TANGIBLE RESULTS

1
TANGIBLE RESULTS LESSONS LEARNED IN
LOUISIANATO IMPROVE TEACHER QUALITY
Dr. Jeanne M. Burns Associate Commissioner for
Teacher Education Initiatives Louisiana Board of
Regents Governors Office
State of Mississippi Blue Ribbon Commission for
the Redesign of Teacher Preparation January 26,
2007
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TOPICS TO BE DISCUSSED

• 10 Lessons Learned by Louisianas Blue Ribbon
  Commission
• Louisianas Value-Added Teacher Preparation
  Assessment Model Linking the achievement of
  children to Teacher Preparation Programs that
  prepare new teachers.

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LESSON 1 ADAPT IDEAS FROM STATES WHO HAVE
TANGIBLE RESULTS.
LOUISIANAS TANGIBLE RESULTS (1999-2006)
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Percentage of University Program Completers
Passing All PRAXIS Examinations
99 99 99
96
90
89
5
Total Number Passing All PRAXIS Examinations
2727
2700
2659
2664
2640
2624
2569
2339
2336
2237
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Percentage of all Teachers in Louisiana with
Standard Certificates
93.79
90.8
88.10
85.77
84.85
84.39
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Number of Completers in Teacher Shortage Areas
for Mathematics
127
119
85
28
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Number of Completers in Teacher Shortage Areas
for Biology
113
91
75
2
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Number of Program Completers in Teacher Shortage
Areas for Physics and Chemistry
42
33
28
2
10
Number of Program Completers in Teacher Shortage
Areas for Special Education
334
257
199
67
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Number of Program Completers in Teacher Shortage
Areas for Minorities (Pathways 1 2)
434
418
357
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NATIONAL RECOGNITION
EDUCATION WEEKS 2005 2006 QUALITY COUNTS
REPORT LOUISIANA GRADE A 1 IN
NATION EFFORTS TO IMPROVE TEACHER QUALITY
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LESSON 2BUILD A POWERFUL PK-16 STATE
COUNCIL/COMMISSION.
Blue Ribbon Commission for Educational
Excellence 1999-Present

• 31 COMMISSION MEMBERS
• 1/3 State Business Leaders
• 1/3 Higher Education
• 1/3 Schools Districts
• Superintendents, Principals, Teachers,
• Personnel Directors, Parents
• Louisianas Commission is housed in the
  Governors Office
• and co-chaired by a member of the Board of
  Regents
• a member of the Board of Elementary Secondary
  Education.

Governor Kathleen Blanco (2004 . . . .)
Governor Mike Foster (1999 2004)
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LESSON 3IDENTIFY A SPECIFIC CHARGE FOR THE
COMMISSION TO ADDRESS.

• CHARGE TO THE BLUE RIBBON COMMISSION
• To recommend policies that lead to a cohesive
  PK-16 system that holds universities and school
  districts accountable for the aggressive
  recruitment, preparation, support, and retention
  of quality
• teachers who produce higher
• achieving PK-12 students.

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LESSON 4ESTABLISH A CLEAR PROCESS THAT
SUPPORTS THE IDENTIFICATION AND IMPLEMENTATION OF
COMMISSION RECOMMENDATIONS.

• LOUISIANAS PROCESS
• A specific focus is identified each year for the
  Commission to address during the time period of
  September to May.
• All meetings start with relevant information from
  national/state experts and provide a large amount
  of time for Commission discussion and
  interaction.
• Commission members start developing
  recommendations at the first meeting, expand upon
  the recommendations at each meeting, prioritize
  all recommendations at the end of the year, and
  identify the most important recommendations for a
  final report.
• Commission members present the final
  recommendations to the Board of Elementary
  Secondary Education and Board of Regents at a
  joint meeting that is held during May of each
  year.
• The two boards direct staff to develop strategies
  to implement the recommendations.
• The Commission monitors the ongoing
  implementation of the recommendations.

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LESSON 5IDENTIFY SPECIFIC IMPROVEMENTS THAT
NEED TO OCCURTHAT CAN BE MEASURED.

• CONCERNS ABOUTTEACHER PREPARATION IN 1999-2000
• Low passage rates on PRAXIS examination for
  teachers within some teacher preparation programs
  (e.g., 33, 38, 65).
• Low number of teachers completing teacher
  preparation programs in math, science, special
  education.
• Low number of minorities completing
• teacher preparation programs.
• Perception that teachers were not
• satisfied with their teacher preparation
• programs.
• High percentage of uncertified
• teachers.

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LESSON 6CREATE AND APPROVE POLICIES THAT
SUPPORT THE RECOMMENDATIONS.

• New Certification Structures
• PK-3, 1-5, 4-8, 6-12
• New Certification Structures (Standards Based)
• Regular Undergraduate
• Alternate Certification
• - Master of Arts in Teaching (36 credit hours)
• - Practitioner Teacher Program (18-24 credit
  hours)
• - Non-Masters/Certification-Only Program (24-33
  credit hours)
• Types of Pathways
• Pathway 1 Alternate Certification Program
• Completers (Student Teaching or Internship)
• Pathway 2 Regular Undergraduate Program
• Completers (Student Teaching)
• Pathway 3 Alternate Certification Program
• Completers (3 Years Successful Teaching)

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Number of University Program Completers by Years
and by Programs
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LESSON 7MAKE TEACHER QUALITY A PRIORITY
FORHIGHER EDUCATION.

• BOARD OF REGENTSMASTER PLAN FOR POST-SECONDARY
  EDUCATION
• STRATEGIES FOR TEACHER PREPARATION
• Expand recruitment efforts for education majors.
• Create coordinated partnerships between
• universities and local school systems.
• Revamp existing teacher education
• programs.
• Design and implement alternative
• certification programs.
• Expand financial aid programs
• for education majors.

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LESSON 8HAVE PK-12 AND HIGHER EDUCATION WORK
COLLABORATIVELY TO DEVELOP AND IMPLEMENT SPECIFIC
STRATEGIES TO ADDRESS THE RECOMMENDATIONS.
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LOUISIANASTEACHER PREPARATION PROGRAMSFOUR
LEVELS OF EFFECTIVENESS
Level 4 Effectiveness of Growth in Student
Learning (Value Added Teacher Preparation
Program Assessment)
NEW
Level 3 Effectiveness of Impact (Teacher
Preparation Accountability System)
Level 2 Effectiveness of Implementation (NCATE
PASS-PORT Higher Education)
Level 1 Effectiveness of Planning (Redesign of
Teacher Preparation Programs)
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EFFECTIVENESS OF TEACHER PREPARATION PROGRAMS
LEVEL 1PLANNING (REDESIGN OF PROGRAMS)

• Redesign Purpose To align all university
  programs with state and national PK-12 content
  standards, state and national PK-12 standards for
  teachers, PRAXIS, and NCATE.
• Redesign Period October 2001 to June 2003.
• Redesign Teams Colleges of Arts/Sciences,
  Colleges of Education, and school/district
• personnel.
• Redesign Evaluators
• External national experts.
• Redesign for Educational
• Excellence Institutes
• Deadline for Redesign Program
• Approval July 1, 2003

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EFFECTIVENESS OF TEACHER PREPARATION PROGRAMS
LEVEL 2IMPLEMENTATION (NCATE Assessment System)

• State Expectation NCATE Accreditation for all
  public and private institutions.
• Assessment System (e.g., PASS-PORT) Systematic
  assessment of knowledge, skills, and dispositions
  of teacher candidates.

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EFFECTIVENESS OF TEACHER PREPARATION PROGRAMS
LEVEL 3IMPACT (TEACHER PREPARATION
ACCOUNTABILITY SYSTEM)

• Institutional Performance Index (Weight 50)
• PRAXIS Passage Rates of Program Completers
• Ratings of First Year Teachers on Survey
• Ratings of Mentors of First Year Teachers on
  Satisfaction Survey
• Quantity Index (Weight 50)
• Total Number of Program Completers
• Number of Minority Program Completers
• Number of Program Completers in Teaching
  Shortage Areas (e.g., Math, Science, Special
  Education, Middle School)
• Number of Male-Elementary Male-Early Childhood
  Program Completers
• Number of Program Completers Accepting Teaching
  Positions in School Districts with the Highest
  Percentage of Uncertified Teachers
• PK-16 University-District Partnerships (Future)
• http//asa.regents.state.la.us/TE/accountability

Rewards Corrective Actions
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ACCOUNTABILITY LABELS FORTEACHER PREPARATION
PROGRAMS

• Labels 2002-2003 2004-2005
• Exemplary 2 Universities 14
  Universities
• High Performing 12 Universities 3
  Universities
• Satisfactory 2 Universities 1
  Universities
• Corrective Action
• At-Risk 0 Universities 1 University
• Low-Performing 0 Universities 0
  Universities
• Transitional 3 Universities 0
  Universities

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LESSON 9IDENTIFY FUNDS TO SUPPORT THE
IMPLEMENTATION OF THE STRATEGIES.

• Funding for Commissions Recommendations in
  Louisiana
• Federal Grant Funds - 3.2 million over 5 years
  (Title II Teacher Quality Enhancement State
  Grant)
• Matching Grant Funds
• - Center for Innovative Teaching and Learning
  State Funds
• (4 million over 4 years better use of
• existing state funds.)
• - Matching funds from universities
• districts (25, 50, 75, 100)
• - State funds (More effective use of
• existing state funds systemic
• initiative.)

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LESSON 10READJUST PRIORITIES ONCE TANGIBLE
RESULTS INDICATE THAT STRATEGIES ARE WORKING.

• PREVIOUS PRIORITIES (1999-2000)
• Passage rates on PRAXIS examinations.
• Teachers shortage areas (e.g., math, science,
  special education).
• Minorities completing programs.
• Teacher perceptions about teacher preparation
  programs.
• Percentage of certified teachers.
• ADDITIONAL NEW PRIORITIES (Blue Ribbon Commission
  2006-07)
• Value added data.
• Special Education.
• Literacy.

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LOUISIANASTEACHER PREPARATION PROGRAMSFOUR
LEVELS OF EFFECTIVENESS
Level 4 Effectiveness of Growth in Student
Learning (Value Added Teacher Preparation
Program Assessment)
NEW
Level 3 Effectiveness of Impact (Teacher
Preparation Accountability System)
Level 2 Effectiveness of Implementation (NCATE
PASS-PORT Higher Education)
Level 1 Effectiveness of Planning (Redesign of
Teacher Preparation Programs)
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2003-04 2004-05 PILOT STUDIESVALUE-ADDED
TEACHER PREPARATIONASSESSMENT MODEL

• Researcher Dr. George Noell Department of
  Psychology Louisiana State University and AM
  College
• 10 School Districts - 4th through 9th grades
  Louisiana Department of Education Data Base
• Experienced Teachers 5 or more years of
  teaching Type C, L1, or equivalent certificates
• New Teachers Less than 3 years of teaching
  Type C or L1 Teaching Certificates Received a
  university degree within 5 years of the start of
  teaching

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2003-04 2004-05 PILOT STUDYVALUE-ADDED
TEACHER PREPARATIONASSESSMENT MODEL

• Student Achievement Measures

• Iowa Tests of Basic Skills
• Grades 3, 5, 6, 7, 9
• (Norm-referenced)
• Louisiana Educational
• Assessment Program for
• the 21st Century Grades
• 4 8 (Criterion-Referenced)

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2003-04 2004-05 PILOT STUDIESVALUE-ADDED
TEACHER PREPARATIONASSESSMENT MODEL

• Process Predict growth of student learning
  based on predictors Assess actual growth of
  student learning from the end of one year to the
  next year Identify patterns Act on results
• Demographic Predictors Free/reduced Lunch
  Minority Status Gifted Special Education Title
  I Eligibility Limited English Proficiency
  Gender Section 504 Status Prior Year
  Achievement
• Analysis Models Traditional (ANCOVA Weighted
  ANCOVA ) Hierarchical Linear Model (HLM)

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2005-06 STUDYTHE ASSESSMENT MODEL
66 of 68 School Districts All Public and
Private Universities
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2005-06 StudyRedefining New Teacher Teacher
Effects by Years
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2005-06 STUDYREDEFINED NEW AND EXPERIENCED
TEACHERS

• New Teachers
• 1st and 2nd year teachers
• Regular certificates
• Completed Teacher Preparation Program within 5
  years
• Experienced Teachers
• 3rd or subsequent year teacher with a regular
  certificate
• Teaching within area of certification.

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2005-06 STUDYPRELIMINARY GROUPING OF TEACHER
PREPARATION PROGRAMS BY EFFECTIVENESS
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2005-06 STUDYENGLISH/LANGUAGE ARTS GRADES 4-9
THE RANGE OF TEACHER PREPARATION PROGRAM EFFECT
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2005-06 STUDYMATHEMATICS GRADES 4-9 THE RANGE
OF TEACHER PREPARATION PROGRAM EFFECTS
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2005-06 STUDYVARIABILITY IN TEACHER PREPARATION
PROGRAMS WITHIN UNIVERSITIES
The 0 line is the point of comparison
Experienced Teachers
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2005-06 STUDYTEACHER ASSIGNMENTS
Mean Prior Achievement English/Language Arts
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QUALITATIVE RESEARCH TEAM

• 2005-06 Qualitative Research Team
• - Louisiana Tech University
• - Nicholls State University
• - Louisiana State University and AM College
• - Southern University and AM College
• - Xavier University
• - State Personnel
• 2006 - Future Qualitative Research Team
• - One researcher from each public private
  university
• state personnel.

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QUALITATIVE STUDY RESEARCH QUESTION 1

• What factors impact teacher preparation programs
  that produce new teachers whose students
  demonstrate academic achievement at a comparable
  level or above the achievement of children taught
  by experienced teachers?
• - Teacher Preparation Curriculum
• - Organizational Structure of Teacher
  Preparation
• Program
• - Dispositions of New Teachers
• - Support from Mentors
• - Working Conditions in Schools of New Teachers

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QUALITATIVE STUDY RESEARCH QUESTION 2

• What strategies impact research-based factors
  that
• result in students of new teachers demonstrating
  
• growth in achievement that is comparable or
  above
• that of the academic growth of students taught
  by experienced teachers?
• - Strategies within teacher preparation
  programs.
• - Strategies within schools and school
  districts.

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FOR ADDITIONAL INFORMATION
Jeanne M. Burns jeanne.burns_at_la.gov http//asa.re
gents.state. la.us/TE
Weve come a long way! 1999-2007