Teacher Prep - Presented by Eileen Mcdaniel

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org
2014, Florida Department of Education. All Rights Reserved.
A New Era for
Florida Teacher Preparation Programs
Eileen L. McDaniel, Chief
Educator Recruitment, Development & Retention
www.FLDOE.org
Key Points
Teacher Preparation Programs Why?
Uniform Core Curriculum
Field Experience Requirements
Initial and Continued Approval Requirements: Focus
on Outcomes, less on Inputs
Annual Program Performance Report & Performance
Metrics
Next Steps: Decision Points for Continued Approval

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Section 1004.04, Florida Statutes
Each candidate must receive instruction and be assessed
on the uniform core curriculum in the candidates area
or areas of program concentration during course work
and field experiences.
Before program completion, each candidate must:
Demonstrate his or her ability to positively impact student
learning growth in the candidates area or areas of program
concentration during a preK through grade 12 field experience;
and
Pass each portion of the FTCE required for a professional
certificate in the area or areas of program concentration.
Changes to qualifications of institution & district
personnel supervising candidates in field experiences

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Criteria for ITPs Criteria for EPIs Criteria for DACPs
Florida Educator Accomplished
Practices (FEAPs)/Professional
Education Competencies & Skills
(PECS)
Subject Area Competencies /Skills
State Content Standards
Content Literacy and Math
Practices
Strategies appropriate for
instruction of English language
learners (ESOL Standards)
instruction of SWD
School Safety
Reading Endorsement
Competencies
(PECS)
Practices
instruction of SWD
School Safety
Reading Endorsement
Competency 2
(PECS)
Practices
instruction of SWD
School Safety
Reading Endorsement
Competency 2
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Candidates must be provided sufficient field experience
to demonstrate all required competencies in the Pre-K-
12 classroom setting.
Program must provide field experiences throughout the
program, including a culminating experience
Field experience sites must represent the full spectrum of
school communities, including, but not limited to, schools
located in urban settings
Candidates must demonstrate their ability to positively
impact student learning growth in the program
concentration area during a PreK-12 field experience prior
to program completion

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Field Experience Requirements Faculty
Qualifications
Specialized training in clinical supervision
At least 3 years of successful, relevant PreK-
12 teaching, student services or school
administration experience
Annual demonstration of experience in a
relevant PreK-12 school setting

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Field Experience Requirements School District
and Instructional Personnel Qualifications
Evidence of clinical educator training
Hold valid Florida professional certificate
At least 3 years teaching experience in PK-
12
Earned effective or highly effective rating on
prior years performance evaluation (or be a
peer evaluator)

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Initial and Continued Approval Requirements:
Focus on Candidate and Completer Outcomes
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Draft Initial & Continued Approval Standards
Standard 1 - Program Candidate and
Completer Quality
The program ensures that candidates
and completers are prepared to
instruct prekindergarten through grade
12 students to achieve high standards
for academic achievement.

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Draft Standard 1: Indicators
Indicator 1.1 - Each program consistently applies state-
mandated admission requirements.
Indicator 1.2 - The program must demonstrate that
each completer possesses the required knowledge,
skills, and professional behaviors relevant for
professional practices and work characteristics in his or
her field.
Indicator 1.3 - Program candidates and completers
must demonstrate positive impact on P-12 student
learning growth in the candidates and completers
area(s) of certification as measured by student
performance data.
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Standard 2 Field/Clinical Practices
The program ensures high quality field
and clinical experiences with high-
quality feedback and support for each
program candidate.

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Indicator 2.1 - Postsecondary and school district
personnel meet the state-mandated requirements for
supervision.

Indicator 2.2 - Field and clinical practices are
completed in settings relevant to program objectives
for the development of candidate skills.
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Standard 3 Program Effectiveness
The program supports continuous
improvement that is sustained,
evidence-based and that evaluates the
effectiveness of its candidates and
completers.

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Indicator 3.1 - The program systematically examines
candidate and completer performance and impact.

Indicator 3.2 - The program uses results of data
collection to enhance program elements and capacity
for impacting P-12 student learning.
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Emphasis on Candidate and Completer
Outcomes
Indicator 1.3 Program description of:
Evaluation method(s) utilized by program candidates and
completers to demonstrate positive impact on P-12
student learning; and
How data results were collected, evaluated and analyzed
for determining program candidate impact on P-12
student learning growth during field experiences and
while employed in Florida public school district.

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Outcomes
Indicator 3.1 - Program provides aggregated data on
program candidates and program completers:
Impact of P-12 student learning for all employed program
completers and candidates
Performance as evidenced by Annual Program
Performance Report Card
Assistance provided as part of completer 2-year guarantee
Candidates performance evaluations in field experiences
FTCE subtest results at competency level
Other outcome data determined by program/institution
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Outcomes
Indicator 3.2 - Program uses aggregated data analyses
results for decision-making:
Identification of areas of strength and weakness
Stakeholders involved in the decision-making
Specific programmatic enhancements or changes made
Assistance provided as part of completer 2-year guarantee

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Annual Program Performance Report &
Performance Metrics
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Annual Program Performance Report (APPR)
Florida Statutes and State Board of Education Rule
hold teacher preparation programs accountable for
producing graduates/completers with the
competencies and skills necessary to achieve
Floridas education goals.
Include Performance Metrics established in statute.
Publicly reported annually. See https://www.florida-
eipep.org/public.aspx.
Draft rule establishes Performance Targets.
Draft rule APPR results are part of final decision
for continued approval.
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Continued Approval Requirements
Performance Metrics
Each program must document evidence of
program performance in the following:

1. Placement rate of program completers into
instructional positions in Florida public
schools and private schools, if available.
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Performance Metric #1 Placement
Percentage of program completers who become
employed in an instructional position in a Florida
public school district (including charter schools).
Employed the first or second year following program
completion.
Data to be reported in 2014 report cards: 2010-2011
completers employed for first time in 2011-12 or
2012-2013.
Percent placed is compared to statewide mean for
placement data in same program code.

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Performance Metrics

2. Rate of retention for employed program
completers in instructional positions in
Florida public schools.

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Performance Metric #2 Retention
Percentage of program completers continuously
employed in instructional position in a Florida public
school district (includes charter schools) at the third
year and fifth year marks.
Data to be reported in 2014 report cards: 2009-2010
completers continuously employed in 2010-11, 2011-
12 and 2012-2013.
Data reported thus far only includes continuously
employed at the third year mark.
Percent retained is compared to statewide mean for
retention data in same program code.
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Performance Metrics (cont.)
3. Performance of students in PreK-12 who
are assigned to in-field program completers
on statewide assessments using the results
of the student learning growth formula
adopted in s. 1012.34, F.S.
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Performance Metric #3 Statewide Assessment
Results
Only for programs in which employed completers
teach a course(s) assessed by statewide
assessment(s);
Average Value-added model score of program
completers one year following program completion;
aggregated across three years (2009-10, 2010-11,
2011-12 completers employed in 2012-13) and who
received VAM scores
Includes data only on completers teaching in-field
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Performance Metric #3 and VAM
Floridas Value-added Model produces scores that represent an estimate of
a teachers impact on student learning, after accounting for other factors
that may impact the learning process.
The formula produces a predicted score for each student based on the
factors included in the model.
The difference between the students predicted performance and the
actual performance represents the valueadded by the teachers
instruction.
A score of 0 indicates that students performed no better or worse than
expected based on the factors in the model.
A positive score indicates that students performed better than expected.
A negative score indicates that students performed worse than expected.
For more information about Floridas value-added model (VAM), please
visit http://www.fldoe.org/profdev/studentgrowth.asp.
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4. Performance of students in PreK-12 who
are assigned to in-field program completers
aggregated by student subgroup, as
defined in the federal ESEA, as a measure
of how well the program prepares teachers
to work with a diverse population of
students in a variety of settings in Florida
public schools.

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Performance Metric #4 - Student Performance/Subgroup
Measure of how well program prepares teachers to work
with diverse population of students in a variety of settings
Data generated from completers who had VAM scores
attributed to them
In-field program completers only
Student subgroups
Caucasian
African American
Hispanic
Asian
Native American
Free/Reduced Lunch
Students with disabilities
Students of limited English proficiency
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5. Results of program completers annual
evaluations in accordance with the timeline
as set forth in s. 1012.34, F.S.

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Performance Metric #5 Teacher Evaluation
Results
Evaluation results of program completers employed in
an instructional position in a Florida public school
district.
Data are aggregated across three years (2009-10,
2010-11 and 2011-12 program completers employed
in 2011-2012 and received an evaluation rating).
Number & percent evaluated at each level: highly
effective, effective, needs improvement, developing
and unsatisfactory
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6. Production of program completers in a
statewide critical teacher shortage areas as
identified in s. 1012.07, F.S.

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Performance Metric #6 Critical Teacher Shortage Areas
Increased production of Critical Teacher Shortage Area
Completers from one year to next:
Exceptional Student Education
English/Language Arts
Reading
Sciences
English for Speakers of Other Languages
Foreign Languages
Mathematics

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Next Steps:
Decision Steps for Continued Approval
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Next Steps
State Board of Education sets and approves:
Initial Approval Standards for new teacher preparation
programs
Continued Approval Standards
Performance Targets using statutory Performance
Metrics
Continued Approval Decisions based on significant,
objective, and quantifiable measures of the program
and the performance of the program completers

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Next Steps
Draft language on Decision for Continued
Approval includes two elements
Results of Continued Approval Site Visit at end of
continued approval period
Results of Annual Program Performance Reports over the
entire continued approval period (met or not met
Performance Targets established in State Board Rule 6A-
5.066, FAC)

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Schedule for Review: SBE Rule 6A-5.066, FAC
Initial Rule Development Workshops conducted in
August 2013
State Board of Education Workshop on Teacher
Preparation Programs: April 10, 2014, Tallahassee
Draft rule language released on June 9, 2014
Rule Development Workshops: June 25 and 27,
2014 (webinars/in-person Tallahassee)
Commissioner submits for possible approval by SBE
September 23, 2014
Implementation Fall 2014
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Rule Development Workshops: 6A-5.066
Draft documents located at
http://www.fldoe.org/profdev/rdep.asp or
https://app1.fldoe.org/rules/default.aspx
Rule Development Workshops locations/dates/times
Recordings/transcripts
Public input/feedback: TeacherPrepRuleDev@fldoe.org

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Contact Information

Eileen McDaniel, Bureau Chief
Eileen.McDaniel@fldoe.org 850-245-0562
Kay Caster, Ed Policy Consultant
Kay.Caster@fldoe.org 850-245-9940
Tonya Jones, Program Specialist
Tonya.Jones@fldoe.org 850-245-0537
Kimberly Pippin, Program Specialist
Kimberly.Pippin@fldoe.org 850-245-7824

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