Systemic Approach to Basic Facilitation

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1. ORIENTATION OVERVIEW
Alabama Teacher Education Reform
Ensuring no child is left behind
Elizabeth W. Beale, Ed.D, SERRC Jayne Meyer,
Ph.D. Mabrey Whetstone, Ph.D Julia Causey,
Ph.D. AL SDE
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Alabama Teacher Education Reform Model
Challenges
Student Performance Expectations
Teacher Performance Expectations
Program Approval Standards
Professional Development
Personnel Preparation
Assessment
Teacher Certification
Classroom Implementation
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Stakeholder Design Representatives from

• Teacher Educators (special, general, secondary
  all disciplines)
• Higher Education (Deans, general and special
  education faculty)
• Special Education Supervisors
• Parent
• Advocacy Group members
• Department of Education
• Local Superintendent
• Principal
• Teacher (general and special education)

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November Meeting

• To explore implications of selected components of
  the No Child Left Behind Act of 2001 for children
  with diverse learning needs.
• To build consensus on Teacher Performance
  Principles that articulate expectations of all
  Alabama teacher to ensure that no child is left
  behind.

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BUILD SHARED CONTEXT

• Superintendents charge
• Overview Selected components of NCLB
• Panel Reactions Implications for children with
  diverse learning needs
• Small Groups Challenges opportunities for
  teachers

DAY 1 a.m.
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DESIGN TEACHER PERFORMANCE PRINCIPLES
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GENERATE CLARIFY TEACHER PERFORMANCE
EXPECTATIONS
Triggering Question What are the teacher
performance expectations to ensure that NO child
is left behind? In other words, what do all
teachers need to know and be able to do so that
ALL children achieve challenging state
achievement standards?
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Generate Clarify Teacher Expectations
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CogniScope Support
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Clarification Record
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CLASSIFY EXPECTATIONS BY 10 INTASC PRINCIPLES
RATE RELATIVE IMPORTANCE
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CROSSWALK TO OTHER MODEL STANDARDS

• CEC Model Standards
• NCATE Unit Standards SPAs
• State Board of Education Goals
• Reading First

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December Meeting

• To build consensus on Teacher Performance
  Principles that articulate expectations of all
  Alabama teacher to ensure that no child is left
  behind.
• To sort Teacher Performance Expectations by
  knowledge and ability.
• To align Professional Study Standards with
  Teacher Performance Principles.
• To identify planning implications of implementing
  the Teacher Performance Principles.