Appendix B
Action Plans Prepared By State Team Members

Alaska's Action Plan

Team Members

Agency or Institution

Position

Peggy Cowan

Alaska Department of Education

Science Specialist

Robert Gottstein

Alaska State Board of Education

Teacher Certification

Alexander McNeill

University of Alaska - Anchorage

Dean, School of Education

Paul Reichardt

University of Alaska - Fairbanks

Dean, College of Natural Science

Existing Policies and Practices that Support the Standards:

  • State Science Standards (voluntary)

  • State Framework Documents and Projects

  • State Teacher Standards

Existing Policies and Practices in Need of Change:

  • Current licensure allows certified teachers to teach in any content area or grade level

  • No monitoring of accreditation requirements for individual K-12 schools

  • No content area requirements for endorsement

  • Preparation of rural teachers

Key Players in Implementing Change:

  • Legislature

  • Governor

  • Alaska Association of School Administrators

  • NEA/Alaska Science Teachers Association

  • IHE's - University of Alaska, Sheldon Jackson, APU

  • Alaska Department of Education

  • State Board of Education Professional Certification Task Force

  • University of Alaska Rural Education Task Force

State Goals for Improving Science Teacher Preparation:

  • Examine existing state policies/procedures in light of the Standards

  • Use state and national standards to redesign science teacher preparation and science requirements for elementary education

  • Stage process for licensure



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OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Appendix B Action Plans Prepared By State Team Members Alaska's Action Plan Team Members Agency or Institution Position Peggy Cowan Alaska Department of Education Science Specialist Robert Gottstein Alaska State Board of Education Teacher Certification Alexander McNeill University of Alaska - Anchorage Dean, School of Education Paul Reichardt University of Alaska - Fairbanks Dean, College of Natural Science Existing Policies and Practices that Support the Standards: State Science Standards (voluntary) State Framework Documents and Projects State Teacher Standards Existing Policies and Practices in Need of Change: Current licensure allows certified teachers to teach in any content area or grade level No monitoring of accreditation requirements for individual K-12 schools No content area requirements for endorsement Preparation of rural teachers Key Players in Implementing Change: Legislature Governor Alaska Association of School Administrators NEA/Alaska Science Teachers Association IHE's - University of Alaska, Sheldon Jackson, APU Alaska Department of Education State Board of Education Professional Certification Task Force University of Alaska Rural Education Task Force State Goals for Improving Science Teacher Preparation: Examine existing state policies/procedures in light of the Standards Use state and national standards to redesign science teacher preparation and science requirements for elementary education Stage process for licensure

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium To Accomplish These Goals, the Following Actions are Planned: Within Six Months Add-on assignment to existing frameworks teacher preparation committee with intent of influencing Board of Education Professional Certification Task Force Frameworks sponsored workshop on science/math standards and teacher preparation for university faculty Explore models for staged licensure During The Next Twelve Months University of Alaska sponsored (in principle and dollars) task force on reform of science/ math teacher preparation: Develop Alaska plan for staged licensure Over The Next Two Years Board of Education Professional Certification Task Force report to Board of Education—lobby for Standards-based on certification and licensure Develop individual institutions' reform plans First point will include staged licensure By The End of Five Years Reformed Teacher Preparation In Science/Math Fully Implemented Arkansas' Action Plan Team Members Agency or Institution Position Donna Elliott Arkansas Department of Education Program Manager Suzanne Mitchell Arkansas Statewide Systemic Initiative Project Director Existing Policies and Practices That Support the Standards: Act 236 - Education Reform Act Act 453 - Science/math Equipment Act Science Curriculum Frameworks Task Force on Teacher Licensure and Certification Existing Policies and Practices in Need of Change: Teaching certificates in many areas of science Pre-service science and science education courses Alternative certification practices Add-on endorsements Key Players in Implementing Change: Members of Task Force on Teacher Licensure and Certification Department Chairs of science departments (and other subjects) and professors Deans of Education/Arts and Sciences; Presidents of colleges and universities Director of Arkansas Department of Education and Department of Higher Education State Boards of Education and Higher Education Curriculum specialists in science (and other subjects) Coops (Education Service Cooperatives) Teachers, Principals, Superintendents, School Boards Parents and business leaders, Arkansas Education Association Primary Goals for Improving Science Teacher Preparation: Arkansas will change its teacher licensure and certification process Secondary Goals for Improving Science Teacher Preparation: Arkansas will work with NCATE and the new Professional Development Teaching Models (2 year) Arkansas will develop subject specific outcomes to improve teacher licensure Arkansas will change the assessment system for obtaining a teaching license

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium To Accomplish These Goals, the Following Actions are Planned: Within Six Months Host eight one-day new professional teacher model sessions at eight universities (Fall 1996/Spring 1997) Host a two-day conference for all college science departments (Summer 1996) Host cluster groups in subject areas to develop what teachers should know and be able to do in subject areas (Summer 1996) During the Next Twelve Months Host an additional eight one-day new professional teacher model sessions at eight more universities (Fall 1996) Explain teacher licensure changes, science and math standards, and systemic initiatives to field representatives at the Arkansas Department of Education, superintendents, and educational cooperatives Develop information dissemination methods (WWW, public forums, newsletters, etc.) Present teacher licensure information to participants at the Leadership Academy for principals and other state leaders Continue working with university collaboratives that are developing the new teacher licensure assessment system for beginning teachers (initial license and professional license) Over the Next Two Years Develop the recertification process and an advanced licensure process to be facilitated and overseen by the Arkansas Department of Education By the