benchmark model draft 6 6-6-01

Johnm

Description

A National Symposium: Policy and Practice to Ensure High Quality Teachers for Children and Youth with Disabilities A BENCHMARK MODEL FOR ALIGNMENT PROCESS PRE-ALIGNMENT STAGE I STAGE II STAGE III STAGE IV STAGE V No Evidence of A Common Core of Overt Linkages Formal Articulation of Impact of Alignment Inter-State Alignment Alignment Teaching Knowledge Among Alignment Intra-State Alignment Process Among Components and Skills Components Professional Standards Developing Professional Linking Professional Articulating Alignment of Impact of Alignment State Participating in Inter-Standards Standards to Licensure: Professional Standards with of Professional Standards, State Agreements • The state has yet to formally adopt a set of • A Common Core of • Adopted state professional Licensure and Teacher Licensure, and Teacher professional standards for Teaching Knowledge and standards relate to and Education Program Education Program Optimal Inter-state Approval/ Accreditation Approval/ Accreditation on agreements might include teachers of students with Skills is reflected in state clarify criteria for Student Achievement such benchmarks as: disabilities. professional standards. licensure, including assessment of outcomes, Development of best • State adopts licensure • Professional standards are as opposed to the practices for teachers of A variety of indicators may be processes that are aligned officially adopted by the state and accessible ...

Informations

• Publié par: Miphig
• Nombre de lectures: 9
• Langue: English

Extrait

The National Clearinghouse for Professions in Special Education is the descriptive title for the National Clearinghouse on Careers and Professions Related to Early Intervention and Education for Children with Disabilities; Cooperative Agreement H326P980002, between the U.S.

Department of Education and the Council for Exceptional Children. The contents of this Symposium and this publication do not necessarily reflect the views or policies of either the U.S. Department of Education or the Council for Exceptional Children. This information is the public

domain, unless otherwise indicated. Readers are encouraged to copy and share it, but please credit the National Clearinghouse for Professions in Special Education.

U.S. Department of Education Project Officer Martha B. Bokee

A BENCHMARK MODEL FOR ALIGNMENT PROCESS

STAGES

PRE-ALIGNMENT

No Evidence of

Alignment

Among Components

STAGE I

A Common Core of

Teaching Knowledge

and Skills

STAGE II

Overt Linkages

Among Alignment

Components

STAGE III

Formal Articulation of

Intra-State Alignment

STAGE IV

Impact of Alignment

Process

STAGE V

Inter-State Alignment

•

BENCHMARKS FOR ALIGNMENT

Professional Standards

•

The state has yet to

formally adopt a set of

professional standards for

teachers of students with

disabilities.

Licensure

•

Licensure requirements for

teachers of students with

disabilities are developed

in isolation from

professional standards and

teacher education program

approval.

Teacher Education Program

Approval

•

State approval processes

for teacher education

programs occur in

isolation from professional

standards and licensure.

Developing Professional

Standards

•

A Common Core of

Teaching Knowledge and

Skills is reflected in state

professional standards.

•

Professional standards are

officially adopted by the

state and accessible to the

public.

Relating Professional

Standards to Licensure

•

State adopted professional

standards are used in the

development of licensure

requirements for teachers

of student with disabilities

(i.e. evaluation

components, including

tests, portfolios, clinical

experience).

Relating Professional

Standards to Teacher

Education Program

Approval

•

State adopted professional

standards are reflected

within state approval

process for teacher

education programs.

Linking Professional

Standards to Licensure:

•

Adopted state professional

standards relate to and

clarify criteria for

licensure, including

assessment of outcomes,

as opposed to the

"counting of credits."

Linking Licensure to

Teacher Education Program

Approval/ Accreditation

•

Direct relationship exists

between licensure

process/procedures and

state approval of teacher

education programs.

Linking Teacher Education

Program Approval/

Accreditation to National

Standards

•

State adopts a formal

agreement with national

accrediting body as part of

approval of teacher

education programs.

Articulating Alignment of

Professional Standards with

Licensure and Teacher

Education Program

Approval/ Accreditation

Development of best

practices for teachers of

students with disabilities

through:

•

Formal articulation of state

licensure processes/

procedures that are

systematically aligned with

nationally accepted

professional teaching

standards.

•

State teacher education

program approval/

accreditation processes

that are aligned with

licensure processes/

procedures.

Impact of Alignment

of Professional Standards,

Licensure, and Teacher

Education Program

Approval/ Accreditation on

Student Achievement

A variety of indicators may be

used to measure the impact

of the alignment process on

the achievement of students

with disabilities. States might

measure impact using

indicators such as increases

in the: performance on

standardized assessment

measures, rate of post-

secondary employment, rate

of post-secondary school

enrollment, rate of

graduation, or other state

specific measures/indicators.

State Participating in Inter-

State Agreements

Optimal Inter-state

agreements might include

such benchmarks as:

•

State adopts licensure

processes that are aligned

with nationally recognized

model professional

standards for beginning

teachers.

•

State teacher education

program-approval

processes are linked to

national accreditation

standards.

•

Interstate agreement that

facilitates inter-state

reciprocity, while ensuring

the highest quality in

teacher preparation and

resulting expertise.

A National Symposium:

Policy and Practice to Ensure High Quality Teachers for Children and Youth with Disabilities