A new report by the not-for-profit, non-partisan National Council on Teacher Quality (NCTQ) finds that Minnesota's teacher policies largely work against the nation's goal of improving teacher quality. While the national focus on teacher quality has never been greater, the broad range of state laws, rules and regulations that govern the teaching profession too often impede rather than promote serious reform.
NCTQ's 2009 State Teacher Policy Yearbook examined state policy across five areas that include teacher preparation, evaluation, tenure and dismissal, alternative certification and compensation. Minnesota earned the following grades, resulting in an overall grade of D-:
• Delivering Well Prepared Teachers: D
• Expanding the Teaching Pool: D-
• Identifying Effective New Teachers: D
• Retaining Effective New Teachers: C-
• Exiting Ineffective New Teachers: F
NCTQ President Kate Walsh said, "The release of the 2009 Yearbook comes at a particularly opportune time. Race to the Top, the $4.5 billion federal discretionary grant competition, has put unprecedented focus on education reform in general, and teacher quality in particular. We believe that the Yearbook provides a road map for achieving a Race to the Top grant, identifying where states are on the right track and where they have considerable work to do.
Walsh continued: “Unfortunately, states have tremendous ground to make up after years of policy neglect. There is much more Minnesota can do to ensure that all children have the effective teachers they deserve."
Among the findings about Minnesota:
• Minnesota's evaluation and tenure policies do not consider what should count the most about teacher performance: classroom effectiveness. Minnesota does not require any objective measures of student learning in teacher evaluations and does not require annual evaluations for all teachers. Unlike most states, Minnesota does specify a process for how districts should make tenure decisions, but there is no requirement that teacher effectiveness must be considered.
• Minnesota makes it too difficult for districts to attempt to dismiss poor performers by failing to articulate a policy for dismissing teachers for poor performance separate from dismissal policies for criminal and morality violations. Minnesota also allows multiple appeals of dismissals.
• Although Minnesota claims to offer an alternative route to certification, its burdensome requirements block talented individuals from entering the profession.
• Minnesota's requirements for the preparation of elementary teachers do not ensure these teachers are well prepared to teach mathematics. While the state's policies do address the science of reading instruction, Minnesota fails to ensure that its elementary teachers are well prepared to teach reading through an appropriate test.
• Some teachers in Minnesota can teach grades seven and eight on a K-8 generalist license, although their preparation is the same as teachers of early elementary grades.
• Minnesota sets low expectations for what special education teachers should know, despite state and federal expectations that special education students should meet the same high standards as other students.
• Minnesota fails to exercise appropriate oversight of its teacher preparation programs. The state allows programs to admit candidates without passing a basic skills test. It also fails to hold programs accountable for the quality of the teachers they produce.
• Minnesota's pay and benefit policies for teachers—including the state-run retirement system—offer inadequate incentives to stay in teaching. The financial sustainability of the retirement system is also uncertain, based on the state's own report.
Despite these findings, Minnesota has some bright spots, including its performance pay initiative, which discourages participating districts from connecting teacher pay to advanced degrees, as research has shown such degrees are not connected to teacher effectiveness.
Friday, February 12, 2010
Saturday, February 6, 2010
Educational Data System Evaluated
A new Data Quality Campaign (DQC) report finds that states are making impressive progress toward building longitudinal data systems and are taking the first steps to ensure that new information is used to improve student outcomes and system-wide performance. But the results, which are based on a survey of all 50 states, the District of Columbia, and Puerto Rico, also show that most states have much work to do around key practices, such as following student progress from pre-school through college and the workforce, sharing student-level progress reports with teachers, and providing adequate training around data use.
Minnesota report:
Minnesota report:
Friday, February 5, 2010
Race to the Top Application Submitted to Washington with Overwhelming Support from Minnesota
Support from 300 school districts and 116 charter schools causes state to increase grant request to $330 million.
State education officials submitted Minnesota’s official application for President Obama’s Race to the Top (RTTT) initiative with overwhelming support from the state’s schools and districts. The 1,000 page application is accompanied by memoranda of agreement signed by 300 school districts and 116 charter schools, representing over 93 percent of the students in the state. Because of the overwhelming support from local school districts, the state increased its grant request from $230 to $330 million.
“The overwhelming support we received from our schools, districts and stakeholders is a strong testament to the quality of our application,” said Alice Seagren, Minnesota Commissioner of Education. “In keeping with Minnesota tradition, their support will make sure the reforms of Race to the Top are implemented to benefit the students of our state for years to come.”
Over $4.3 billion in RTTT grants will be awarded to 10 to15 states nationally in a highly competitive process to reward education innovation and reform. Because of our recent efforts in education reform, Minnesota is in a strong position to receive more than $330 million in RTTT funds.
• Minnesota has nationally recognized academic standards for students in math, language arts, science and social studies that have become the model for other states. The state’s assessments are also on the cutting edge of technology, especially in science.
• More than 30 percent of Minnesota students are already being taught by teachers participating in Q Comp, the researched-based alternative pay program. Minnesota’s application proposes to strengthen Q Comp by including pay-for-performance for principals, student outcome data in teacher and principal evaluations, and by providing a teacher and principal developed statewide system for evaluating teachers that districts may choose to use. These enhancements will ensure additional rigor while maintaining the collaborative union/management approach to developing a district's Q Comp plan.
• Minnesota was the first to pioneer the charter school concept and, according to the National Alliance for Public Charter Schools, the state still has the strongest environment for charter schools in the nation.
• Minnesota’s recent efforts in Science, Technology, Engineering and Math (STEM) align with the Race to the Top application.
Race to the Top will provide funding to support Minnesota teachers and schools in their ongoing efforts to meet the goals of the federal No Child Left Behind Act. It's also an opportunity for states like Minnesota to demonstrate to the rest of the nation how they are improving student achievement.
“Minnesota is proud of its leadership in education reform and with Race to the Top, we look forward to present successful strategies to the rest of the nation,” added Seagren.
State education officials submitted Minnesota’s official application for President Obama’s Race to the Top (RTTT) initiative with overwhelming support from the state’s schools and districts. The 1,000 page application is accompanied by memoranda of agreement signed by 300 school districts and 116 charter schools, representing over 93 percent of the students in the state. Because of the overwhelming support from local school districts, the state increased its grant request from $230 to $330 million.
“The overwhelming support we received from our schools, districts and stakeholders is a strong testament to the quality of our application,” said Alice Seagren, Minnesota Commissioner of Education. “In keeping with Minnesota tradition, their support will make sure the reforms of Race to the Top are implemented to benefit the students of our state for years to come.”
Over $4.3 billion in RTTT grants will be awarded to 10 to15 states nationally in a highly competitive process to reward education innovation and reform. Because of our recent efforts in education reform, Minnesota is in a strong position to receive more than $330 million in RTTT funds.
• Minnesota has nationally recognized academic standards for students in math, language arts, science and social studies that have become the model for other states. The state’s assessments are also on the cutting edge of technology, especially in science.
• More than 30 percent of Minnesota students are already being taught by teachers participating in Q Comp, the researched-based alternative pay program. Minnesota’s application proposes to strengthen Q Comp by including pay-for-performance for principals, student outcome data in teacher and principal evaluations, and by providing a teacher and principal developed statewide system for evaluating teachers that districts may choose to use. These enhancements will ensure additional rigor while maintaining the collaborative union/management approach to developing a district's Q Comp plan.
• Minnesota was the first to pioneer the charter school concept and, according to the National Alliance for Public Charter Schools, the state still has the strongest environment for charter schools in the nation.
• Minnesota’s recent efforts in Science, Technology, Engineering and Math (STEM) align with the Race to the Top application.
Race to the Top will provide funding to support Minnesota teachers and schools in their ongoing efforts to meet the goals of the federal No Child Left Behind Act. It's also an opportunity for states like Minnesota to demonstrate to the rest of the nation how they are improving student achievement.
“Minnesota is proud of its leadership in education reform and with Race to the Top, we look forward to present successful strategies to the rest of the nation,” added Seagren.
Minnesota’s Other Achievement Gap
While NCLB is closing the gap between rich and poor and ethnic groups at the proficient level, the gap at the advanced level is widening.
NAEP proficiency level and percentile data as well as results from state assessments demonstrate the existence of substantial excellence gaps for Black, Hispanic, and Free and Reduced Lunch Eligible students. White students had higher average AP scores than Black and Hispanic students on AP tests and were much more likely to make a “5” on an AP exam or take an AP exam.
According to NAEP proficiency data, the percentage of students at the advanced level increased for white and non-FARM students in Math, for FARM students in Math Grade 4 and Reading Grade 8, and for Hispanic students in Math Grade 4. The excellence gap expanded in Math, while general declines in Reading Grade 4 increased the gap for FARM students. In Reading Grade 8 the gap narrowed for FARM and increased for Hispanic students.
NAEP scale scores at the 90th percentile increased for most subgroups in Math, while in Reading scores were lower for most groups in Grade 4 as well as for non-FARM and white students in Grade 8. The excellence gap for minorities declined in Grade 4 Math (due to white students’ flat scores), and in Reading Grade 8 the achievement gaps narrowed on lower performance for non-white and FARM students. In Math Grade 8 FARM and Hispanic students improved less quickly than their peers.
The proportion of white, affluent, Black, Hispanic, and lower-income students performing at the advanced level increased on Grade 4, 7, and 11 Math assessments.
There was a general decline in performance on Grade 4 Reading exams. The excellence gap expanded for lower-income students across subjects and exams, as it did for white students in Math. Hispanic students’ performances stagnated in Grade 7 and 10 Reading, trailing their white peers, while Black students performed somewhat better, narrowing the gap in Grade 7 Reading and keeping pace in Grade 4 Reading.
On the AP exams, there were slight increases in achievement gaps in the mean AP scores, in the percentage of exams scoring a 5 (weighted and unweighted), and the number of tests taken weighted by enrollment.
Complete report:
https://www.iub.edu/~ceep/Gap/excellence/Minnesota.pdf
NAEP proficiency level and percentile data as well as results from state assessments demonstrate the existence of substantial excellence gaps for Black, Hispanic, and Free and Reduced Lunch Eligible students. White students had higher average AP scores than Black and Hispanic students on AP tests and were much more likely to make a “5” on an AP exam or take an AP exam.
According to NAEP proficiency data, the percentage of students at the advanced level increased for white and non-FARM students in Math, for FARM students in Math Grade 4 and Reading Grade 8, and for Hispanic students in Math Grade 4. The excellence gap expanded in Math, while general declines in Reading Grade 4 increased the gap for FARM students. In Reading Grade 8 the gap narrowed for FARM and increased for Hispanic students.
NAEP scale scores at the 90th percentile increased for most subgroups in Math, while in Reading scores were lower for most groups in Grade 4 as well as for non-FARM and white students in Grade 8. The excellence gap for minorities declined in Grade 4 Math (due to white students’ flat scores), and in Reading Grade 8 the achievement gaps narrowed on lower performance for non-white and FARM students. In Math Grade 8 FARM and Hispanic students improved less quickly than their peers.
The proportion of white, affluent, Black, Hispanic, and lower-income students performing at the advanced level increased on Grade 4, 7, and 11 Math assessments.
There was a general decline in performance on Grade 4 Reading exams. The excellence gap expanded for lower-income students across subjects and exams, as it did for white students in Math. Hispanic students’ performances stagnated in Grade 7 and 10 Reading, trailing their white peers, while Black students performed somewhat better, narrowing the gap in Grade 7 Reading and keeping pace in Grade 4 Reading.
On the AP exams, there were slight increases in achievement gaps in the mean AP scores, in the percentage of exams scoring a 5 (weighted and unweighted), and the number of tests taken weighted by enrollment.
Complete report:
https://www.iub.edu/~ceep/Gap/excellence/Minnesota.pdf
Friday, January 22, 2010
Video Conferencing Solution For MSET
Advanced Collaboration Tools Will Connect MSET Teachers, Students and Administrators
The Mid-State Education District (MSET), one of Minnesota’s largest and most innovative school cooperatives, has adopted IOCOM’s video conferencing solution for its ten school districts. MSET will use IOCOM’s software for convenient distance learning, teacher collaboration, teacher training, and administrative meetings, sparing time-consuming and often dangerous travel.
MSET relishes the application of IOCOM’s multipoint, multi-resolution video conferencing capability throughout its system of over 500 teachers and administrators, as well as its 10,000 students. IOCOM’s software architecture allows MSET to reach netbook, laptop and classroom users from school, home or administrative offices. IOCOM’s standards-based connectivity allows MSET to tie in its existing video conferencing resources as well as the region’s phone and messaging system.
MSET’s chief technology officer, Charlie Diebel, is excited about the IOCOM technology, stating: “The more my colleagues and I use the software, the more impressed we are. We couldn’t believe the mix of powerful video capabilities, device flexibility, and the ease of use. My Districts clamor for it.”
By providing courses at both the high school and college levels via interactive television (ITV) in conjunction with Central Lakes College, St. Cloud State University and East Central Minnesota Educational Cable Cooperative (ECMECC), MSET is offering students opportunities that would normally be unavailable to them through traditional classroom instruction. By doing so, MSET supports the local school districts by allowing them to retain students that would otherwise be forced to leave the district for educational opportunities elsewhere.
About MSET
Mid-State Education District (MSET) is one of 15 regional service centers and technology hubs for Minnesota’s public school system. It is known for its robust, 150-mile fiber optic network, the largest education network in the state. MSET is also the central intake point for all Early Childhood referrals for all schools in Morrison County, working to coordinate and deliver special education and related services to children and youth (ages birth to 21 years) including referral, identification, consultation, direct service, and transition planning. MSET receives referrals from a number of sources including doctors, public health, day care providers, teachers and parents. MSET is one of 15 regional service centers and technology hubs for Minnesota’s public school system. MSET is known for its robust, 150-mile fiber optic network, the largest education network in the state.
The Mid-State Education District (MSET), one of Minnesota’s largest and most innovative school cooperatives, has adopted IOCOM’s video conferencing solution for its ten school districts. MSET will use IOCOM’s software for convenient distance learning, teacher collaboration, teacher training, and administrative meetings, sparing time-consuming and often dangerous travel.
MSET relishes the application of IOCOM’s multipoint, multi-resolution video conferencing capability throughout its system of over 500 teachers and administrators, as well as its 10,000 students. IOCOM’s software architecture allows MSET to reach netbook, laptop and classroom users from school, home or administrative offices. IOCOM’s standards-based connectivity allows MSET to tie in its existing video conferencing resources as well as the region’s phone and messaging system.
MSET’s chief technology officer, Charlie Diebel, is excited about the IOCOM technology, stating: “The more my colleagues and I use the software, the more impressed we are. We couldn’t believe the mix of powerful video capabilities, device flexibility, and the ease of use. My Districts clamor for it.”
By providing courses at both the high school and college levels via interactive television (ITV) in conjunction with Central Lakes College, St. Cloud State University and East Central Minnesota Educational Cable Cooperative (ECMECC), MSET is offering students opportunities that would normally be unavailable to them through traditional classroom instruction. By doing so, MSET supports the local school districts by allowing them to retain students that would otherwise be forced to leave the district for educational opportunities elsewhere.
About MSET
Mid-State Education District (MSET) is one of 15 regional service centers and technology hubs for Minnesota’s public school system. It is known for its robust, 150-mile fiber optic network, the largest education network in the state. MSET is also the central intake point for all Early Childhood referrals for all schools in Morrison County, working to coordinate and deliver special education and related services to children and youth (ages birth to 21 years) including referral, identification, consultation, direct service, and transition planning. MSET receives referrals from a number of sources including doctors, public health, day care providers, teachers and parents. MSET is one of 15 regional service centers and technology hubs for Minnesota’s public school system. MSET is known for its robust, 150-mile fiber optic network, the largest education network in the state.
Friday, December 11, 2009
AP ACCESS GRANT TO HELP LOW INCOME STUDENTS
Minnesota has received a three-year $4.5 million grant from the United States Department of Education to increase Advance Placement (AP) participation for low income students. The Minnesota Department of Education collaborated with leaders from Minneapolis and Saint Paul Public Schools on the Advanced Placement Access Initiative Program grant.
Minneapolis and St. Paul each identified 13 high-poverty high schools (more than 40 percent of their students eligible for free and reduced price lunch) and 15 high-poverty feeder schools that will qualify for AP Access grant services. Currently at these schools, less than one percent of the low-income students enrolled in the high-need high schools passed an AP test in 2006-07 - 74 of 10,683 students enrolled at that time.
One goal of the AP Access grant is to increase AP participation, testing and test passing rates of low-income students in English, math, science and critical languages by 10-16 percent annually at the targeted sites. To achieve this goal, the school districts will expand the use of best practices that include Quality Management, an Online Resource System, improving the AP access professional culture, applying research-based practices for both academics, and counseling/student support.
The grant also will align AP curriculum and the Pre-AP curriculum so that students can make a smooth transition into AP classes and be fully prepared for a successful experience. Additionally, the districts will provide improved services for targeted students that will better utilize business and community in-kind services.
The program aims to help students who have the skills to succeed in AP but don’t currently participate and those who need more engaging, challenging instruction and support programs in order to have true access to AP.
Minneapolis and St. Paul each identified 13 high-poverty high schools (more than 40 percent of their students eligible for free and reduced price lunch) and 15 high-poverty feeder schools that will qualify for AP Access grant services. Currently at these schools, less than one percent of the low-income students enrolled in the high-need high schools passed an AP test in 2006-07 - 74 of 10,683 students enrolled at that time.
One goal of the AP Access grant is to increase AP participation, testing and test passing rates of low-income students in English, math, science and critical languages by 10-16 percent annually at the targeted sites. To achieve this goal, the school districts will expand the use of best practices that include Quality Management, an Online Resource System, improving the AP access professional culture, applying research-based practices for both academics, and counseling/student support.
The grant also will align AP curriculum and the Pre-AP curriculum so that students can make a smooth transition into AP classes and be fully prepared for a successful experience. Additionally, the districts will provide improved services for targeted students that will better utilize business and community in-kind services.
The program aims to help students who have the skills to succeed in AP but don’t currently participate and those who need more engaging, challenging instruction and support programs in order to have true access to AP.
MN Social Studies Teacher Is US Winner
Named Middle Level Social Studies Teacher of the Year
The National Council for the Social Studies (NCSS) named Michelle Leba, a Geography teacher at Washington Technology Magnet Middle School in St. Paul, Minn., Outstanding Middle Level Social Studies Teacher of the Year.
This award is presented annually to recognize outstanding social studies teachers that demonstrate exceptional abilities in developing and using instructional material creatively and effectively; show that they incorporate innovative instructional strategies and techniques into their teaching; are able to demonstrate the ability to foster a spirit of inquiry; and encourage the development of democratic beliefs, values, and skills needed to become effective citizens.
More information on guidelines.
A social studies teacher since 2002, Leba is currently also serving as social studies department chair at Washington Technology Magnet Middle School. Her full grasp of inquiry based best teaching practices enables her to effectively teach concepts in a manner that will be meaningful and challenging to a full range of students, from special needs to advanced learners. She is a leader in application of new technology at her school, and continues to improve the education her students by writing and securing grants that have so far contributed $10,000 to school initiatives. Colleagues consider Leba's teaching and service to Washington Technology Magnet Middle School, invaluable.
"Michelle has that knack of bringing everyone in to become better learners, skilled geographers, and inspired historians," said Steve Cox, Teacher and G/T Coordinator, Washington Technology Magnet Middle School, and added, "Her enthusiasm for social studies and rapport with her students, motivates and actively engages even students that are known to be challenging in other classes."
Leba was awarded the 2008 Minnesota Council for the Social Studies Middle School Teacher of the Year. She is the state coordinator for the Geographic in Action Program, as well as the National Geographic Giant Maps Program. She is also on the steering Committee of the Minnesota Alliance for Geographic Education. In addition, she shares her teaching expertise by presenting at various local and state conferences. She has a Bachelor of Science in Secondary Education, Social Studies from Minnesota State University, Mankato, Minn., and is currently pursuing Masters in Education at Hamline University, Saint Paul, Minn.
Founded in 1921, the National Council for the Social Studies has a membership of 20,000 social studies professionals in all 50 States, the District of Columbia, and 69 foreign countries. Membership includes K-16 classroom teachers, curriculum supervisors and specialists, curriculum writers and designers, and teacher educators. The NCSS serves as an umbrella organization for K-16 teachers of civics, history, geography, economics, political science, sociology, psychology, anthropology and law-related education. Social studies is the integrated study of the social sciences and humanities to promote civic competence.
The National Council for the Social Studies (NCSS) named Michelle Leba, a Geography teacher at Washington Technology Magnet Middle School in St. Paul, Minn., Outstanding Middle Level Social Studies Teacher of the Year.
This award is presented annually to recognize outstanding social studies teachers that demonstrate exceptional abilities in developing and using instructional material creatively and effectively; show that they incorporate innovative instructional strategies and techniques into their teaching; are able to demonstrate the ability to foster a spirit of inquiry; and encourage the development of democratic beliefs, values, and skills needed to become effective citizens.
More information on guidelines.
A social studies teacher since 2002, Leba is currently also serving as social studies department chair at Washington Technology Magnet Middle School. Her full grasp of inquiry based best teaching practices enables her to effectively teach concepts in a manner that will be meaningful and challenging to a full range of students, from special needs to advanced learners. She is a leader in application of new technology at her school, and continues to improve the education her students by writing and securing grants that have so far contributed $10,000 to school initiatives. Colleagues consider Leba's teaching and service to Washington Technology Magnet Middle School, invaluable.
"Michelle has that knack of bringing everyone in to become better learners, skilled geographers, and inspired historians," said Steve Cox, Teacher and G/T Coordinator, Washington Technology Magnet Middle School, and added, "Her enthusiasm for social studies and rapport with her students, motivates and actively engages even students that are known to be challenging in other classes."
Leba was awarded the 2008 Minnesota Council for the Social Studies Middle School Teacher of the Year. She is the state coordinator for the Geographic in Action Program, as well as the National Geographic Giant Maps Program. She is also on the steering Committee of the Minnesota Alliance for Geographic Education. In addition, she shares her teaching expertise by presenting at various local and state conferences. She has a Bachelor of Science in Secondary Education, Social Studies from Minnesota State University, Mankato, Minn., and is currently pursuing Masters in Education at Hamline University, Saint Paul, Minn.
Founded in 1921, the National Council for the Social Studies has a membership of 20,000 social studies professionals in all 50 States, the District of Columbia, and 69 foreign countries. Membership includes K-16 classroom teachers, curriculum supervisors and specialists, curriculum writers and designers, and teacher educators. The NCSS serves as an umbrella organization for K-16 teachers of civics, history, geography, economics, political science, sociology, psychology, anthropology and law-related education. Social studies is the integrated study of the social sciences and humanities to promote civic competence.
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