THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
The Honorable the Members of the Board of Regents
TITLE OF ITEM:
Update: Regents 1998 Teaching Policy
DATE OF SUBMISSION:
February 3, 2004
RATIONALE FOR ITEM:
Periodic update on implementation of Regents teaching policy and proposed next steps
Goals 1, 2, 3, and 4
As we begin the new year, it is appropriate to provide an update on the significant progress made to implement the Regents teaching policy, given its important role in helping all students achieve consistent with the State learning standards. We are pleased to provide this report to highlight successes, describe work that remains, and propose next steps to implement the teaching policies proposed by the Regents Task Force on Teaching and adopted by the Board of Regents in 1998.
The Task Force identified four critical gaps related to teaching in New York State:
· Gap 1: New York does not attract and keep enough of the best teachers where they are needed most;
· Gap 2: Not enough teachers leave college prepared to ensure that New York’s students reach higher standards;
· Gap 3: Not enough teachers maintain the knowledge and skills needed to teach to high standards throughout their careers; and
· Gap 4: Many school environments actively work against effective teaching and learning.
Members of the Task Force considered numerous proposals for closing the gaps and refined the proposals over many months of reflection and consultation. In July 1998, the Board of Regents unanimously approved the recommendations of the Task Force and have been continuously enacting a rigorous new teaching policy - “Teaching to Higher Standards: New York’s Commitment” since that time.
Significant progress has resulted from the Regents teaching policy, as evidenced by steady improvements in schools and teacher preparation programs across New York State. In so many cases, the State’s colleges and universities, schools, teachers, and students have exceeded the Task Force’s expectations. As we await the first class of prospective teachers prepared under the new Regents standards to graduate from teacher preparation programs in May 2004, we take this opportunity to reflect on our achievements and look forward to the future.
Many partners have worked tirelessly with the Regents and the Department toward achieving shared goals. Continued success depends on collaborative efforts to expand ongoing initiatives, create new alliances, and advance targeted strategies aligned with Regents policy.
This item briefly describes:
· the work of the Task Force;
· policies enacted by the Regents and work under way to carry out the recommendations of the Task Force;
· next steps toward implementing policies; and
· plans for evaluating the outcomes of the Regents policies.
The Task Force. In 1996, the Regents adopted 28 Learning Standards for elementary, middle, and secondary education students. The Board recognized the need to ensure a sufficient number of qualified staff to assist all students in achieving those Standards. A Task Force was appointed to examine the state of education in New York State and recommend steps to ensure that all students have qualified teachers.
The Task Force, co-chaired by Regents Diane O. McGivern and Robert M. Johnson, held 24 meetings with educators and other constituents over two years. The Task Force conferred extensively with hundreds of stakeholders and other interested parties, and held eight forums around the State for public comment. The Task Force also convened a panel of 26 college presidents to make recommendations for improving the quality of teacher preparation.
After considering data, scholarly studies, professional advice, and public comments, the Task Force identified four gaps between the condition of the State’s educational system and the goal of a system with qualified teachers for all students.
· Gap 1: New York does not attract and keep enough of the best teachers where they are needed most [Recruitment and retention];
· Gap 2: Not enough teachers leave college prepared to ensure that New York’s students reach higher standards [Higher education/pre-service];
· Gap 3: Not enough teachers maintain the knowledge and skills needed to teach to high standards throughout their careers [Professional development for existing classroom teachers]; and
· Gap 4: Many school environments actively work against effective teaching and learning [Environment].
The Task Force considered numerous proposals for closing the gaps, refined those proposals over many months of reflection and consultation with interested parties and made a series of recommendations to the Board of Regents.
Regents Teaching Policy: Progress and Accomplishments
In July 1998, the Board of Regents unanimously approved the recommendations of the Task Force. The Regents rigorous new teaching policy, known as “Teaching to Higher Standards: New York’s Commitment,” consisted of far-reaching reforms to ensure qualified teachers for all children. Over time, the Regents teaching policy has proven to be a strong, guiding framework for action. At the same time, the policy is flexible enough to remain practical in an ever-changing educational environment. Tremendous work continues to implement the Regents policy. Highlights of the successes and accomplishments to address the four gaps identified by the Task Force include:
I. Recruitment and Retention: Attract and Keep Enough of the Best Teachers Where They Are Needed Most
Ensuring an adequate supply of qualified teachers in New York State’s public schools was a top priority for the Task Force. The Regents have furthered this goal through a comprehensive action plan built on flexibility, efficiency, and collaboration – all while maintaining high standards.
The Board of Regents and the Department have worked closely with local educators in the Big Five school districts to convene five “Call to Teaching” forums. The forums were designed to communicate with educators about the need and initiatives necessary to recruit, prepare, and retain qualified teachers for all schools. They also provided an opportunity to talk directly with over 1,600 high school students and students in teacher education programs about the teaching profession. The forums resulted in strong linkages across the K-12 and higher education communities and energized educators and students. The Department targeted print, media, and Internet resources to support recruitment and employment of qualified teachers:
- Developed the New York © Teachers brochure and Pathways to Teaching in New York State: A Resource Guide for College and University Administrators to promote careers in teaching in New York State and inform prospective teachers and administrators of the pathways to certification.
- Expanded outreach to minority populations through events like the Forum on the Future of Hispanic Education, the Black and Puerto Rican Caucus, the Hispanic Heritage Month Celebration among others.
- Assisted the NYCDOE with recruitment activities in the U.S. and in other countries.
Office of Teaching Initiatives Web site provides important
information on teacher certification requirements, regulatory changes,
alternative preparation programs, programs like Troops to Teachers, Teacher
Opportunity Corps, etc. The Web
site includes information for paraprofessionals who want to become certified
teachers and provides links to the NYCDOE Web site and to TEACHNY.com, which
have job listings for New York City public schools.
Teachers recognized for their dedication to the profession and their skills in the classroom are the best voice for teaching as a profession. Through the Department’s New York State Teacher of the Year Program, we recognize and celebrate outstanding teachers across the State. Teacher of the Year finalists and winners participate in Call to Teaching Forums and are often asked to speak at conferences, write articles and serve on Boards, panels and other groups focused on teaching and learning. These distinguished educators are the best recruiters for the next generation of teachers and frequently serve as “ambassadors” for the profession.
To encourage qualified career changers and others to pursue careers in teaching, in 1999 and 2000, the Board of Regents approved two models for alternative teacher preparation programs. Twenty-nine campuses statewide now have approved alternative teacher preparation programs. Candidates teach with Transitional Certificates and receive district mentoring and college supervision while completing their studies.
As a result of the alternative
teacher preparation programs, the NYCDOE has placed nearly 6,000 newly certified teachers in the New York City
public schools - including SURR schools (September
of Prospective Teachers Entering Alternative Teacher Preparation Programs
in New York City 2000-2003
Number of Prospective Teachers Entering Alternative Teacher Preparation Programs in New York City
In December 2003, the Regents approved regulatory changes to continue the individual evaluation pathway to certification (also know as transcript evaluation). Approximately 7,000 to 10,000 teachers are certified for the first time through this pathway annually. College graduates certified via transcript evaluation include individuals interested in second careers in teaching, part-time students, certified teachers interested in second teaching certificates, and individuals educated outside of the United States. More teachers are certified in hard-to-staff subject areas (i.e., the sciences, second languages, mathematics, bilingual, and ESOL) via transcript evaluation than any other pathway. This regulation will sunset in 2007 for a childhood education certificate and in 2009 for all other certificates.
teachers from other states become certified in New York State, the
Regents created the Conditional Provisional
The certificate provides teachers from other states two years to complete
the NYS Teacher Certification Examinations (NYSTCE). During the two-year period,
the teachers can work as certified teachers in New York (April 2001). Since 2000, 4,702 Conditional Provisional Certificates have been awarded
to qualified candidates. Plans are currently under way to extend this
pathway to permit out-of-state teachers to qualify for conditional Initial
Teaching Certificates after February 2004.
The Regents also agreed to accept National Board for Professional
Teaching Standards (NBPTS) certified teachers for equivalent certification in
New York State.
Help All Qualified Individuals Meet Certification Requirements
Representatives of the higher education community and Department staff drafted guidelines for two-year/four-year education programs. Seven community colleges and five senior colleges now offer more than 75 joint teacher education programs.
By September 2003, Regents policy required all teachers in New York to be certified to teach in the State’s public schools; temporary licenses were discontinued. However, recognizing the State’s continuing critical teacher shortage, particularly in shortage subject areas, in 2003, the Regents approved modified temporary licenses for the 2003-04 and 2004-05 school years for staff who were close to meeting the teaching requirements. This includes people who taught with temporary licenses in the 2002-03 school year, passed the Liberal Arts and Sciences Test (LAST), but needed additional time to complete the balance of the education requirements for Provisional or Initial certification. To date, 1,164 modified temporary licenses have been issued – 819 in New York City and 345 in upstate New York. Another 550 applications for modified temporary licenses are now pending and will be issued as soon as necessary documentation is received.
New York State continues to face a significant shortage of bilingual education, bilingual special education, math, second languages and science teachers as well as teachers of English to speakers of other languages (ESOL). The Regents and the Department have undertaken a number of initiatives to help schools recruit and retain qualified teachers in hard-to-staff subject areas:
To address the shortage of math teachers, the Department, the NYCDOE and four colleges in the NYC Metropolitan Area collaborated to pilot a Math Immersion Program within the NYC Teaching Fellows Program. Qualified college graduates with math-related experience are placed in math teaching assignments. During a summer introductory program, participants are provided intensive preparation in mathematics and pedagogy. All Teaching Fellows are required to pass the Math Content Specialty Test (CST) before entering the classroom. In the first year of the pilot, over 85 percent of 100 candidates passed the CST on the first try; this year over 96 percent of 350 candidates passed. The program is proving to be an effective pathway for preparing teachers in a critical shortage area.
A pathway was created to allow licensed speech language pathologists to qualify for Provisional Teaching Certificates as teachers of speech and hearing handicapped students, thereby increasing the pool of qualified candidates to serve as teachers in critical shortage areas (Fall 2000). We estimate that approximately 90 licensed speech language pathologists have already taken advantage of this opportunity. Plans are under way to extend this pathway to enable speech language pathologists to qualify for the new Initial Certificates after February 2004.
Participants in Intensive Teacher Institute (ITI) programs formerly received temporary licenses; many went on to teach in hard-to-staff subject areas. To ensure that ITI program participants remained eligible for employment when temporary licenses ended in September 2003, the Department worked with the NYCDOE and colleges and universities to convert ITI programs in bilingual education and bilingual special education to alternative teacher preparation programs.
Individuals in alternative teacher preparation programs can now receive Transitional B certificates and teach bilingual or ESOL classes if they pass the LAST exam and any appropriate content specialty test (July 2001). Through October 2003, 28 individuals received Transitional B certificates to teach bilingual or ESOL classes.
To understand the opportunities and challenges associated with expanding teacher certification programs in hard-to-staff subject areas, the Department is surveying all colleges with special education and bilingual special education programs. The survey will help to determine the number of students enrolled in these programs and identify factors that hinder student enrollment growth in shortage areas (e.g., lack of students, faculty and/or financial resources). This information is being shared with the colleges and the NYCDOE so appropriate strategies can be developed to help reduce these impeding factors.
As part of its priority legislative program, the Board of Regents is advancing a bill to remove the pension penalty to allow retired public employees (including teachers) to enter or re-enter teaching in hard-to-staff subject matter areas and schools.
The Teachers of Tomorrow (TOT) grant program
was created in 2000 to recruit and retain
qualified teachers in hard-to-staff schools and subject areas; over
$95 million has been provided to
support teachers through 2004.
Approximately $2 million in IDEA funds for the 2002-03 and 2003-04 school years was provided to the NYCDOE by the Department to support the preparation of special education and bilingual special education teachers. These funds have been used to support a cohort of 35 special education teacher candidates and a cohort of 35 speech language pathologists. In addition, these funds have been used for recruitment and outreach activities by the NYCDOE for special education shortage areas. The Department will continue to support these programs in 2005.
The Department was awarded two federal grants totaling $3.4 million to support the graduate study of 800 new Teaching Fellows at six independent colleges including Long Island University-Brooklyn, Pace University, and St. John's University for the Transition to Teaching Project and Fordham University, Pace University, and Mercy College for the Teacher Recruitment Project. The funds are targeted at preparing Teaching Fellows in hard-to-staff subject matter areas.
Intensive Teacher Institute (ITI) funding will be redirected to support Transitional B bilingual/ESOL certificate programs for bilingual or ESOL general education and special education teachers who have passed the LAST and CST until 2005. The ITI will shift its focus to undergraduate programs.
The Department has supported, with IDEA
funds, a multi-state teacher retention
study designed to test strategies to increase teacher retention in
our hard-to-staff areas. This program is being piloted in New York City, Buffalo, and other districts
across New York State.
Findings from the study are expected to be available beginning in June
At the request of the NYCDOE, the Department arranged with the National Evaluation Systems (NES) to offer eight additional special administrations of the NYSTCE exams in New York City in 2003-2004. This was done to assist as many qualified applicants as possible meet the requirement and become certified. Dates were scheduled so Teaching Fellows could complete the exams required to enter alternative teacher certification programs. In 2004-2005, the Department and NES anticipate increasing the number of regular statewide administrations of the NYSTCE from five to seven.
Beginning in February 2004, NES anticipates making NYSTCE test results available within five weeks. This will facilitate recruitment of newly certified teachers through both the traditional and alternative teacher preparation programs.
The Department is re-engineering the teacher certification process to expedite the certification of prospective teachers and provide important information to all teachers seeking employment in NYS public schools. Through increased efficiency and enhanced customer service, significant progress has been made toward improving the process.
- We continue our work to streamline the process for reviewing college-recommended applications; turnaround time from what previously averaged three to four weeks to process has been reduced to an average of one week to 10 days under the new system.
- Staff continue work to reduce the processing time for transcript evaluation applications from 16 weeks to a goal of 10 weeks.
- Work is under way to reduce the processing time for BOCES-evaluated applications from an average of three to four weeks to two to three business days from receipt.
- Streamlined and improved applications for teacher certification are now available.
- Confirmation letters, acknowledging receipt of application materials, are now automatically generated and sent to applicants for teacher certification.
II. Higher Education/Pre-service: Ensure Teachers are Prepared to Help New York’s Students Reach High Standards
In 1999, the Regents and the Department identified the knowledge and skills necessary for teachers to meet the learning needs of students with diverse backgrounds and characteristics. Academic preparation now requires education in a general liberal arts and sciences core, a content core, a general pedagogical core, and additional knowledge and skills required for specific certificates. Since that time, the Regents and Department have been working closely with colleges and universities with teacher preparation programs to help ensure all programs meet Regents standards.
Department reviewed over 3,500 modified teacher preparation programs at 110
campuses in 2000 and 2001 and re-registered those that met program
standards and prepared candidates to teach all students to State Learning
Of the 3,500 teacher preparation programs reviewed in 2000-01, two-thirds met program standards by preparing candidates to teach all students to State Learning Standards and were re-registered; 30 percent were required to make additional improvements before being re-registered; three percent were denied re-registration [four institutions discontinued their education programs].
- The Department provided mini-grants (up to $7,000) to 55 colleges to help them redesign their special education certification programs. The grants helped to ensure that general pedagogy and special education pedagogy were effectively blended within coursework, thereby addressing Regents standards for special education in the new programs.
- The Department also financially supports two Higher Education Support Centers in New York State. The Higher Education Support Center at Syracuse University is a consortium of 67 colleges preparing teachers for our State. The Center works with member colleges and participating districts to strengthen special education programs in our K-12 schools. The other center is the Bilingual Special Education Higher Education Support Center located at Buffalo State College. This Center is designed to develop additional statewide capacity for preparing bilingual special education teachers.
The first cohort of teachers prepared through improved programs will graduate in May 2004 and thereafter will qualify for new Initial and Professional Certificates that reflect improved preparation, with greater focus on student developmental levels (early childhood, childhood, middle childhood, and adolescence). This cohort of new teachers will begin teaching this Fall.
The Department regularly works with institutions to ensure teacher preparation programs adhere to the new Regents program standards.
- The Department’s Teacher Education Team makes frequent visits to the Alternative Teacher Preparation Programs at 29 institutions that prepare career changers. In addition to monitoring the programs, staff provide important program information and technical assistance.
The Regents and
the Department established an 80 percent pass
rate on teacher certification examinations for each college’s
graduates. Ninety-five percent of institutions have met the
additional six colleges are progressing with corrective action plans and
Department monitoring. Through
campus visits and regular telephone and e-mail communications, the Department’s Teacher Education Team is working
closely with these institutions to provide significant support and recommend
opportunities for program improvements. Despite corrective action plans and Department
assistance, however, three of the six colleges face possible program closure in
To provide for greater accountability, all 3,500 teacher preparation programs registered by September 1, 2001, must be accredited by December 31, 2006 to ensure they meet Regents standards and prepare effective teachers to help all students meet State Learning Standards; programs registered after 9/1/01 have seven years to achieve accreditation.
- To date, 15 of the 110 campuses have already achieved professional education accreditation. All institutions attempting accreditation of their registered programs, which were modified in 2000-01 to meet the Regents new teacher education standards, have achieved accreditation.
- 95 campuses are now seeking accreditation by NCATE, TEAC, or the Regents (RATE). 70 colleges are scheduled for accreditation visits by Fall 2004; all visits have been scheduled between Fall 2002 and Fall 2006. All institutions will have completed their self-studies by July 1, 2004.
In addition to making accreditation visits, in Spring 2004, the Teacher Education Team will review 150 proposals to re-register programs preparing school building leaders, school district leaders, and school district business leaders, based on the new standards for preparing education leaders. Approved programs may begin admitting students in Fall 2004.
Several institutions provided positive feedback on the effects of the new teacher education standards and accreditation requirements on program quality. For example, while preparing for the Regents accreditation review (RATE), Skidmore College in Saratoga Springs, New York recognized the need to improve the preparation of elementary teachers to teach mathematics and made appropriate adjustments in curriculum and staffing even before the accreditation site visit began.
III. Professional Development: Help Teachers Maintain the Knowledge and Skills They Need to Teach to High Standards Throughout Their Careers
The Regents approach to helping all children in New York State achieve high learning standards is two-pronged. First, it is essential that all new teachers enter the classroom with a demonstrated record of academic preparation and a commitment to lifelong learning. At the same time, it is equally imperative that the 220,000+ teachers already in the classroom remain highly qualified throughout their careers. The Regents continue to work with teachers and school districts to encourage a commitment to lifelong learning.
The Regents now require all school districts and BOCES to have plans for providing staff with substantial professional development related to student learning needs and State initiatives, standards, and assessments. Additionally, districts and BOCES must establish annual or multi-year plans for annual professional performance reviews of teachers and other staff (effective 2000).
Effective in 2004, teachers with Professional Certificates are required to complete 175 hours of professional development related to student learning needs and State initiatives, standards, and assessments every five years.
Beginning in September 2004, all first-year teachers with Initial Certificates must participate in a prescribed mentoring relationship with an experienced colleague in their first year of teaching to qualify for the Professional Certificate.
The State Professional Standards and Practices Board on Teaching developed a Code of Ethics for Teachers in 2003 to guide professional expectations; the Code of Ethics is available on the Department’s Web site at .
An online reading academy is changing the provision of professional development statewide; such courses change classroom practices so that teachers spend increased amounts of time providing quality reading instruction and using assessments effectively to modify instruction.
IV. Environment: Improve the School Environment
Effective teaching and learning can only occur when our State’s schools are safe, clean, and equipped with necessary resources and tools. We must work together with school and community leaders to continuously improve the school environment.
In 1998, Commissioner Mills established the Blue Ribbon Panel on School Leadership. The Task Force strongly believed that effective school leadership was a necessary condition for improved student learning. As a result of their important work, in 2003, the Regents adopted regulations to improve the preparation and practice of school leaders. The initiative was developed with input from the field, including college presidents, deans of education, and school leaders. Forty-nine institutions are now modifying their leadership programs to meet the new standards in September 2004.
To help ensure the safety of our children in school, the Safe Schools Against Violence in Education (SAVE) legislation (2001) requires that all new applicants for teaching certificates and prospective school employees undergo fingerprint supported criminal history background checks to become eligible for certification and/or "cleared for employment."
The Regents adopted extensive new regulations that have strengthened standards for student attendance and, with the SAVE legislation, more effective strategies have been put in place for disruptive students to be removed from the classroom.
In 2001 and 2002, an advisory group explored and reported on suggested improvements in the preparation of staff providing services for pupils (e.g., school counselors, school social workers, and school psychologists).
The Department has proposed improvements in the State Aid Formula that would increase flexibility for directing resources to areas of need, and seek increased aid for schools. The New York State Legislature has enacted many of the Regents proposals including the school facilities bond act and funding construction projects at the schools most in need.
Regents Teaching Policy: Work Under Way
While significant progress has been made to implement the Regents rigorous teaching policy, work continues to ensure qualified teachers for all children. Some examples of work under way to continue to carry out the recommendations of the Regents Task Force on Teaching include:
The Department is working with partners to develop targeted recruitment initiatives designed to attract qualified candidates who will seek certification in subjects with teacher shortages, and who will accept employment and remain in geographical shortage areas. Examples of programs include Today's students, Tomorrow's teachers, Troops to Teachers, and the New York City Teaching Fellows as well as similar Transitional B and Transitional C programs.
In line with the Regents teaching policy, the Department is now preparing to conduct both a formative and summative evaluation of the major components of the Regents teaching policy. The first cohort of graduates of the now 3,830 modified teacher education programs will begin teaching in September 2004. While we await the results of the comprehensive evaluation under way to assess the effectiveness of teachers prepared under the new policy, we will be monitoring other indicators of success:
- To ensure that teacher education programs are preparing candidates with necessary knowledge and skills, the Department closely monitors the scores of teacher education graduates on the New York State Teacher Certification Examinations (NYSTCE). Institutions where less than 80 percent of their graduates have passed these examinations must prepare corrective action plans designed to achieve the 80 percent standard. The Department monitors progress made to improve the pass rates and prevent de-registration of the programs.
- All teacher education programs must be accredited by 2006. Through accreditation, institutions document that they have successfully prepared qualified teacher candidates who can teach all students to achieve the Regents Learning Standards. During accreditation site visits, the Department looks for evidence that the programs have been successful in achieving this goal. Staff interview teacher education candidates; look at their work; and interview faculty in both the education and liberal arts and sciences programs. In addition, Department staff visit schools where newly prepared teachers are employed, observe classroom instruction, and interview teachers and administrators. These accreditation visits provide a rich body of information on the effectiveness of the programs and the newly prepared teachers.
- The Department supports and cooperates with institutions and consortia that are evaluating teacher education in New York State. A major study is being conducted in collaboration with CUNY and a significant number of independent colleges in the New York City metropolitan area. That study is examining the different pathways toward teacher certification and will follow the newly prepared teacher candidates over the next few years to determine their impact on student outcomes. Other studies by individual colleges are also under way and will help to inform Regents assessment of the effectiveness of the 1998 teaching policy.
Work is under way to develop new standards for the preparation of pupil service providers. In 2001 and 2002, advisory groups recommended improvements for the preparation of staff providing services for pupils (e.g., school counselors, social workers, and psychologists). The Department is now developing standards that build on the recommendations of the advisory groups.
In 1998, members of the Regents Task Force on Teaching recognized a gap between the teacher certification structure and the K-6 tenure area established in Education Law. The Department is now preparing to engage all relevant stakeholders to determine how the tenure areas and the certification system can be aligned to ensure that teachers are properly tenured in the areas of their certification.
A number of activities are under way to provide teachers in the classroom with quality professional development opportunities:
- Teachers will have access to the State learning standards and best curriculum and instructional practices through the State Education Department’s Virtual Learning Space.
- The New York State Reading Resource Center will serve as a centralized resource for research information and, through expansion of the Virtual Learning Space, teachers will have access to scientifically-based reading research and best practices.
- The Statewide Math Resource Center will conduct research, identify core math knowledge that teachers need and create the curriculum for training math teachers statewide.
- Professional development for teachers will be increased through regional and school-based training coordinated by the Regional and New York City School Support Centers using the New York State Education Department Virtual Learning Space targeted toward improving math and early grade reading student achievement.
The Office of Higher Education continues to support the Office of Elementary, Middle, Secondary and Continuing Education (EMSC) in efforts to improve school environments and working conditions.
Regents Teaching Policy: Next Steps
There has been significant progress made on the implementation of the policies created by the Regents Task Force on Teaching. In many cases, colleges and universities, schools, teachers, and students across New York State have exceeded the Task Force’s highest expectations. The Regents and the Department continue close collaboration with many partners to carry out the Regents policy. Future challenges predicted to impact teacher supply and demand include New York’s economic condition; available resources; aging workforce; and Federal requirements that impact schools, teachers, and teacher education programs. The Regents and the Department continue to consider shortage area concerns as well as supply and demand data as we implement the recommendations of the Regents Task Force on Teaching.
Since the Regents policy was enacted in 1998, strategies to implement the policy are continuously evaluated as the educational environment changes and evolves. The State Professional Standards and Practices Board on Teaching works with the Department to ensure that implementation of the policy continues to carry out the Regents goals. In the coming months, based on feedback from the field and outcomes achieved, the Regents and the Department will re-evaluate the continuing applicability of some of the strategies in place to implement Regents policy. Potential areas of consideration may include the full-time faculty requirement and teaching load requirements.
The Regents and the Department will continue collaborative efforts to expand initiatives, create new alliances, and advance targeted solutions to ensure qualified teachers for all children in public schools in New York State.
Attachment A: New York State Pathways to Teacher Certification
Attachment B: Comparison of Requirements in Former and 2004 NYS Certification Models
Attachment C: Institutions in New York State that Prepare Teachers (noting Alternative Preparation Programs)
Attachment A: New York State Pathways to Teacher Certification is a brochure that is not easily converted to this format. Copies will be provided to the Board of Regents at the time of the February meeting.
COMPARISON OF REQUIREMENTS IN FORMER AND 2004 NYS CERTIFICATION MODELS
(prior to 2/2/04)
February 2004 Model
· bachelor’s degree;
· no tests;
· annual renewal permitted for
teacher shortage areas
· bachelor’s degree;*
· 6 credits in each: English,
math, science, social studies;
· 36 credits in subject;
· 30 credits in education;
· student teaching;
· 2 tests (LAST and ATS-W);
· valid 5 years
· bachelor’s degree;
· 30 credits in subject, or
· 18 credits in subject and 12 in
· 200 hours of pedagogy;
· 2 tests (LAST and CST);
· mentored teaching;
· valid 3 years
· bachelor’s degree;***
· broad core in liberal arts & sciences;
· major or equivalent in subject;
· specified pedagogical core;
· 100 hours diverse field experiences;
· student teaching or internship;
· 3 tests (LAST, ATS-W, CST);
· fingerprint clearance
· valid up to 4 years
· master’s degree in related
field (broadly defined);
· 2 years satisfactory teaching;
· test (CST and ATS-W)
· master’s degree with 12
graduate credits in subject
taught or related subject, or master’s
in a new classroom teaching field;
· 3 years satisfactory teaching with
first year mentored;
· no test (3 required for Initial Cert.)
Permanent Certificate Is
permanent unless revoked
evaluations are required while
teaching in NYS public schools.
Professional Certificate must
be maintained by completing 175
hours of professional development
related to district’s student learning
needs every 5 years.
District must have plan for annual
professional development for all
Annual performance evaluations are
required and must be based on
established district criteria.
*Associate degree for trade/technical fields; master’s for reading
** Regents voted 12/04 to continue transcript evaluation route.
*** Associate degree for trade/technical fields; master’s for literacy; master’s for library media specialist
INSTITUTIONS IN NEW YORK STATE THAT PREPARE TEACHERS
(Bold lettering indicates campus approval for alternative teacher preparation.)
Total 111: CUNY 9; SUNY 17; Independent 83; Proprietary 2
CUNY City College
CUNY College of Staten Island
CUNY Hunter College
CUNY Medgar Evers College
CUNY Queens College
CUNY York College
NYS College of Agricultural and Life Sciences at Cornell University
SUC New Paltz
SUC Old Westbury
SUNY Stony Brook
College of Mount St. Vincent
College of New Rochelle-Main Campus
College of St. Rose
Dominican College of Blauvelt
Fordham University – Marymount Campus
Fordham University-Rose Hill and Lincoln Center
Fordham University-Tarrytown Campus
Hobart William Smith Colleges
Iona College-Rockland Campus
Le Moyne College
LIU-C.W. Post Campus
LIU-New York University Campus
Marymount Manhattan College
Mercy College-Bronx Campus
Mercy College-Main Campus
Mercy College-Yorktown Heights Campus
Nazareth College of Rochester
New York Institute of Technology-Manhattan Campus
New York Institute of Technology-Old Westbury Campus
Pace University-New York City Campus
Pace University-Pleasantville Campus
Rochester Institute of Technology
Saint Bonaventure College
Saint Francis College
Saint John Fisher College
Saint John’s University- Staten Island Campus
Saint Joseph’s College-Brooklyn Campus
Saint Joseph’s College-Suffolk Campus
Saint Lawrence University
Saint Thomas Aquinas College
Sarah Lawrence College
The King’s College
The Sage Colleges-Albany Campus
The Sage Colleges-Troy Campus
Touro College – Flatbush Campus
University of Rochester
Five Towns College
School of Visual Arts