IHE TRREE 2016-2017

This proposal requests funding to conduct the following professional learning activities: 1. Support Special Education early identification/pipeline teacher recruitment academies for young future educators with a focus on diversity, minority teacher recruitment, and special education. Support Educators Rising links to college career readiness programs. o Work with three Kentucky Universities on Teacher Career pathways with a focus on special needs and minorities. o Support of two student academies at Kentucky State and WKU. (To impact at least 100 middle and high school special education and at risk general education students in terms of college and career readiness by providing college and university campus connections with mentors and learning opportunities that focus on knowledge and skill development for college.) o Support of University of Kentucky Pilot K-12 and University Teacher Career pathway with undergraduate involvement including work with high schools and Educators Rising chapters as a pipeline and a mentoring program. o Introduce to three academies Culturally Responsive Instructional and TRACK career readiness pathways KBE/KDE Strategic Goal 1: • To increase the percentage of students who are college/career ready. • Supports Next Generation Learners Delivery Plan specifically addressing the CTE pathways, ILP’s, Dropouts, and Persistence to Graduation Toolkits so developers and implementers of the career camps so they can integrate components into the camps. • Supports Next Generation Professionals Delivery Plan in the goal of Human Capital Management. Specifically, the recruitment and retention of highly effective teachers and leaders through MERR and minority recruitment and fields of need such as special education teacher career pathway models. Data, Deliverables, Roles, Responsibilities, and Benchmarks: • Quarterly reports will be collected by each of the academy leads working with Justin Miller. Justin has identified benchmarks and data points for this year and we will utilize these again next year (see attached). • Eve Proffitt will review in July the previous year academies, evaluation, and discuss next steps. The Academy Leads must submit a proposal with a budget justification. Dr. Proffitt reviews these (along with Renee Scott, KDE) and either approves or requests additions/substitutions. • Throughout the year, Dr. Proffitt monitors the work of the academies. This is done through visits, phone calls, emails, and face to face meetings. • By June 30, 2017, each Academy Lead must submit all expenses as well as an academy summary. Dr. Miller will also submit his evaluation of the academies. Dr. Proffitt receives and reviews these and determines sufficiency. 2 2. Support continuing education for professors at all colleges and universities in the state with special education teacher preparation programs by addressing: a. Focus on full implementation of the Professional Growth Effectiveness System Training for teacher and principal for 2016-17 year. Provide regional and individual college campus trainings on PGES for all IHE special education faculty. Emphasize deeper learning and understanding of PGES and campus programs and work on incorporating into course syllabi. Address how this meets special education teachers in LBD and MSD pathways. b. Focus on training for IHEs regarding KRS and KDE regulation changes especially model certified evaluation plan as well as flexibility and waivers included for districts of innovation and others. c. Provide continuous updated training for IHEs on Senate Bill 1 as it related to teacher preparation programs ensuring teacher preparation pathways with exposure to KDE initiatives and district/school plans prior to being certified. This particularly addresses the need for retention of students, PRAXIS preparation for student for CORE and end PRAXIS. d. Provide awareness training on National IDEA and ESSA initiatives include Kentucky IEP training and monitoring, college career readiness with CTE initiatives and individual learning /graduation plans and transition planning. e. Provide updated KDE Training such as IEP and continuous monitoring training, data training, LDC, MDC, Advance Kentucky, TRACK, PGES, co-teaching, NGSS Standards, Social Studies standards, IECE information, diversity, achievement gap subgroup strategies, etc. f. Present information regarding CPE, EPSB, and KDE initiatives as they related to higher education and teacher preparations. Keep the IHEs informed of initiatives such as Kentucky Rising. Have colleges address changes made in teacher preparation and courses relative to these initiatives. Share innovative models such as clinical co-teaching. g. Review and use TELL Survey Data with colleges to incorporate into teacher preparation programs. We review the data in the spring and fall and discuss how it relates to our teacher preparation programs. h. Review Individual Learning Plan Process (ILP) for CCR and initiate discussions on how this process could be utilized in admission to college along with dual credit courses, and internships. i. Discuss and review with colleges career readiness strategies and integrated methods for learning as well as next generation strategies for inclusion in syllabi, additional research to share, and development of effective implementation. j. Identify and facilitate IHE subgroup work with CTL on development of Praxis Teacher Preparation for the CORE Praxis tests and exit Praxis exams, especially math and literacy for entry teachers and exit teachers. Share NROC pilot with IHEs. This addresses the issue of minority, cultural different, and low socioeconomic students entering and finishing teacher preparation programs. k. Work with the Professional Learning Standards and address how we update our programs and the PD we provide to districts to align with these. 3 l. DATA usage: how do we use the KCEWS data, EPSB data, KDE data (especially cooperative reports on special ed data), CPE data to review, revise, and update our teacher preparation programs. m. Additional Activities: i. Participate in ILN, network meetings, and monthly calls as well as stay in touch with David Cook’s office for innovation strategies and discussion with districts of innovation and conversations on the need for next generation teacher preparation and induction. ii. Provide regional and individual college campus trainings on PGES and other KDE initiatives for all IHE special education faculty for more in-depth knowledge and review of system and the integration of it into teacher preparation programs. iii. To provide awareness to all colleges of the need to review their special education and general education teacher preparation programs to comply with effective next generation teacher competencies for pre-service and in-service professional growth of undergraduate and graduate students. iv. To provide implementation training to colleges in reviewing their effective principal/teacher preparation programs as well as ongoing professional learning experiences related to electronic data programs utilized by school districts. PGES, Innovation, 21st Century Skills, and impact of graduating teachers on student achievement in gap groups. v. To assist in developing modules that use competencies, teacher dispositions, teacher preparation research, and other data to determine effectiveness of current preparation and development of an effective teacher career pathway. vi. To provide implementation training to IHEs of integrating cultural responsiveness, LDC, MDC, Educator Effectiveness, Novice Reduction, and Advance Kentucky work for discussion and inclusion into teacher preparation programs. KBE/KDE Strategic Priority Outcome: • Supports Next Generation Professionals Delivery Plan specifically, Human Capital Development and Management Delivery through increasing rigor of teacher prep programs, improving educator licensure and induction, developing processes to implement career pathways for teachers, and work with districts on best practices for recruitment and retention of teachers, and in the development of induction and mentoring programs for teacher. Host CEC Meeting so IHEs participate with districts and KDE personnel. • Supports Next Generation Learners Delivery Plan by supporting efforts of KDE addressing Career Readiness Pathways, persistence to graduation, integrated methods for learning. • Supports Next Generation Support Systems will be supported in the endeavor to envision and create a next generation teaching and learning environment that takes into account multiple factors that impact student learning. IHEs will stay abreast of the KDE initiatives, will participate in trainings and discussions and will work toward integration of next generation teaching and learning environments in teacher preparation programs. Further, IHE faculty will provide feedback and information to KDE on best 4 practices in specific fields of expertise and practice. IHEs will collaborate with districts in providing research data on current school practices in their regions. Roles, Responsibilities, Data, Deliverables, and Benchmarks: • Dr. Proffitt delivers much of the training. She attends and receives the training herself, and then provides it to the campuses. She also trains IHE trainers to take back to campuses for some projects. She works with the College of Education Deans and Special Education Department Chairs in the identification of representatives. • Dr. Proffitt will update her Frontline/Frontline credentials this year so she is trained as a principal/administrator in the PGES –T and PGES-P evaluation systems. • Dr. Proffitt contacts KDE, and other sources, such as EPSB, CPE, or particular divisions staff, to assist with meetings, workshops, and trainings. • Dr. Proffitt subscribes to multiple list serves, attends meetings and webinars to gain information on regulations, Senate Bill 1 (2009), IDEA, ESSA, LDC, MDC, KAS, TELL, etc. She reviews information, and determines the appropriate means to inform the IHEs. • The IHE participants are representative of their colleges/universities. They are to take the information back and share. • Quarterly reports will be made regarding activities, attendance, and survey feedback. • Dr. Proffitt will work with Dr. Miller in the interpretation of the feedback. • Benchmarks include monthly emails to the IHEs re: updates. 3. Support IHE representation at state meetings so a true P-20 representation is present. Representatives from the IHEs will be assigned meetings and reports on such disseminated to all IHEs in consortium. Such meetings could include: a. Advisory meetings for KDE b. Advisory meetings at EPSB and KACTE c. Advisory meetings at CPE d. State BOE and EPSB Board Meetings e. Participation in KY CASE meetings and KY CEC meetings f. Serve as a partner for November CEC Conference Planning and Meeting g. Serve on Kentucky Rising Teacher Preparation Committee h. Attendance at “ABC” group meetings i. Participation in the legislative ELDC meetings j. Attend/review Commissioner Advisory Board Meetings k. Participate on KDE Advisory boards related to KDE initiatives such as Teacher Effectiveness Advisory Committee, and State Advisory Panel on Exceptional Children l. To challenge all college and university teacher preparation programs to review their outreach and impact data with incoming undergraduates, graduates, and research initiatives in K-12 school districts. m. To work with all public universities in planning teacher career pathways integrating the ILP process n. Participate in Cooperative Network Meetings on LDC, MDC, NGSS, SS3, and other KDE priorities. 5 Roles, Responsibilities, Data, Deliverables, Benchmarks: • Dr. Proffitt is the major person who attends the meetings. However, she also identifies additional persons to participate in state committees and works with them to ensure attendance and feedback. • Data will be a listing of meetings attended with comments, reported in a quarterly fashion. • Data will be submission and participation on the KyCEC November Conference and the IHE program component. • Benchmark is to attend at least one meeting weekly, as appropriate. There are some weeks several meetings will necessitate attendance. Specific meetings to attend and/or review agenda will be EPSB, KDE Board of Education, Exceptional Child Advisory Meetings, CPE Kentucky Rising Meetings and at least one cooperative monthly meeting. 4. Provide Professional Information and Training to IHEs on KDE/EPSB/CPE Initiatives a. KCEWS, school district data systems, EPSB teacher information systems including program reviews and CAEP accreditation data, and other software systems b. PGES: Professional Growth Effectiveness Systems: Teacher and Principal. Specifically, provide individual college and university training to all teacher preparation faculty re: PGES, CAEP accreditation, KTIP, etc., and offer consultation to them in the inclusion, development, revision of college coursework and programs. Provide pilot subscriptions for teacher preparation training in Frontline (Frontline) for KTIP interns. c. Teacher certification and programs with Kentucky Teacher Standards and Internship as well as next generation environments steeped with cultural awareness and effective best practices of teaching and learning. Introduce CCSSO INTASC Teacher Standards, college career readiness, and Technology Standards for Administrators. d. Provide awareness of need for colleges to develop assessment of students and teachers to support professional growth and feedback including use of professional learning standards developed for Kentucky by Learning Forward. e. Review changes to preparation programs and implications for district clinical practice. f. Share and encourage participation of IHEs into district leadership networks working with core Standards particularly LDC, MDC, NGSS Science and Social Studies 3 as well as with the special education cooperatives and their trainings. g. Have KDE initiatives as a regular agenda item to keep IHEs focused on linkages to district initiatives. h. To work with colleges in the development and piloting of clinical models for teaching practices so that half of the programs draft and/or implement a clinical model by the beginning of 2017-18. i. To offer training to all colleges for inclusion of PGES, co-teaching, and leadership networks in teacher preparation program, as well as workshops on the program review and CEC new teacher standards. j. To focus on teacher preparation impact by having one meeting address the analysis student achievement data in school districts with gap groups and use KCEWS data to analyze the impact of IHE students in the classrooms. k. To provide support to KDE initiatives on Next Generation Environment practices and strategies through PD training efforts with IHEs. 6 Roles, Responsibilities, Data, Deliverables, Benchmarks: • Dr. Proffitt will work with KDE (Division of Next Generation Learners, Next Generation Professionals and Division of Exceptional Children) to identify trainings and information. • Dr. Proffitt will develop the training and provide them to IHEs, either during meetings or on their campuses, or make them available in PPT voice overlay format. • Dr. Proffitt will participate in state trainings and determine, with appropriate input, the necessary information to update IHEs. • Dr. Proffitt will facilitate meetings at IHE campuses, or in partner campuses, for the purpose of small group discussions re: program reviews and syllabi. • Dr. Proffitt will work with IHEs in locating and sharing clinical practice sites, such as WKU, UL, EKU, and Morehead. She will highlight these at meetings, having the universities share, and even share video. • Quarterly reports will document agenda for meetings and trainings held, attendance, and feedback from the IHEs. • Benchmark will be to have PGES updates and training by September, CEC, CAEP, and INTASC standards by November, and KCEWS data by April. 5. Provide support for three FOCUSED IHE meetings annually a. Meetings will be richer and deeper and focus on training of initiatives, feedback and sharing from colleges on their implementation and ideas, as well as communication regarding research. Meetings will be themed with focus sessions and research. b. April Meeting will focus on changes to teacher preparation programs for summer c. September Meeting in conjunction with EPSB, CPE and KDE initiatives d. Winter Meeting in conjunction with CEC in November e. Meetings will be focused on the teacher career pathways, professional educator effectiveness systems, culturally responsive environments, effective teaching and learning strategies for closing the achievement gap, KCEWS, CEC teacher standards, and other initiatives in school districts. Roles, Responsibilities, Data, Deliverables, Benchmarks. 6. Provide for participation of principal investigator/facilitator in KDE national efforts and sharing with IHEs. a. Attendance and participation at CCSSO NXGL Effective Teachers Center work b. Attendance and Presentations at AACTE or PDK Educators Rising National Conference c. Presentations at national meetings re: IHE and Teacher Recruitment work in Kentucky, IHE alignment to PGES, KCEWS, Special Education Gap Closure, ILP, and Teacher Career Pathways d. Attendance/participation in National Teacher Effectiveness, Teaching and Learning and/or CEC or National CASE meetings. e. Attendance/participation in other relevant national meetings for the improvement of IHE teacher preparation programs. Roles, Responsibilities, Data, Deliverables, and Benchmarks: 7 • Dr. Proffitt schedules the meetings, obtains facilities and makes the arrangements for the meetings. She works with Renee Scott, KDE, EPSB, and CPE to determine agenda for each meeting. She additionally makes contacts with speakers, presenters, and prepares packets (with KDE) for participants. She contacts participants, sends invitations, works with each college to ensure representation at meetings. • Dr. Proffitt designs a survey for feedback from participants at each meeting that addresses each topic, the value to them, how they will take back and share with colleagues, and how they will use in the teacher preparation programs. • Meetings will be scheduled for September 2016, November 2016, and April 2017. • Quarterly reports will provide information on the agenda, handouts, attendance, and survey feedback. EVALUATION PLAN: Utilize a professional to work with camps and principal investigator on research and data plan. Data will include: • Agenda, Minutes and survey evaluation of all meetings • Work with volunteer universities to develop and collect specific data on career pathways, teacher preparation impact, and student achievement data. • Specific data on student achievement from three academies and their impact • Utilize ILP and TELL survey data for impact. • The evaluator will meet with each academy and develop an evaluation plan (see attached). • The evaluator will meet with the principal investigator and Renee Scott to establish an evaluation plan for all project activities (see attached). • The focus of the evaluation plan will be to determine impact on KDE goals and initiatives related to teacher effectiveness and student achievement.