Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards Report of a Symposium (1997) / Chapter Skim
Currently Skimming:
B Action Plans Prepared by State Term Members
B Action Plans Prepared by State Term Members
Pages 33-70
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From page 33... ...
. 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 33
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From page 34... ...
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 Educationlobby 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)
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From page 35... ...
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 lerrilyn Harris California Commission on Teacher Credentialing Science Teacher Terry lanicki California Commission on Teacher Credentialing Staff Consultant Penny Moore Piedmont High School Teacher Kathleen O'Sullivan San Francisco State University Professor Karen Reynolds San lose State University Director, Elementary Education Erwin Seibel San Francisco State University Dean, Undergraduate Studies Vivian Lee Ward Genentech, Inc.
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From page 36... ...
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 IJ 1 IJ IJ 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 36
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From page 37... ...
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)
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From page 38... ...
~ ~ , 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 38
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From page 39... ...
. 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.
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From page 40... ...
The PSC and BOR efforts are in concert with P-16 and POET initiatives and provide a structure for a statewide systemic initiative to unlike 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.
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From page 41... ...
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.
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From page 42... ...
Our actions by this point will also be affected by future developments at the national level. lowa'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)
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From page 43... ...
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 ALA Education Services Kansas' Action Plan Team Members DeWayne Backhus Ken Bungert Dorothy Hanna Greg Schell John Slaver Agency or Institution Emporia State University State Board of Education Kansas Wesleyan College State Board of Education Kansas State University 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 Position Chair, Division of Physical Sciences Director, Certification and Teacher Education Associate Professor, Chemistry Science Education Program Consultant Director, Center for Science Education State goals for improving science teacher preparation: · Committees have met and recommendations have been made to revamp licensure process 43
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From page 44... ...
Colleges of arts and sciences (public and private) Deans, presidents of colleges and universities Teachers KTIP supervising teachers PRISM Professional Standards Board Kentucky Education Association Legislators Administrator organizations Association of Independent Colleges Pritchard Committee Partnership for School Reform Math and science teacher association State goals for improving science teacher preparation: · Change role for teacher from source to catalyst Integration of content and methodology Operationalize the link between certification and accreditation in a coherent way that is based on authentic standards that reflect needs of Kentucky students and schools Implement individual and organizational accountability for accomplishment under improved system 44
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From page 45... ...
Louisiana's Action Plan Team Members Agency or Institution Position Nelwyn Chenevert Louisiana Department of Education, Bureau of Higher Education Assistant Director Kerry Davidson Board of Regents Senior Commissioner William Deese Louisiana Technical University Professor Diane Garbo Louisiana Department of Education, Bureau of Higher Education Assistant Director Robert Greg Hussey Louisiana State University Professor, Physics Paul A Long Louisiana Department of Education Program Manager, Science and Environment Education Celeste Pea Louisiana State Systemic Initiative Linda Ramsey Louisiana Technical University Coordinator and Instructor, Science Education William A
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From page 46... ...
. follow ~b lA Penes for teacher preparation In science Implement successful LaCEPT model programs Follow NSF Guidelines for Standards-based model instruction programs To accomplish these goals, the following actions are planned: Within six months Louisiana Department of Education Academic Program to meet with Teacher Certification Department to begin dialogue and MEA's Begin collecting data to validate and evaluate success of pilot programs Begin review of professional development programs at all levels Board of Regents to consider policy, procedures, and programs During the next twelve months Identify areas of change and meet jointly with MEA's teacher training group Provide necessary waivers for school systems adopting integrated programs at middle and high school Begin to revise models for professional development LaSIP, the Louisiana Department of Education, and LEA will develop consolidated plans which when they intersect will reinforce the Standards Over the next two years · Complete teacher certification changes · Monitor and adjust professional development programs · Provide additional help to small systems By the end of five years · Continue to monitor, evaluate, and validate professional development models Maine's Action Plan Team Members Agency or Institution Position Peter Corcoran Bates College Associate Professor, Education Thomas Keller Maine Department of Education Science Education Specialist Judith Malcolm Maine Department of Education Director, Higher Education Shirley Oliver Maine Department of Education Chair, Teacher Certification Committee fill Rosenblum Maine Mathematics and Science Alliance Assessment Specialist Existing policies and practices that support the Standards: · Maine's Learning Results Maine's Curriculum Framework in Math and Science .
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From page 47... ...
in the effort During the next twelve months · Present the Curriculum Framework to Beacon College (a virtual college composed of faculty from education and arts and science colleges in Maine) Monitor/be involved in legislation prepared by the state board concerning new certification modes · Support that legislation Over the next two years Investigate the following: Mentoring/support for new teachers · Continuous, ongoing professional development strategy · Developing common, coherent, standards-based goals for all of the state's certifying institutions .
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From page 48... ...
To receive a high school diploma, students will be required to demonstrate proficiency in the Core Learning Goals Existing policies and practices in need of change: Teacher education programs may be aligned with the Standards as they move through the fiveyear program approval cycle Local school systems will be encouraged to increase continuing professional development science experiences for use in staff Professional Development Plans. This is especially critical for early childhood and elementary education teachers.
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From page 49... ...
Communication, continued widespread dissemination · Science Core Learning Goals modified to reflect the Standards to all teachers in the state. Teachers must "buy into" for success · Other stakeholders, including: Abell Foundation Greater Baltimore Committee Maryland Business Roundtable Local School Systems, including Continuing Professional Development Liaisons Institution of Higher Education Deans and Directors of Teacher Education University of Maryland System Chancellor's Commission on Science/Math Baltimore Urban Systemic Initiative Quality Education for Minorities 2.
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From page 50... ...
. Massachusetts' Action Plan Team Members Bob Barkman Leslie Blatt Anita Greenwood Lynette Robinson-Weening Mary Ann Simensen Agency or Institution Springfield College Clark University University of Massachusetts - Lowell Higher Education Coordinating Council Massachusetts Department of Education Existing policies and Practices that support the Standards: Position Professor, Science and Education Professor, Physics and Education Assistant Professor, Science Education Senior Associate for Policy Development Education Coordinator, Staff Development Existing Frameworks based on draft NRC recommendations Blueprint for Teacher Preparation in Mathematics and Science in draft form Commitment from Department of Education to align regulations to Frameworks and other education reform issues 50
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From page 51... ...
of Massachusetts requires testing of new teachers During the next twelve months · Working with colleges of math and science and education deans to ensure they understand the vision for reformed teacher preparation. Michigan's Action Plan Team Members Agency or Institution Position Theron Blakeslee Michigan Department of Education Science Consultant Barbaralohnson Michigan Department of Education Consultant Robert Kohrman Central Michigan University Associate Dean, Arts and Sciences Dorothy Van Looy Michigan Department of Education Supervisor, Teacher Preparation Existing policies and practices that support the Standards: Science Curriculum Frameworks Michigan State Systemic Initiative (MSSI)
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From page 52... ...
, Dean's Council State Department of Education: curriculum, MEAP, Eisenhower Higher Education, Teachers Certification, Michigan Science Teachers Association Michigan State Systemic Initiative - teacher education practices and professional development State goals for improving science teacher preparation: · Seek input from stakeholders to redefine endorsement requirements Minnesota's Action Plan Team Members Agency or Institution Position Bruce Dickau College of St. Benedict Professor, Education Department John Frey Mankato State University Professor, Biology Katie Koch-Laveen Apple Valley High School Science Teacher Frances Lawrenz University of Minnesota Associate Dean, Curriculum and Instruction Judy McGilvrey SciMa~MN Licensure Specialist Laurie Peterman SciMa~MN Science Project Manager Patricia Simpson St.
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From page 53... ...
Reevaluate, recognize victories, and keep on moving forward Mississippians Action Plan Team Members Agency or Institution Position Johnny Franklin Mississippi Department of Education Director, Instructional Development Brian S Knippers Mississippi Department of Education Science Specialist Existing policies and practices that support the Standards: Implementation of the Mississippi Science Framework Statewide Technology Plan Revision of Statewide Professional Development Program for all teachers Development of an "add on" endorsement requirement to teach high school physical science beyond general science certification Development of a Biology I subject area exam Continue reform through the Mississippi Technology Preparation Initiative Existing policies and practices in need of change: More science content for K-4 teachers in pre-service programs (not necessarily more core university science courses)
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From page 54... ...
Evaluate the effectiveness and implementation of the Standards and the Mississippi Science Framework · Continue to coordinate, offer, and seek funding for ongoing professional development By the end of five years Begin the revision process of the Mississippi Science Framework Evaluate and revise all teacher preparation programs involving science Involve actively all partners in the continuing preparation and professional development of science teachers 54
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From page 55... ...
One percent of state education dollars are allocated for K-12 professional development Missouri has a Unified Science Degree for grades 9-12 Missouri Science Curriculum Frameworks are based on the Standards State assessment system has a performance-based component Statewide science symposia and conference Existing policies and practices in need of change: · Too many certificates available (over 240) Streamline licensure mechanism Certification based on list of courses instead of competency · Elementary teachers need more science content before licensure Prospective teachers need to experience multiple learning/teaching strategies in their own learning environment Teachers need more control of entry/exit of their colleagues One or two-year internship needed before certification Key players in implementing change: Teacher education colleges and universities State agencies State teacher organizations Local professional development committees State legislatures Governor Business community State goals for improving science teacher preparation: Align Missouri Teacher Preparation guidelines with national guidelines Enter into a closer working relationship with NCATE Support NBPTS Make teaching more attractive by continuing to professionalize To accomplish these goals, the following actions are planned: Within six months Apply for a systemic reform grant (Standards-based instruction and assessment)
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From page 56... ...
Entry of scientist and engineers into technology education/science/math certification programs Lack of correspondence between, collaboration with, and alignment of teacher education and academic science departments Multiplicity of teacher certification titles Number of waivers permitting teachers to teach science without appropriate certification Paucity of partnerships with business and industry Lack of alignment of certification with Curriculum Frameworks and Leaming Standards outcomes 56
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From page 57... ...
Print and distribute guide for teacher preparation faculty for mathematics, science and technology During the next twelve months · Revisit and rewrite the LAST, ATS-W and content specialty exams to reflect the Standards Over the next two years · Revisit and rewrite the LAST, ATS-W and content specialty exams to reflect Standards By the end of five years . Require the review of approved teacher education programs to determine the extent to which they align with and implement the Standards.
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From page 58... ...
team Program Approval/Certification Team State Board of Education Math/Science Education Network State SSI IHE State goals for improving science teacher preparation: · Make Standards familiar to science educators and education leaders across the state · Revise the Competencies and Guidelines for Science Teacher Preparation in North Carolina to reflect the Standards Revise the Elementary Competencies and Guidelines for Science Teacher Preparation (science portion) to reflect the Standards .
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From page 59... ...
ESPB EPSCOR NDEA School Boards Association North Dakota Association of School Administrators North Dakota Parent Teacher Association State goals for improving science teacher preparation: · Establish communication links and partnerships with key organizations Coordinate science improvement efforts and resources Provide information, training, and technical assistance on and implementation of the Standards Collect information on results of implementing the Standards; identify areas for training and barriers to implementation Make recommendation to the ESPB, NDUS, and DPI relative to changes needed in accreditation, licensure certification, and professional development To accomplish these goals, the following actions are planned: Within six months Prepare and disseminate a summary of the symposiums' proceedings along with an overview of the Standards to the leaders of key organizations Identify existing groups and organizations presently involved in science education in the state, their membership, purpose, support, and linkages to other groups Design a cooperative service agreement between the North Dakota State University system and the DPI outlining partnership and leadership agreements for K-16 science education Meet with representative from McREL to discuss training for science leaders in collaborative action research Present information on the symposium's proceedings and information on the Standards to various groups such as the ESPB, the Science Focus Group, the Dean's Council, Science Fair and Science Olympiad teachers Convene meeting of Math/Science Alliance to discuss issues such as status of the current science frameworks, the need for another state science symposium, status of Gateway Mail Project, and membership in INTASC Conduct planning meetings for summer Standards-awareness sessions Identify existing and potential sources of grant money 59
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From page 60... ...
- 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: .
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From page 61... ...
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 61
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From page 62... ...
IN 1 1 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 Director, Teacher Education Education and Cultural Affairs and Certification Bill Jensen South Dakota State University Professor, Chemistry lanes 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 a.
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From page 63... ...
. 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 lane 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)
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From page 64... ...
. 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!
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From page 65... ...
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 Ulah'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 65
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From page 66... ...
· 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 Theodore Andrews David Kennedy George "Pinky" Nelson Roger Olstad Harry Peterson Scott Stowell Agency or Institution State Board of Education Office of the Superintendent of Public Instruction University of Washington University of Washington State Board of Education Spokane School District #81 Existing policies and practices that support the Standards: Position Director Director, Educational Technology Vice Provost Professor, Science Education Member Curriculum Director 1993 Education Reform Legislation (performance-based education system by 2000) Essential academic learning requirements (content standards for science)
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From page 67... ...
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)
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From page 68... ...
Complete public information sessions on proposed recommendations for restructuring. Based on results of public input - develop proposed rule changes During the next twelve months ( :onUnue 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 THE 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 .
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From page 69... ...
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)
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From page 70... ...
866-6764 ray Hackett (State Team Member) Professor, Science Education Department of Earth Science University of Northern Colorado Greeley, CO 80639 (970)
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