The Council of Chief State School Officers (CCSSO) and National Policy Board for Educational Administration (NPBEA) have issued the following request for public comment on their draft revision of the Interstate School Leaders Licensure Consortium standards (see this post announcing the Wallace-funded revision effort). Make your voice heard by October 10!
CCSSO is seeking feedback from the public on draft standards for education leaders that aim to ensure district and school leaders are able to improve student achievement and meet new, higher expectations.
This post first appeared in the Sacramento Bee. View the original here. The views expressed in this post do not necessarily reflect the views of AACTE.
The new school year brings one of the biggest transitions our state’s elementary and secondary education system has ever experienced. As students settle into new classrooms, our teachers are adjusting their instruction to help students meet expectations of the new Common Core state standards. It’s our job – as parents, business leaders, students, community members, and educators – to look beyond both the hype and hysteria to ensure that students benefit from thoughtful, locally driven implementation.
Last week, members of the Teacher Leader program at the College of Charleston’s School of Education, Health, and Human Performance (SC) visited Washington, DC, and met with government and nonprofit agencies and associations, including AACTE, as well as leaders from educational think tanks and policy makers.
This coming school year, a majority of states will implement the Common Core State Standards and corresponding assessments from either the Partnership for Assessment of Readiness for College and Careers (PARCC) or the Smarter Balanced Assessment Consortium. To prepare for the new assessments, both consortia field-tested thousands of test items this spring. AACTE asked each consortium to provide our members with an update on its progress. This post addresses Smarter Balanced; find the PARCC update here. The views in this post do not necessarily reflect the views of AACTE.
As K-12 schools across the country work on implementing the Common Core State Standards, a major body of work has been preparation of new assessments built to assess student mastery of the standards. In June, the 22-state Smarter Balanced Assessment Consortium marked a significant milestone as its field test came to a close. The scale and scope of this “practice run” of new assessments aligned to the Common Core State Standards was truly unprecedented; 4.2 million students participated, making this field test the largest online assessment in the nation’s history.
This coming school year, a majority of states will implement the Common Core State Standards and corresponding assessments from either the Partnership for Assessment of Readiness for College and Careers or the Smarter Balanced Assessment Consortium. To prepare for the new assessments, both consortia field-tested thousands of test items this spring. AACTE asked each consortium to provide our members with an update on its progress. This post addresses PARCC; find the Smarter Balanced update here. The views in this post do not necessarily reflect the views of AACTE.
In June, the Partnership for Assessment of Readiness for College and Careers (PARCC)—which includes 14 states and the District of Columbia—accomplished a major milestone: the completion of a field test of new, Common Core-aligned assessments that were developed for the states by the states. Almost 4 years in the making, these K-12 assessment systems came online this spring as states started to “test the test” to ensure that assumptions made about content alignment, use of technology, and ease of use for both students and teachers alike were on target.
This summer, two national education organizations will revise the model standards for the preparation, performance, support, and evaluation of school leaders. The work is expected to be completed in October.
With renewed support from the Wallace Foundation, the Council of Chief State School Officers (CCSSO) and the National Policy Board for Education Administration (NPBEA) will convene panels to update the Interstate School Leaders Licensure Consortium (ISLLC) standards, last updated in 2008, and the National Educational Leadership Preparation (NELP) standards, last revised in 2011. The effort also includes drafting new standards for superintendents or other central-office staff who supervise principals.
A new effort by the National Association of State Directors of Teacher Education and Certification (NASDTEC) will attempt to develop a national framework for PK-12 educator ethics.
Beginning with a meeting June 19-21 in Maryland, the Model Code of Educator Ethics Task Force will review existing codes of ethics over the coming year and draft a consensus document that could be adopted by states, which currently have varying guidelines in place. A public review period is planned before the model code is finalized in summer 2015.
A new report from the National Education Association (NEA) is the latest in a recent flood of attention to the lack of diversity among the nation’s teaching workforce.
Earlier this week, NEA released Time for a Change: Diversity in Teaching Revisited, which explores the need to recruit and retain teachers of color and the political context that has diminished interest in and initiatives toward meeting the goal. According to Segun Eubanks, director of NEA’s Teacher Quality Department, “This is not a new concern.” The paper examines the progress—or lack of progress—made to address diversity of the teaching workforce and uses the findings as a basis for recommending change.
The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, a national center funded by the U.S. Department of Education Office of Special Education Programs, seeks state partners—including state education agencies (SEAs) and educator preparation programs (EPPs)—to work collaboratively on teacher and leader effectiveness across the career continuum to help students with disabilities achieve college and career readiness in inclusive settings.
States may apply to the CEEDAR Center for intensive technical assistance for up to 4 years. Grantees will create strategic partnerships among SEAs and EPPs to support educator preparation faculty and administrators, researchers, state policy makers, and school-based professionals in building and sustaining an aligned, coherent, and systemic approach to personnel preparation. An online application must be submitted by August 1 by the state’s chief school officer or designee, in collaboration with the partnering SEA and EPPs.
Last week, the Northwest Evaluation Association, in cooperation with Grunwald Associates, released a new report, Make Assessment Matter. The report follows up on a study done by the group 2 years ago of assessment perceptions held by parents, teachers, and district administrators.
In the current landscape where standards, accountability assessments, and use of student value-added measures to evaluate teachers prevail, the researchers expanded survey respondents to include students to better understand their awareness and what value—if any—they perceive in educational testing.
Based on survey data collected from more than 1,000 students in grades 4-12, more than 1,000 PK-12 classroom teachers, and 200 district administrators, the report highlights six key findings: