TO:
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Members, Indiana Professional Standards Board |
FROM:
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|
DATE: |
September 20, 2000 |
SUBJECT: |
Communicating the Beginning Teacher Induction Program Message |
In 1994, the Indiana Professional Standards Board (IPSB) adopted the Interstate New Teacher Assessment and Support Consortium (INTASC) model standards for initial licensing of teachers as the basis for Indiana’s new system for preparing and licensing teachers. The Board adopted a standards-based performance assessment framework in 1997 that encompasses the three main phases of a teacher’s career­­–preparation, induction, and continued practice. In 1998 and 1999, the Board adopted developmental standards in four areas and content standards in fifteen areas for teachers and other educators. The Board adopted the standards-based licensure framework in 1999 as well. Thus, the three main pillars of the IPSB teacher preparation and licensure redesign–performance standards, assessment framework, and licensure framework–are in place.
In order to develop and field test the induction component of the redesign, the Board entered into a partnership with INTASC and eleven other states for the Performance Assessment and Development Project (PADP) in 1994. This project was continued and expanded in 1998 as the Beginning Teacher Induction Performance Assessment Program (BTIPAP). In 1999, the Board adopted its Statement of Intent to require successful completion of this induction program, beginning with the group of beginning teachers who start working during the 2001-2002 school year. Because this induction program requires a funding level higher than the Beginning Teacher Internship Program (BTIP) it is designed to replace, the Board must now pursue additional funding for the 2001-2003 biennium.
This discussion will focus on a presentation of standards-based teaching, a recap of the key Board actions and agency accomplishments to begin implementing the induction program by 2001; a summary of the projected budget for the next biennium; and a discussion draft of a clear, concise, and jargon-free message about the program.
At the request of the Executive Committee, the staff drafted a simple statement to describe what the Indiana Professional Standards Board (IPSB) is doing with the induction program for beginning teachers. The goal was to write the statement in 100 words or less, but the draft was lengthened to include the following points which conceptualize the core of the IPSB's redesign of teacher preparation and licensing:
- Teaching standards connected to student academic standards;
- Higher accountability for teacher quality;
- Focus on improved student learning as the ultimate goal;
- Standards for what Indiana teachers should know and be able to do;
- Performance-based assessments of teacher competence in the applicable standards; and
- Licensing actions based on the results of these assessments.
The statement is written for persons who are not familiar or closely related to the Board's work. Effort was made to avoid words that may be unclear to the general public (assess, induction, portfolio, P-12, etc.). Persons presenting the message may add details for more in-depth understanding.
The desired outcome of this discussion will be an outline of the next steps to clarify the message and gain broad-based support for the Beginning Teacher Induction Performance Assessment Program.
- Enclosures: BTIPAP Fact Sheet 2000
- BTIPAP 2001-2003 Biennial Budget Transmittal and Additional Program Costs
- Indiana’s New Program to License and Support Beginning Teachers
- BTIPAP 2001-2003 Biennial Budget Transmittal and Additional Program Costs