Policy

 

 

 

 

Recommended Next Steps and Activities Already Under Way

 

·         SED leadership has already begun to share the recommendations from the Math A Panel with teacher preparation institutions around the State.  We have spoken with deans and directors of SUNY teacher education programs, and addressed the New York State Association of Teacher Educators (NYSATE) and the New York Association of Colleges for Teacher Education (NYACTE).  We will continue these discussions and also share any subsequent changes made to the Regents Learning Standards in mathematics, and the recommended grade-by-grade curricula in mathematics with the teacher preparation institutions so program adjustments can be considered, if needed.

 

·         SED will continue to examine the math preparation component of elementary education programs during accreditation visits.

 

·         SED will convene a series of discussions with the higher education community (including sector leaders and teacher preparation institutions), members of the State Professional Standards and Practices Board for Teaching, members of the Math A Panel and members of the Board of Regents to:

 

·         Gain a better understanding of the adjustments teacher education institutions have made to their programs to ensure that all elementary education teachers will have the knowledge and skills to effectively teach to the Regents Learning Standards in mathematics.

 

·         Review any needed adjustments to the Regents Learning Standards in mathematics and the impact upon pre-service programs.

 

·         Identify best practices for professional development activities in mathematics that can be shared with all teachers and school districts.

 

·         Examine ways in which accreditation and other measures can help determine the effectiveness of the Regents 1998 teaching policy.

 

·        SED will use information from these meetings to inform future discussions on pre-service and in-service requirements for teacher preparation programs and the transcript evaluation route to teacher certification.

 

 

Conclusion

 

In the fall of 2004, school districts will be hiring the first complete cohort of newly certified teachers prepared under the new Board of Regents standards for teacher education programs. This will also be the first group of newly prepared teachers who will be required to pass of the Content Specialty Test in the certificate area before they enter the classroom. These teachers will also be required to receive a year of mentored teaching to ensure an effective transition from teacher education to teaching.  Most of these teachers will shortly begin a master’s program that will require 12 semester hours of graduate study linking content with pedagogy. These are significant changes that must be assessed to determine the impact on student learning and achievement. Through the accountability measures for teacher education programs, SED monitoring of programs with poor performance, independent studies of the effectiveness of teachers in New York State and continuing dialogue with the teacher preparation institutions, we will provide the Regents with ongoing information and data on how well these newly certified teachers perform.  The Math A Panel recommendations and subsequent revisions to the math standards and curriculum will inform the ongoing assessment of teacher preparation.  A decision on whether or not the Regents should adopt any or all of the Panel's specific recommendations concerning pre-service and in-service teacher preparation will be made after discussions with the higher education community have taken place.