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



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement



Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

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 end of Five Years Have the restructured licensure system up and running, yet evolving continually to better service teachers and students California's Action Plan Team Members Agency or Institution Position Bonnie Brunkhorst California State University- San Bernardino Professor, Science Education and Geology Jerrilyn Harris California Commission on Teacher Credentialing Science Teacher Terry Janicki California Commission on Teacher Credentialing Staff Consultant Penny Moore Piedmont High School Teacher Kathleen O'Sullivan San Francisco State University Professor Karen Reynolds San Jose State University Director, Elementary Education Erwin Seibel San Francisco State University Dean, Undergraduate Studies Vivian Lee Ward Genentech, Inc. Teachers' Coordinator Existing Policies and Practices That Support the Standards: California K-12 Science Framework since 1990, based on principles in Benchmarks and Project 2061 (but need history of science and technology) Professional development projects at many levels Commission on Teacher Credentialing and legislative support Secondary credentialing now requires science teachers to have coursework in all four major sciences and much more (see CA Single Subject Matter Preparation Program) CLAD (Cross-cultural Language Academic Development), ESL SDAIE (Specially Designated Academic Instruction in English Addresses needs of multi-cultural, multilingual population Technology competence

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Existing Policies and Practices in Need of Change: Greater support for middle level teachers or greater effort to support this population within existing structure Greater content base for elementary teachers Balance of subject matter emphasis within elementary teacher preparation (science drastically underrepresented) Review and revise nature of modeling subject matter preparation in undergraduate science courses Key Players in Implementing Change: Higher education teacher education departments in collaboration with undergraduate science programs and state commissions on teacher certification reform California State Department of Education Commission on Teacher Credentialing California Teachers Association California Science Projects California Association of Supervisors and Curriculum Developers California Science Teachers Association Public Opinion All California science teachers State Goals for Improving Science Teacher Preparation: SB 1422 committee to restructure teacher credentialing for the state to coordinate licensure, legislature initiatives, frameworks, universities and science standards into a K-16 lifelong learning continuum Strengthen methods - field experience connections (e.g. PDS's) Integrate multi-cultural/multilingual needs in science, and vice versa Develop spectrum of affective assessment strategies that respond to student learning, teacher reflection, etc. Public outreach Improve communication among players To Accomplish These Goals, The Following Actions Are Planned: Within Six Months Team meeting (reconvene March 9th) Plan convocation of key science educators statewide and perhaps regional: focus on standards as vehicle for confirming continual progress and reinforcing further change Plan public outreach During The Next Twelve Months Statewide retreats/symposia to support exchange of ideas and Action Planning among stakeholders Introduce Standards to Commission on Teacher Credentialing, State Board of Education Spread the word to science instructors at all levels Set up assessment Over The Next Two Years Develop multi-faceted approach to continued development, including public information technology in the service of change Think assessment-in-the-service of reflection and self improvement/professional development Review assessment By The end of Five Years Know what we have done

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Colorado's Action Plan Team Members Agency or Institution Position Mary Gromko Colorado Department of Education State Science Consultant Jay Hackett University of Northern Colorado Professor, Science Education Paul Kuerbis The Colorado College/AETS Professor/President Mark O'Shea Metropolitan College of Denver Director, Education William Randall Colorado Department of Education Commissioner Existing Policies and Practices that Support the Standards: State Science Content Standards legislated by HB 93-1313 Local district standards legislated by HB 93-1313 Colorado Assessment System legislated by HB 93-1313 Revised teacher licensure rules SCASS Science Assessment Colorado New Standards Project NSF-supported projects including CONNECT (SSI) RMTEC, ISTEP AAAS/MacArthur Project Existing Policies and Practices in Need of Change: Pre-service content science courses and science education courses Additional science content for K-6 teachers Interaction of science and science education faculty Implementation of HB 96-1219: Higher Education Quality Assurance Act Align district curriculum, instruction, assessment and professional development with district standards Key Players In Implementing Change: Legislature Governor CASE (Colorado Association of School Executives) Colorado Science Education Associations CDE CONNECT (SSI) Science Professional Development Group Institution of Higher Education Local School Boards Colorado Commission of Higher Education Task Force on Teacher Licensure State Goals For Improving Science Teacher Preparation: Examine existing state policies/procedures in relation to state K-12 content and licensure standards Use state and national standards to redesign science teacher preparation and science requirements for K-12 science education Provide professional development opportunities for K-16 community To Accomplish These Goals, The Following Actions are Planned: Within Six Months Revision Of Science Endorsement Standards For Secondary Provide Science Leadership And Professional Development Opportunities During The Next Twelve Months Develop long range professional development plans by CONNECT for science and mathematics education Provide a series of science leadership professional development opportunities (includes administrators) Hold teacher education conferences on Standards for discussion on interface between K-12 and higher education CONNECT hosts ''best practices'' conference on Standards-based education Host meeting for higher education partners of the AAAS/MacArthur teacher preparation grant on use of Project 2061 tools for science education reform Host higher education Summit Meetings on Standards

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Over the Next two Years CONNECT assists collaboratives to implement long range professional development plan for science and mathematics education Continue to provide an ongoing series of science leadership professional development opportunities to build leadership capacity within Colorado CONNECT hosts "best practices" conferences on Standards-based education throughout the state Host a series of meetings for partners of the AAAS/MacArthur grant to discuss learnings and reflect on best practices By the end of Five Years Reform Teacher Preparation In Science And Mathematics Create Ongoing Dialogue On Best Practices In Science Education, K-16 Have Higher Student Achievement In Science In Colorado Sustain Effort Of Systemic Reform In Science Education Connecticut's Action Plan Team Members Agency or Institution Position Barbara Kmetz Trumbull Public Schools Curriculum Coordinator Michal Lomask Connecticut Department of Education Education Consultant Robert Lonning University of Connecticut Assistant Professor Raymond Pecheone Connecticut Department of Education Bureau Chief Steve Weinberg Connecticut Department of Education Science Supervisor Existing Policies and Practices that Support the Standards: Two year induction program to beginning science teachers, culminating in portfolio-based assessment, based on a set of science teaching standards similar to the Standards A new curriculum framework, partially based on the draft Standards performance component on the 10th grade science test Statewide 10th grade performance-based science assessment. Key Players in Implementing Change: Higher education science educators State agencies Teacher organizations State Goals for Improving Science Teacher Preparation: Establish professional development schools for math and science, in which student-teachers can do their internships To Accomplish these Goals, the Following Actions are Planned: Goals 2000 grants to start planning Within Six Months Review/apply Standards to state frameworks Statewide conference for teacher education faculty to review portfolio assessment and standards During the Next Twelve Months Involve professional teacher and supervisor associations in implementation procedures for the Standards Over the Next two Years Start a graduate course in science education co-taught by experienced science teachers and higher education professors

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Delaware's Action Plan Team Members Agency or Institution Position Joyce Budna Department of Public Instruction Associate for Certification Jack Cairns Department of Public Instruction Education Associate Pascal Forgione Department of Public Instruction State Superintendent Joan LaGrasse Department of Public Instruction Education Specialist Bill McIntosh Delaware State University Professor Marcia Rees Department of Public Instruction Education Associate Julie Schmidt University of Delaware Science Director, SSI Sandy Wolford Department of Public Instruction Field Agent Rachel Wood Department of Public Instruction Education Specialist Existing Policies and Practices that Support the Standards: Student Science Curriculum Framework Dissemination effort to distribute Standards and provide materials to elementary teachers-Smithsonian Project and Van Project Itinerant Teacher Project—staff development at district level Discus Initiative - facilitate reform at the college level Study of science certification standards Statewide performance assessments (in development) Existing Policies and Practices in Need of Change: Science certification standards under review Long range: performance-based certification induction/mentoring/recertification NCATE partnership (in development) Alignment of Teacher Education/Teacher/Student Standards Key Players in Implementing Change: New Superintendent Legislature State Board of Education Higher education institutions Key business leaders Professional Standards Council Delaware State Teachers Association Delaware Association of School Administrators District Superintendents and Principals State Goals for Improving Science Teacher Preparation: Aligning standards for teacher preparation with teacher/student/learned societies standards Precipitate change in science instruction for teacher education majors Develop a solid NCATE partnership Involve higher education in development of teaching standards Develop greater collaboration between higher education and K-12 instructors Improve communication and enlarge group of interested parties To Accomplish these Goals, the Following Actions are Planned: Within Six Months Expand leadership team for science and develop plan of action, identify roles for key players Define NCATE partnership with involvement of higher education During the Next Twelve Months Development of teacher standards Review of science certification to align with Delaware Standards and national standards Begin to train Smithsonian project participants and itinerant teachers as mentors Initiation of professional development academy (Delaware State University/Col. School District)

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Over the Next two Years Begin development of teacher performance assessments for beginning teachers in science (INTASC) Expand mentoring pilot program Professional development - model schools: internship/mentoring Revisit/revise performance appraisal system for in-service teachers Expand teacher program approval standards to align with Delaware teacher/student standards By the end of Five Years Mentoring program - science content Retrain administrators and teachers in new performance appraisal system Georgia's Action Plan Team Members Agency or Institution Position Robert Michaels North Georgia College Dean, Department of Education Candace Norton Georgia Professional Standards Committee Associate Executive Secretary Michael Padilla University of Georgia Director, Science Education Department The state of Georgia team will capitalize on the existing co-reform efforts to increase statewide awareness of the Standards. The P-16 Initiative in Georgia is a collaborative effort of all education agencies (e.g. public K-12, private K-12) to ensure that all students are afforded maximum opportunities to achieve high academic standards through a seamless educational process.* We will work through the P-16 Council, the POET Initiative, and our professional statewide organizations (e.g. GANAEYC, GMSA) to improve teacher education in Georgia. The Georgia Professional Standards Commission (PSC) has adopted a Standards-based accrediting and credentialing policy structure in lieu of a course credit hour prescription approach. In addition, the State Board of Regents (BOR) is moving from a quarter-hour to a semester-hour system, catalyzing a systemic curriculum redesign. The PSC and BOR efforts are in concert with P-16 and POET initiatives and provide a structure for a statewide systemic initiative to utilize the new Standards. *   One component of the P-16 initiative that is associated with our Statewide Systemic Initiative is seeking to enhance the teacher education programs of prospective mathematics and science teachers. This component, called POET (Principles of Education Teachers), honors the art of teaching and teacher preparation set is grappling with the difficulties of moving the entire state's teacher education programs to better match the Standards.

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Illinois' Action Plan Team Members Agency or Institution Position Sunny Abello Office of Lieutenant Governor Assistant to Lieutenant Governor Anna Austin State Board of Education Division Administrator Robert Fisher Illinois State University - Normal Director, Center for Mathematics, Science, and Technology Brenda Heffner State Board of Education Associate Superintendent Michael Kurz Illinois State University - Normal Chair, Department of Chemistry George Olson Roosevelt University Dean, College of Education Gwendolyn Pollock State Board of Education Science Consultant David Taylor Western Illinois University Dean, College of Education and Human Services Illinois' Plan for Pre-service alignment to the Standards: Pre-Service Project strategic planning Invitational meeting Purpose: to develop a 3-5 year strategic and tactical plan for the Review and Revision of Pre-service science and math education programs at Illinois colleges and universities Must consider credentialing implications Collaboration conference(s). Invite deans of colleges of education and arts and sciences Focus on national and state science and math education initiatives including: National Science Education Standards and NCTM Standards Illinois Academic Standards Project Science and math state projects University of Illinois - Chicago/MacArthur/Joyce report on status of teacher education in Illinois Pre-Service Project strategic plan Release of Request for Proposal for collaborative Pre-Service Project effort within/between colleges/universities for "Campus Renewal Grants")similarities to Louisiana and Minnesota's plans) for pilot depending on development of strategic plan Continuation and extension of funding for pilot models through annual conferences Indiana's Action Plan Team Members Agency or Institution Position Sandra Abell Purdue University Associate Professor Kevin Beardmore Indiana Department of Education Science Coordinator Michael Kobe Hammond Public Schools Science Coordinator Existing Policies and Practices that Support the Standards: Some individuals and small groups are already working in the spirit of the Standards. There is not sufficient space to describe these practices here. Existing Policies and Practices in Need of Change: Few truly support the Standards, therefore we are currently overhauling our teacher preparation and certification process. Current policies are frozen as we undertake the task of creating a performance-based system.

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Key Players in Implementing Change: Indiana Professional Standards Board Colleges and Universities Schools Indiana Department of Education State Goals for Improving Science Teacher Preparation: The creation of a system that is performance-based (All three members of this team are part of the Science Advisory Group that are writing Indiana's standards.) By the end of Five Years Time will tell as performance standards take hold. Our actions by this point will also be affected by future developments at the national level. Iowa's Action Plan Team Members Agency or Institution Position Gary Borlang Iowa Department of Education Licensure Consultant Marcus Haack Iowa Department of Education Chief, Instructional Services Tony Heiting Iowa Department of Education State Science Consultant Greg Stefanich University of Northern Iowa Professor, Curriculum and Instruction Robert Yager University of Iowa Professor, Science Education Existing Policies and Practices that Support the Standards: Modeling Reform Initiative Iowa Renaissance Proposal for Licensure - Induction program Scope, Sequence and Coordination National Test Site State Collaborative on Assessment and Student Standards (SCASS) Science, Technology, and Society (STS) Existing Policies and Practices in Need of Change: Reexamination of broader endorsement areas Reexamination of methods to bring 31 teacher preparatory institutions up to speed on the Standards Focus on consensus Integrated endorsement with combined subject fields (i.e. science and math) Key Players in Implementing Change: Department of Education - Licensure-Certification-Teacher Preparation College Content personnel College Teacher Preparatory Department of Education - Curriculum Personnel Association of Independent Colleges Regent Institutions Business leaders Governor and legislature Board of Regents Iowa Science and Teachers Section (ISTS) Iowa Mathematics and Science Consortium (IMSC) Parents Associations and school boards Results of reform efforts (researchers)

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium State Goals for Improving Science Teacher Preparation: 'Model(s)' for teacher preparation in science New assessment practices/evidence for success Review of Certification Standards Ties to Association of Education of Teachers of Science (AETS) Facility and collaboration To Accomplish these Goals, the Following Actions are Planned: Within Six Months A meeting with representatives from teacher preparation institutions Become familiar with National Science Education Standards and Math Standards Respond to licensure; document on changes in certification and licensing Review materials from conference presenter (e.g. look at Minnesota's efforts to achieve collaboration) Department of Education Task Force on science reform During the Next Twelve Months Develop one to six "experiments" to collect evidence Set up 5 year mentoring program for improving induction of new teachers Preparation of system-collaborative NSF proposal Over the Next two Years Establish a dozen professional development schools - collaboration among school districts, area education agencies, the Department of Education, universities, and interested industries Implement a distance learning shared supervision model between the 21 institutions in Iowa preparing science teachers By the end of Five Years Evidence from experiments undertaken Have a fully implemented collaborative program between the Department of Education, institutions of higher education, Professional Development School Internship Program, and AEA Education Services Kansas' Action Plan Team Members Agency or Institution Position DeWayne Backhus Emporia State University Chair, Division of Physical Sciences Ken Bungert State Board of Education Director, Certification and Teacher Education Dorothy Hanna Kansas Wesleyan College Associate Professor, Chemistry Greg Schell State Board of Education Science Education Program Consultant John Staver Kansas State University Director, Center for Science Education Existing Policies and Practices that Support the Standards: Kansas Science Curricular Standards Performance-based assessments, grades 5, 8, 10 Outcome accreditation for schools Key Players in Implementing Change: Kansas State Board of Education Universities and private colleges State Goals for Improving Science Teacher Preparation: Committees have met and recommendations have been made to revamp licensure process

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium During the Next Twelve Months Conduct awareness sessions on the Standards Discuss map of existing organizations and groups, discuss effectiveness of current configuration and create (if needed) or realign groups as needed Convene meeting with ESPB, the Dean's Council and other representative of the NDUS to discuss the Standards and potential areas of change in certification, teacher preparation, etc. Design graduate workshop credit (one hour) for school-site study groups around topics and themes such as collaborative action research, inquiry, portfolio assessment, constructivism, and the Standards Provide more in-depth training sessions on knowledge and skills needed to implement the Standards Over the Next Two Years Collect exemplary science ''units'' and effective strategies created and used by North Dakota teachers and place in a database for statewide access Create network of "best practice science teachers;" fund release time for them to assist teaching in neighboring schools Gather information from the field or policy barriers to implementation Convene meeting with ESPB, Dean's Council, and NDUS representatives to discuss barriers and make recommendations for change Oklahoma's Action Plan Team Members Agency or Institution Position Cindy Marose Oklahoma Department of Education Director, Certification Standards Mary Stewart Oklahoma Department of Education Science Coordinator Existing Policies and Practices that Support the Standards: Priority Academic Student Skills (PASS) - state framework for schools Existing Policies and Practices in Need of Change: Oklahoma is in the process of developing a competency-based teacher certification system, to be completed by January 1997 Key Players in Implementing Change: State Board of Education Institutions of high education Local districts (including teachers and administrators) Professional education organizations Science organizations Businesses that relate to science Oklahoma Regents for Higher Education Department of Vocational-Technical Education Oklahoma Commission for Teacher Preparation Recipients of Teacher Preparation grants State Goals for Improving Science Teacher Preparation: Certification competencies with emphasis on methodology and reference to Priority Academic Student Skills (state framework for schools) Fall science certification competencies Oklahoma has received a $5 million NSF grant for changing/reforming the math/science preparation

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 Input for full science competencies State board adoption of general competencies During the Next Twelve Months State Board adoption of full competencies Over the Next Two Years Review PASS (include business, general public, educators, professional education organizations) Review state student testing program over PASS By the End of Five Years Review, reevaluate, reflect South Carolina's Action Plan Team Members Agency or Institution Position Dan McKenzie Lexington School District #1 Science Coordinator Sandy Robinson University of South Carolina Assistant Dean, College of Education Linda Sinclair South Carolina Department of Education Education Associate - Science Jim Turner South Carolina Department of Education Education Associate - Teacher Licensing Existing Policies and Practices that Support the Standards: Continuous, sustained staff development based on needs identified with strategic plan of local school districts SSI Curriculum Leadership Institutes that develop teacher leaders or mentors and Administrative Leadership Institutes that prepare administrators to support meaningful staff development South Carolina Science Framework supports changes in Professional Development that articulate with the Standards Proposal that South Carolina Teacher Education Programs meet National Accreditation Standards by the year 2005 Entire Teacher Education - Licensure process is under study - task force appointed and dialogue sessions have begun Implementation of South Carolina system for Assisting, Developing, and Evaluating Professional Teaching (ADEPT) Existing Policies and Practices in Need of Change: Policies related to initial and add-on certification need revision More communication/collaboration between higher education and State Department of Education Professional development-license renewal requirements should reflect higher standards with local district coordination More in-depth/long-term teacher internship or induction programs Key Players in Implementing Change: State Superintendent of Education Commissioner of Higher Education Deans of Teacher Education Colleges Deans of Colleges of Arts and Sciences Staff members of State Department of Education State School Boards Association Science Teachers Organizations—Chemistry Teachers, Physics Teachers Alliance, Environmental Education Association, South Carolina Science Supervisors, and the South Carolina Association of Children's Science Director of SSI and SSI HUBS

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium State Goals for Improving Science Teacher Preparation: Goals are addressed in the South Carolina Science Frameworks (draft version) and "At the Crossroads" (task force document and discussion paper) Move to require National Accreditation of all teacher education programs To Accomplish these Goals, the Following Actions are Planned: Within Six Months Committee report/meeting with Superintendent of Education Continued discussion of recommendations set forth in "At the Crossroads" Revised version of South Carolina Science Framework, which includes a professional development chapter, will be submitted for approval by the State Board of Education Begin implementation of South Carolina Science Framework During the Next Twelve Months Pilot testing of NCATE partnership NCATE approved institutions will provide technical assistance to other state colleges and universities Some state institutions will begin the process of submitting folios to NSTA for NCATE evaluation Continued implementation of Science Framework - Expand vision of Science Framework to higher education level Appointment of specific task forces to develop proposals included in "At the Crossroads" Promote and approve Eisenhower proposals and other grants that support the professional development vision of Science Framework Over the Next Two Years Recommendations of "At the Crossroads" Task Force presented to State Board of Education and state legislature Promote/approve Eisenhower proposals that support professional development vision of the South Carolina Science Framework and the Standards By the End of Five Years By 1999, all state teacher education programs are progressing on schedule toward National Accreditation "At the Crossroads" Task Force recommendations are implemented Continued implementation and revision of South Carolina Science Framework South Dakota's Action Plan Team Members Agency or Institution Position Elizabeth Bower South Dakota Department of Education and Cultural Affairs Director, Teacher Education and Certification Bill Jensen South Dakota State University Professor, Chemistry Janet Martin South Dakota Department of Education and Cultural Affairs Associate Director, Science Existing Policies and Practices that Support the Standards: NCATE Partnerships Administrative Rules of South Dakota (both present and those in proposal for revision) Existing Policies and Practices in Need of Change: Administrative Rules of South Dakota Professional Studies Pre-service internships Assessment concerning content areas and pedagogy

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Key Players in Implementing Change: South Dakota Legislature DECA Secretary, upper level supervisors, technical assistance team Deans of Education at liberal arts schools School Administrators of South Dakota Associated School Boards of South Dakota South Dakota Education Association Board of Regents State Board of Education Learned societies State professional organizations State Goals for Improving Science Teacher Preparation: Process for dialoguing Pre-K-16 related to implementation of the Standards Involvement with SASD, ASBSD, SDED, Regents, State Board, Legislature Developing accountability process for incrementalization of the Standards implementation plan To Accomplish these Goals, the Following Actions are Planned: Within Six Months Gather final approval of implementation plan Publish plan - DECA homepage, administration memo, organization newsletters, conferences; present, plan and gather input at each organizations' meeting Conduct ongoing evaluation of implementation activities Initiate school accreditation process that is outcome-based K-12 and teacher education During the Next Twelve Months Meet with content area professors and deans together with K-12 subject area teachers, administrators, and school boards in work sessions to plan in-depth implementation activities - localizing efforts Initiate formal assessment of impact of the Standards Pilot accreditation process - K-12 and teacher education Over the Next Two Years Keep formative evaluation on implementation plans Plan facilitation activities where faltering is detected Continue evaluation of implementation activities Implement accreditation process . . . with a process for noting needs and providing support By the End of Five Years Analysis of assessments and initiate plan for enhancement of programming due to Standards changes and/or detection of needs Tennessee's Action Plan Team Members Agency or Institution Position Robert Eaker Middle Tennessee State University Dean, College of Education Betty Phillips Richview Middle School Teacher; Head of Tennessee Standards Committee Robert Sherwood Vanderbilt University Professor, Science Education Jane Walters Department of Education Commissioner Karen Weeks State Board of Education Research Associate Existing Policies and Practices that Support the Standards: State curriculum framework K-12 (adopted 12/95) - consistent with Standards Teacher Education Policy (1988) - based on knowledge and skills; clinical learning; collaboration between K-12 and institutions of higher education, collaboration between teacher education and arts and sciences

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Existing Policies and Practices in Need of Change: Need to update knowledge and skills to address more effectively the Standards and new state curriculum framework Key Players in Implementing Change: State Board of Education State Department of Education 39 teacher preparation institutions of higher education Teacher Education Advisory Council State Goals for Improving Science Teacher Preparation: Integration of Standards into knowledge and skills Revise professional education core knowledge and skills to conform to INTASC To Accomplish these Goals, the Following Actions are Planned: Within Six Months Convene a working group to adjust knowledge and skills for teacher discourse Begin professional development for existing teachers on the Tennessee and the Standards in conjunction with Appalachian Educational Lab During the Next Twelve Months Bring changes in licensure standards to State Board of Education for approval Over the Next Two Years Adjust our student assessment system to conform to Standards By the End of Five Years Celebrate science literacy! U.S. Virgin Islands' Action Plan Team Members Agency or Institution Position Mario Golden Virgin Islands Department of Education Deputy Commissioner of Operations Anita Gordon-Plaskett Virgin Islands Department of Education District Superintendent/St. Croix Joyce Lynn Hosford Virgin Islands Department of Education Elementary Teacher Alecia M. Wells Virgin Islands Department of Education Deputy Superintendent, Secondary Secondary St. Thomas/St. John Existing Policies and Practices that Support the Standards: Promotional Policy Virgin Islands Teacher Enhancement in Math and Science (VITEMS) National Faculty Program Goals 2000 Program Existing Policies and Practices in Need of Change: Teacher certification policy Teacher education program Key Players in Implementing Change: Science education professors Science professors Local industries Elementary and secondary education teachers School administrators and central office administrators

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium State Goals for Improving Science Teacher Preparation: Integration of new Standards Planning systemic changes in MST Share vision and establish collaborative relationships with the University of the Virgin Islands To Accomplish these Goals, the Following Actions are Planned: Within Six Months Immediate planning and sharing of the Standards with principals and directors Summer science institute for teachers Symposium K-16/MST Collaboration Develop a new territorial technology plan During the Next Twelve Months Implement a comprehensive effort through professional development and educational networking to enhance science and math Over the Next Two Years Complete the development of math and science framework Develop teacher education of math and science framework By the End of Five Years Implement territorial systemic math and science changes Integrate technology into all classrooms Utah's Action Plan Team Members Agency or Institution Position Corrine Hill Office of the Governor Deputy for Education Brett Moulding State Office of Education State Science Specialist Richard Tolman Brigham Young University Chair, Department of Zoology Existing Policies and Practices that Support the Standards: State Science Core Curriculum Accreditation process Assessment practices Coordinated professional development program Statewide science coordination Teacher certification policies Science home page Existing Policies and Practices in Need of Change: Recertification needs to be reinstituted Standards-based teacher preparation Student teaching practices Key Players in Implementing Change: State - Legislature, Governor, State School Board, Board of Regents Universities - University of Utah, Brigham Young University, Utah State University, Southern Utah University, Weber State University, and junior colleges Education coordination team, Utah Science Teacher Association, Center for Science (WSU, integrated University of Utah), service regions Partnerships with business and industry Utah Education Association

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium State Goals for Improving Utah Science Teachers Association Preparation: Develop content courses to provide inquiry lab activities Add "assessment in science skills" to teacher preparation program Provide support system for first and second year teachers Require recertification requirements through demonstrated proficiency and coursework Move to Standards-based science methods courses Integrate pre-service teachers in existing in-service programs To Accomplish these Goals, the Following Actions are Planned: Within Six Months Provide training on Standards Conduct A "Teacher Pre-Service Preparation" Conference Strategic Plan Establish a demonstration project for first and second year teachers in-service Develop professional development expectations During the Next Twelve Months Develop recertification policy Require basic certificate to include specific courses for development of standard certificate Revise professional development programs SSCT subcommittee Over the Next Two Years Implement "new." professional development standards (Standards-based) Establish teacher support beyond graduation By the End of Five Years Recertification program revision Implementation of the Standards requirements in all programs Washington's Action Plan Team Members Agency or Institution Position Theodore Andrews State Board of Education Director David Kennedy Office of the Superintendent of Public Instruction Director, Educational Technology George "Pinky" Nelson University of Washington Vice Provost Roger Olstad University of Washington Professor, Science Education Harry Peterson State Board of Education Member Scott Stowell Spokane School District #81 Curriculum Director Existing Policies and Practices that Support the Standards: 1993 Education Reform Legislation (performance-based education system by 2000) Essential academic learning requirements (content standards for science) State assessment training Refocus professional development Existing Policies and Practices in Need of Change: New performance-based certification system by 2000 Setting priorities for continuing education

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Key Players in Implementing Change: Superintendent for Public Instruction State Board of Education Commission on Student Learning Legislature Higher Education Washington Education Association Washington Association of School Principals Washington Association of School Administrators Washington Roundtable Partnership of Learning State Goals for Improving Science Teacher Preparation: To develop, field test, and implement new performance-based certification system tied to positive impact on student learning by 2000 To Accomplish these Goals, the Following Actions are Planned: Within Six Months Develop standards Over the Next Two Years Field Test By the End of Five Years Complete implementation Wisconsin's Action Plan Team Members Agency or Institution Position John Bell Department of Public Instruction Title II Coordinator Laurie Derse Department of Public Instruction Licensing Consultant Existing Policies and Practices that Support the Standards: K-12 curriculum plan with graduation requirements that include the four broad areas of science (biology, chemistry, physics, and earth/space science) Licensing in four areas plus restrictive broad field science license which requires 15 semester credits in each area to teach at 10-12 grade level Required certifiable minor for all elementary education majors (30 credit science minor option Existing Policies and Practices in Need of Change: Course/credit driven licensing/discipline driving science certification "Input-based" program approval structure (i.e. science program shall include the study of . . . rather than outcome-based) Key Players in Implementing Change: Parents/general public Teachers LEAs/Administration/Boards State departments University/colleges Legislature/Governor Professional Educational/Business/Scientific Organizations

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium State Goals For Improving Science Teacher Preparation: Complete process of restructuring teacher education and licensing and continue process to develop and adopt pre-service performance standards in each of the content areas (use National Science Education Standards as guide for development of pre-service standards) Support IHE efforts between education and science departments to restructure and collaborate To Accomplish These Goals, The Following Actions Are Planned: Within Six Months Complete public information sessions on proposed recommendations for restructuring. Based on results of public input - develop proposed rule changes During The Next Twelve Months Continue through rule making process public and legislative hearings - resulting in rule promulgation Establish broad based groups to develop proposed pre-service content standards Promote/encourage IHE restructuring efforts Over The Next Two Years Adopt/implement major restructuring recommendations of Wisconsin "molded" INTASC standards Performance-based teacher education Career long professional development and licensing Revision of licensing categories and grade levels By The End Of Five Years With public and legislative support, first teachers of restructured teacher education programs will graduate and receive their beginning level license

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Appendix C Symposium Participants* Alaska Peggy Cowan (State Team Member) Science Specialist Alaska Department of Education 801 West 10th Street, Suite 200 Juneau, AK 99801 (907) 465-2826 Robert Gottstein (State Team Member) Teacher Certification Alaska State Board of Education 630 West 4th Avenue Anchorage, AK 99501 (907) 257-5600 Alexander McNeill (State Team Member) Dean, School of Education University of Alaska 3211 Providence Drive Anchorage, AK 99508 Paul Reichardt (State Team Member) Dean, College of Natural Science University of Alaska 465 Duckering Building Fairbanks, AK 99775 Arkansas Rodger Callahan Associate Director, Accountability Arkansas Department of Education #4 Capitol Mall, Room 106B Little Rock, AR 72201 (501) 682-4229 Donna Elliott (State Team Member) Program Manager, Teacher Education and Licensure Arkansas Department of Education #4 Capitol Mall, Room 107B Little Rock, AR 72201 (501) 682-4229 Suzanne Mitchell (State Team Member) Project Director Arkansas Statewide Systemic Initiative 114 East Capital Avenue Little Rock, AR 72201 (501) 324-9300 Arizona Susan Loucks-Horsley Senior Associate National Center for Improving Science Education 4732 North Oracle Road, Suite 217 Tucson, AZ 85705 (520) 888-2838 *   Affiliation and title information for participants is as of February 6, 1996

OCR for page 33
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium California Bonnie Brunkhorst (State Team Member) Professor, Science Education and Geology California State University- San Bernardino 5500 University Parkway Science Education Institute San Bernardino, CA 92407 (909) 880-5612 Jerilyn Harris (State Team Member) Science Teacher California Commission on Teacher Credentialing 400 Vichy Hills Drive Ukiah, CA 95482 Terry Janicki (State Team Member) Staff Consultant California Commission on Teacher Credentialing 1812 9th Street Sacramento, CA 95815-7000 (916) 322-2305 Penny Moore (State Team Member) Teacher Piedmont High School 800 Magnolia Piedmont, CA 94611 (510) 643-9475 Kathleen A. O'Sullivan (State Team Member) Professor, Department of Secondary Education San Francisco State University 436 Gateway Drive, #2 Pacifica, CA 94044 (415) 338-1599 Karen Reynolds (State Team Member) Director, Elementary Education College of Education San Jose State University One Washington Square San Jose, CA 95192 Erwin Seibel (State Team Member) Dean, Undergraduate Studies and Professor, Geology and Oceanography San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 Vivian Lee Ward (State Team Member) Teachers' Coordinator Access Excellence Genentech, Inc. 460 Pt. San Bruno Boulevard, South Mail Stop 16 San Francisco, CA 94080 (415) 225-8750 Colorado Mary Gromko (State Team Member) State Science Consultant Colorado Department of Education 201 East Colfax Avenue Denver, CO 80203 (303) 866-6764 Jay Hackett (State Team Member) Professor, Science Education Department of Earth Science University of Northern Colorado Greeley, CO 80639 (970) 351-2483 Paul Kuerbis (State Team Member) President, AETS Professor, Science Education The Colorado College 14 East Cache La Poudre Colorado Springs, CO 80903 (719) 389-6726 Mark O'Shea (State Team Member) Director, Education Metropolitan College of Denver P.O. Box 173362 Denver, CO 80217 Harold Pratt Biological Sciences Curriculum Study Pikes Peak Research Park 5415 Mark Dabling Boulevard Colorado Springs, CO 80918 (719) 531-5550 William Randall (State Team Member) Commissioner Colorado Department of Education 201 East Colfax Avenue Denver, CO 80203 (303) 866-6806