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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium
Appendix B Action Plans Prepared By State Team Members
Alaska's Action Plan
Team Members
Agency or Institution
Position
Peggy Cowan
Alaska Department of Education
Science Specialist
Robert Gottstein
Alaska State Board of Education
Teacher Certification
Alexander McNeill
University of Alaska - Anchorage
Dean, School of Education
Paul Reichardt
University of Alaska - Fairbanks
Dean, College of Natural Science
Existing Policies and Practices that Support the Standards:
State Science Standards (voluntary)
State Framework Documents and Projects
State Teacher Standards
Existing Policies and Practices in Need of Change:
Current licensure allows certified teachers to teach in any content area or grade level
No monitoring of accreditation requirements for individual K-12 schools
No content area requirements for endorsement
Preparation of rural teachers
Key Players in Implementing Change:
Legislature
Governor
Alaska Association of School Administrators
NEA/Alaska Science Teachers Association
IHE's - University of Alaska, Sheldon Jackson, APU
Alaska Department of Education
State Board of Education Professional Certification Task Force
University of Alaska Rural Education Task Force
State Goals for Improving Science Teacher Preparation:
Examine existing state policies/procedures in light of the Standards
Use state and national standards to redesign science teacher preparation and science requirements for elementary education
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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium
Appendix B
Action Plans Prepared By State Team Members
Alaska's Action Plan
Team Members
Agency or Institution
Position
Peggy Cowan
Alaska Department of Education
Science Specialist
Robert Gottstein
Alaska State Board of Education
Teacher Certification
Alexander McNeill
University of Alaska - Anchorage
Dean, School of Education
Paul Reichardt
University of Alaska - Fairbanks
Dean, College of Natural Science
Existing Policies and Practices that Support the Standards:
State Science Standards (voluntary)
State Framework Documents and Projects
State Teacher Standards
Existing Policies and Practices in Need of Change:
Current licensure allows certified teachers to teach in any content area or grade level
No monitoring of accreditation requirements for individual K-12 schools
No content area requirements for endorsement
Preparation of rural teachers
Key Players in Implementing Change:
Legislature
Governor
Alaska Association of School Administrators
NEA/Alaska Science Teachers Association
IHE's - University of Alaska, Sheldon Jackson, APU
Alaska Department of Education
State Board of Education Professional Certification Task Force
University of Alaska Rural Education Task Force
State Goals for Improving Science Teacher Preparation:
Examine existing state policies/procedures in light of the Standards
Use state and national standards to redesign science teacher preparation and science requirements for elementary education
Stage process for licensure
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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium
To Accomplish These Goals, the Following Actions are Planned:
Within Six Months
Add-on assignment to existing frameworks teacher preparation committee with intent of influencing Board of Education Professional Certification Task Force
Frameworks sponsored workshop on science/math standards and teacher preparation for university faculty
Explore models for staged licensure
During The Next Twelve Months
University of Alaska sponsored (in principle and dollars) task force on reform of science/ math teacher preparation:
Develop Alaska plan for staged licensure
Over The Next Two Years
Board of Education Professional Certification Task Force report to Board of Education—lobby for Standards-based on certification and licensure
Develop individual institutions' reform plans
First point will include staged licensure
By The End of Five Years
Reformed Teacher Preparation In Science/Math
Fully Implemented
Arkansas' Action Plan
Team Members
Agency or Institution
Position
Donna Elliott
Arkansas Department of Education
Program Manager
Suzanne Mitchell
Arkansas Statewide Systemic Initiative
Project Director
Existing Policies and Practices That Support the Standards:
Act 236 - Education Reform Act
Act 453 - Science/math Equipment Act
Science Curriculum Frameworks
Task Force on Teacher Licensure and Certification
Existing Policies and Practices in Need of Change:
Teaching certificates in many areas of science
Pre-service science and science education courses
Alternative certification practices
Add-on endorsements
Key Players in Implementing Change:
Members of Task Force on Teacher Licensure and Certification
Department Chairs of science departments (and other subjects) and professors
Deans of Education/Arts and Sciences; Presidents of colleges and universities
Director of Arkansas Department of Education and Department of Higher Education
State Boards of Education and Higher Education
Curriculum specialists in science (and other subjects)
Coops (Education Service Cooperatives)
Teachers, Principals, Superintendents, School Boards
Parents and business leaders, Arkansas Education Association
Primary Goals for Improving Science Teacher Preparation:
Arkansas will change its teacher licensure and certification process
Secondary Goals for Improving Science Teacher Preparation:
Arkansas will work with NCATE and the new Professional Development Teaching Models (2 year)
Arkansas will develop subject specific outcomes to improve teacher licensure
Arkansas will change the assessment system for obtaining a teaching license
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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium
To Accomplish These Goals, the Following Actions are Planned:
Within Six Months
Host eight one-day new professional teacher model sessions at eight universities (Fall 1996/Spring 1997)
Host a two-day conference for all college science departments (Summer 1996)
Host cluster groups in subject areas to develop what teachers should know and be able to do in subject areas (Summer 1996)
During the Next Twelve Months
Host an additional eight one-day new professional teacher model sessions at eight more universities (Fall 1996)
Explain teacher licensure changes, science and math standards, and systemic initiatives to field representatives at the Arkansas Department of Education, superintendents, and educational cooperatives
Develop information dissemination methods (WWW, public forums, newsletters, etc.)
Present teacher licensure information to participants at the Leadership Academy for principals and other state leaders
Continue working with university collaboratives that are developing the new teacher licensure assessment system for beginning teachers (initial license and professional license)
Over the Next Two Years
Develop the recertification process and an advanced licensure process to be facilitated and overseen by the Arkansas Department of Education
By the end of Five Years
Have the restructured licensure system up and running, yet evolving continually to better service teachers and students
California's Action Plan
Team Members
Agency or Institution
Position
Bonnie Brunkhorst
California State University- San Bernardino
Professor, Science Education and Geology
Jerrilyn Harris
California Commission on Teacher Credentialing
Science Teacher
Terry Janicki
California Commission on Teacher Credentialing
Staff Consultant
Penny Moore
Piedmont High School
Teacher
Kathleen O'Sullivan
San Francisco State University
Professor
Karen Reynolds
San Jose State University
Director, Elementary Education
Erwin Seibel
San Francisco State University
Dean, Undergraduate Studies
Vivian Lee Ward
Genentech, Inc.
Teachers' Coordinator
Existing Policies and Practices That Support the Standards:
California K-12 Science Framework since 1990, based on principles in Benchmarks and Project 2061 (but need history of science and technology)
Professional development projects at many levels
Commission on Teacher Credentialing and legislative support
Secondary credentialing now requires science teachers to have coursework in all four major sciences and much more (see CA Single Subject Matter Preparation Program)
CLAD (Cross-cultural Language Academic Development), ESL
SDAIE (Specially Designated Academic Instruction in English
Addresses needs of multi-cultural, multilingual population
Technology competence
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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium
Existing Policies and Practices in Need of Change:
Greater support for middle level teachers or greater effort to support this population within existing structure
Greater content base for elementary teachers
Balance of subject matter emphasis within elementary teacher preparation (science drastically underrepresented)
Review and revise nature of modeling subject matter preparation in undergraduate science courses
Key Players in Implementing Change:
Higher education teacher education departments in collaboration with undergraduate science programs and state commissions on teacher certification reform
California State Department of Education
Commission on Teacher Credentialing
California Teachers Association
California Science Projects
California Association of Supervisors and Curriculum Developers
California Science Teachers Association
Public Opinion
All California science teachers
State Goals for Improving Science Teacher Preparation:
SB 1422 committee to restructure teacher credentialing for the state to coordinate licensure, legislature initiatives, frameworks, universities and science standards into a K-16 lifelong learning continuum
Strengthen methods - field experience connections (e.g. PDS's)
Integrate multi-cultural/multilingual needs in science, and vice versa
Develop spectrum of affective assessment strategies that respond to student learning, teacher reflection, etc.
Public outreach
Improve communication among players
To Accomplish These Goals, The Following Actions Are Planned:
Within Six Months
Team meeting (reconvene March 9th)
Plan convocation of key science educators statewide and perhaps regional: focus on standards as vehicle for confirming continual progress and reinforcing further change
Plan public outreach
During The Next Twelve Months
Statewide retreats/symposia to support exchange of ideas and Action Planning among stakeholders
Introduce Standards to Commission on Teacher Credentialing, State Board of Education
Spread the word to science instructors at all levels
Set up assessment
Over The Next Two Years
Develop multi-faceted approach to continued development, including public information technology in the service of change
Think assessment-in-the-service of reflection and self improvement/professional development
Review assessment
By The end of Five Years
Know what we have done
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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium
Colorado's Action Plan
Team Members
Agency or Institution
Position
Mary Gromko
Colorado Department of Education
State Science Consultant
Jay Hackett
University of Northern Colorado
Professor, Science Education
Paul Kuerbis
The Colorado College/AETS
Professor/President
Mark O'Shea
Metropolitan College of Denver
Director, Education
William Randall
Colorado Department of Education
Commissioner
Existing Policies and Practices that Support the Standards:
State Science Content Standards legislated by HB 93-1313
Local district standards legislated by HB 93-1313
Colorado Assessment System legislated by HB 93-1313
Revised teacher licensure rules
SCASS Science Assessment
Colorado New Standards Project
NSF-supported projects including CONNECT (SSI)
RMTEC, ISTEP
AAAS/MacArthur Project
Existing Policies and Practices in Need of Change:
Pre-service content science courses and science education courses
Additional science content for K-6 teachers
Interaction of science and science education faculty
Implementation of HB 96-1219: Higher Education
Quality Assurance Act
Align district curriculum, instruction, assessment and professional development with district standards
Key Players In Implementing Change:
Legislature
Governor
CASE (Colorado Association of School Executives)
Colorado Science Education Associations
CDE
CONNECT (SSI)
Science Professional Development Group
Institution of Higher Education
Local School Boards
Colorado Commission of Higher Education
Task Force on Teacher Licensure
State Goals For Improving Science Teacher Preparation:
Examine existing state policies/procedures in relation to state K-12 content and licensure standards
Use state and national standards to redesign science teacher preparation and science requirements for K-12 science education
Provide professional development opportunities for K-16 community
To Accomplish These Goals, The Following Actions are Planned:
Within Six Months
Revision Of Science Endorsement Standards For Secondary
Provide Science Leadership And Professional Development Opportunities
During The Next Twelve Months
Develop long range professional development plans by CONNECT for science and mathematics education
Provide a series of science leadership professional development opportunities (includes administrators)
Hold teacher education conferences on Standards for discussion on interface between K-12 and higher education
CONNECT hosts ''best practices'' conference on Standards-based education
Host meeting for higher education partners of the AAAS/MacArthur teacher preparation grant on use of Project 2061 tools for science education reform
Host higher education Summit Meetings on Standards
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Over the Next two Years
CONNECT assists collaboratives to implement long range professional development plan for science and mathematics education
Continue to provide an ongoing series of science leadership professional development opportunities to build leadership capacity within Colorado
CONNECT hosts "best practices" conferences on Standards-based education throughout the state
Host a series of meetings for partners of the AAAS/MacArthur grant to discuss learnings and reflect on best practices
By the end of Five Years
Reform Teacher Preparation In Science And Mathematics
Create Ongoing Dialogue On Best Practices In Science Education, K-16
Have Higher Student Achievement In Science In Colorado
Sustain Effort Of Systemic Reform In Science Education
Connecticut's Action Plan
Team Members
Agency or Institution
Position
Barbara Kmetz
Trumbull Public Schools
Curriculum Coordinator
Michal Lomask
Connecticut Department of Education
Education Consultant
Robert Lonning
University of Connecticut
Assistant Professor
Raymond Pecheone
Connecticut Department of Education
Bureau Chief
Steve Weinberg
Connecticut Department of Education
Science Supervisor
Existing Policies and Practices that Support the Standards:
Two year induction program to beginning science teachers, culminating in portfolio-based assessment, based on a set of science teaching standards similar to the Standards
A new curriculum framework, partially based on the draft Standards performance component on the 10th grade science test
Statewide 10th grade performance-based science assessment.
Key Players in Implementing Change:
Higher education science educators
State agencies
Teacher organizations
State Goals for Improving Science Teacher Preparation:
Establish professional development schools for math and science, in which student-teachers can do their internships
To Accomplish these Goals, the Following Actions are Planned:
Goals 2000 grants to start planning
Within Six Months
Review/apply Standards to state frameworks
Statewide conference for teacher education faculty to review portfolio assessment and standards
During the Next Twelve Months
Involve professional teacher and supervisor associations in implementation procedures for the Standards
Over the Next two Years
Start a graduate course in science education co-taught by experienced science teachers and higher education professors
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Delaware's Action Plan
Team Members
Agency or Institution
Position
Joyce Budna
Department of Public Instruction
Associate for Certification
Jack Cairns
Department of Public Instruction
Education Associate
Pascal Forgione
Department of Public Instruction
State Superintendent
Joan LaGrasse
Department of Public Instruction
Education Specialist
Bill McIntosh
Delaware State University
Professor
Marcia Rees
Department of Public Instruction
Education Associate
Julie Schmidt
University of Delaware
Science Director, SSI
Sandy Wolford
Department of Public Instruction
Field Agent
Rachel Wood
Department of Public Instruction
Education Specialist
Existing Policies and Practices that Support the Standards:
Student Science Curriculum Framework
Dissemination effort to distribute Standards and provide materials to elementary teachers-Smithsonian Project and Van Project
Itinerant Teacher Project—staff development at district level
Discus Initiative - facilitate reform at the college level
Study of science certification standards
Statewide performance assessments (in development)
Existing Policies and Practices in Need of Change:
Science certification standards under review
Long range: performance-based certification
induction/mentoring/recertification
NCATE partnership (in development)
Alignment of Teacher Education/Teacher/Student Standards
Key Players in Implementing Change:
New Superintendent
Legislature
State Board of Education
Higher education institutions
Key business leaders
Professional Standards Council
Delaware State Teachers Association
Delaware Association of School Administrators
District Superintendents and Principals
State Goals for Improving Science Teacher Preparation:
Aligning standards for teacher preparation with teacher/student/learned societies standards
Precipitate change in science instruction for teacher education majors
Develop a solid NCATE partnership
Involve higher education in development of teaching standards
Develop greater collaboration between higher education and K-12 instructors
Improve communication and enlarge group of interested parties
To Accomplish these Goals, the Following Actions are Planned:
Within Six Months
Expand leadership team for science and develop plan of action, identify roles for key players
Define NCATE partnership with involvement of higher education
During the Next Twelve Months
Development of teacher standards
Review of science certification to align with Delaware Standards and national standards
Begin to train Smithsonian project participants and itinerant teachers as mentors
Initiation of professional development academy (Delaware State University/Col. School District)
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Over the Next two Years
Begin development of teacher performance assessments for beginning teachers in science (INTASC)
Expand mentoring pilot program
Professional development - model schools: internship/mentoring
Revisit/revise performance appraisal system for in-service teachers
Expand teacher program approval standards to align with Delaware teacher/student standards
By the end of Five Years
Mentoring program - science content
Retrain administrators and teachers in new performance appraisal system
Georgia's Action Plan
Team Members
Agency or Institution
Position
Robert Michaels
North Georgia College
Dean, Department of Education
Candace Norton
Georgia Professional Standards Committee
Associate Executive Secretary
Michael Padilla
University of Georgia
Director, Science Education Department
The state of Georgia team will capitalize on the existing co-reform efforts to increase statewide awareness of the Standards. The P-16 Initiative in Georgia is a collaborative effort of all education agencies (e.g. public K-12, private K-12) to ensure that all students are afforded maximum opportunities to achieve high academic standards through a seamless educational process.* We will work through the P-16 Council, the POET Initiative, and our professional statewide organizations (e.g. GANAEYC, GMSA) to improve teacher education in Georgia.
The Georgia Professional Standards Commission (PSC) has adopted a Standards-based accrediting and credentialing policy structure in lieu of a course credit hour prescription approach. In addition, the State Board of Regents (BOR) is moving from a quarter-hour to a semester-hour system, catalyzing a systemic curriculum redesign. The PSC and BOR efforts are in concert with P-16 and POET initiatives and provide a structure for a statewide systemic initiative to utilize the new Standards.
*
One component of the P-16 initiative that is associated with our Statewide Systemic Initiative is seeking to enhance the teacher education programs of prospective mathematics and science teachers. This component, called POET (Principles of Education Teachers), honors the art of teaching and teacher preparation set is grappling with the difficulties of moving the entire state's teacher education programs to better match the Standards.
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Illinois' Action Plan
Team Members
Agency or Institution
Position
Sunny Abello
Office of Lieutenant Governor
Assistant to Lieutenant Governor
Anna Austin
State Board of Education
Division Administrator
Robert Fisher
Illinois State University - Normal
Director, Center for Mathematics, Science, and Technology
Brenda Heffner
State Board of Education
Associate Superintendent
Michael Kurz
Illinois State University - Normal
Chair, Department of Chemistry
George Olson
Roosevelt University
Dean, College of Education
Gwendolyn Pollock
State Board of Education
Science Consultant
David Taylor
Western Illinois University
Dean, College of Education and Human Services
Illinois' Plan for Pre-service alignment to the Standards:
Pre-Service Project strategic planning
Invitational meeting
Purpose: to develop a 3-5 year strategic and tactical plan for the Review and Revision of Pre-service science and math education programs at Illinois colleges and universities
Must consider credentialing implications
Collaboration conference(s).
Invite deans of colleges of education and arts and sciences
Focus on national and state science and math education initiatives including:
National Science Education Standards and NCTM Standards
Illinois Academic Standards Project
Science and math state projects
University of Illinois - Chicago/MacArthur/Joyce report on status of teacher education in Illinois
Pre-Service Project strategic plan
Release of Request for Proposal for collaborative Pre-Service Project effort within/between colleges/universities for "Campus Renewal Grants")similarities to Louisiana and Minnesota's plans) for pilot depending on development of strategic plan
Continuation and extension of funding for pilot models through annual conferences
Indiana's Action Plan
Team Members
Agency or Institution
Position
Sandra Abell
Purdue University
Associate Professor
Kevin Beardmore
Indiana Department of Education
Science Coordinator
Michael Kobe
Hammond Public Schools
Science Coordinator
Existing Policies and Practices that Support the Standards:
Some individuals and small groups are already working in the spirit of the Standards. There is not sufficient space to describe these practices here.
Existing Policies and Practices in Need of Change:
Few truly support the Standards, therefore we are currently overhauling our teacher preparation and certification process.
Current policies are frozen as we undertake the task of creating a performance-based system.
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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium
Key Players in Implementing Change:
Indiana Professional Standards Board
Colleges and Universities
Schools
Indiana Department of Education
State Goals for Improving Science Teacher Preparation:
The creation of a system that is performance-based (All three members of this team are part of the Science Advisory Group that are writing Indiana's standards.)
By the end of Five Years
Time will tell as performance standards take hold. Our actions by this point will also be affected by future developments at the national level.
Iowa's Action Plan
Team Members
Agency or Institution
Position
Gary Borlang
Iowa Department of Education
Licensure Consultant
Marcus Haack
Iowa Department of Education
Chief, Instructional Services
Tony Heiting
Iowa Department of Education
State Science Consultant
Greg Stefanich
University of Northern Iowa
Professor, Curriculum and Instruction
Robert Yager
University of Iowa
Professor, Science Education
Existing Policies and Practices that Support the Standards:
Modeling Reform Initiative
Iowa Renaissance Proposal for Licensure - Induction program
Scope, Sequence and Coordination National Test Site
State Collaborative on Assessment and Student Standards (SCASS)
Science, Technology, and Society (STS)
Existing Policies and Practices in Need of Change:
Reexamination of broader endorsement areas
Reexamination of methods to bring 31 teacher preparatory institutions up to speed on the Standards
Focus on consensus
Integrated endorsement with combined subject fields (i.e. science and math)
Key Players in Implementing Change:
Department of Education - Licensure-Certification-Teacher Preparation
College Content personnel
College Teacher Preparatory
Department of Education - Curriculum Personnel
Association of Independent Colleges
Regent Institutions
Business leaders
Governor and legislature
Board of Regents
Iowa Science and Teachers Section (ISTS)
Iowa Mathematics and Science Consortium (IMSC)
Parents
Associations and school boards
Results of reform efforts (researchers)
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State Goals for Improving Science Teacher Preparation:
'Model(s)' for teacher preparation in science
New assessment practices/evidence for success
Review of Certification Standards
Ties to Association of Education of Teachers of Science (AETS)
Facility and collaboration
To Accomplish these Goals, the Following Actions are Planned:
Within Six Months
A meeting with representatives from teacher preparation institutions
Become familiar with National Science Education Standards and Math Standards
Respond to licensure; document on changes in certification and licensing
Review materials from conference presenter (e.g. look at Minnesota's efforts to achieve collaboration)
Department of Education Task Force on science reform
During the Next Twelve Months
Develop one to six "experiments" to collect evidence
Set up 5 year mentoring program for improving induction of new teachers
Preparation of system-collaborative NSF proposal
Over the Next two Years
Establish a dozen professional development schools - collaboration among school districts, area education agencies, the Department of Education, universities, and interested industries
Implement a distance learning shared supervision model between the 21 institutions in Iowa preparing science teachers
By the end of Five Years
Evidence from experiments undertaken
Have a fully implemented collaborative program between the Department of Education, institutions of higher education, Professional Development School Internship Program, and AEA Education Services
Kansas' Action Plan
Team Members
Agency or Institution
Position
DeWayne Backhus
Emporia State University
Chair, Division of Physical Sciences
Ken Bungert
State Board of Education
Director, Certification and Teacher Education
Dorothy Hanna
Kansas Wesleyan College
Associate Professor, Chemistry
Greg Schell
State Board of Education
Science Education Program Consultant
John Staver
Kansas State University
Director, Center for Science Education
Existing Policies and Practices that Support the Standards:
Kansas Science Curricular Standards
Performance-based assessments, grades 5, 8, 10
Outcome accreditation for schools
Key Players in Implementing Change:
Kansas State Board of Education
Universities and private colleges
State Goals for Improving Science Teacher Preparation:
Committees have met and recommendations have been made to revamp licensure process
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During the Next Twelve Months
Conduct awareness sessions on the Standards
Discuss map of existing organizations and groups, discuss effectiveness of current configuration and create (if needed) or realign groups as needed
Convene meeting with ESPB, the Dean's Council and other representative of the NDUS to discuss the Standards and potential areas of change in certification, teacher preparation, etc.
Design graduate workshop credit (one hour) for school-site study groups around topics and themes such as collaborative action research, inquiry, portfolio assessment, constructivism, and the Standards
Provide more in-depth training sessions on knowledge and skills needed to implement the Standards
Over the Next Two Years
Collect exemplary science ''units'' and effective strategies created and used by North Dakota teachers and place in a database for statewide access
Create network of "best practice science teachers;" fund release time for them to assist teaching in neighboring schools
Gather information from the field or policy barriers to implementation
Convene meeting with ESPB, Dean's Council, and NDUS representatives to discuss barriers and make recommendations for change
Oklahoma's Action Plan
Team Members
Agency or Institution
Position
Cindy Marose
Oklahoma Department of Education Director,
Certification Standards
Mary Stewart
Oklahoma Department of Education
Science Coordinator
Existing Policies and Practices that Support the Standards:
Priority Academic Student Skills (PASS) - state framework for schools
Existing Policies and Practices in Need of Change:
Oklahoma is in the process of developing a competency-based teacher certification system, to be completed by January 1997
Key Players in Implementing Change:
State Board of Education
Institutions of high education
Local districts (including teachers and administrators)
Professional education organizations
Science organizations
Businesses that relate to science
Oklahoma Regents for Higher Education
Department of Vocational-Technical Education
Oklahoma Commission for Teacher Preparation
Recipients of Teacher Preparation grants
State Goals for Improving Science Teacher Preparation:
Certification competencies with emphasis on methodology and reference to Priority Academic Student Skills (state framework for schools)
Fall science certification competencies
Oklahoma has received a $5 million NSF grant for changing/reforming the math/science preparation
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To Accomplish these Goals, the Following Actions are Planned:
Within Six Months
Input for full science competencies
State board adoption of general competencies
During the Next Twelve Months
State Board adoption of full competencies
Over the Next Two Years
Review PASS (include business, general public, educators, professional education organizations)
Review state student testing program over PASS
By the End of Five Years
Review, reevaluate, reflect
South Carolina's Action Plan
Team Members
Agency or Institution
Position
Dan McKenzie
Lexington School District #1
Science Coordinator
Sandy Robinson
University of South Carolina
Assistant Dean, College of Education
Linda Sinclair
South Carolina Department of Education
Education Associate - Science
Jim Turner
South Carolina Department of Education
Education Associate - Teacher Licensing
Existing Policies and Practices that Support the Standards:
Continuous, sustained staff development based on needs identified with strategic plan of local school districts
SSI Curriculum Leadership Institutes that develop teacher leaders or mentors and Administrative Leadership Institutes that prepare administrators to support meaningful staff development
South Carolina Science Framework supports changes in Professional Development that articulate with the Standards
Proposal that South Carolina Teacher Education Programs meet National Accreditation Standards by the year 2005
Entire Teacher Education - Licensure process is under study - task force appointed and dialogue sessions have begun
Implementation of South Carolina system for Assisting, Developing, and Evaluating Professional Teaching (ADEPT)
Existing Policies and Practices in Need of Change:
Policies related to initial and add-on certification need revision
More communication/collaboration between higher education and State Department of Education
Professional development-license renewal requirements should reflect higher standards with local district coordination
More in-depth/long-term teacher internship or induction programs
Key Players in Implementing Change:
State Superintendent of Education
Commissioner of Higher Education
Deans of Teacher Education Colleges
Deans of Colleges of Arts and Sciences
Staff members of State Department of Education
State School Boards Association
Science Teachers Organizations—Chemistry Teachers, Physics Teachers Alliance, Environmental Education Association, South Carolina Science Supervisors, and the South Carolina Association of Children's Science
Director of SSI and SSI HUBS
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State Goals for Improving Science Teacher Preparation:
Goals are addressed in the South Carolina Science Frameworks (draft version) and "At the Crossroads" (task force document and discussion paper)
Move to require National Accreditation of all teacher education programs
To Accomplish these Goals, the Following Actions are Planned:
Within Six Months
Committee report/meeting with Superintendent of Education
Continued discussion of recommendations set forth in "At the Crossroads"
Revised version of South Carolina Science Framework, which includes a professional development chapter, will be submitted for approval by the State Board of Education
Begin implementation of South Carolina Science Framework
During the Next Twelve Months
Pilot testing of NCATE partnership
NCATE approved institutions will provide technical assistance to other state colleges and universities
Some state institutions will begin the process of submitting folios to NSTA for NCATE evaluation
Continued implementation of Science Framework - Expand vision of Science Framework to higher education level
Appointment of specific task forces to develop proposals included in "At the Crossroads"
Promote and approve Eisenhower proposals and other grants that support the professional development vision of Science Framework
Over the Next Two Years
Recommendations of "At the Crossroads" Task Force presented to State Board of Education and state legislature
Promote/approve Eisenhower proposals that support professional development vision of the South Carolina Science Framework and the Standards
By the End of Five Years
By 1999, all state teacher education programs are progressing on schedule toward National Accreditation
"At the Crossroads" Task Force recommendations are implemented
Continued implementation and revision of South Carolina Science Framework
South Dakota's Action Plan
Team Members
Agency or Institution
Position
Elizabeth Bower
South Dakota Department of Education and Cultural Affairs
Director, Teacher Education and Certification
Bill Jensen
South Dakota State University
Professor, Chemistry
Janet Martin
South Dakota Department of Education and Cultural Affairs
Associate Director, Science
Existing Policies and Practices that Support the Standards:
NCATE Partnerships
Administrative Rules of South Dakota (both present and those in proposal for revision)
Existing Policies and Practices in Need of Change:
Administrative Rules of South Dakota
Professional Studies
Pre-service internships
Assessment concerning content areas and pedagogy
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Key Players in Implementing Change:
South Dakota Legislature
DECA
Secretary, upper level supervisors, technical assistance team
Deans of Education at liberal arts schools
School Administrators of South Dakota
Associated School Boards of South Dakota
South Dakota Education Association
Board of Regents
State Board of Education
Learned societies
State professional organizations
State Goals for Improving Science Teacher Preparation:
Process for dialoguing Pre-K-16 related to implementation of the Standards
Involvement with SASD, ASBSD, SDED, Regents, State Board, Legislature
Developing accountability process for incrementalization of the Standards implementation plan
To Accomplish these Goals, the Following Actions are Planned:
Within Six Months
Gather final approval of implementation plan
Publish plan - DECA homepage, administration memo, organization newsletters, conferences; present, plan and gather input at each organizations' meeting
Conduct ongoing evaluation of implementation activities
Initiate school accreditation process that is outcome-based K-12 and teacher education
During the Next Twelve Months
Meet with content area professors and deans together with K-12 subject area teachers, administrators, and school boards in work sessions to plan in-depth implementation activities - localizing efforts
Initiate formal assessment of impact of the Standards
Pilot accreditation process - K-12 and teacher education
Over the Next Two Years
Keep formative evaluation on implementation plans
Plan facilitation activities where faltering is detected
Continue evaluation of implementation activities
Implement accreditation process . . . with a process for noting needs and providing support
By the End of Five Years
Analysis of assessments and initiate plan for enhancement of programming due to Standards changes and/or detection of needs
Tennessee's Action Plan
Team Members
Agency or Institution
Position
Robert Eaker
Middle Tennessee State University
Dean, College of Education
Betty Phillips
Richview Middle School
Teacher; Head of Tennessee Standards Committee
Robert Sherwood
Vanderbilt University
Professor, Science Education
Jane Walters
Department of Education
Commissioner
Karen Weeks
State Board of Education
Research Associate
Existing Policies and Practices that Support the Standards:
State curriculum framework K-12 (adopted 12/95) - consistent with Standards
Teacher Education Policy (1988) - based on knowledge and skills; clinical learning; collaboration between K-12 and institutions of higher education, collaboration between teacher education and arts and sciences
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Existing Policies and Practices in Need of Change:
Need to update knowledge and skills to address more effectively the Standards and new state curriculum framework
Key Players in Implementing Change:
State Board of Education
State Department of Education
39 teacher preparation institutions of higher education
Teacher Education Advisory Council
State Goals for Improving Science Teacher Preparation:
Integration of Standards into knowledge and skills
Revise professional education core knowledge and skills to conform to INTASC
To Accomplish these Goals, the Following Actions are Planned:
Within Six Months
Convene a working group to adjust knowledge and skills for teacher discourse
Begin professional development for existing teachers on the Tennessee and the Standards in conjunction with Appalachian Educational Lab
During the Next Twelve Months
Bring changes in licensure standards to State Board of Education for approval
Over the Next Two Years
Adjust our student assessment system to conform to Standards
By the End of Five Years
Celebrate science literacy!
U.S. Virgin Islands' Action Plan
Team Members
Agency or Institution
Position
Mario Golden
Virgin Islands Department of Education
Deputy Commissioner of Operations
Anita Gordon-Plaskett
Virgin Islands Department of Education
District Superintendent/St. Croix
Joyce Lynn Hosford
Virgin Islands Department of Education
Elementary Teacher
Alecia M. Wells
Virgin Islands Department of Education
Deputy Superintendent, Secondary Secondary St. Thomas/St. John
Existing Policies and Practices that Support the Standards:
Promotional Policy
Virgin Islands Teacher Enhancement in Math and Science (VITEMS)
National Faculty Program
Goals 2000 Program
Existing Policies and Practices in Need of Change:
Teacher certification policy
Teacher education program
Key Players in Implementing Change:
Science education professors
Science professors
Local industries
Elementary and secondary education teachers
School administrators and central office administrators
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State Goals for Improving Science Teacher Preparation:
Integration of new Standards
Planning systemic changes in MST
Share vision and establish collaborative relationships with the University of the Virgin Islands
To Accomplish these Goals, the Following Actions are Planned:
Within Six Months
Immediate planning and sharing of the Standards with principals and directors
Summer science institute for teachers
Symposium K-16/MST Collaboration
Develop a new territorial technology plan
During the Next Twelve Months
Implement a comprehensive effort through professional development and educational networking to enhance science and math
Over the Next Two Years
Complete the development of math and science framework
Develop teacher education of math and science framework
By the End of Five Years
Implement territorial systemic math and science changes
Integrate technology into all classrooms
Utah's Action Plan
Team Members
Agency or Institution
Position
Corrine Hill
Office of the Governor
Deputy for Education
Brett Moulding
State Office of Education
State Science Specialist
Richard Tolman
Brigham Young University
Chair, Department of Zoology
Existing Policies and Practices that Support the Standards:
State Science Core Curriculum
Accreditation process
Assessment practices
Coordinated professional development program
Statewide science coordination
Teacher certification policies
Science home page
Existing Policies and Practices in Need of Change:
Recertification needs to be reinstituted
Standards-based teacher preparation
Student teaching practices
Key Players in Implementing Change:
State - Legislature, Governor, State School Board, Board of Regents
Universities - University of Utah, Brigham Young University, Utah State University, Southern Utah University, Weber State University, and junior colleges
Education coordination team, Utah Science Teacher Association, Center for Science (WSU, integrated University of Utah), service regions
Partnerships with business and industry
Utah Education Association
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State Goals for Improving Utah Science Teachers Association Preparation:
Develop content courses to provide inquiry lab activities
Add "assessment in science skills" to teacher preparation program
Provide support system for first and second year teachers
Require recertification requirements through demonstrated proficiency and coursework
Move to Standards-based science methods courses
Integrate pre-service teachers in existing in-service programs
To Accomplish these Goals, the Following Actions are Planned:
Within Six Months
Provide training on Standards
Conduct A "Teacher Pre-Service Preparation" Conference Strategic Plan
Establish a demonstration project for first and second year teachers in-service
Develop professional development expectations
During the Next Twelve Months
Develop recertification policy
Require basic certificate to include specific courses for development of standard certificate
Revise professional development programs SSCT subcommittee
Over the Next Two Years
Implement "new." professional development standards (Standards-based)
Establish teacher support beyond graduation
By the End of Five Years
Recertification program revision
Implementation of the Standards requirements in all programs
Washington's Action Plan
Team Members
Agency or Institution
Position
Theodore Andrews
State Board of Education
Director
David Kennedy
Office of the Superintendent of Public Instruction
Director, Educational Technology
George "Pinky" Nelson
University of Washington
Vice Provost
Roger Olstad
University of Washington
Professor, Science Education
Harry Peterson
State Board of Education
Member
Scott Stowell
Spokane School District #81
Curriculum Director
Existing Policies and Practices that Support the Standards:
1993 Education Reform Legislation (performance-based education system by 2000)
Essential academic learning requirements (content standards for science)
State assessment training
Refocus professional development
Existing Policies and Practices in Need of Change:
New performance-based certification system by 2000
Setting priorities for continuing education
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Key Players in Implementing Change:
Superintendent for Public Instruction
State Board of Education
Commission on Student Learning
Legislature
Higher Education
Washington Education Association
Washington Association of School Principals
Washington Association of School Administrators
Washington Roundtable
Partnership of Learning
State Goals for Improving Science Teacher Preparation:
To develop, field test, and implement new performance-based certification system tied to positive impact on student learning by 2000
To Accomplish these Goals, the Following Actions are Planned:
Within Six Months
Develop standards
Over the Next Two Years
Field Test
By the End of Five Years
Complete implementation
Wisconsin's Action Plan
Team Members
Agency or Institution
Position
John Bell
Department of Public Instruction
Title II Coordinator
Laurie Derse
Department of Public Instruction
Licensing Consultant
Existing Policies and Practices that Support the Standards:
K-12 curriculum plan with graduation requirements that include the four broad areas of science (biology, chemistry, physics, and earth/space science)
Licensing in four areas plus restrictive broad field science license which requires 15 semester credits in each area to teach at 10-12 grade level
Required certifiable minor for all elementary education majors (30 credit science minor option
Existing Policies and Practices in Need of Change:
Course/credit driven licensing/discipline driving science certification
"Input-based" program approval structure (i.e. science program shall include the study of . . . rather than outcome-based)
Key Players in Implementing Change:
Parents/general public
Teachers
LEAs/Administration/Boards
State departments
University/colleges
Legislature/Governor
Professional Educational/Business/Scientific Organizations
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State Goals For Improving Science Teacher Preparation:
Complete process of restructuring teacher education and licensing and continue process to develop and adopt pre-service performance standards in each of the content areas (use National Science Education Standards as guide for development of pre-service standards)
Support IHE efforts between education and science departments to restructure and collaborate
To Accomplish These Goals, The Following Actions Are Planned:
Within Six Months
Complete public information sessions on proposed recommendations for restructuring. Based on results of public input - develop proposed rule changes
During The Next Twelve Months
Continue through rule making process public and legislative hearings - resulting in rule promulgation
Establish broad based groups to develop proposed pre-service content standards
Promote/encourage IHE restructuring efforts
Over The Next Two Years
Adopt/implement major restructuring recommendations of
Wisconsin "molded" INTASC standards
Performance-based teacher education
Career long professional development and licensing
Revision of licensing categories and grade levels
By The End Of Five Years
With public and legislative support, first teachers of restructured teacher education programs will graduate and receive their beginning level license
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Appendix C
Symposium Participants*
Alaska
Peggy Cowan (State Team Member)
Science Specialist
Alaska Department of Education
801 West 10th Street, Suite 200
Juneau, AK 99801
(907) 465-2826
Robert Gottstein (State Team Member)
Teacher Certification
Alaska State Board of Education
630 West 4th Avenue
Anchorage, AK 99501
(907) 257-5600
Alexander McNeill (State Team Member)
Dean, School of Education
University of Alaska
3211 Providence Drive
Anchorage, AK 99508
Paul Reichardt (State Team Member)
Dean, College of Natural Science
University of Alaska
465 Duckering Building
Fairbanks, AK 99775
Arkansas
Rodger Callahan
Associate Director, Accountability
Arkansas Department of Education
#4 Capitol Mall, Room 106B
Little Rock, AR 72201
(501) 682-4229
Donna Elliott (State Team Member)
Program Manager, Teacher Education and Licensure
Arkansas Department of Education
#4 Capitol Mall, Room 107B
Little Rock, AR 72201
(501) 682-4229
Suzanne Mitchell (State Team Member)
Project Director
Arkansas Statewide Systemic Initiative
114 East Capital Avenue
Little Rock, AR 72201
(501) 324-9300
Arizona
Susan Loucks-Horsley
Senior Associate
National Center for Improving Science Education
4732 North Oracle Road, Suite 217
Tucson, AZ 85705
(520) 888-2838
*
Affiliation and title information for participants is as of February 6, 1996
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California
Bonnie Brunkhorst (State Team Member)
Professor, Science Education and Geology
California State University- San Bernardino
5500 University Parkway
Science Education Institute
San Bernardino, CA 92407
(909) 880-5612
Jerilyn Harris (State Team Member)
Science Teacher
California Commission on Teacher Credentialing
400 Vichy Hills Drive
Ukiah, CA 95482
Terry Janicki (State Team Member)
Staff Consultant
California Commission on Teacher Credentialing
1812 9th Street
Sacramento, CA 95815-7000
(916) 322-2305
Penny Moore (State Team Member)
Teacher
Piedmont High School
800 Magnolia
Piedmont, CA 94611
(510) 643-9475
Kathleen A. O'Sullivan (State Team Member)
Professor, Department of Secondary Education
San Francisco State University
436 Gateway Drive, #2
Pacifica, CA 94044
(415) 338-1599
Karen Reynolds (State Team Member)
Director, Elementary Education
College of Education
San Jose State University
One Washington Square
San Jose, CA 95192
Erwin Seibel (State Team Member)
Dean, Undergraduate Studies and Professor, Geology and Oceanography
San Francisco State University
1600 Holloway Avenue
San Francisco, CA 94132
Vivian Lee Ward (State Team Member)
Teachers' Coordinator
Access Excellence
Genentech, Inc.
460 Pt. San Bruno Boulevard, South
Mail Stop 16
San Francisco, CA 94080
(415) 225-8750
Colorado
Mary Gromko (State Team Member)
State Science Consultant
Colorado Department of Education
201 East Colfax Avenue
Denver, CO 80203
(303) 866-6764
Jay Hackett (State Team Member)
Professor, Science Education
Department of Earth Science
University of Northern Colorado
Greeley, CO 80639
(970) 351-2483
Paul Kuerbis (State Team Member)
President, AETS
Professor, Science Education
The Colorado College
14 East Cache La Poudre
Colorado Springs, CO 80903
(719) 389-6726
Mark O'Shea (State Team Member)
Director, Education
Metropolitan College of Denver
P.O. Box 173362
Denver, CO 80217
Harold Pratt
Biological Sciences Curriculum Study
Pikes Peak Research Park
5415 Mark Dabling Boulevard
Colorado Springs, CO 80918
(719) 531-5550
William Randall (State Team Member)
Commissioner
Colorado Department of Education
201 East Colfax Avenue
Denver, CO 80203
(303) 866-6806
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