Merit Badges for Grownups

Back in the day when I wore the uniform of Girl Scout I worked hard to earn those coveted merit badges, so I could proudly display each one on my sash. When others recognized them, they understood that I had demonstrated skill in certain areas such as first aid, sewing, camping, and music. Now granted, performance evaluation standards were built with a whole lot of room for subjectivity, because to tell you the truth there were times I know my troop leaders had to close at least one eye in order to place their stamp of approval on my work.  I recall one particular instance when I set my sights on the cooking badge—I told myself I was ready because I had a LOT of experience in the kitchen already making PBJs and bowls of cereal. I thought I was ready for a bigger challenge, and that’s when I got the bright idea of baking a cake for the first time. Ever. Two other girls in my grade had baked cakes to earn their badge so I figured, “How hard could it be?” Of course, being the natural born competitor that I am, I decided I would up the ante and bring my A-game to this event: I determined it would not be good enough to simply bake a cake like those other girls—noooooo—I wanted to make one that would dazzle and impress my troop, thereby setting the gold standard for all future cake baking. I decided to bake an orange, four-layer cake. In my mind it was going to be awesome.

Long story very short, I made a few slight miscalculations in my readiness to pull off such a feat, including the importance of allowing the cake layers to cool before attempting to frost and assemble. The result was four steaming cake layers covered in runny orange goop sliding all over the kitchen and onto the floor in a million pieces, plus a mother who nearly had a nervous breakdown. So, you may ask, “Did she ever get her cooking badge?” Yep—but let’s just say to this day I still owe my grandma big time. ‘Nuff said.

So, what’s the point of all this rambling and reminiscing about merit badges? I really am leading up to something here, which is the notion of demonstrating what we know and are able to do in specific areas, and then receiving recognition or credit for those skills in the form of digital credentials or badges. This concept has started to gain traction in the past couple of years or so and I don’t see it going away. Why should it? It’s a really good idea.

That’s why in partnership with digital credential provider Credly, the American Council on Education has recently announced plans to evaluate skills learned in the workplace. In essence, the goal is to create a system whereby skills are formally evaluated by an external reviewer—in this case, Credly—resulting in an opportunity for workers to build a set of digital credentials (or badges) that can be used for internal promotion in connection with company performance evaluations. In addition, the credentials would be portable, meaning those workers would be able to provide evidence of their skill set should they seek employment elsewhere. It’s even possible that in some instances, digital credentials could be aligned to certain college courses, thereby opening the door for individuals to earn college credit by demonstrating what they know and are able to do at work.

This concept stems from the competency-based education model, sometimes referred to as proficiency-based, mastery-based, or personalized learning. The CBE model is catching on quickly at the higher education level and now in some states, at the P-12 level. It’s just natural that the notion of demonstrating one’s proficiency in specific skills (or competencies) can apply just as effectively in the workplace.

The merit badges for Girl Scouts have improved significantly over the years, giving today’s youngsters the opportunity to demonstrate their skills in areas such as writing a business plan; digital movie making; outdoor art apprentice; and new cuisines.  Kind of makes me want to see if I could squeeze into that uniform again and give it another go.

–rrf

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education, P-12 schools, and non-profit agencies in areas such as competency-based education, new program design, gap analysis, quality assurance, leadership, outcomes-based assessment, and accreditation through her company, Global Educational Consulting, LLC. She also writes about academic excellence and can be contacted for consultations through her blog site (www.robertarossfisher.com). 

 

 

 

 

Alternative Educator Preparation: A Viable Option, or a Non-Starter?

There’s an interesting article about alternative teacher preparation programs entitled Analysis Finds Alternatively Credentialed Teachers Performed Equal to Peers in First Two Years–while the results are inconclusive on several fronts it does present some thoughtful information to consider, including:

  • Are traditional educator preparation programs the ONLY way to train future teachers successfully? Are they BEST way?
  • Can alternative (non-traditional) educator preparation programs support student learning in a positive way, whilst supporting supply and demand challenges faced by multiple school districts across the nation?
  • What are the long-term impacts of educator preparation on our country’s workforce? And, what are the long-term impacts of what we view as an educated society?
  • Will how teachers are prepared impact our standing in the world relative to student achievement?
  • How would we know? What research questions need to be posed?

 

An experienced consultant can help with these questions, and more. Reach out to me for program development, collaboration, accreditation, clinical partnerships, and other matters related to preparing educators with excellence.

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education and P-12 schools in areas such as competency-based education, teacher preparation, distance learning, and accreditation through her company, Global Educational Consulting, LLC. She can be reached at: globaleducationalconsulting@gmail.com

Educator Prep: There’s a Better Way.

Numerous sources can point to a teacher shortage across the United States, with some areas having a much greater need than others. With some exceptions, Elementary and Social Studies teachers tend to be in greatest supply but in least demand, while the converse is true for Special Education, English Language Learning, Mathematics, and Science teachers. School districts typically have a much harder time filling teaching positions in urban districts, in Title I schools, and in remote rural areas. In many instances, a lack of experienced, qualified teachers in those areas forces districts to fill those classrooms with individuals who may be well-intentioned but lack sufficient training and cultural competence to be successful. Moreover, those districts often fail to provide adequate mentoring and support in the first two years of employment which results in new teachers feeling isolated and without tools to succeed. Consequently, we typically see a high turnover rate in those areas which has a negative impact on students and the local community at-large over time.

Various state departments of education have taken steps to address this problem. California has recently committed $25 million for scholarship money to help alleviate the teacher shortage by using a “grow your own” model. They are distributing this money to 25 school districts and county offices of education to help 5,000 support staff members earn their teaching credentials while continuing to work at their schools. While the idea has some merit, I see big gaps in the approach. Specifically, they are granting funds only to individuals who complete their teaching license requirements at one of the California State University campuses; this severely restricts the type of training these individuals will receive and it only supports the enrollment of those campuses. Moreover, EdSource reports 1,000 eligible employees can get stipends of $4,000 per year over the course of the five-year grant, which could cover all or most of the cost to enroll in those select institutions, depending on how many courses these employees take per semester. Acknowledging it could take up to five years doesn’t make a convincing case that these programs are innovative or cutting edge—in fact they are likely just serving as a feeder into their current programs. So, for continuing business as usual, these institutions are reaping the reward of 1,000 new enrollments and $25 million. The latest initiative proposed in California is to offer teachers who have taught at least 5 years in the state freedom from state income tax. While an interesting idea, I don’t see it encouraging sufficient numbers of individuals to enter or to remain in the teaching profession. Plus, it could have a negative impact on a state already short on cash.

The state of Nevada has attempted to alleviate the teacher shortage, most severe in the Clark County School District located in Las Vegas. School officials in that district, reportedly the third largest in the nation, face the daunting task each year of hiring approximately 2500 teachers. At the time of this writing, there are currently 672 openings for licensed teachers. The Nevada Department of Education approved an Alternative Route to Licensure (ARL) program designed to alleviate shortages across the state but it seems to be only a partial solution in its present form. What’s of equal concern is that once hired, districts struggle to retain teachers for a variety of reasons.

In addition to approaches that focus on state funding and providing paths to licensure through nontraditional means, the Missouri Department of Elementary and Secondary Education has recently begun looking at teacher preparation itself; staff have initiated statewide conversations amongst educators regarding how new teachers should be prepared. And of course, the National Council on Teacher Quality (NCTQ) has established itself as a national leader on educator quality and preparation through research and rankings of educator preparation programs.

 So what’s the answer?

The solution to having an adequate supply of qualified, well-prepared teachers who will positively impact the lives, learning, and development of their students is not simplistic—it is complicated, and that’s why no one has solved it yet. However, I believe one answer lies in how teachers are prepared. While many educator prep programs do a fine job, many do not and new teachers are simply not ready to enter the classroom, hitting the ground running. They have absolutely no idea how to effectively manage a classroom, deal with an angry parent, meet the needs of EVERY learner in their class, and so on. There is an apparent disconnect between what is being taught in colleges of education and the reality of teaching in today’s classrooms. Is one reason because those responsible for preparing those future teachers have little to no current teaching experience themselves? Have they stepped foot in a P-12 classroom in the past five years? Have they cleaned up vomit all over desks and the floor? Have they done before and after school bus duty? Have they had a student arrested in their class? Have they had to bring comfort to a child who is homeless? I think that while credentialed education faculty are well-intentioned, knowledgeable, and experienced, their skills may not be what’s needed in today’s classrooms.

I have been developing some specific ideas regarding how to train new educators some of which challenge the current preparation model. I’m working on creating an educator preparation program that could work for new teachers as well as new educational leaders that has features unique to any other program I’ve reviewed. Some would call it an alternative program, but I really don’t like that word and would love to see it disassociated with education preparation. Want to know more? Interested in partnering with me on a project of immense importance that is built from the ground level up on academic excellence? Let me hear from you…

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education and P-12 schools in areas such as competency-based education, teacher preparation, distance learning, and accreditation through her company, Global Educational Consulting, LLC. She can be reached at: globaleducationalconsulting@gmail.com

 

 

Looking for Innovation? Think CBE.

Thinking about adopting a competency-based educational (CBE) model? This can be a great, innovative way to teach adult learners at the community college or university level, but it can also be quite appropriate for youngsters at the elementary, middle, and high school levels. Here are a few basic tenets of CBE to consider:

Competency-based education is not an easy way to learn or to earn a college degree. Instead, it is a different way to learn. Rather than just sitting in a class and earning attendance points, learners really have to demonstrate what they know and are able to do through a variety of high-quality assessments.

True competency-based education is standards-based education. A house must have a solid foundation in order to stand over time. Likewise, curriculum must be based on standards, and from those standards, competencies, learning objectives, and assessments are developed. As industry standards change, so must a competency-based curriculum evolve to ensure relevancy and currency.

 

Competency-based education is carefully planned and developed. It is not a simple matter to create or switch to a competency-based educational model. It requires a great deal of thought, planning, training, and a commitment to various resources. Simply put, it is not realistic for an institution to believe this can be created by one or two faculty members given extra teaching load pay over a semester or two. It requires systemic commitment and long-range strategic planning.

The curriculum found in a high-quality competency-based educational program comprises both breadth and depth. As previously stated, a solid curriculum must be standards-based. In addition, a CBE curriculum can’t just “cover” certain key concepts and principles—this approach will not lead to deep, sustained learning. Instead, major content must be identified and embedded multiple times within signature learning experiences; they must be scaffolded throughout a program of study at increasing levels of complexity. Learners must be given multiple opportunities to understand and apply what they are learning in various contexts.

Self-paced learning is a cornerstone of the CBE model. Rote memorization has been debunked by many over the years as an ineffective way to learn. Likewise, educators now acknowledge that lockstep teaching and learning does not meet the needs of individuals. An age-old approach known as “Teach to the Middle” is still often the norm in environments where class size is excessive and teachers need to work as efficiently as possible simply to manage their classrooms. However, this approach neglects the needs of students who are struggling, and it neglects the needs of students who have already mastered those skills and are ready to move on. One of the most beautiful aspects of competency-based education is that it is based on a self-paced learner model: Students work at their own pace, taking as much or as little time as they need to understand, apply, and demonstrate their proficiency in the stated competencies and learning objectives. Learners are less frustrated; they feel empowered and more in control of their own progress.

The competency-based model lends itself well to online learning. CBE certainly can work well in traditional face-to-face learning environments. However, it can work equally well in distance learning models. There are different nuances to consider in the planning stage, but CBE is adaptable to all learning environments. What’s important is the strength of the curriculum, the learning resources, the quality of instruction, and the support given to learners. If the curriculum can be seen as the foundation of the house, then the other instructional elements can be viewed as the walls supporting the structure.

The quality of a competency-based program is heavily reliant upon the quality of its assessments. In a competency-based model, learners demonstrate what they know and are able to do relative to specific learning objectives. They demonstrate this through a variety of high-quality assessments, frequently in the form of internally-created objective examinations, performance assessments, field-based assessments, and externally-created proprietary assessments. If the curriculum is the home’s foundation, and the walls are comprised of learning resources, instructional quality, and learner support, assessments represent the roof. There must be direct alignment between what learners are taught and how their knowledge is measured.

Continuous, critical review of assessment data is essential. Many educators throw around the term “data-driven” decision making these days, but few really understand what it means. As with curriculum development, a comprehensive assessment plan is essential to any institution, regardless whether it adheres to a competency-based educational model or not. There are many steps that need to be taken to ensure the quality, integrity, and continual improvement of the ways in which learner proficiency is measured.

The bottom line: It’s all about efficacy. Irrespective of the educational model being implemented, the strength of a program actually can best be determined by the sustained impact on the lives of learners and those they interact with in their chosen profession. For example, do graduates from an educator preparation program demonstrate a positive impact on their P-12 students’ learning and development? Do graduates from a medical school demonstrate a significant impact on improving the quality of their patients’ lives?

Competency-based education is not just about learning in the moment; it’s about learning for a lifetime to serve the greater good.

–rrf

 

 

The Drive-Thru Approach to Teacher Preparation

The Drive-Thru Approach to Teacher Preparation

I read yet another article about national teacher shortages; this one was entitled Teacher Shortages Spur a Nationwide Hiring Scramble (Credentials Optional). As a result of their desperation to staff classrooms, school district officials are putting pressure on states to relax teacher licensure requirements. In some cases, this has led to the watering down of standards and expectations. Some are taking advantage of the current climate, smelling the sweet aroma of serious revenue by offering what is essentially a drive-thru teacher preparation program: The “customer” arrives at the window, attracted by the bright lights and yummy-looking food pics. Enrollment counselors take their order and send them on. Worker bees behind the scenes serve up a program that may be of questionable or untested quality and the customer is on their way in record time. They don’t know that their fries were cold or there was no straw until they are miles down the road. Programs know such a model is cheap to build and cheap to operate; it’s easy money and there are so many students rolling through the drive-thru lane that they can afford to have some unhappy customers and still turn a profit.

In the short term, school districts are happy because they have a less difficult time hiring teachers, and program completers are happy because they’ve gotten through their program at break-neck speed and haven’t had to “waste” their time on courses they perceive as useless. However, in the long term, a host of new cyclical problems are revealed, including:

  • Individuals are admitted to the programs who really shouldn’t be—they sometimes lack the academic preparation or the professional dispositions necessary for success in the classroom.
  • Program completers are often ill-prepared to enter the classroom; they require a great deal of on-site training by the school district.
  • Many new teachers quickly become disillusioned and leave the profession because they didn’t know how challenging teaching really can be. Some leave in the middle of a school year.
  • Students often suffer due to constant turnover and lack of consistency.
  • Test scores lag and fall behind state averages; impact outcomes tend to be dismal.

 

Not all for-profit alternative certification programs are of poor quality, but many are. While accrediting bodies have recently come under greater scrutiny for their standards and expectations, many of these programs fly under the radar and are not regionally accredited*, which is the foundational accreditation any legitimate institution of higher education should attain. Some are taking the easy path to accreditation through bodies that focus mostly on career schools** such as beauty schools, truck driving schools, at-home hypnosis training, etc. just to state on their program’s website that they are accredited. These programs use “sleight of hand” language with the lay public, saying they are “accreditation eligible” which in reality means nothing but it sounds very convincing to those who are not well versed in the lingo.  Make no mistake: The drive-thru teacher preparation model is very real, and it is having a very real impact on our P-12 schools. The question is: Are we going to accept it as the new normal, or are we finally going to draw a line in the sand and insist on academic excellence for our children?

 

–rrf

 

*The regional accreditation bodies in the United States include: (1) Higher Learning Commission (HLC); (2) Middle States Commission on Higher Education (MSCHE); (3) New England Association of Schools and Colleges (NEASC-CIHE) Commission on Institutions of Higher Education; (4) Southern Association of Colleges and Schools Commission on Colleges (SACSCOC); and (5) WASC Senior College and University Commission (WSCUC).

**The Distance Education Accrediting Commission (DEAC) awards accreditation to degree-granting, high school, military, and post-secondary schools. A search of accredited post-secondary schools, which would apply to alternative teacher certification programs, includes the Hypnosis Motivation Institute, At-Home Professions, and the Modern Gun School, to name a few.

Accelerating the Pathway to Initial Teacher Certification

In an attempt to ease the shortage of more than 33,000 mathematics teachers over the next decade, the California Commission on Teacher Credentialing has given four state universities $250,000 each to create new preparation programs that will cut the normal time to earn math credentials and a degree from five and a half years to four. Cal State Los Angeles, San Jose State, San Diego State and Fresno State were selected to create curriculum and design accelerated (compacted) programs to encourage individuals pursuing a bachelor’s degree to consider becoming middle school or high school math teachers.

While this may sound good on the surface, I just don’t think it’s enough to really address the shortage in the long run—these prospective teachers will still have to jump through a lot of hoops just to earn their teaching credential, including all the requirements to earn a four-year bachelor’s degree.

I haven’t seen any emphasis on truly innovative training, or on measuring the longitudinal impact of graduates on their students’ learning—nor did I read anything about intensive mentoring support from the employing school district or the home university in the first two or three years following program completion. All those things, plus many more, are necessary for a teacher to be truly ready for the classroom. Otherwise, the likelihood of them being successful or of them staying for more than a year or two is greatly reduced. And—this grant program only focuses on mathematics—what about the critical shortages in sciences, special education, English language learning, and the like? And—why was this initiative focused only on those earning their bachelor’s degree? We mustn’t forget those who have already demonstrated a propensity for success in the classroom as well as strong ties in the school—those paraprofessionals and substitute teachers—many of whom already have a bachelor’s degree but just need their teaching credential.

I have built a preparation framework designed for this latter group. It’s innovative. It’s unique. It’s research-based. And it’s 10 months long. Care to learn more, California Commission on Teacher Credentialing?

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation and academic quality assurance. She currently supports higher education and P-12 schools in areas such as competency-based education, teacher licensure, distance learning, and accreditation through her company, Global Educational Consulting, LLC.  

 

 

Source: California colleges address math teacher shortage by accelerating pathway to credentials | Education Dive

True Workforce-Driven Teacher Preparation

The State University of New York (SUNY) board of trustees has recently indicated its willingness to explore innovative, alternative methods of training and certifying its teachers–at least in its charter schools. According to an article in the New York Times, the primary intent of the move is to help alleviate some of the supply and demand challenges facing charter schools in that state–many schools are finding it increasingly difficult to attract, hire, and retain high-quality teachers, particularly in areas that have been identified as shortage areas for several years: math, science, special education, and English language learning. In some states, charter school teachers are paid less than those in traditional public schools because the state funding formulas are different–thereby making it even more challenging to create and maintain a stable workforce.

While there has already been some push back from traditional preparation programs, from teachers’ unions, and the like, at least this approval demonstrates an acknowledgement that (1) there is a problem with teacher supply and demand, and (2) that it will only continue to worsen if something isn’t done.

However,  the details of the proposed plan should be very carefully thought out before rolling it out–it appears as though there are some who want to craft a prep program that could actually reduce the quality of preparation–which could prove to be disastrous not only for students enrolled in those schools but for all charters nationwide that want to take the same approach in their own states. If this initiative isn’t successful, it will likely shut down any possibility of charters in other locations certifying their own teachers.

As an experienced teacher educator I have no problem with trying this approach–if done well it could be a truly workforce-driven model to be emulated across the nation. Let’s just make very sure though that it is carefully thought out ahead of time, and that we track its impact in order to make solid data-driven decisions.

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation and academic quality assurance. She currently supports higher education and P-12 schools in areas such as competency-based education, teacher licensure, distance learning, and accreditation through her company, Global Educational Consulting, LLC.  

New Report Rings Alarm Bell on Teacher Shortages

The Learning Policy Institute (LPI) is out with a new analysis of teacher turnover and its impact on teacher shortages, showing that the nationwide shortfall of 100,000 teachers predicted in last year’s study A Coming Crisis in Teaching? has largely been realized and issuing recommendations to stem the problem before it grows worse.

The recommendations for teacher preparation include:

  • Establish high-retention pathways into teaching that serve high-need communities, such as teacher residency programs.
  • Develop “grow your own” teacher preparation programs for hard-to-staff schools recruiting from high school students, paraprofessionals, after-school program staff, and other community members.
  • Provide high-quality mentoring and induction to beginning teachers.

I find this quite interesting–it actually validates my thinking about how teachers and for that matter, school leaders–should be prepared, not only to fill critical shortages but to ensure academic excellence.

In fact, the framework I am developing includes all three of these recommendations. In addition, it is built on some features that I believe are unique to anything currently available in the United States. Interested in learning more? Are you a higher education institution looking for a new, innovative approach to educator prep, and you don’t have the staff to build it? Please reach out to me.

–rrf

 

Source: Ed Prep Matters | AACTE Blog » New Report Rings Alarm Bell on Teacher Shortages