ࡱ>  bjbj M     !!!8Yd!nC( CCCCCCC0EGbC "C  (CX#X#X#|  CX#CX#X#<)?|!X&e>,B>C0nC>4H~4HX)?4H )?X#CCt!nC4H :  Final Transcript STATE OF FLORIDA: Educator Certification Rule Development Workshop August 21, 2013/2:00 p.m. EDT SPEAKERS David LaJeunesse Eileen McDaniel PRESENTATION Coordinator Good day, ladies and gentlemen. Welcome to the Educator Certification Rule Development Workshop. My name is Glen, and I will be your operator for today. At this time, all participants are in a listen-only mode. Later we will conduct a question and answer session. I would now like to turn the conference over to your host for today, Mr. David LaJeunesse. Please proceed, sir. D. LaJeunesse Please start the recording. Welcome to all those who have joined us for todays Rule Development Workshop. My name is David LaJeunesse, and I have the pleasure to serve as Chief of Educator Certification. Our co-facilitator today is Eileen McDaniel, Chief of Educator Recruitment, Development, and Retention. As a matter of record, I will now introduce other DOE staff who are present for our workshop today. We have Veronica White from the Bureau of Educator Certification. The focus of our discussions today will be on 2013 Legislative Acts for Senate Bill 1664 regarding educator preparation and Senate Bill 1108 on Exceptional Student Education as they pertain to implementation through relevant State Board rules. We appreciate each of you dedicating your time to this important task. For those still joining us the second slide of the PowerPoint presentation contains the details for joining todays Webinar and teleconference if you need them. All information for the Webinars can also be found from the Educators Certification website at  HYPERLINK "http://www.fldoe.org" www.fldoe.org, or click on the Rule Development for Educator Certification link near the bottom of the Educator Certification page. Likewise, the Educator Preparation website provides pertinent information for the Webinars. The exact website addresses for both are provided in the last slide of our presentation today. We have attempted to set a simple and efficient agenda for todays workshop as outlined on slide three. First, we will provide an overview of the sections of Senate Bill 1664 to be addressed today, followed by the relevant State Board rules impacted by the law. Next, we will provide a similar overview for the single section to be addressed today from Senate Bill 1108 and the relevant State Board rules impacted. Finally, and most importantly, we will request comments and questions from participants related to the input prompts we provide throughout the presentation. We encourage you to make notes about your comments or questions as we proceed through each section of the presentation. We hope to provide ample opportunity to gather as much input as possible. Of course, if you do think of something upon later review of the presentation materials, we encourage you to visit the State Board of Ed website for Rules Under Review, where anyone can input comments and questions while the rules are under development. As we enter on slide four, Ill pass the microphone to Eileen McDaniel to get started with our review. E. McDaniel Thank you, David. Good afternoon, everybody. Were going to begin, as David told you, that were going to talk about Senate Bill 1664 and what that covers. For Senate Bill 1664 well first look at, within that Senate Bill, the Educator Preparation section. In Section 1 of that bill it amends Section 1004.04 to Florida statutes that oversees the public accountability and state approval for teacher preparation programs. In Section 2 its amending Section 1004.85 of the Florida statutes, which oversees postsecondary Educator Preparation Institutes, or EPIs. In Section 7 of the bill it amends Section 1012.55 of the Florida Statutes, which talks about positions which certificates are required. And finally, in Section 8 of 1664 it amends Section 1012.56 of Florida Statutes Educator Certification requirements. Moving on to slide five, for those of you who are listening in a listening-only mode, we will announce the numbers of the slides we are on as you follow along. In Senate Bill 1664 amends, among other things, the statutes governing the three state approved teacher preparation programs. In Section 1 its amending the law that governs the approval of what we call Initial Teacher Preparation Programs, or commonly referred to as traditional teacher preparation programs in our colleges and universities in Florida. Briefly, and well go into this in more detail, it revises the Uniform Core Curriculum for these types of programs. It revises the initial and continued approval standards for these programs, and provides for performance metrics that must be considered for continued approval and also revises the requirements for pre-service field experiences. Slide six, then well start talking about the part of 1664, Section 2, that amends Section 1004.85 on the Florida Statutes. This particular statute governs Floridas postsecondary Educator Preparation Institutes. Briefly, it revises the definition of the term Educator Preparation Institute, or commonly known as EPIs. It authorizes that qualified private providers could seek approval to offer an EPI, and it also revises the criteria for approval of these programs, as well. It also includes a provision for the performance metrics that must be considered for continued approval. Slide seven Ill turn over to David. D. LaJeunesse Section 7 provides for a new special, temporary certificate option for Educational Leadership based on specifically defined eligibility criteria, which are passing the Florida Educational Leadership Exam, documenting three years of successful experience and executive management or supervision, and a bachelors or higher degree. A person operating under this temporary certificate must be mentored by a state certified school administrator. As the first amendment on slide eight outlines, Educator Certification will now be authorized to accept credits from an official American Council on Education, or ACE, transcript awarded for corporate training, industry certification programs, or military service training and experience. Eileen will cover the remainder on this slide. E. McDaniel This slide also talks about allowing school districts the option to provide a professional development certification program in 1012.56, paragraph 8 of that statute. In this particular section of the law, it specifies the components, the additional components for the program that will need to be added to current district alternate certification programs, and it provides for the periodic review by the department for continued program approval. Finally, within this section, it revises requirements for demonstrating mastery of professional education competency. Were going to begin with slide nine, that talks about the various rules that have been impacted by Senate Bill 1664, and theyre listed here. Well first talk about Rule 6A-5.066, the approval of Educator Preparation Programs, and then David will take over and talk about the four additional rules that apply to certification: 4.002 on general provisions; 4.003, degrees, programs and credits; 4.004, Florida Educator Certificates; and 4.006, general and professional preparation. On slide ten, lets begin talking about the impact of Senate Bill 1664 on the State Board rule that is entitled Approval of Educator Preparation Programs. 1664 definitely has an impact on the current rule affecting the approval of all Educator Preparation Programs; including programs identified as the Initial Teacher Preparation Programs, or often called Traditional Teacher Preparation Programs in our colleges and universities. It impacts Educator Preparation Institutes, or EPIs, and District Alternative Certification Programs, or DACPs. In slide 11, were going to take a look at these programs in that order. First, for Initial Teacher Preparation Programs, or ITPs, the change in law brought about by Senate Bill 1664 impacts also Rule 6A-5.066. Both the old law, Section 1004.04, and the current rule defined what is contained in a Uniform Core Curriculum for these programs. Thanks to the recommendations of the Teacher and Leader Preparation Implementation Committee, the TLPIC, as some people call it, which is currently made up of 19 active members, including representatives from higher education with state approved Educator Preparation Programs, teachers, two district superintendents, other school and district leaders and a representative from a professional association, the TLPIC looked at the UCC as defined in law and rule at that time and made recommendations for revisions to the curriculum for programs and Initial Teacher Preparation Programs. The change in law streamlines and more succinctly defines what is contained in the Uniform Core Curriculum, as you can see on this slide. The law specifies that each candidate must receive instruction and be assessed on the Uniform Core Curriculum in the candidates area or areas of program concentration during course work and field experiences. It further states that before program completion each candidate must demonstrate his or her ability to positively impact student learning growth in the candidates area or areas of program concentration during a pre-kindergarten through grade 12 field experience in addition to passing each portion of the Florida Teacher Certification examination thats required for a professional certificate in the area of program concentration. Were going to move on to slide 12. Were going to be talking about the Uniform Core Curriculum a little bit later, and how it ties back to the rules. On slide 12, Senate Bill 1664 also changes the law in terms of admission requirements. First, the law now requires that our Initial Teacher Preparation Programs must report the status of each candidate admitted under the admissions requirement waiver that is specified in law. As a reminder, the law requires that students, at a minimum, must meet two requirements as prerequisites for admission: a grade point average of at least 2.5 on a 4.0 scale for the general education component of undergraduate studies or have completed the requirements for a baccalaureate degree with a minimum grade point average of 2.5 from an accredited or approved institution. Second, the law requires students must demonstrate mastery of general knowledge. The law continues to permit each program to waive these requirements for up to 10% of the students admitted. The change in law also struck the language allowing for other assessments that could be used to meet this requirement. It struck the College Level Academic Skills Test of Class, the National Teachers Exam, or other similar tests. But the law also now includes a provision for admission into graduate level programs. For those of you familiar with 6A-5.066 in its current status, the rule has specified admission requirements for graduate level students. Now the law itself now includes what it would be for admission into a graduate level program. It states, Individuals with a baccalaureate degree from an accredited or approved institution would satisfy this prerequisite and admission requirement into a graduate level teacher preparation program. In other words, this is for admission purposes only. Moving on to slide 13, Senate Bill 1664 also revised the language for faculty requirements or qualifications. First, and this is important, it specifies that individuals who instruct or supervise field experience courses or internships in which candidates demonstrate impact on student learning growth must have the following. I need for everyone to remember where I emphasize where it talks about field experiences, courses, or internships in which candidates demonstrate impact of student learning growth. These qualifications are regarding these individuals. They will need specialized training in clinical supervision. This is not new to the law, but the following two others are new. At least three years of successful, relevant, pre-kindergarten through grade 12 teaching experience or student services experience or school administrative experience and, three, an annual demonstration of experience in relevant, pre-kindergarten through grade 12 school setting. If youre following along on the slides with the Webinar, youre going to note that relevant is in red font. We point this out to you in this way. This is where we need your assistance in defining and recommending what relevant means. We will need to include what relevant means and any proposed revisions to the rule that are recommended to the Commissioner for presentation to the State Board and for final approval by the Board. Youll see reminders throughout our presentation of where we are particularly seeking any kind of input, feedback on specific parts so the rule. You can comment about any part of the rule that you wish, but were pointing out to you those areas that we know that we are specifically looking for additional feedback from you. On slide 14, the bill also changed the law as it pertains to school district personnel and instructional personnel who supervise or direct teacher preparation students during field trip experiences. First, the law specifies that these requirements are for those field experience courses or those internships in which candidates demonstrate an impact of student learning growth. It does not mean that these requirements must be met for those field experience courses in which only observation is included. The law does specify what those requirements are. There are four of them. Each individual must have clinical educator training. That is a requirement that is already in law. Each individual must hold a valid professional certificate. Each individual must have at least three years of teaching experience in pre-kindergarten through grade 12, and, fourth, each individual must have earned an effective or highly effective rating on the prior years performance evaluation or be a peer evaluator under the district state approved evaluation system. Slide 15. Now were going to turn to the part of the law that establishes criteria for program approval. The law specifies that the State Board of Education must maintain a system for the development and approval of teacher preparation programs. The system must include a program approval process. In other words, it needs standards and guidelines. Those standards must be adopted pursuant to law. The law also states that programs must be approved by the department, and the approval must be based upon evidence of each institutions and each programs capacity to meet the requirements for continued approval as provided in law and in rules. Continuing on to slide 16, we are proposing today for your consideration that an initial program approval process become a part of the revised State Board rule. The current rule does not have those standards written into the rule. Again, were proposing today for your consideration that initial program approval process language become a part of the revised State Board rule. As a reminder, earlier this summer the University of Florida worked with institutions across Florida, gaining input from these state approved programs as to what might be considered for initial program approval standards and guidelines given the changes that were outlined in Senate Bill 1664 and now in law. As a result of this work with institutions, the four standards listed on this slide were suggested as possible initial program approval standards. For those who may not be familiar with the University of Floridas work, and/or wish to examine these suggested standards with additional detail, we have posted these suggestions on our website for further review and comment. The location of that website is located on the last slide under my name. Slide 17. In addition to requirements for initial approval, the law also specifies thatand Im going to quote the law here, Continued approval of each program shall be based upon evidence that the program continues to implement the requirements for initial approval, and, upon significant objective and quantifiable measures of the program and the performance of the program completers. The law specifies that criteria for continued approval must include the following. First, documentation that each program candidate met the admission requirements. We discussed what those were previously, and what needed to be reported. Second, the law specifies that documentation that each program and program completer has met all the requirements specified in the Uniform Core Curriculum. Again, we discussed this earlier. Third, evidence of performance in specific areas specified in law. The law goes on to state that the State Boards shall adopt rules for continued approval of these programs, which include the areas as depicted on this slide. A, the program review process; second one, continued approval of timelines; and third, performance level targets for each of the continued approval criteria specified in law. Lets talk about each of these further. Slide 18. First, the program review process includes standards and guidelines for which the programs tended here to for continued approval. Heres another major point were seeking your input and feedback on these areas, as well. As wed mentioned about the initial program approval standards and guidelines, the University of Florida also suggested three standards for the continued approval of teacher preparation programs. Just as it did with the initial approval standards, the University of Florida sought the input and feedback of all state approved programs and institutions with Initial Teacher Preparation Programs to recommend the three continued approval standards listed on this slide, which have a major focus on outputs rather than inputs. The three standards were program completer quality, field clinical practices for candidates, and program effectiveness. Additional details on these suggested standards and potential documentation that would be submitted for verification of compliance with these standards were sent to institutions by the University of Florida for continued feedback. These have been posted on our website, as I mentioned earlier, for further review and public comment by you, our public, and theyre located on the web page that will be listed on the last page. Were seeking your input and feedback on these suggested standards for continued approval. Your input, feedback, and any additions, changes, edits are critical to this process as we go to the public and seek your feedback. In addition, the current rule set the approval period for program areas for a period not to exceed seven years. The specific language in the current rule states each approval or extension shall be for the period of time determined by the Department of Education, but shall not exceed seven years. Were seeking your input and feedback as to the number of years that should be recommended for the approval period. Should it be less? Should it be more? Is it just right? Include in your comments, please, a rationalization for your response. Slide 19. The law also specifies that evidence of performance in six areas must be a major part of continued approval. We need to recognize again the hard work of the teacher and leader preparation implementation committee, which after reviewing data and conferring for over a year recommended the six performance metrics as shown on the slide for inclusion into the bill that was passed, Senate Bill 1664. The recommendations of the TLPIC became an essential part of the portion of Senate Bill 1664, which impacts teacher preparation programs. Those six metrics that are now in law include first, placement rate of program completers into instructional positions in Florida public schools and private schools, if available; second, the rate of retention for employee program completers in instructional positions in Florida public schools; third, performance of students in pre-kindergarten through grade 12 who are assigned to infield program completers on statewide assessments using the results of the student learning growth formula adopted under Section 1012.34 of the Florida Statues; fourth, performance of students in pre-kindergarten through grade 12 who are assigned to infield program completers aggregated by student subgroups as a measure of how well the program prepares teachers to work with a diverse population of students in a variety of settings; fifth, results of program completers annual evaluations in accordance with the timelines as set forth in Section 1012.34 of the Florida Statutes; and sixth, production of program completers in statewide critical teacher shortage areas, as identified in Section 1012.07 of the Florida Statutes. Lets move to slide 20. Although the law specifies what the performance areas or performance metrics are, it does not specify what the performance targets are. As we previously shared with you, the law states the State Board will adopt rules for the performance level targets for each of the continued approval criteria, including evidence of performance in each of the areas noted on the previous slide. This is, again, a major area we are seeking your input and feedback as to what those performance levels and targets should be for continued approval. For your consideration we wish for you to think about what are those business rules for setting these targets, have we worked an evaluation language from 1012.34 of the Florida Statutes into the target? Should we only consider evaluations after 2014/15? Should the performance level targets be norm reference, such as based on standard deviation? Should they be criterion referenced, in which each programs performance is compared to our pre-defined set of criteria or performance level? The Teacher and Leader Preparation Implementation Committee made recommendations for a performance level on many of these six performance metrics. In some cases, norm reference; in others, criterion reference. You can view the TLPIC recommendations at the website listed on this particular slide. You will see all the deliberations of the committee from March 2011s board. Look specifically at the meeting notes and recordings for the May 9th and 10th 2012 meetings that are located on the website noted on this slide. Again, if youll go to the May 9th and May 10th 2012 meetings, they are located on the website on this slide; youll see some very specific information and discussion from the TLPIC about setting these performance levels. Not only setting them, but where the review of the data that helps set them. Additional discussion about these performance levels also took place at the February 1, 2012 meeting. Again, all meeting notes and recordings of these meetings are located on the website. We invite you to review the recommendations of the TLPIC, think about this from your own perspectives, and provide public input and feedback as to your recommendations as to how these performance targets should be set and what they might be. Finally, we also need your input and feedback as to whether or not additional features or options should be considered for continued approval in addition to the ones already specified. The law permits the State Board of Education to consider other criteria that are unique to programs, but what would that be? We need your input and feedback on that, as well. Slide 21. Finally, the law specifies what the annual department report will need to include. The law states that the annual department report needs to include results of each programs annual progress on the performance measures, current approval status of each program. The law specifies that the report may include recommendations for improving programs, and what it has struck from the language, which would be a change from the previous law; the report no longer requires employer satisfaction with program completers being included in the annual report. This still can be used as evidence for continuous program improvement if an institution or program wishes to do so as far as their documentation, but its not required in the annual report. Slide 22. Were going to move from Initial Teacher Preparation Programs that are under Section 1004.04 of the Florida Statutes and move to the next section of the Senate Bill 1664, Section 2, which revised the language in Section 1004.85 of the Florida Statutes. We will address those parts that include changes and how they might impact rules. We will also point out to you the specific parts of the law that are the same for all three types of state approved teacher preparation programs, and where the law allows for differences because of unique features of a program or programs. As we go through this section and the next section, note the commonalities that now exist among all three state approved teacher preparation programs. It was the intent of the legislature to bring in alignment all three types of teacher preparation programs; Initial Teacher Preparation Programs, Educator Preparation Institutes, and the District Alternative Certification Programs. The first change noted in the law for 1004.85 was that in addition to the law stating that postsecondary Educator Preparation Institutes may be offered by Florida postsecondary institutions. It also specifies that qualified private providers may also offer these programs. The law states that qualified private providers must have a proven history of delivering high quality teacher preparation, which is based on evidence provided from other state recipients of its services, and data showing the successful performance of its completers based on student achievement. These programs may seek approval to offer a competency based certification program under this law. We want you to consider this part of the law and how it might impact 6A-5.066. Is there a need to further qualify any definitions or further clarify what the law is stating here in this point? We seek your input on that. Slide 23. The changes in law also now specify that the department shall approve a certification program if the institute provides evidence of the institutes capacity to implement a program that includes each of the areas specified on this slide. You will note that these are the same criteria as the Uniform Core Curriculum thats specified for the Initial Teacher Preparation Program. This now brings into alignment both statutes and both types of programs; the Uniform Core Curriculum specified for Initial Teacher Preparation Programs and the curricula specified for Educator Preparation Institutes are now in alignment with each other. Slide 24. Change is brought by Senate Bill 1664 impacting Section 1004.085 of the Florida Statutes also were in the areas of field experiences, qualifications for instructors and supervisors, and requirements for the EPI participant to document impact of student learning. Lets go through each of those. First, the change in law specifies that the program must include an educational plan for each participant to meet certification requirements and demonstrate his or her ability to teach the subject area for which the participant is seeking certification. Note that the law now specifies that each program participant must meet certification requirements by obtaining a statement of status of eligibility in the certification subject area of the educational plan. The second change has to do with field experiences. Field experiences must be appropriate to the certification subject area specified in the educational plan with a diverse population of students in a variety of settings under the supervision of qualified educators. The third change, the instructors and supervisors of field experiences in which participants demonstrate an impact of student learning growth must meet the same qualifications as the Initial Teacher Preparation Program or ITP candidates. As a reminder, the law states that these are, first, instructors or supervisors of field experiences courses where the candidates have to demonstrate an impact of student learning growth. First, those instructors and supervisors must have specialized training in clinical supervision. Second, they must have at least three years of successful, relevanttheres the word relevant again, where well need to define thatgrade pre-kindergarten through 12 teaching experience or student services or administrative experience. And third, an annual demonstration of experience in relevance, grades pre-k through 12 school setting. Last, before program completion, the participant fully demonstrates his or her ability to teach the subject area by documenting a positive impact of student learning growth in a pre-kindergarten through grade 12 setting and achieving a passing score on all three Florida Teacher Certification examinations. In the past, EPI participants as a condition of program completion needed to pass only the professional education test. The law now changes that to include that EPI completers, as a condition of completion of a program, must pass all three subtests of the Florida Teacher Certification examination. These include the general knowledge exam, the appropriate subject area exam, and, third, the Professional Education test. Slide 25. Just as an Initial Teacher Preparation Program, the law specifies that continued approval of each program shall be determined by the commissioner of education based upon a periodic review of specified areas including: first, documentation that each program completer has met the requirements as specified in the law; and second, evidence of performance in the six performance areas specified in law. Again, these are the exact same performance metrics as specified for Initial Teacher Preparation Program. Lets take a look at those in slide 26. As you will see on slide 26, the six areas briefly stated here: placement rate, rate of retention, performance of students in grades P through 12, assigned to infield completed statewide assessments, performance of students in grades P through 12 aggregated by student subgroup, results of program completers annual evaluations, and production of program completers in critical teacher shortage areas; they are exactly the same performance metrics as specified for the Initial Teacher Preparation Programs. So well go back to slide 25. In addition, the law specifies that the State Board of Education may adopt rules to implement the provisions of this section including performance targets for the measures used for continued program approval described in law. As we discussed earlier, the University of Florida has suggested continued program approval standards and guidelines for Initial Teacher Preparation Programs. For your consideration and review, we ask that you review these standards and guidelines that have been suggested by the University of Florida. Were seeking your input and feedback on these standards in terms of continued approval standards for our Educator Preparation Institute. As you examine those continued approval standards and the initial continued approval standards, are there unique features within the characteristics of EPI that should be also considered? What are those? And, as in the ITPs, the performance metrics have been specified in law, but the performance targets need to be set by the State Board of Education. What are your recommendations for performance levels and targets? Again, we recommend that you review the TLPICs recommendations for performance levels and provide input and feedback. Again, go back to the TLPIC meeting notes, as specified in earlier slides, and examine their recommendations, provide feedback as to their recommendations and any thoughts and wisdom that you might have to contribute towards what those performance levels and targets should be. Weve done slide 26, so well go on to slide 27. Well now switch over to the next section, Section 9 of Senate Bill 1664, which impacts district alternative certification programs as specified in Section 1012.56, paragraph 8 of the Florida Statutes. The first change in the law was the name of these programs has been revised to now be called Professional Development Certification Programs. Second, a revision to the law now states that districts may offer a program rather than the language that previously was in law, which was in place since 2002, districts must offer a program. Ill emphasize that one more time. The revision of the law states that districts may offer a program; they no longer have to offer a program. The law also aligns the language of the curricula of these district Professional Development Certification Programs to the other two state approved teacher preparation programs. Again, this is another area in which all three state approved programs are alike and the same. All three curricula match each other. The law also specifies additional requirements for the peer mentors, which are still a required component of these Professional Development Certification Programs. The law specifies that peer mentors must have received an effective or highly effective rating on the previous years performance evaluation or they must be a peer evaluator. The law also now specifies that in order to be a program completer, he or she must pass all three Florida Teacher Certification examinations. Again, now all three state approved teacher preparation programs are aligned; all require that all three subtests of the Florida Teacher Certification examination must be passed as a condition for a program completer. Finally, consider the continued approval standards and guidelines that we discussed earlier as suggested by the University of Florida. What are your thoughts about these suggested continued approval standards and guidelines and the perspective of Professional Development Certification programs? Are there unique features within the district programs that need to be considered for a continued approval that the other two programs dont have? Slide 28. Finally, for Section 1012.56 paragraph 8 of the Florida Statutes, the law states that the Commissioner of Education shall determine continued approval based on, first, a periodic review of evidence that requirements are consistently met. In addition, the law states that evidence of performance in each of five performance metrics must also be considered for continued approval. Thats not a misprint; it does not state six performance metrics, but five for continued approval for the Professional Development Certification programs. Theres one difference between this particular program and the others; placement rate of completers is not one of the metrics for District Professional Development Certification programs since by definition of a participant in a Professional Development Certification program, these program completers are already employed by school districts as a condition of program participation. Again, this is an example of how the legislative intent was to bring all three of these state approved teacher preparation programs into alignment, making each program accountable at the same level as all other state approved programs. Just as in the ITP programs and the EPI programs, we need for you to consider, and we seek your input and feedback on the performance targets for these Professional Development Certification programs. Again, what are the business rules of setting these targets? Should the performance targets be norm references or criterion reference? Should performance targets be the same for all three types of program? Your input and feedback are needed. Examine the work of the TLPIC as you consider options and provide input and feedback as soon as possible. Slide 29. This slide provides a summary of some of the major points we are seeking your input and feedback in order to provide proposed revisions to the 6A-5.066. Specifically, we mentioned during this workshop this afternoon feedback and input on, first, the definition of relevant as it pertains to individuals who instruct or supervise field experience course work or internships in which participants demonstrate his or her impact on student learning growth. Youll go back to slide 13 and 24; you will see where that is mentioned. Second, we ask that you review the University of Floridas suggested initial and continued approval standards and guidelines and provide feedback as to any changes, if any, and how they would apply to all three programs; the ITPs, the EPIs, and the District Professional Development Certification Programs. Those standards and guidelines proposed by the University of Florida are now located on our website. Again, that website is under my name on the last slide. Third, review current timelines for continued approval and recommend whether the time period should be altered, and why. Reminder, currently the rule specifies a period not to exceed seven years. Were seeking your input and feedback as to whether that should be changed. Four, review the performance metrics for each type of program and recommend performance levels, performance targets, including business rules for establishing them for consideration for revision of 6A-5.066. Fifth, consider any additional features or options that any of these programs might use as part of continued approval. So with this slide, Im going on to the next, Im going to turn this presentation over to David LaJeunesse. D. LaJeunesse Now on slide 30, Ill continue with Educator Certification Rules impacted by provisions of Senate Bill 1664. Draft language for revisions to Rule 6A-4.002, on general Educator Certification Provisions, has already been proposed for adoption at the September board meeting of the State Board of Education. These changes will authorize Educator Certification to accept credits from an official ACEthats the American Council on Education transcriptsto satisfy eligibility requirements. Thus, individuals who complete postsecondary education via non-traditional pathways, including corporate training, industry certification programs, and military service training or experience will have increased opportunities to achieve eligibility for a Florida Educators Certificate. The other revisions itemized here provide better clarity for current implementation practices for teaching experience. Postsecondary remedial coursework has never been acceptable for satisfying educator certification eligibility requirements, so neither is teaching a remediation course acceptable to satisfy requirements. Likewise, one year of full time pre-kindergarten through grade 12 teaching experience may be used to satisfy only one professional preparation course requirement. Remember, these are current implementation practices that are being clarified in the rule language. Slide 31. Drafts language has also been completed for revisions to Rule 6A-4.003 on degrees, programs, and credits for Educator Certification, which has been proposed for adoption along with the general provisions rule at the September meeting of the State Board of Education. Some edits have been made to capture the current names of the regional accrediting associations. Also, an official transcript has always been the means of documenting postsecondary academic preparation for Educator Certification. The proposed changes now more clearly define it as the required documentation from United States institutions. Likewise, an original evaluation report has been required for certification applicants with foreign academic training, along with original or certified true copies of the foreign transcripts, foreign diplomas, and other official documentation used to complete that report. Since all credential evaluators approved by the department must properly authenticate an applicants foreign documentation to produce their report, these rule changes will authorize acceptance of an original credential evaluation report alone to document academic preparation from non-United States institutions. The provision to accept American Council on Education credits is once again outlined in this rule. Finally, the approval criteria for credential evaluators has been revised and now includes automatic approval of a credential evaluation agency who verifies membership and good standing with the National Association of Credential Evaluation Services, or NACES, or the Association of International Credential Evaluators, thats AICE. On slide 32, based on our review and analysis, this new temporary certificate in Educational Leadership stands as a special provision outside of the traditional Florida School Leaders Certification Program. Passing the Florida Educational Leadership exam for this special certificate does require a demonstration of knowledge in each of the areas of the principal leadership standards. However, the test alone does not necessarily align to successful completion of the Florida Educational Leadership core curriculum. In addition, the minimum academic training for certification under the Florida School Leaders program requires at least a Masters degree. Thus, this special certificate in Educational Leadership will provide an opportunity for successful leaders in other environments to transfer their expertise into the field of education with the potential to progress along the Florida School Leaders continuum. The specific requirements passed into law are outlined here; passing the , documenting three years of successful experience, a bachelors degree or higher, and mentor five state certified school administrator. Our questions are: Should this be a special, one-time certificate like that used for similar preparation provisions such as speech, language impaired practitioners? What should be deemed as appropriate and acceptable executive management or leadership experience? Will this special temporary certificate only be authorized for employees in public and state supported schools? And what other issues might we consider as we draft rule language for the provision? We need your input on these areas. Slide 33. Eileen has provided an excellent overview of the changes made to align the competencies required under all three Educator Preparation programs approved through the different delivery models in Florida. Requirements and rules for satisfying professional separation also allow for the option to complete college course work in specified professional education areas. We need to ensure that this current course work option aligns with the competencies aligned in all other preparation programs. We also need to ensure that the practical teaching experience requirement aligns with the field experience requirements of other programs. Slide 34. Were moving on to the second section, which is the single section from Senate Bill 1108 that applies to certification renewal. Senate Bill 1108 provided extensive changes to the provision of services for students with disabilities. Section 9 introduced a new provision to require one credit in ESE to satisfy renewal of the professional certificate for applicants beginning July 1, 2014. This new requirement is not intended to add to the existing requirement for six semester hours of renewal credit. The following slides provide a few questions for which the departments legal counsel has provided guidance on interpretation. Many other questions have been posed, but most answers will be dependent upon this rule development process, of course guided by your valuable input. Slide 35. The question, will this renewal requirement apply to professional certificates expiring on June 30, 2014? Though the rest of the Senate Bill 1108 is already in effect, the ESE renewal provision becomes effective as of July 1, 2014. So, anyone who submits application for renewal on or after July 1, 2014 will be expected to satisfy the new requirement for at least one credit in ESE. Even an applicant whose certificate expires on June 30, 2014, who submits a late renewal application, will be expected to complete this requirement. Slide 36 provides two other questions; the first how many credits or inservice points in teaching students with disabilities are required? As is currently provided, the law requires one semester hour, which is equivalent to twenty inservice points. The second question; is this a one-time renewal requirement, or will this credit be required for every future professional certificate renewal cycle? The ESE renewal provision can be expected as an ongoing renewal requirement for every professional certificate renewal cycle. Slide 37 provides the two Educator Certification rules impacted by Senate Bill 1108; legislation 6A-4.0012 on application information and 6A-4.0051 on renewal and reinstatement. To go over those in a little more detail, well proceed to slide 38. Proposed revisions for the application information rule must address what constitutes a complete application, what changes may be required to accommodate application for ESE renewal, or, going back to Senate Bill 1664, the new Ed Leadership temporary certification. What changes may be required to academic preparation requirements to align with other rule changes, and what edits will be required to the official online and hard copy application forms? Slide 39 reviews the renewal and reinstatement rule and what are the direct impacts by the ESE renewal division adopted via Senate Bill 1108 are the questions we need to answer. Will this requirement impact general requirements for the retention of certification coverages? How will the renewal provision be impacted directly based on the Senate Bill 1108, and how might the ESE renewal requirement impact reinstatement requirements? Now we come to the third section of our presentation, which is, of course, the time for you to offer questions. Before we proceed any further, Id like to introduce additional DOE staff who have joined us here in the conference. We have Micky Pressley, who has joined us from the DOE legal counsel; Kay Caster, who had joined us from Educator Recruitment, Development and Retention, and we have Monica Verra-Tirado, who has joined us from the Bureau of Exceptional Education and Student Services. Now weve made it through our review of the legislative enactments and related rules for discussion today. As we precede, the operator, Glen, will assist callers who wish to make any comments or pose any questions. When your time comes, please follow the simple steps for providing your input. Youll be asked to record your full name; first and last. If you are speaking on behalf of a particular constituency, please let us know that. Please provide us the specific laws and/or rules your comments refer to, and then, of course, let us know what you have to say. As a reminder, our teleconference is being recorded today and a transcript will be made of our discussions. Please speak clearly and keep your comments brief and on topic, so we can be sure to capture them accurately and so we can hear from as many participants as possible. Webinar participants may also type their comments or questions for submission. We will attempt to relay those comments via the teleconference, but be assured they will be captured for the official record of our workshop. Next, the last two slides, 41 and 42, provide participants a review of the legislation that weve discussed today, and the rules that were impacted by that legislation on slide 42. Finally, slide 43 provides the contact information for each of your presenters today. We have no comments in chat at present, so well see if theres anybody waiting on the line. Operator? Coordinator (Instructions given.) We have a questions coming from the line of Tila Grant, Duval County Public Schools. You may proceed. T. Grant In regards to the requirement for ESE credit for the renewal, Im wondering about those who comewe have a few who lose their professional certification and end up having to work under a temporary certificate, and then later reinstate. For those that do that, would that ESE requirement still be there for reinstatement? D. LaJeunesse That is yet to be determined and ruled, but based on the legislative intent, the ESE training may be required. T. Grant Thank you. Coordinator At this time we have no further questions from the phone line. D. LaJeunesse We have two questions or comments from the chat from Scott Richmond in Hillsborough. When does the new ACT rule go into effect? E. McDaniel Scott, this is Eileen McDaniel. Its actually the law is what changed, and the law was effective July 1, 2013. As you know, we have a Coordinators Meeting coming up in September; well discuss that further at those meetings. D. LaJeunesse The other comment we have from Lindsay Wolftaylor. What inservice activities will be acceptable as ESE trainings? As I mentioned, the Chief for Bureau of Exceptional Education and Student Services has joined us in this meeting, and weve had collaboration and communication with their office to pose those questions to them, and they are working on developing appropriate content inservice delivery options and well be addressing that through technical assistance. E. McDaniel Next question comes from Amy Guerrit. In reference to Rule 6A-5.066, ITP continued program approval, are the placement and retention rates in Florida only? The metric that is in law speaks about placement and for in-state Florida public schools and private if available. It did not mention anything about in law at this point about private for retention. Thats something that you might want to consider to add to possible revisions to the rule. If so, this has a negative impact and programs with national and regional reputations would candidates often go back to their state after completion, how will this be addressed? Weve added your comment to the record and this will continue to be considered. D. LaJeunesse Scott Richmond had another question from Hillsborough. Does this legislation or will rule impact the pre-K/3 certification loophole that removes the requirement for professional preparation courses? We appreciate your comment, and that is a provision that we are looking into and may be considered for revision as we proceed. E. McDaniel From Amy Eickson, Regarding Rule 6A-5.066, requirements, when will this go into effect and will there be some kind of grandfathering period for experienced higher ed faculty who are currently in supervision instructional role? Thank you, Amy. The law went into effect July 1, 2013. We will be providing technical assistance paper very soon that addresses these issues. Operator, are there any callers on the line? Coordinator No, there are no questions at this time. D. LaJeunesse Just as a statement for the record, as was addressed or asked yesterday in our other Rule Development Workshop, there was a question on the timeline for rule adoption. As with all legislation, there is a 180 day expectation that on effective date of the law rules would be adopted. We are making every effort to comply with that timeline, which would mean that our attempt will be to propose rule language for adoption by the State Board at its November meeting. However, since they dont meet in December, there may be some spillover into January of 2014. E. McDaniel I will add one more comment to Davids comments; 6A-5.066, I, particularly after yesterdays workshop, and Im sure thats on the minds of many institutions and districts across the state as we look at the revisions to 6A-5.066, there is not at this time proposed rule language changes. Were seeking your input at this point. As soon as weve received your input proposed language will be then sent back out to you through rule development as well, and advertised as required by law for input feedback again by you. There will be further workshops held after the rule language goes out to provide more input at that point. Our goal is also November. If November becomes impossible for us to meet that, there is no December meeting, so early in 2014 would be our next step to get it to the Boardpropose, have the Commissioner bring it to the Board for possible approval by the Board. Coordinator We do have a question or comment from the phone lines, and that comes from the line of Julia Caderra, Darien . You may proceed. J. Caderra There is the provision that mentors have to have been ranked as highly effective or effective the year before. How are we getting this information? E. McDaniel This is for the law that is for District Alternative Education Programs now called Professional Development Certification Programs. Those individuals are employed in their school district so that information would be available to you. J. Caderra No, Im not talking about that. Im talking about the mentors who are going to be supervising our interns. His experienced. E. McDaniel Just as you are making agreements with districts for placing your interns into the school districts, you will need that information from the school district before placing them to ensure that those mentors, that they have that designation. Either effective or highly effective on their previous years evaluation. J. Caderra privacy laws? E. McDaniel Excuse me? J. Caderra How are privacy laws affected in that case? E. McDaniel Actually, the district will need to provide that to you in order for them to be able to serve in that capacity. It is certainly a good question and we will look into it, as well. J. Caderra Okay. Thank you. Coordinator There are no further questions from the phone line. D. LaJeunesse And we have no further comments in the chat, at present. I believe that will conclude our Rule Workshop for today. Thank you all for participating, and thank you to our operator. I believe that we can close out the call. Coordinator Ladies and gentlemen, that concludes todays conference. Thank you for your participation. Have a great day.     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