Archived Licensure Framework Documents

FUTURE PROCESS FOR RENEWAL OF TEACHER LICENSES

Background

The Continuing Education Work Group was charged to provide recommendation(s) to the Continuum Linkage Committee (CLC) for assessments and strategies for relicensure. Items addressed in detail by the work group were:

• what are the stages of relicensure;
• what are the appropriate assessments for each stage of relicensure;
• how can the needs of career changers be accommodated;
• what is the role of the NBPTS in relicensure;
• what should be included in the individual Professional Growth Plan (PGP);
• what process will be followed to select a peer development team; and
• what procedure will be required to sign off on a Professional Growth Plan (PGP)?

The work group operated under the following principles:

• the staged system of licensure must be consistent with the Interstate New Teacher Assessment and Support Consortium (INTASC) principles, the Indiana Professional Standards Board (IPSB) content and developmental standards and the National Board for Professional Teaching Standards (NBPTS);
• ten principles of assessment adopted by the IPSB must be considered; and
• essential characteristics for professional development from the Indiana Association of Colleges for Teacher Education (IACTE) Task Force Report on Professional Development must be considered.

The work group solicited comments and suggestions from a wide range of Indiana education constituencies, studied professional development requirements for other states, and reviewed the research available to deepen its understanding of current issues and trends in continuing education in the United States. The recommendations of the work group reflect its commitment to address its charge and develop a simplified license renewal process that is consistent with the concept of performance-based standards.

Basic Changes

Listed below are the basic changes proposed:

• eliminates the arbitrary inputs for license renewal, approved coursework and/or CRUs;
• the teacher will be in charge of his/her professional development and will demonstrate growth from year to year by preparing a PGP and a portfolio that includes evidence that the goals and activities stated in the PGP have been met; and
• the broad range of activities open to the teacher will provide more meaningful options for the teacher to achieve his/her stated goal.

Implications for Rules and Statute

This recommendation will impact rules upon completion of pilot projects.

Continuing Education Recommendations

• establish a system of staged licensure based upon performance standards that are consistent with the Interstate New Teacher Assessment and Support Consortium (INTASC) principles, Indiana Professional Standards Board (IPSB) content and developmental standards, and National Board for Professional Teaching Standards (NBPTS). This system will include licenses for: 1) initial practitioner; 2) proficient practitioner; 3) accomplished practitioner;
• the teacher will satisfy relicensure requirements by developing a Professional Growth Plan (PGP) and a professional portfolio which will be reviewed by a professional growth team to be formed at the local level;
• a PGP may include coursework, Professional Growth Experiences (PGE), a combination of coursework and PGE, or the NBPTS certification process; and
• completing NBPTS certification will automatically qualify a teacher for the accomplished practitioner license; and
• establish a two year pilot with five (5) school corporations chosen to reflect diversity to test the practicality of the proposal. Models will be developed by the IPSB after completion of the pilot.

Issues Still to be Addressed

The following issues have not been reconciled by the work group and will be addressed by the pilot groups:

• process models for selecting a professional growth team;
• signatory for a teacher's PGP;
• appeal process for those who do not meet continuing education standards; and
• transition process that addresses who needs to be "grandfathered" in and a reciprocity process for out of state applicants.

Outcomes

• recommendations will be piloted with five (5) school districts, 1997-2000; and
• a staged system of licensure will be implemented by 2000-2001 based on results of pilot.

Attachments:

Interstate New Teacher Assessment and Support Consortium Principles
Indiana Professionals Standards Board Standards
National Board for Professional Teaching Standards
Essential Characteristics of Professional Development
Professional Growth Experiences
Glossary

APPENDIX
 

A. Interstate New Teacher Assessment and Support Consortium (INTASC) Principles:

Principle #1:	The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle #2:	The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Principle #3:	The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle #4:	The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Principle #5:	The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
Principle #6:	The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle #7:	The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.
Principle #8:	The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
Principle #9:	The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle #10:	The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' leaning and well-being.

B. Indiana Professional Standards Board (IPSB) - Standards for teachers have been developed in the following developmental and content areas:

Developmental Areas Early Childhood - 3-8 Middle Childhood - 7-12  Early Adolescence - 11-15  Adolescence Young Adulthood - 11-18+

Content Areas English as a New Language English/Language Arts Exceptional Needs Foreign Languages Library Media Mathematics Fine Arts Physical Education & Health Science Social Studies Vocational Education

C. National Board for Professional Teaching Standards (NBPTS) Standards
(from: What Teachers Should Know And Be Able To Do, 1994.)

1. Teachers are committed to students and their learning.
• Teachers recognize individual differences in their students and adjust their practice accordingly.
• Teachers have an understanding of how students develop and learn.
• Teachers treat students equitably.
• Teachers' mission extends beyond developing the cognitive capacity of their students.
2. Teachers know the subjects they teach and how to teach those subjects to students.
• Teachers appreciate how knowledge in their subjects is created, organized and linked to other disciplines.
• Teachers command specialized knowledge of how to convey a subject to students.
• Teachers generate multiple paths to knowledge.
3. Teachers are responsible for managing and monitoring student learning.
• Teachers call on multiple methods to meet their goals.
• Teachers orchestrate learning in group settings.
• Teachers place a premium on student engagement
• Teachers regularly assess student progress.
• Teachers are mindful of their principal objectives
4. Teachers think systematically about their practice and learn from experience.
• Teachers are continually making difficult choices that test their judgement.
• Teachers seek advice of others and draw on education research and scholarship to improve their practice.
5. Teachers are members of learning communities
• Teachers contribute to school effectiveness by collaborating with other professionals.
• Teachers work collaboratively with parents.
• Teachers take advantage of community resources.

D. Essential Characteristics of Professional Development
(from: Indiana Association of Colleges for Teacher Education (IACTE) Task Force Report on Professional Development, December 21, 1995.)

Standards for professional development must require evidence of:

1. Planning in the context of immediate and long term goals of educators, schools, and school systems.
2. Collaboration across the profession of educators, including teacher, school administrators, and higher education faculty, with each group bringing unique expertise to the development process.
3. Continuity to promote career-long learning and professional growth.
4. Rigor to ensure programs and activities that are securely grounded in research and exemplary professional practice.
5. Assessment to ascertain the extent to which planned programs and activities enhance professional performance and serve agreed upon education goals.

The task force invisions the profession as a community of learners who draw from each other's knowledge and perspective to strengthen individual capacities, promote student achievement, and improve schools.

Professional Growth Experiences

Professional growth experiences (PGE). Teachers may consider options such as, but not limited to, the following:

College/University Course work

Completion of relevant (appropriate to licensure areas being renewed) course work from accredited colleges and universities, but not including completion of an approved degree program. Course work must meet INTASC principles, IPSB content and developmental standards NBPTS standards, and IACTE essential characteristics.
 

Conferences, Workshops, Institutes, Seminars

• Participation in relevant (appropriate to licensure areas being renewed) professional growth experiences such as workshops, conferences, institutes, seminars or lectures in the area(s) where licensure is being renewed.
• Participation as a presenter in relevant (appropriate to licensure areas being renewed) professional growth experiences such as workshops, conferences, institutes, seminars, or lectures in the area(s) where licensure is being renewed.

Curriculum Development Activities at Regional, State and National Levels

• Curriculum development activities at the building or district levels.
• Curriculum development activities at the state, regional national, or international levels.

Professional Service

Through:

• Supervision of clinical experiences of persons enrolled in teacher licensure program.
• Membership and active participation in national, state, and/or local committees involved with licensure, teacher education, or professional standards.
• Collaboration in the development of pre-service teachers and the preparation of beginning teachers (i.e., working with college/university staff to plan and co-deliver course work, providing course work as an adjunct instructor).
• Involvement in a leadership role at a professional development school.
• Active participation in national, regional, or state accreditation.

Leadership Experiences

• Publication of professional articles in a relevant (appropriate to licensure areas being renewed) professional journal.
• Volunteer work in professional organizations related to the areas of licensure being renewed.

Opportunities to Enhance Knowledge and Understanding of Diverse Education Settings

• Participation in research and inquiry projects.
• Educational experiences with students of another age, ability, culture, or socioeconomic status.
• Systematic, purposeful observation during visits to schools and to related business and industry.
• Travel for purposes of improving instructional capabilities related to the field of licensure.
• Work experience in business or industry appropriate to the areas of licensure being renewed.

Collaboration with Other Professionals, Parents, and Community Resources

Participation:

• Site-based management/decision making teams.
• Community resources in the schools.
• Peer coaching.
• Mentoring process as the mentor.
• College or university teacher preparation programs.

Evaluation Processes that Advance the Profession

Participation:

• Local committees involved with licensure, teacher education and/or standards.
• Evaluator in local accreditation processes.
• Regional or national committees involved with licensure, teacher education, and/or standards.
• Evaluator in state, regional, or national accreditation processes.
• Training as assessors for INTASC, Performance Assessment Development Project (PADP), or NBPTS.

Rewards and Honors

• Receipt of local education award; receipt of a major state or national education award.

GLOSSARY

APPROPRIATE SUPERVISOR

Reviews PGPs. Could be a department chairperson, team leader, principal, or other designated administrator.

APPROVED COLLEGE COURSE WORK -

Course work completed at a college or university with a State approved teacher education program based on INTASC principals, IPSB content and developmental standards, NBPTS standards, and IACTE essential characteristics.

APPROVED PROGRAM -

Advanced degree program approved by the IPSB that meets INTASC principals, IPSB content and developmental standards, NBPTS standards, and IACTE essential characteristics.

PROFESSIONAL GROWTH EXPERIENCES (PGE) -

Professional experiences based on INTASC principals, IPSB content and developmental standards, NBPTS standards, and IACTE essential characteristics.

PROFESSIONAL GROWTH PLAN (PGP) -

Demonstrates goals and strategies related to the INTASC principals, IPSB content and developmental standards, NBPTS standards, and IACTE essential characteristics.

PROFESSIONAL GROWTH TEAM (PGT) -

The school corporation or other local governing body determines the process for establishing PGTs and describes the membership and responsibilities of such teams.*

PROFESSIONAL PORTFOLIO -

Credible evidence demonstrating achievement of goals set forth in a PGP.