TeachNY Advisory Council

Report of Findings and Recommendations

May 2016

Submitted to New York State Education Department

in compliance with Contract Number M002371

MessagefromtheChancellor
Theconfluenceoftechnologicaladvancement,adiversifyingpopulation,
andwideningeconomicgapshaschangedthewayweliveandworkmore
profoundlythananythinghumankindhaseverknown.Ineverysectorwe
arestrivingtoadapt,tokeepup,andtothrive.
Ineducation,wedonthaveamomenttowaste.Fromprekindergarten
throughcollege,institutionsandsystemsmustbeabletoensurethatevery
singlestudentwholeavestheirdoorsdoessopreparedtosucceedin
whatevercomesnextinschool,inwork,inlife.Thispromisetoprepareall
studentsisthesocialcontractwemustmakegoodon.Itiswhatis
necessaryforhumanitytoflourish.
Unfortunately,whereonce,andforalongtime,theUnitedStateswasfirst
intheworldineducationalattainment,in2016weareineleventhplace.
Fortunately,weknowwhatweneedtodotoimprovethecurrentoutcomes.
Throughthemanychangesandchallengesschoolsface,onethingremainsconstant:Teachersarethe
numberoneinschoolfactorforstudentsuccess.Sotheurgentneedthatmustbemetisthis:Produce
moreexcellentteachers.Legionsofthem.
NewYorkStatehasawealthofexpertteachers,buthowdowemakesurethateveryteacherinevery
schoolateverylevelhastheeducationandsupportsheorheneedstolead21stcenturyclassrooms
effectively?Howdomakesurethateverystudent,nomatterwhatzipcodetheylivein,hasaccessto
theexcellentteachingtheyneedtosucceed?
Thisreportprovidesamyriadofpossibilitiestohelpusbegintoanswerthosequestionsinfull.Here,the
TeachNYAdvisoryCouncil,assembledtoprovideaguidingdocumentofinnovativeteachereducation
strategies,hasproducedadeeplyresearched,specific,constructivesetofrecommendationsthatcan
moveNewYorkforwardsothatthatteacherpreparationbecomestheuniversallyrigorous,clinical,and
continuousdisciplineitmustbetoserveourstudentsandstate.Itisalsoourhopethatthese
recommendationswillbeusefultootherstatesandcountriesthatmustmeettheeducationaland
economicchallengesofourmodernworld.
TeachNYcloselyconsidershowcollegesanduniversitiescanattractthebestpotentialteacherstothe
fieldandretainthemoncetheyreintheclassroom,howtoimmersethemintherighteducationand
training,andhowtosupportthemthroughouttheircareerssotheycontinuouslyimprove.TheTeachNY
recommendationstakeaimatthestubborngapbetweenP12preparationandhighereducation
requirementsforsuccess.Thisreportconveyshowwecansteerpotentialteacherstohighdemand
fields.Andbecauseweknowthebestteachersarecontentareaexpertsandcreative,collaborative
pedagogicalmasters,thisreportunderscoresthatoftenmissedbutallimportantpointandlaysouthow
universitiescanbesurethesearethekindsofteachersweareproducing.
TheStateUniversityofNewYorktookonthechallengeofconveningtheTeachNYAdvisoryCouncilfor
tworeasons.
First,weweresureitwasourresponsibilitytodoso.Wearethelargestcomprehensivepublicuniversity
systeminthenation,developedfromthenineteenthcenturynetworkofpubliclysupportedteachers
colleges,anddramaticallyexpandedinthetwentiethcenturytoprovidehighqualityeducationtoevery
NewYorker.TeacherpreparationisbredintoourinstitutionalDNA.Eachyearwegraduate5,000
studentsfromteacherprepprograms,amountingtoafullquarterofthestatesteacherworkforce.We
teachtheteachers,inallfields,whoteachthestudentswhocometoourcampusesandthenliveand
i

workinourvillages,towns,andcities.Thequalityoftheteacherswepreparereflectsdirectlyonthe
qualityofourcollegestudents.Sothisisonus;weownthischallenge.
Thesecondreasonwesteppedupisbecauseoverthelastsevenyearswehavebecomeexpertatcross
sectorcollaborationandproblemsolving.WeatSUNYcallthisapproachsystemness.Itsalsoknown
ascollectiveimpact.Simplyput,somemightcallitteamwork.Butwhatwehavelearnedisthatsocietys
biggestchallengescantbesolvedinsilos.Ittakescollectiveactiontomakedeepsystemicchange.
TheTeachNYAdvisoryCouncilsrecommendationsdrawonthebestestablishedresearchfindings,as
wellasnewinputobtainedinawidelycollaborativeeffortuniquebothforandtoNewYorkState.This
reportisafirststepinamultiphaseprocessdesignedtoengagealltheinterestedpartiesinthestateto
addressthecriticaleducationalissueswecurrentlyface.
TheStateUniversityofNewYorkishonoredandprivilegedtohavelaunchedTeachNY.Iwanttoexpress
deepappreciationtoallthemembersoftheAdvisoryCouncil.Withtheserecommendationsofferedfor
consideration,SUNYwillworkinpartnershipwithotherstoaforgeanewpathforwardanddevelopa
newpolicyframeworkthataffirmsourcollectivecommitmenttotheadvancementoftheteaching
profession.
TheUnitedStates,andNewYorkState,doesnotaimtoregaineducationalsupremacyforthesakeof
braggingrights.No.Westrivetodobetter,tobethebest,becausethesearethestandards,practices,
andoutcomesweneedtoflourishasasociety.Ourfuturedependsonit.

NancyL.Zimpher
Chancellor
TheStateUniversityofNewYork

ii

TeachNYAdvisoryCouncil
CouncilMembers
Dr.NancyL.Zimpher,Chancellor,TheStateUniversityofNewYork
Ms.VandaBelusicVollor,SeniorExecutiveDirectoroftheOfficeofPostsecondaryReadiness,NewYork
CityDepartmentofEducation
Dr.BarnettBerry,FounderandCEO,CenterforTeachingQuality
Dr.MaryBrabeck,ProfessorofAppliedPsychology,NewYorkUniversity,SteinhardtSchool
Dr.ElizabethL.Bringsjord,TeachNYPrincipalInvestigator,ViceChancellorforAcademicAffairsandVice
Provost,SUNY
Dr.AlexanderN.Cartwright,ProvostandExecutiveViceChancellor,SUNY
Mr.KevinCasey,ExecutiveDirector,SchoolAdministratorsAssociationofNYS
Ms.ThandiCenter,Director,ProgramEngagementNYC,NewTeacherCenter
Mr.JohnDAgati,DeputyCommissioner,HigherEducation,NewYorkStateEducationDepartment
Dr.SusanDeer,VicePresidentforAcademicAffairs,RocklandCommunityCollege
Dr.BenjaminDotger,AssociateProfessor,SchoolofEducation,SyracuseUniversity
Ms.JohannaDuncanPoitier,SeniorViceChancellorforCommunityCollegesandtheEducationPipeline,
SUNY
Dr.AnnEdwards,DirectorofAdvancingQualityTeachingforCommunityCollegePathways,Carnegie
FoundationfortheAdvancementofTeaching
Ms.RandyEhrenberg,RetiredSuperintendent,NorthColonieCentralSchoolDistrict
Ms.TirzahEnumah,VicePresidentofGrowthImplementation,NewTeacherCenter
Ms.CharissaFernndez,ExecutiveDirector,TeachForAmericaNewYork
Dr.TinaGood,President,FacultyCouncilofCommunityColleges;Member,SUNYBoardofTrustees
Dr.A.LinGoodwin,ViceDeanandProfessorofEducation,TeachersCollege,ColumbiaUniversity
Dr.MeghanGroome,ExecutiveDirector,EducationandPublicPrograms,NewYorkAcademyofSciences
Dr.DavidHill,TeachNYProjectDirector,EducationDeanEmeritus,SUNYPlattsburgh
Dr.KennethHowey,SeniorFellow,NelsonA.RockefellerInstituteofGovernment;ResearchProfessor,
UniversityatAlbany
Mr.RobertL.Hughes,Esq.,DirectorofK12Strategy,BillandMelindaGatesFoundation(formerly
President,NewVisionsforPublicSchools)
Dr.SavitriIyer,DeanofCurriculumandAcademicServices,SUNYGeneseo
Dr.SarahJohnson,SeniorAdvisortotheDeputyChancellor,NewYorkCityDepartmentofEducation
Dr.RobertJones,President,UniversityatAlbany
Dr.JohnB.KingJr.,U.S.SecretaryofEducation(formerlyNYSEducationCommissioner)
Dr.PeterKnuepfer,President,UniversityFacultySenate;Member,SUNYBoardofTrustees
Mr.TimothyG.Kremer,ExecutiveDirector,NYSSchoolBoardsAssociation
Dr.MarkLaCellePeterson,VicePresident,PolicyandPrograms,AmericanAssociationofCollegesfor
TeacherEducation
Dr.JasonE.Lane,TeachNYCoPrincipalInvestigator,ViceProvostandSeniorAssociateViceChancellor,
SUNY
Dr.ArthurLevine,President,WoodrowWilsonNationalFellowshipFoundation
Mr.DanLiebert,SeniorAssociate,GreatSchoolsPartnership(formerlyPrincipal,TechValleyHighSchool)
Dr.MonicaMartinez,EducationStrategist,MartinezEducationConsulting
Ms.EllenMoir,FounderandChiefExecutiveOfficer,NewTeacherCenter
Ms.LoriMould,President,SUNYStudentAssembly;Member,SUNYBoardofTrustees
Dr.KennethP.OBrien,ProvostFellow,SUNY;AssociateProfessorofHistory,TheCollegeatBrockport

iii

Dr.AngelaPagano,AssociateProfessor,BiologicalSciencesandCoCoordinator,AdolescenceEducation:
Science,SUNYCortland
Dr.WendyPaterson,DeanofEducation,BuffaloStateCollege
Mr.JayQuaintance,AssistantSecretaryforEducation,NewYorkStateExecutiveChamber
Dr.RobertJ.Reidy,Jr.,ExecutiveDirector,TheNewYorkStateCouncilofSchoolSuperintendents
Dr.MichaelS.Rosenberg,DeanofEducation,SUNYNewPaltz
Mr.EllisRubinstein,PresidentandCEO,NewYorkAcademyofSciences
Dr.JosephineSalvador,Director,NewYorkStateMasterTeacherProgram
Dr.GayleSimidian,ResearchAnalyst,NewYorkStateSchoolBoardsAssociation
Dr.AshleighThompson,AssociateDeanforAcademicAffairs,CityUniversityofNewYork
Dr.KenWagner,CommissionerofElementaryandSecondaryEducation,RhodeIslandDepartmentof
Education(formerlySeniorDeputyCommissioner,NewYorkStateEducationDepartment)
Mr.PhilWeinberg,DeputyChancellor,NewYorkCityDepartmentofEducation
Dr.JuliaWrigley,InterimExecutiveViceChancellorandProvost,CityUniversityofNewYork

NewYorkStateMasterTeacherProgramDelegationtoTeachNY
LeadershipTaskForceMembers
Ms.MelanieAnastasio,SouthernTier
Ms.HeatherBuskirk,MohawkValley
Ms.DeborahKravchuk,MidHudson
Ms.DeborahMabey,CapitalRegion
Ms.WandaPadula,CentralNewYork
Mr.CharlieWilson,SouthernTier

OtherDelegates
Ms.AmyCappiello,LongIsland
Mr.JasonFinn,CapitalRegion
Ms.KarrieFrey,CentralNewYork
Ms.AnnMarieFurcinito,CentralNewYork
Ms.ZhannaGlazenburg,MidHudson
Ms.CatherineHantz,LongIsland
Ms.KristinHolmes,LongIsland
Ms.DorothyLehsauFindlay,MidHudson
Mr.LawrenceMaggio,LongIsland
Ms.StephanieOBrien,LongIsland
Ms.ChristinaPawlowski,LongIsland
Mr.DerekPope,LongIsland
Ms.HeatherRandallNeville,NorthCountry
Mr.JonSteigerwald,LongIsland
Ms.ElizabethStephens,MidHudson
Ms.JodySuprenant,CapitalRegion
Mr.DavidSyracuse,SouthernTier
Ms.JenniferTerpening,CentralNewYork
Ms.AileenToback,MidHudson
Ms.DeborahWilkinson,NorthCountry

iv

SUNYSystemAdministrationStaff
Ms.DevinBrady,TeachNYProjectAssistant
Dr.DavidCantaffa,ProvostFellowforTeacherEducation(formerlyAssistantDeanforTeacherEducation
andDirectoroftheTeacherEducationInstitute,UniversityatBuffalo)
Mr.DavidGardiner,ProjectCoordinator
Ms.RebeccaGrace,DirectorofStrategicPlanningandAnalysis
Ms.StephanieHewett,ResearchAssistant,SUNY
Ms.JillLansing,AssistantViceChancellorfortheEducationPipeline
Ms.AmandaLester,STENProgramCoordinator
Ms.JessicaFisherNeidl,UniversityEditor
Ms.MeghanNyman,ProjectCoordinator
Dr.TayaOwens,AcademicProgramsandPlanningAssociate
Dr.RuthPagerey,AssistantProvostforTeacherEducation
Ms.CynthiaProctor,ChiefofStaff/DirectorofCommunicationsfortheOfficeoftheProvost
Ms.JessicaTodtman,DeputyChiefofStaffforPolicy

AdditionalInvitedSpeakersandPanelists
Dr.MichaelAllen,CoFounderandPartner,TeacherPreparationAnalytics
Dr.AnthonyBryk,President,CarnegieFoundationfortheAdvancementofTeaching
Mr.DwightDavis,AssistantPrincipal,WheatleyEducationCampus,DistrictofColumbiaPublicSchools
Ms.ElizabethGreen,Author,BuildingaBetterTeacher:HowTeachingWorks(andHowtoTeachItto
Everyone)
Ms.JudithPeppler,PresidentandChiefExecutiveOfficer,KnowledgeWorks
Ms.KateWalsh,President,NationalCouncilonTeacherQuality
Ms.RandiWeingarten,President,AmericanFederationofTeachers
Ms.KellyYoung,Director,EducationReimagined,ConvergenceCenterforPolicyResolution

AdditionalParticipantsandReviewers
Ms.CourtneyAllison,ChiefofStaff,DivisionofTeachingandLearning,NewYorkCityDepartmentof
Education
Dr.DebbieAnderson,AssociateDean,SchoolofEducationandProfessionalStudies,SUNYPotsdam
Dr.TaiArnold,Dean,SchoolforGraduateStudies,EmpireStateCollege
Ms.HeidiAudino,Director,PathwaysIntoEducation(PIE),UniversityatAlbany
Dr.LindaBalog,AssociateDean,ProfessionalEducationUnit,TheCollegeatBrockport
Dr.RobertBangertDrowns,Dean,SchoolofEducation,UniversityatAlbany
Mr.DavidBelsky,DirectorofMarketingandCreativeServices,SUNY
Ms.BonnieBeukema,SeniorManagingDirector,StrategicInitiatives,TeachForAmericaNewYork
Dr.JanBowers,Dean,SchoolofEducationandHumanEcology,CollegeatOneonta
Mr.KristianBreton,ProgramManager,Education,NewYorkAcademyofSciences
Ms.PeggyBrookins,PresidentandCEO,NationalBoardforProfessionalTeachingStandards
Dr.PeterBrouwer,SpecialAssistanttotheProvost(formerlyDean,SchoolofEducationandProfessional
StudiesandGraduateStudies),SUNYPotsdam
Dr.LauraBrown,InterimAssociateDean,SchoolofEducationandProfessionalStudies,SUNYPotsdam
Dr.NancyBrown,Dean,SchoolofEducation,OldWestbury
Dr.C.BethBurch,Dean,GraduateSchoolofEducation,BinghamtonUniversity
Dr.RonnieCasella,AssociateDean,SchoolofEducation,SUNYCortland

Dr.JohnCottone,Dean,SchoolofProfessionalStudies,SUNYCortland
Dr.StephenDanna,DeanofSUNYPlattsburghBranchCampusatQueensbury,SUNYPlattsburgh
Mr.JogyDas,AssociateDeanofAssessmentandAccreditation,SUNYOswego
Dr.CarolDean,AssociateProfessor,ForeignLanguageEducation,CollegeatOneonta
Ms.KristenDrury,MasterTeacherLongIsland,WilliamFloydSchoolDistrict
Ms.TammyDunckley,DirectorofStrategicAssistance,NYSCradletoCareerStrategicAlliance,SUNY
Dr.EmersonElliott,DirectorofSpecialProjects,CouncilfortheAccreditationofEducatorPreparation
Dr.ElisabethEtopio,InterimAssistantDeanforTeacherEducationandInterimDirectoroftheTeacher
EducationInstitute,UniversityatBuffalo
Mr.DominickFantacone,ChiefCampusCoordinator,MasterTeacherProgram,SUNYCortland
Dr.ThomasGais,Director,RockefellerInstituteofGovernment
Mr.CharlesGiglio,LatinTeacher,GloversvilleHighSchool,NewYorkStateTeacheroftheYear
Dr.ChristineGivner,Dean,CollegeofEducation,SUNYFredonia
Ms.KarinGoldmark,SeniorEducationPolicyAdvisor,OfficeoftheFirstDeputyMayor,CityofNewYork
Mr.CareyHatch,AssociateProvost,AcademicTechnologyandInformationServices,SUNY
Ms.StaceyHengsterman,AssociateViceChancellorforUniversityRelationsandChiefofStaff,SUNY
Dr.ThomasHernandez,InterimDean,SchoolofEducationandHumanServices,TheCollegeatBrockport
Dr.RobynHosley,InterimDean,SchoolofEducationandProfessionalStudies,SUNYPotsdam
Dr.AaronIsabelle,AssociateDean,SchoolofEducation,SUNYNewPaltz
Ms.CatherineKaszluga,VicePresidentforStrategyandPlanning,TheResearchFoundationforSUNY
Dr.DoritKaufman,Director,ProfessionalEducationProgram,StonyBrookUniversity
Dr.AndreaLachance,Dean,SchoolofEducation,SUNYCortland
Dr.JaekyungLee,Dean,GraduateSchoolofEducation,UniversityatBuffalo
Ms.JulieLeopold,ExecutiveDirectorofInstructionalPolicy,NewYorkCityDepartmentofEducation
Dr.JudithLloyd,Chairperson,AdolescenceEducation,SchoolofEducation,OldWestbury
Ms.NatalieLukas,Director,SUNYUrbanTeacherEducationCenter,SUNY
Dr.EricG.Mackey,ExecutiveDirector,SchoolSuperintendentsofAlabama
Dr.DwightManning,SeniorLecturerandCoordinatorintheOfficeofTeacherEducationandSchool
BasedSupportService,TeachersCollegeatColumbiaUniversity
Dr.PaulMarthers,AssociateViceChancellorforEnrollmentManagementandStudentSuccess,SUNY
Mr.PeterMcWalters,AdvisoryBoardMember,EducationReimagined,ConvergenceCenterforPolicy
Resolution
Dr.CarlosMedina,ViceChancellorandChiefDiversityOfficer,OfficeofDiversity,EquityandInclusion,
SUNY
Dr.PamelaMichel,Dean,SchoolofEducation,SUNYOswego
Dr.DeborahMooreRusso,ChairofLearningandInstruction,UniversityatBuffalo
Dr.MichaelMorgan,DeanofEducation,HealthandHumanServices,SUNYPlattsburgh
Ms.KristenMunger,AssociateDean,SchoolofEducation,SUNYOswego
Ms.KristineNewson,ProjectCoordinator,OfficeoftheEducationPipeline,SUNY
Dr.PhillipOrtiz,AssistantProvostforUndergraduateandSTEMEducation,andCoordinator,Empire
StateSTEMLearningNetwork,SUNY
Dr.JamesPellegrino,Professor,CoDirector,LearningSciencesResearchInstitute,UniversityofChicago
Illinois
Mr.AndrewPerson,ExecutiveDirectorofInstitutionalEffectiveness,MercyCollege
Ms.TracyPeterson,DirectorofStudentSuccessPrograms,SchoolofEducation,SUNYGeneseo
Dr.JamarPickreign,AssociateDean,SchoolofEducation,Health,andHumanServices,SUNYPlattsburgh
Mr.ShaelPolakowSuransky,President,BankStreetCollegeofEducation
Mr.JosephPosner,DirectorofHumanResources,NewVisionsforPublicSchool

vi


Ms.JuliettePrice,InterimDirector,AlbanyPromise,UniversityatAlbany
Ms.CarolReiser,SeniorGrantsAdministrator,SUNY
Dr.SharonRobinson,PresidentandChiefExecutiveOfficer,AmericanAssociationofCollegesforTeacher
Education
Ms.RaonaRoy,RaonaRoy&Company,LLC
Dr.JoanneRussell,VicePresidentforAcademicAffairsandProvost,KingsboroughCommunityCollege
(formerlyProvostFellow,SUNY)
Ms.ReenaShah,Teacher,Arts&LettersBrooklyn
Dr.AnjooSikka,DeanoftheSchoolofEducation,SUNYGeneseo
Dr.DeniseSimard,AssociateDean,Education,HealthandHumanServices,SUNYPlattsburgh
Dr.JohnSiskar,InterimAssociateVicePresidentforTeacherEducation,BuffaloStateCollege
Dr.ChristineSmith,AssistantDeanforProfessionalStudies,SchoolofEducation,UniversityatAlbany
Ms.CourtneySmith,DirectorofInstructionalPolicy,NewYorkCityDepartmentofEducation
Dr.SusanStrehle,InterimDeanofEducation,BinghamtonUniversity
Ms.RuiruiSun,ResearchAssistant,RockefellerInstituteofGovernment
Ms.VanessaThreatte,ExecutiveDirector,NYSCradletoCareerStrategicAlliance,SUNY
Dr.MargueriteVandenWyngaard,formerlySuperintendentofSchools,CitySchoolDistrictofAlbany
Dr.TinaWagle,Chair,MasterofArtsinTeaching,EmpireStateCollege
Mr.BenWildavsky,SeniorFellowandDirectorofHigherEducationStudies,RockefellerInstituteof
Government
Dr.KathyWood,AssociateDean,SchoolofEducation,BuffaloStateCollege
Ms.LeighYannuzzi,DirectorofTeacherEducation,EmpireStateCollege
Dr.RandyYerrick,AssociateDeanforInterprofessionalEducationandEngagement,GraduateSchoolof
Education,UniversityatBuffalo
Dr.BeverlyYoung,FormerAssistantViceChancellorforTeacherEducationandPublicSchoolPrograms,
RetiredfromCaliforniaStateUniversitySystem

TeachNYWritingTeam
Whilemanycontributedtothepreparationofthisdocument,thefollowingindividualsconducted
researchand/orvolunteeredtohelpputpentopaperindraftingandrefiningthereport.
Dr.RobertBangertDrowns,Dean,SchoolofEducation,UniversityatAlbany
Ms.DevinBrady,TeachNYProjectAssistant,SUNY
Dr.ElizabethL.Bringsjord,TeachNYPrincipalInvestigator,ViceChancellorforAcademicAffairsandVice
Provost,SUNY
Dr.C.BethBurch,Dean,GraduateSchoolofEducation,BinghamtonUniversity
Dr.DavidCantaffa,ProvostFellowforTeacherEducation,SUNY(formerlyAssistantDeanforTeacher
EducationandDirectoroftheTeacherEducationInstitute,UniversityatBuffalo)
Dr.StephenDanna,DeanofSUNYPlattsburghBranchCampusatQueensbury,SUNYPlattsburgh
Dr.BenjaminDotger,AssociateProfessor,SchoolofEducation,SyracuseUniversity
Dr.AnnEdwards,DirectorofAdvancingQualityTeachingforCommunityCollegePathways,Carnegie
FoundationfortheAdvancementofTeaching
Ms.TeresaFoster,AssistantProvostforInstitutionalResearch,SUNY
Dr.ThomasGais,Director,RockefellerInstituteofGovernment
Mr.DavidGardiner,ProjectCoordinator,SUNY
Ms.RebeccaGrace,DirectorofStrategicPlanningandAnalysis,SUNY
Dr.DavidHill,TeachNYProjectDirector,EducationDeanEmeritus,SUNYPlattsburgh

vii

Dr.KennethHowey,SeniorFellow,NelsonA.RockefellerInstituteofGovernment;ResearchProfessor,
UniversityatAlbany
Dr.AndreaLachance,Dean,SchoolofEducation,SUNYCortland
Dr.JasonE.Lane,TeachNYCoPrincipalInvestigator,ViceProvostandSeniorAssociateViceChancellor,
SUNY
Dr.ArthurLevine,President,WoodrowWilsonNationalFellowshipFoundation
Dr.JinrongLi,AssistantProvostforInstitutionalResearch&DataAnalytics,SUNY
Mr.DanLiebert,SeniorAssociate,GreatSchoolsPartnership(formerlyPrincipal,TechValleyHighSchool)
Dr.MonicaMartinez,EducationStrategist,MartinezEducationConsulting
Dr.LisaMontiel,AssistantProvostforInstitutionalResearchandDataAnalytics,SUNY
Ms.JessicaFisherNeidl,UniversityEditor,SUNY
Dr.KennethP.OBrien,ProvostFellow,SUNY;AssociateProfessorofHistory,TheCollegeatBrockport
Dr.TayaOwens,AcademicProgramsandPlanningAssociate,SUNY
Dr.RuthPagerey,AssistantProvostforTeacherEducation,SUNY
Ms.TracyPeterson,DirectorofStudentSuccessPrograms,SchoolofEducation,SUNYGeneseo
Dr.JosephineSalvador,Director,NYSMasterTeacherProgram
Ms.AudreySchwartz,AssociateforUniversityPlanningandAnalysis,SUNY
Dr.DeniseSimard,AssociateDean,Education,HealthandHumanServices,SUNYPlattsburgh
Dr.TinaWagle,Chair,MasterofArtsinTeaching,EmpireStateCollege
Mr.PhilWeinberg,DeputyChancellor,NewYorkCityDepartmentofEducation
Dr.KathyWood,AssociateDean,SchoolofEducation,BuffaloStateCollege
Dr.NancyL.Zimpher,Chancellor,SUNY

RockefellerInstituteofGovernmentResearchTeam
Inaddition,wearethankfultotheresearchteamatTheNelsonA.RockefellerInstituteofGovernment,
fortheirreportPolicies,practices,andsystemsfortheimprovementofteachingandlearning:Apolicy
paperforTeachNY,commissionedtosupporttheTeachNYeffort.
Dr.ThomasGais,Director,RockefellerInstituteofGovernment
Dr.AlanWagner,Professor,DepartmentofEducationalAdministrationandPolicyStudies,Universityat
Albany;SeniorFellow,RockefellerInstituteofGovernment,SUNY
Dr.HalLawson,ProfessorofEducationalAdministrationandPolicyStudiesandProfessorofSocial
Welfare,UniversityofAlbany
Ms.AllisonArmourGarb,SeniorFellow,PublicPolicyInstituteofNewYorkState
Ms.RuiruiSun,ResearchAssistant,RockefellerInstituteofGovernment
Ms.KatieZuber,ResearchAssistant,RockefellerInstituteofGovernment

viii

ChargetoTeachNYAdvisoryCouncil
TeachNYisaninitiativeofTheStateUniversityofNewYorktotransformteacherandschoolleader
preparationanddevelopmentthroughthecreationofboldnewpolicythatwillshapethedisciplinefor
decadestocome.
Eachyear,SUNYpreparesnearlyaquarterofNewYorkStatesteachers,andNewYorkisakeyprovider
ofteachersforournation.SUNYsgoalistoattract,develop,andretainalarger,morediversecorpsof
highlyqualifiedanduniformlyefficaciousteacherscommittedtocontinuousimprovementand
excellenceintheirprofession.SUNYmustdoitsparttoensurethatallteachers,fromnovicetoexpert,
canengageinprofessionaldevelopmentandcontinuousimprovementstrategiesthatequipthemwith
theinformation,technology,andresourcestheyneedtothriveintheirpractice,wherevertheir
classroomsmaybe.
Recognizingthatpolicyisakeyvehicleforchangeandsustainingexcellence,SUNYempanelledthe
TeachNYAdvisoryCounciladistinguishedcadreofstateandnationalthoughtleadersintheareaof
educatorpreparationasthefirststep.ThechargetotheAdvisoryCouncilwastothinkboldlyandfocus
ontheclassroomsandstudentsoftomorrowincraftinganinitialsetofrecommendationsforSUNYs
(andothers)considerationasitembarksonthedevelopmentofanewpolicyframework.
ThisreportincludesthefindingsandrecommendationsoftheTeachNYAdvisoryCouncilinfivepriority
areas:
Recruitment,selection,andculturalcompetence
Curriculardesign,preserviceeducation,simultaneousrenewal,andrelatedpartnerships
Induction,continuingprofessionaldevelopment,andteacherleadership
Evaluationandassessment
Sustainableinfrastructure
ThismultiphasedeffortissupportedbyaRacetotheTopgrant,awardedtoSUNYfromtheNewYork
StateEducationDepartment,toadvancetheexistingpartnershipbetweenthetwoorganizations.The
expectationisthatSUNYsTeachNYpolicyframeworkwillserveasamodelforthestateandthe
country.

ix

DetailedTableofContents

Introduction.........................................................................................................................................1
Chapter1ExcellentCandidates.......................................................................................................13
Recruitment,Selection,andCulturalCompetence
ChallengesinRecruitingTomorrowsTeachersToday.......................................................................14
I.AddressingPublicPerceptionoftheProfession..............................................................................16
RecommendationsforAddressingPublicPerception.................................................................16
II.RecruitingforAcademicExcellence................................................................................................17
RecommendationsforEnhancingAcademicExcellence............................................................20
III.RecruitingforDiversity..................................................................................................................20
CradletoCareerEngagement................................................................................................23
HighSchoolEngagement........................................................................................................23
UrbanRuralTeacherCorps.....................................................................................................24
CommunityCollegePipeline....................................................................................................25
RecommendationsforEnhancingDiversity................................................................................25
IV.RecruitingandSelectingforCulturalCompetenceandOtherQualities.......................................26
RecommendationsforRecruitingandSelectingforCulturalCompetenceandOtherQualities27
V.Supplyvs.Demand:BetterAlignmentwiththeEducationalMarket.............................................27
RecommendationsforMeetingMarketNeeds..........................................................................29
Chapter2ExcellentEducatorPreparation.......................................................................................31
CurricularDesign,PreServiceEducation,SimultaneousRenewal,andRelatedPartnerships

DefiningClinicalExperienceinEducatorPreparation..........................................................33
I.CurricularDesign..............................................................................................................................34
ProblemBasedandCaseBasedLearning...............................................................................34
ClearandCoherentConceptualFramework...........................................................................35
EducationalMilestones...........................................................................................................35
ResearchBasedCurriculum....................................................................................................35
CulturallyResponsiveTeaching...............................................................................................36
PedagogicalContentKnowledge............................................................................................36
TechnologyIntegration...........................................................................................................37
FosteringInnovation...............................................................................................................37
RecommendationsforCurricularDesign....................................................................................37
II.ClinicalExperiences.........................................................................................................................39
RecommendationsforClinicalExperience.................................................................................41
III.SimultaneousRenewalandSustainablePartnerships...................................................................41
SimultaneousRenewal............................................................................................................41
SustainablePartnerships.........................................................................................................42
RecommendationsforSimultaneousRenewalandSustainablePartnerships...........................42

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Chapter3ExcellentProfessionalSupport........................................................................................45
Induction,ContinuingProfessionalDevelopment,andTeacherLeadership
I.Induction..........................................................................................................................................47
RecommendationsforInduction................................................................................................48
II.ContinuingProfessionalDevelopment...........................................................................................49
RecommendationsforContinuingProfessionalDevelopment..................................................50
III.TeacherLeadership........................................................................................................................51
RecommendationsforTeacherLeadership................................................................................53
IV.PartnershipsandProfessionalLearningCommunities..................................................................53
Partnerships............................................................................................................................53
ProfessionalLearningCommunities........................................................................................55
RecommendationsforPartnershipsandProfessionalLearningCommunities..........................56
Chapter4DemonstratingExcellence...............................................................................................59
EvaluationandAssessment
TheModernEducationAccountabilityMovement............................................................................60
AccountabilitySystemsandStandards...............................................................................................62
StateandFederalAccountability........................................................................................................64
AccountabilitySystemsforTeachersandSchoolLeaders.......................................................65
ProfessionalAccountability................................................................................................................66
ProfessionalAccreditation......................................................................................................66
TeacherPreparationAnalytics................................................................................................68
AmericanFederationofTeachers...........................................................................................68
IndependentAssociationProgramEvaluationSystems..........................................................69
SchoolLeaderProgramAccountability...................................................................................69
SUNYSystemAccountability...............................................................................................................70
CampusbasedProgramAccountability..............................................................................................72
RecommendationsforEvaluationandAssessment....................................................................74
Chapter5BuildingandSustainingExcellence..................................................................................77
SustainableInfrastructure
I.LeveragingResourcesPhysical,Financial,andHumanCapital.....................................................80
RecommendationsforResourceInfrastructure.........................................................................81
II.EmployingDataforImprovementandAccountability...................................................................82
RecommendationsforDataandAccountability.........................................................................82
III.EngagingStakeholdersandBuildingPartnerships.........................................................................83
RecommendationsforEngagingStakeholdersandBuildingPartnerships.................................84
IV.OptimizingCommunication...........................................................................................................84
RecommendationsforOptimizingCommunication...................................................................85
V.IncentivizingandSupportingResearchandInnovation.................................................................85
SUNYInnovativeInstructionTechnologyGrants(IITG)...........................................................86
SUNYNetworkofExcellence:ScienceofTeaching,Learning,andAssessment(TLA).............86
RecommendationsforResearchandInnovation.......................................................................87
VI.RenewingPolicyandRegulations..................................................................................................87
RecommendationsforRenewingPolicyandRegulations..........................................................88

xii


Appendices........................................................................................................................................89
AppendixA:SummaryofRecommendations.........................................................................................91
AppendixB:ReferencesCitedinthisReport........................................................................................101
AppendixC:TeacherPreparation&DevelopmentInfrastructureinNewYorkState.........................115
AppendixD:AcronymList.....................................................................................................................125
AdditionalResources............................................................................................................................126

xiii

Introduction

Ifachildcantlearnthewayweteach,maybeweshouldteachthewaythey
learn.

IgnacioEstrada

Theeducationofapersonisacomplextask,perhapsnowmorethanever.
Advancesintechnologyandourdeepeningunderstandingoflearnersandlearning,
togetherwiththechangeinoureconomyspredominantbusinessmodelfrom
manufacturingtoonefocusedmoreonserviceandinformationindustries,haveput
oureducationsystemontheprecipiceofamajortransformation.Educationbased
onamanufacturingmodelthatis,schoolsproducingastandardizedproductina
giventimeframeusingrepeateddrillsisnotadequatetoeducateamodern
workforceorengagedcitizenry.Recentstudiesindicatethatourstudentsarenot
performingaswellasthoseinotherindustrializedcountriesintheareasof
mathematicsandthesciences(Fensterwald,2013;Layton,2013).Student
performancemustimproveiftheUnitedStatesistoremainaleaderinaglobal
society.
NothingbetterillustratestheinadequateoutcomesinU.S.schoolsthanthenumber
ofninthgradersinNewYorkStatewhodonotmakeitthroughcollege.
Forevery100ninthgradersinNewYork,only73willgraduatefromhighschool.Of
those73,only51willgodirectlytocollegeandjust23willcompletetheirdegree
ontimeorclosetoontime.Thatstheaverage.Insomeupstateurbanandrural
districtstheontimegraduatenumberiscloserto16per100.Thesefiguresare
startling,consideringweknowthatmostmiddleincomejobsrequire,andwill
increasinglyrequire,someformofpostsecondaryeducation.Thisoutcome
indicatesthatanunacceptablenumberofNewYorkerslacktheaccessandsupport
theyneedtocompleteandsucceed.
Significantchangesintheeducationmodelfunding,curriculumandmaterials,
deliveryofinstruction,andeducatorpreparationareevolvingtoaddressthe
shortfallineducationoutcomes.Acommoncoresetofstandardsfocusedon
problemsolving,criticalthinking,andinquiryskillsisreplacingthetraditional
curricularmodelbasedonmemorizationandregurgitationoffacts.Theresulting
curriculumhasaddedrelevanceforstudentsandincreasinglytiltstoward
personalizedandcompetencybasedlearning.Differentteachingstrategiesare
beingemployedtomeetthedifferingdemandsofanincreasinglydiverse
populationofschoolagedchildren(e.g.,cooperativelearning,projectbased
activities,differentiatedinstruction),withanemphasisonprovidingameaningful
contextforlearning.Alternativeschoolingmodelsaredevelopingthroughcharter
schools,amongotherendeavors.Schoolbuildingsarebeingredesignedto
accommodatenewcurriculummodels,oftenplacingstudentsincollaborative
environmentsratherthaninrowsofindividualdesks.Laptopsandtabletshave
beguntosupplementbooks,whiteboards,andmarkers.Entrepreneursand
foundationsareprovidingcapitalforinnovations.Demonstrably,educationinthe


UnitedStatesisundergoingalongoverduetransformationandattheveryheartof
itisanurgentneedtotransformtheprocessbywhichteachersthemselvesare
educated.

Theestablishedliteraturetellsusthatexcellentteachersarethemostimportantin
schoolfactorinstudentsuccess.Buthowdoexcellentteachersbecomeexcellent
teachers?

Educationisadisciplinethat
mustbereliablyselective,
supportive,clinicallyrich,
rigorous,andcontinuous
throughoutateaching
career.

Allteachersthemselvesstartasstudents.Itisourstronglyheldposition,andthe
findingsandrecommendationsputforwardinthisreportwillshow,thateducationis
adisciplinethatmustbereliablyselective,supportive,clinicallyrich,rigorous,and
continuousthroughoutateachingcareer.Theimportanceofexcellentteaching,
becauseofthequantifiableimpactithasonstudentstomorrowsleaders,
tomorrowscitizens,tomorrowsparentsrequiresthatitbeviewedandtreatedas
themostseriousofprofessions.Asweoftensay,onedoesnotputapilotina
cockpitwithoutmanyhundredsofhoursofintensivetraining.Onedoesnotwanta
brainsurgeonwhoseonlyexperienceisasageneralpractitioner.Afivestar
restaurantdoesnotopenitsdoorwithachefwhohasnothonedanddemonstrated
hisorherskillsoveryearsofpracticaltraining.Teaching,asapracticeprofession,
shouldbethoughtofasnolessdemandingandtreatednodifferentlythantheseand
somanyotherprofessions.
Butatransformationthissignificant,thispervasivebothinmindsetandpractice
takestime,discipline,funding,andmostimportant,leadership.Itrequiresthatan
entireeducationsystem,fromPreKtoPh.D.,actinacoordinatedwayheretofore
unexercised.Allstakeholdersschools,universities,communities,businesses,
accreditingagencies,andgovernmentmustbeviewedaspartnersandengaged.A
visionofadesiredendresult,agoal,andaplanforgettingtheremustbeclearly
articulated.Thesuccessofthecoordinatedeffortwillbemeasuredbytheabilityof
theproducts,ourstudents,ofthetransformededucationsystemtoactively
participateinaglobalsocietyandeconomy.

HistoryofEducatorPreparationatSUNY
In1948,TheStateUniversityofNewYork(SUNY)becameoneofthelastofthegreat
U.S.statefundedsystemsofhighereducationtobecreated.Aproductofthepost
WorldWarIIenvironment,itoweditsestablishmenttothreefactors:theworkof
twospecialcommissionsthaturgedadramaticexpansionofpublichighereducation;
thefloodofveteranscominghome,whothroughtheGIBillcreatedunprecedented
demandforpublicinstitutionsofhighereducation;andwidelyreported
discriminationagainstcertainreligiousandethnicgroups,particularlyinprofessional
education,atNewYorksprivatecollegesanduniversities.Intheenvironment
followingahorrificwarfoughtagainstanenemythatpracticedgenocide,such
exclusionbecameindefensible.
AlthoughSUNYwasnotformeduntil1948,NewYorkStatehadpubliclysupported
postsecondaryeducationforoveracentury,firstbyfundinganumberofteacher
programsinprivateacademiesandthenfundingsinglepurposeteacherpreparation
normalschools,firstinAlbanyandOswego,andthenacrossthestate.Bytheearly
twentiethcentury,thenumberofstatesupportednormalschoolshadgrownto11,


andwhilethecurriculaofferedatthenormalschoolschangedovertime,theyfit
intoaneducationallandscapejustbelowcolleges.Inthelate1930sandearly
1940s,thatchanged,withthetransformationofthenormalsintostateteachers
colleges,whichwereauthorizedtoofferbachelorsdegreesthroughfouryear
curricula.Inaddition,theRegentspostwarplanassigneddesignatedspecialties,
suchasart,homeeconomics,orhealthandphysicaleducation,toeachcampus.

WithinthenewSUNY,thestateteacherscollegesformedthelargestsinglesector
inthesystem,inboththenumberofcampusesandtheirenrollment.Inthe
immediatepostwarperiod,thecollegesexperiencedexplosivegrowth,drivenboth
bythedemandsofreturningveteransandbythebabyboomthatcreatedtheneed
formanymoreteachers.Intheearly1950s,theteacherscollegeswerealso
authorizedtobeginofferingmastersdegreesineducation.
ThenextmajorchangeinSUNYwasdrivenbyNelsonRockefeller,whohadbeen
electedgovernorin1959,andhisdesignatedchancellorforSUNY,SamuelGould.
Together,theybuiltthemodernSUNY,creatingfouruniversitycenterswhile
transformingtheteacherscollegesintocollegesofartsandsciences.Althougheach
collegenowofferednewacademicmajorsanddegreesinthetraditionalartsand
sciencesdisciplines,teachereducationremainedanimportantpartoftheir
curricula.
Bytheendofthetwentiethcentury,theSUNYsystemhadgrowntoitscurrent64
schoolsizeandincluded30communitycolleges,whereanincreasingnumberof
undergraduates,includingthosewhogoontobecometeachers,begantheirpost
secondaryeducation.Today,SUNYawardsmorethan5,000undergraduateand
graduatedegreeseachyearinitseducatorpreparationprograms(EPP),anumber
thatmakesitthelargestsinglepreparerofclassroominstructorsandeducation
administratorsinthestate.
Teachereducation,inarealsense,remainsattheheartoftheSUNYsystemandan
essentialelementofitsservicetoNewYorkStateresidents.Thiscommitmentwill
continueinthedecadesahead,forthereisnogreaterservicepublichigher
educationcanrenderthantheeducationofthosewhowillbeeducatorsfor
generationstocome.

Teachereducation,inareal
sense,remainsattheheart
oftheSUNYsystemandan
essentialelementofits
servicetoNewYorkState
residents.Thiscommitment
willcontinueinthedecades
ahead,forthereisno
greaterservicepublichigher
educationcanrenderthan
theeducationofthosewho
willbeeducatorsfor
generationstocome.

SUNYsRoleToday:ALeaderinEducatorPreparation
TheStateUniversityofNewYorkisthesinglelargestcomprehensivepublichigher
educationsystemintheUnitedStates,withmorethanhalfamillionstudents,
7,000programs,andover80,000facultyandstaffmembers.Itprepares
approximately25%ofNewYorksteacherworkforce,and,remarkably,NewYorkis
responsibleforroughly10%oftheteacherworkforceintheUnitedStates(U.S.
DepartmentofEducation,2014).InNewYork,SUNYgraduatesareemployedin
everyoneofthestatesmorethan700schooldistricts.Undertheleadershipof
ChancellorNancyL.Zimpher,anationallyrecognizedexpertinthefieldof
educationandteacherpreparation,SUNYisdedicatedtoeducatingthenext
generationofNewYorkteachersandschooladministratorswithafocusonclinical
experiencetoproducetopqualityeducationprofessionals.


Figure1SUNYCollegesandUniversitieswithEducatorPreparationPrograms

ThecurrentSUNYeducator
preparationpolicy,ANew
VisioninTeacherEducation,
hasguidededucator
developmentsince2001.
WhiletheNewVisionpolicy
includedinnovationsand
reflectedbestpracticesof
thetime,anewpolicyis
overdue.

ThegoaloftheSUNY
TeacherandLeader
EducationNetwork(STEN)
initiativewastoengage
highereducationfaculty
andtheireducation
partnersintherenewalof
teacherandschoolleader
preparationtobettermeet
theneedsoftodays
children.

SixteenSUNYcampuseshaveundergraduateand/orgraduateprogramsleadingto
NYScertificationforteachersandschoolleaders,andall64SUNYcampuses
contributetothedevelopmentofteachingandeducationinNewYorkState.
Theeducationsystemthewayweeducateallstudents,andthewayweeducate
studentswhowillbecometeacherscannotbetransformedwithoutteachersand
educationleaderswhoshareavisionforschoolsofthefutureandtheskillsneeded
torealizethatvision.ThecurrentSUNYeducatorpreparationpolicy,ANewVisionin
TeacherEducation,hasguidededucatordevelopmentsince2001.WhiletheNew
Visionpolicyincludedinnovationsandreflectedbestpracticesofthetime,anew
policyisoverdue.
ButwhileSUNYisapowerhouseofteachercreation,ourownresearchaswellas
nationaldatashowusthatthenumberofpeopleenteringtheprofessionisonthe
declinethisatatimewhenweneedmoreteachers,andmoreexcellentteachers,
atthat.Bothenrollmentinandcompletionofeducatorpreparationprogramshave
decreasedinrecentyearsinSUNYandstatewide.TheaimsofTeachNYinclude
developingpolicythatattractsthebeststudentsinallfieldstotheteaching
profession,aswellaspolicythatsupportsstudentsintheirdevelopmentwhilein
schoolandbeyondwhentheyareinclassrooms,continuouslydevelopingand
honingtheirteachingskillsandcontentexpertise.
In2012,SUNYwasawardedamultimilliondollarRacetotheTopgrantfromthe
NewYorkStateEducationDepartment(NYSED)todevelopandimplementareform
initiativethatresultedintheformationoftheSUNYTeacherandLeaderEducation
Network(STEN).Thegoalofthatpioneeringeffortwastoengagehighereducation
facultyandtheireducationpartnersintherenewalofteacherandschoolleader
preparationtobettermeettheneedsoftodayschildren.Theinitiativefocusedon


fourareasofNYSsReformAgenda:clinicallyrichteacherandleaderpreparation,
theCommonCorestandards,performanceassessmentsofpreserviceand
practicingeducators,anddatadriveninstruction.TheSUNYsystemhasbeenfully
engagedinthisimportantwork.
Inwinter2014,SUNYinitiatedconversationswithNYSEDaboutthecritically
importantrolethatpolicyplaysinsustainingchangeandensuringexcellence.A
newpolicyframework,theteamargued,wouldenableSUNYanditspartnersto
buildonthegainsmadethroughSTENandRacetotheTopfunds.Moreover,the
timewasrightforajointpolicyinitiative,withSUNYsNewVisioninTeacher
Educationapproachingitsfifteenthanniversary.InSUNY,NYSEDwouldhavean
educationpolicypartnerlikenootherinthecountry.

In2014,SUNYinitiated

conversationswithNYSED
aboutthecritically

importantrolethatpolicy

playsinsustainingchange
andensuringexcellence.

InSUNY,NYSEDwouldhave
aneducationpolicypartner
likenootherinthecountry.

TheTeachNYProjectandProcess:AnOverview
Inspring2014,SUNYChancellorNancyL.Zimpherandherteamfinalizedaproposal
foraNYSEDgrantfundedthroughRacetotheToptodevelopboldpolicythat
wouldtransformteacherandschoolleaderpreparationinNewYork
commensuratewithourstatesandsocietysneeds.Aproposedmultistage
processwouldbeginbyengagingstateandnationaleducationleadersaswellas
researchersinidentifyingchallengesandbestpracticesforeducatorpreparation,
aroundwhichaTeachNYAdvisoryCouncil,convenedbySUNY,woulddevelop
recommendationsforSUNYandNewYork.
Theprojectwasfundedandlaunchedinsummer2014.ACoreWorkingGroup
workedcloselywiththechancellortolayouttheprojectsscopeandtimeline.As
proposed,TeachNYwouldbecarriedoutinthreephases,thefirsttoculminatein
theAdvisoryCouncilsfindingsandrecommendations.Thesecondphasewouldbe
markedbyfullengagementofSUNYcampusandsystemleadership,governance,
faculty,studentsanditspartnersintranslatingtherecommendationsinto
proposedpolicyforactionbytheSUNYBoardofTrustees.Thethirdphasewouldbe
implementation(withtargeted,strategicinvestment)andevaluation.
Immediatelyfollowingtheinitialplanning,ChancellorZimpherassembledthe
TeachNYAdvisoryCouncil,adistinguishedpanelofstateandnationalthought
leadersintheareaofteacherandleaderpreparation.Beyondattractingthebest
andbrightestfromacrossthestateandnation,theassembledgroupwould
representarangeofperspectivesthatwouldchallengeeachotherratherthan
speakinasingularvoice.Thegoalwascriticalconversation,outofwhichwould
emergegeneralconsensusratherthanunanimity,aboutthespecific
recommendationsthatwouldbeoffered.Councilmemberswerecarefullyselected
torepresentpublicandprivatehighereducation,P12teachersandadministrators,
schoolboards,labor,faculty,presidents,provosts,andstudents.Councilmembers
wererecruitedwiththepromisethatSUNYwasinvitingthemtohelpdevelop
recommendationsonhowpolicycoulddirectlysupportcoreprioritiesfocusedon
achievingsustainedimprovementintheeducationofteachersandleaders,along
withparallelschoolrenewal.TherecurringchargetotheCouncilfromtheverystart
andthroughoutitsworkwastojoinSUNYinthinkingboldlyabouttransformative
policy,focusingontheclassroomsandstudentsoftomorrow.

MembersoftheTeachNY
AdvisoryCouncilwere
carefullyselectedto
representpublicandprivate
highereducation,P12
teachersand
administrators,school
boards,labor,faculty,
presidents,provosts,and
students.

Therecurringchargeto the
Councilfromtheverystart
andthroughoutitswork
wastojoinSUNYinthinking
boldlyabouttransformative
policy,focusingonthe
classroomsandstudentsof
tomorrow.


FouralldayplenarymeetingsoftheTeachNYAdvisoryCouncilwereheldduringthe
201415academicyearinSeptember,December,February,andMayatthe
SUNYGlobalCenterinNewYorkCity.Theplenarysessionswerewebcasttoenable
expandedparticipationamongNYSMasterTeachersandSUNYdeansanddirectors,
andallsessionswererecordedtoallowfortranscriptanalysisforresearchpurposes.

TheCouncilwasdividedintothreeLeadershipTaskForces(LTFs),madeupofCouncil
membersandsupportedbyMasterTeachersandSUNYSystemAdministrationstaff.
Eachhadseparateareasoffocus:
Recruitment,selection,andculturalcompetence;
Curriculardesign,preserviceeducation,simultaneousrenewal,andrelated
partnerships;and
Induction,continuingprofessionaldevelopment,andteacherleadership.
TheLTFspresentedtheirideasanddraftrecommendationstothefullCouncilforits
consideration.Inaddition,theentireCouncil,togetherwithMasterTeachersand
SUNYsupportstaff,waschargedtoexplorechallengesandbestpractices,and
identifyrecommendationsinfourthandfifthpriorityareas:
Evaluationandassessment;and
Sustainableinfrastructure.
Betweenplenarymeetings,theLTFsmetvirtually.WithsupportfromSystem
Administrationstaff,theCouncilconductedenvironmentalscansforeachofthefive
priorityareas,identifyingpersistentchallengesandbestpractices,groundedinthe
researchliteratureandpractice.Thedatafromthescanswerecapturedinmatrices,
whichthenservedasorganizersforsubsequentdiscussionsandthedevelopmentof
recommendations.TheCouncilsfindingsandrecommendationswouldaddress
SUNYaswellasitspartners,includingNYSED,P12educators,andother
stakeholders.BeyondtheCouncilitself,additionalspeakersandpanelistswere
invitedtooffertheirperspectives.

Thecontentofthisreport
recommendationscrafted
fromayearofdeeply
researched,collaborative,
crosssectorworkismeant
toreinvent,reinvigorate,
andbringuptodate
educatorpreparationforall
ofNewYorkState.

FollowingtheDecemberTeachNYAdvisoryCouncilmeeting,SUNYhosteda
conveningoftheSUNYdeansanddirectorsofeducationtogaintheirinsightsonthe
recommendationsandtheinitiativeoverall.Thedeansprovidedvaluablefeedback
andcontinuedtobeactivelyengagedinTeachNYworkbyvolunteeringtoreview
draftsoftheCouncilsfindingsandrecommendations,andprovidingkeyresearch
documentsandotherresources.WhiletwoSUNYeducationdeansrepresentedthe
groupontheTeachNYAdvisoryCouncil,allwereinvitedtotheMayconvening.
Policyresearchandanalysistoassistinevaluatingpreliminaryrecommendations
againstabackdropofotherstatepolicieswascompletedbystafffromthe
RockefellerInstituteofGovernment(RIG).RIGstaffalsoprovidedanalysisofother
stateandsysteminitiatives(Gaisetal.,2015).

WhattoExpectFromThisReport
Thecontentofthisreporttherecommendationscraftedfromayearofdeeply
researched,collaborative,crosssectorworkismeanttoinformthedevelopment
ofpolicythatwillreinvent,reinvigorate,andbringuptodateeducatorpreparation


forallofNewYorkState.ThisreportisnottheendpointofTeachNY,butratherthe
culminationofphaseIandaspringboardforphaseII.
Moreover,asmentionedatthebeginningofthisintroduction,itisourhopethat
thisworktheprocessbywhichtheTeachNYAdvisoryCouncilwasformed,the
processesbywhichitcarriedoutthecreationoftherecommendations,andthe
recommendationsthemselveswillserveasamodelforotherstatesandother
highereducationinstitutionsthatpreparetodaysandtomorrowsteachersand
leaders.
SUNYsgoalistoattract,develop,andretainalarge,diversecorpsofhighly
qualifiedanduniformlyefficaciousteacherswhoarecommittedtocontinuous
improvementandexcellenceintheirprofession.
Thechaptersofthisreportaddressthatgoal,startingwithrecruitmentand
retentionofexcellentcandidatesinChapter1.Therecommendationsinthisarea
includeeachteacherandleadercandidatedemonstratingtheabilitytosucceed
academicallyandprofessionallyinourincreasinglydiverseclassrooms;more
effectivelydistributedandtimelyinformationforcandidates(andprogramfaculty
andstaff)aboutthecompetenciesneeded,especiallyprojectedteachershortages,
bydistrict,region,andstatewide;strategiesforsubstantiallyincreasingthe
diversityofgraduatesofSUNYsprograms;aconcertedefforttodispelmythsand
misconceptionsabouttheprofessionandincreasethevisibilityofgreatteachers;
andmuchmoreeffectiveoutreachtostudentswithboththepotentialforandthe
interestinacareerineducation.
Indevelopingthegeneralmodelforprogramstoprepareeducatorsfortwenty
firstcenturyschools,theTeachNYAdvisoryCouncilandprojectstaffweredrawnto
literaturethatpredictswhateducationmightlooklikeinthefutureinparticular,
ForecastingtheFutureofK12Teaching:FourScenariosforaDecadeofDisruption
(Prince,2014)andATransformationalVisionforEducationintheUS(Convergence
CenterforPolicyResolution,2015).Bothpieceschallengecurrentpractices(e.g.,
selfcontainedelementaryclassrooms)andstructures(e.g.,educatingonlywithin
schoolbuildings,chronologicallybasedgrades)andsuggestthatweshould
anticipateandworktowardaneducationsystemthatisauthentic,personalized,
andcompetencybased.TheAdvisoryCouncilsrecommendationsinChapter2
supportthisvisionandemphasizetheneedformoreflexibleandintentional
researchbasedcurriculardesigns;developmentofregulatoryfreezonesthat
enableexperimentationandinnovationincurriculum,modeofdelivery,anduse
oftechnology;moreintensivepreserviceclinicalpreparation,includingresidency
programs;andmuchmoreeffectivepartnershipswithP20stakeholdersgroups
uponwhichexcellenteducatorpreparationandresearchdepends.
AsdescribedinChapter3,SUNYmustensurethatallteachers,fromnovicesto
experts,canengageinprofessionaldevelopmentandcontinuousimprovement
strategiesthatequipthemwiththeinformation,technology,andresourcesthey
needtothriveintheirpractice,wherevertheirclassroomsmaybe.TheCouncils
recommendationscallforrecognitionofthecontinuumofdevelopmentthat
characterizesnearlyallpracticeprofessions;nolessthantwoyearsofhighquality
inductionthatbuildsonstrongpreservicepreparation,forallbeginningteachers;
differentiatedsupportsandresourcesfortheongoingdevelopmentand

SUNYsgoalistoattract,

develop,andretainalarge,
diversecorpsofhighly
qualifiedanduniformly
efficaciousteacherswhoare
committedtocontinuous
improvementand
excellenceintheir
profession.

Weshouldanticipateand
worktowardaneducation
systemthatisauthentic,
personalized,and
competencybased.

SUNYmustensurethatall
teachers,fromnovicesto
experts,canengagein
professionaldevelopment
andcontinuous
improvementstrategies
thatequipthemwiththe
information,technology,
andresourcestheyneedto
thriveintheirpractice,
wherevertheirclassrooms
maybe.

TheTeachNYAdvisory
CouncilcallsonSUNY,
NYSED,andNewYorkState
toworktogethertotake
immediateactiontorectify
thepersistentlackof
accurateandtimelydatato
supportcontinuous
improvementand
excellenceacrossP20.

Leveragingthestatesand
SUNYsvastinfrastructure
willbenecessarytoinitiate
andsustaintransformation
efforts.

credentialingofteachersandleaders,includingexpandedsupportforNational
Boardcertification;andgreaterinvolvementofhighereducationintheprofessional
developmentofteachersandleaders,includingampleopportunitiesfor
collaborativeresearchanddeploymentofSUNYexpertisesuchasitsCenterfor
OnlineTeachingExcellence(COTE).
InChapter4,SUNYscommitmenttodatatransparencyandaccountabilityis
acknowledgedasastrengththatshouldbeleveraged,asisNewYorkStatesand
SUNYssharedcommitmenttoaccreditationandhighstandards.Affirmingthat
accountabilityisessentialformeaningfulchange,theAdvisoryCouncils
recommendationscallonSUNYtoprovideleadershipforacomprehensive
professionalaccountabilityframeworkonethatbefitsamatureprofessionat
boththestateandnationallevel;enhanceddevelopmentofacultureofcontinuous
improvementbasedonresearchandanalysis;morerobustfeedbackmechanisms
withprogramcompletersthatwillinformprogramrevisions;andestablishmentofa
TeachNYCenterforEducationalInnovationthatemploysSUNYsresearchexpertise
todrivecontinuousimprovement.TheTeachNYAdvisoryCouncilalsocallsonSUNY,
NYSED,andNewYorkStatetoworktogethertotakeimmediateactiontorectifythe
persistentlackofaccurateandtimelydatatosupportcontinuousimprovementand
excellenceacrossP20.Boldstepsmustbetaken.
LeveragingthestatesandSUNYsvastinfrastructurewillbenecessarytoinitiateand
sustaintransformationefforts.RecommendationsinChapter5callonNYSs
educationleaderstoestablishanenvironmentofgreatercooperationand
coordination;implementbraided(orfused)fundingapproachestofurther
strengthentheresourcebasetosupportteachersandleaders;strategicallyinvestin
andsupporteducationalresearchandinnovation;regularlycommunicateaboutnew
advancesineducationandthespectacularachievementsofNewYorkteachersand
leaders;deploysuccessfulgraduatesoftheNYSMasterTeacherProgram,by
establishingaMasterTeacherAcademy;andcontinuetoconvenetheTeachNY
AdvisoryCounciltoengageinternalstakeholdersandoutsideexpertsfromacross
thecountryinsupportofSUNYseducatorpreparationtransformationefforts.

ForemostintheTeachNY
thinkingabout
infrastructureisthenotion
ofsystemness;SUNYhasthe
opportunitytoimpact
educationforallstudentsin
NewYorkbyfocusingits
considerableresourceson
continuousimprovement
andexcellenceineducator
preparation.

Sinceitisnotpossibletodetermineexactlywhatchangeswillresultfromincreases
inflexibilityandagilityinfosteringcontinuousprogramimprovement,itisadvisable
toadoptastrategythatrequirestryingoutalternativeortemporarystructures
withinSUNYandevaluatingtheireffectiveness.Suggestionsfororganizational
developmentstrategiesareofferedinthisreport.
ForemostintheTeachNYthinkingaboutinfrastructureisthenotionofsystemness;
SUNYhastheopportunitytoimpacteducationforallstudentsinNewYorkby
focusingitsconsiderableresourcesoncontinuousimprovementandexcellencein
educatorpreparation.

KeyThemes
WhileacursoryreviewoftheAdvisoryCouncilsfindingsandrecommendations
mightleadareadertowonderwhathereisnew,acloserreadwillrevealunique
featuresthatclearlysetthisworkapartfromothereffortsinthesamevein.


Theresnodenyingthatinthevastliteratureofgreatideasabouttheneedfor
educationalreform(see,forexample,theAmericanAssociationofCollegesof
TeacherEducationandPartnershipfor21stCenturySkillsreport21stCentury
KnowledgeandSkillsinEducatorPreparation[AACTE&P21,2010],thereportsof
theHolmesGroup[1986,1990,1995],andArthurLevinesEducatingmonograph
series[2005,2006,2007]),manysimilarrecommendationsappear.Initsinsistence
tostartwithexaminingthewidebodyofresearchliterature,theCouncilwasvery
intentional,asitwasequallyintentionalinembracingthebest,boldestideas,
regardlessoftheyearpublished.Infact,therepetitionoftherecommendationsin
yetanotherdocumentthat,likemanyothers,isextensivelyresearchbased,
suggeststhatthetransformationofteacherandschoolleaderpreparationforthe
21stcenturyconstituteswhatHeifetzandLinsky(2002)refertoasanadaptive
challengethatis,achallengethatrequiresmorethanjustafewtweaks.More
thansimplyaddingacoursetocoveranewareaofpedagogyorasectiontocovera
newtechnology,adaptivechallengesrequireachangeinvalues,beliefs,roles,
relationships,infact,intheverywayweapproachourwork.
Whileattractingandretainingexcellentteachersandleadersisachallengeforall
NewYorkState,indeed,theentirenation,SUNYisuniquelypositionedtoaddress
thechallengeatanunmatchablescale.Ithasextraordinarybreadthinits64
campuses.Itstechnologycolleges,comprehensivecolleges,doctoralinstitutions,
and30communitycollegesareuniquelyqualifiedtotogetherdeliversustained
excellenceinteacherandleaderpreparationandprofessionalsupport.Withits
geographicaldistributionacrosstheentirestate,SUNYhasthecapacitytoreach
intocommunitiesinordertoexpandtherelationshipsandfurtherdevelopthe
partnershipsthatarenecessaryforchange.FromintroductorycoursesinEPPsto
cognatecoursesinawiderangeofrelevantdisciplinestoresearchseminarsatits
universitycenters,SUNYhastheuniquecapabilitytoaddresstheissuesof
educatorpreparationreformateverylevel.Thebreadthanddiversityofthe
systemscampusesalsoallow,inauniqueway,forcoordinatedlaboratoriesof
promisingideas,suchastheestablishmentofanUrbanRuralTeachingCorps.The
finalpieceinSUNYsstrengthsisitschancellor.Dr.Zimpherisoneofthenations
leadingscholarsofeducationandeducatorpreparation,havingworkedin
MilwaukeeandCincinnatibeforecomingtoSUNY.ShenowisengagedineightNew
Yorkcitiestocreatethenetworksnecessaryforchangeonthelocallevelby
bringinganareasbusiness,political,andsocialleaderstothetablewithonetask
beforethem:theattainmentofbettereducationaloutcomesfortheyoungwomen
andmeninthatcommunity.ChancellorZimphersexpertiseinandpassionforthis
missionareunrivaledinpublichighereducation.
BeyondSUNYanditsleadershiparethepartnershipandcommitmentofNewYork
Statesleadershipandcitizenry.Fromthegovernortothelegislature,totheBoard
ofRegentsandNYSEDsnewcommissioner,toNewYorkStatescommunitiesand
citizens,nootherstatecanmatchNewYorkscommitmenttoexcellencein
education.
AsourHistoricalTimelineofEducationMilestones(p.11)shows,theEmpireState
hasbeenaleaderineducationalreformoverdecades,indeedcenturies,
consistentlyadoptingthehigheststandardsforteachersandstudentsalike.Nowis

Whileattractingand
retainingexcellentteachers
andleadersisachallenge
forallNewYorkState,
indeed,theentirenation,
SUNYisuniquelypositioned
toaddressthechallengeat
anunmatchable
scaleSUNYhasthe
capacitytoreachinto
communitiestoexpandthe
relationshipsandfurther
developthepartnerships
thatarenecessaryfor
change.

BeyondSUNYandits
leadershiparethe
partnershipand
commitmentofNewYork
Statesleadershipand
citizenrynootherstatecan
matchNewYorks
commitmenttoexcellence
ineducation.

Nowisthetimetoleverage
NewYorkslegacy,its
recordofinnovation,its
unmatchedinvestment,and
toreconsiderthe
infrastructureneededto
ensureexcellenceinteacher
andleaderpreparationand
development.

NewYorkStatesreputation
forcomplexlayeredpolicy
andregulationiswell
known,butworking
together,wemustestablish
amorebalancedregulatory
environment.

thetimetoleverageNewYorkslegacy,itsrecordofinnovation,itsunmatched
investment,andtoreconsidertheinfrastructureneededtoensureexcellencein
teacherandleaderpreparationanddevelopment.Atthesummitofour
recommendationsistheestablishmentoftheTeachNYCenterforEducational
Innovationacoordinatingstructuretomoreeffectivelyleverageresourcesand
partnerships;promoteinnovationandexcellenceinSUNYeducatorpreparation;
attractexternalsupportandfunding;andraisethevisibilityofSUNYsprograms,
research,faculty,graduates,students,andpartners.NewYorkStateshouldbea
magnetforfutureteachersandleaders,andthepoliciesandpractices
recommendedinthisreportwouldmakeitjustthat.
NewYorkStatesreputationforcomplexlayeredpolicyandregulationiswellknown,
butworkingtogether,wemustestablishamorebalancedregulatoryenvironment,
onethatincludesregulationfreezonestospurinnovation,experimentation,and
systemproofpointsforpotentialscaleup.NewYorkStatesvastinfrastructureand
significantinvestmentinP12educationmustbeleveragedandredeployedina
moreintegratedpreschoolthroughdoctorate(P20)fashion,adoptingstrategies
suchasbraidedandfusedfunding,totraingreatteachersandbringgreatteaching
toeveryNewYorker.Thesearebutasamplingoffeaturesthatdistinguishthis
reportfrommanyothers.
RecognizingthatthisreportmarkstheendofphaseIandthepromptforphaseII,
theTeachNYAdvisoryCouncilinvitesacarefulreadofthisdocumentandiseagerto
helpNewYorkStateembracethemanythoughtful,transformative
recommendationsofferedhereinthespiritofunprecedentedcollaboration.

10

11

12


Chapter1ExcellentCandidates
Recruitment,Selection,andCulturalCompetence

Educationisthemostpowerfulweaponwhichyoucanusetochangetheworld.

NelsonMandela

Oneofthenationsmostpressingproblemsistofindwaystoimprovethe
educationaloutcomesofallstudents,buttheneedismosturgentlyfeltamongour
lowestperformingschools.Asnotedattheoutsetofthisreport,forevery100ninth
gradersinNewYorkState,onaverageonly23willcompleteacollegedegreeon
timeorclosetoontime;insomedistricts,bothurbanandrural,theratesofsuccess
areconsiderablylower.Whethertheperspectiveissocialjusticeoreconomic
vitality,thisrecordcannotstandifNewYorksresidentsaretoliveinsomething
otherthanadeeplydividedsociety,whereeducationalattainmentseparatessocial
groupsbyaneverincreasinggulfbetweenthosewhoarecapableofparticipatingin
theknowledgeeconomyandthosewhoarenot.
Educationalsuccessistheresultofmanyfactorsexternaltoschools,suchas
communitywealthandfamilyincome,butthesinglemostimportantinschool
factoristhequalityofteaching(CenterforPublicEducation,2005;Hattie,2009;
Wright,Horn,&Sanders,1997).NewYorksandthenationschallengeisclear:We
mustattractanddevelopahighlyqualifiedpoolofteacherandschoolleader
candidateswhodemonstrateboththeacademicabilitiesandcomplexsocialand
technologicalskillsetsnecessaryforeffectiveteachingandlearninginthe21st
century.Inadditiontocontentandpedagogicalknowledge,prospectiveteachers,
teacherleaders,andschoolleadersneedaworkingunderstandingofthe
increasinglydiversecommunitiestheyarepreparingtoserve,whichcanbegained
througheitherlivedexperienceinthecommunitiesorcurriculadesignedtofoster
suchunderstanding.
AccordingtotheU.S.DepartmentofEducation(2011b),thenationwillneed1.6
millionnewteachersinthenextdecadetoreplacethosewhoareonthevergeof
retirement.WhilethedemandforteachersinNewYorkStateisprojectedto
increasebetweennowand2022,therateofdemandwillvary,dependingonthe
gradelevelandsubject.Duringthistime,theoverallneedforNYSteachersis
expectedtogrow5.8%,addingmorethan17,000newpositionsover10years
1,700onaverageeachyear.Thisgrowthisinadditiontotheexpected
approximately6,750currentteacherswhowillneedtobereplacedannually,dueto
turnoverandretirement(NYSDepartmentofLabor,n.d.).

Wemustattractand
developahighlyqualified
poolofteacherand
schoolleadercandidates
whodemonstrateboththe
academicabilitiesand
complexsocialand
technologicalskillsets
necessaryforeffective
teachingandlearninginthe
21stcentury.Inadditionto
contentandpedagogical
knowledge,prospective
teachers,teacherleaders,
andschoolleadersneeda
workingunderstandingof
theincreasinglydiverse
communitiestheyare
preparingtoserve.

Inpreparingrecommendationsforthischapter,theTeachNYAdvisoryCouncil
examinedchallengesinbuildingasufficientlylargepoolofhighlyqualifiedteacher
andleadercandidatesfromadecadelongdeclineinenrollmentsanddegrees,to
asignificantmismatchinsupplyanddemandacrossgradelevel,subject,and
setting,toateacherworkforcethatlookslessandlesslikethestudentsitserves.
TheCouncilalsostudieddataonpublicperceptionoftheprofessionanddiscussed

13


otherfactorsthatmightdiscouragewouldbeteachers.Ittookstockoftheresearch
literatureandexaminedbestpracticesacrossthecountryandinternationallybefore
generatingrecommendationsforpoliciesandpracticesthatwillyieldamore
academicallyskilledandculturallydiversepoolofteacherandleadercandidates,women
andmenwhoarebetterpreparedtomeetthefullrangeofeducationalchallengesfacing
ourschoolsandourcommunitiestodayandtomorrow.

TheRecruitment,Selection,andCulturalCompetenceLeadershipTaskForcewas
chargedto
considerpoliciesregardingtherecruitmentofeducatorpreparationstudents,
withafocusondiversityandtheskillsnecessarytoleadtheclassroomsof
todayandtomorrow;
examinethepublicperceptionoftheteachingprofession;
provideguidanceontheimplementationofSUNYsrecentlyadoptedpolicyon
admissionscriteriaforeducatorpreparationstudents;and
reviewthebestpracticesforcandidateretentionandcompletion.

ChallengesinRecruitingTomorrowsTeachersToday
Recruitingstudentsespeciallythosewhopossesstheacademicandpersonal
qualitiesnecessarytobecomesuccessfuleducatorsisachallengeforhigher
education,whichuntilrecentlyhasoperatedlargelyonaFieldofDreamsprinciple:
builditandprospectivecandidateswillcome.Inthe1980sand1990s,SUNY,likethe
restofhighereducationinthestate,witnessedtremendousgrowthindegrees
grantedineducation,andNewYorkStatecontinuedtobeoneofthenationslargest
providersofteachers.Insharpcontrast,themostrecentdecadesawsignificant
declinesinbothenrollmentanddegreesforthestateoverall,atbothSUNYandNew
Yorksindependentcollegesanduniversities(seeFigures2and3).
Figure2National,NYS,andSUNYTrendsinCompletion
p
25,000

200,000

23,183
171,923
154,265

20,000
130,377

16,878

19,921

15,000

140,000
120,000
100,000

10,281

10,000
6,483

80,000

7,609
5,029

5,000

180,000
160,000

166,241

3,402

60,000
40,000
20,000

0
198384

199192
SUNY

AllNYS(IncludesSUNY)

200203

201213

National(IncludesSUNY)

Source:IPEDSCompletionsSurveys
Note:TeacherPreparationdefinedbyCIPCodes,13.02,13.10,13.12,13.13,13.14

Figure3,NYSTrendsinCompletions,offersamoredetailedbreakdownoftheNew
offersamoredetailedbreakdownoftheNewYorkexperience,withprivatecolleges
droppingbyatotalofapproximately1,100degreesawardedannuallyoverthe
decade,andamoredramaticdeclineofabout3,400degreesbetween200910and
201213.TheCityUniversityofNewYork(CUNY)wastheonlyproviderinthesedata

14


toexperienceanincreaseovertheperiod,about430degrees.Partofthe
explanationforCUNYsgrowthistheNewYorkCityTeachingFellows(NYCTF)
programdiscussedbelow,whichrecruitsmathandsciencegraduatestoparticipate
inasummerimmersionineducationpedagogyfollowedbyenrollmentinaspecial
graduateprogramatthecollegeoftheirchoice,oncetheyhavebeenacceptedby
thatgraduateschool.

Figure3NYSTrendsinCompletions
p

16,000
13,902

13,875

14,000

13,979

13,448

13,772

14,426
13,144

12,595

12,173

12,225
11,044

12,000
10,000
8,000

7,609

7,190
5,684

6,000

5,854

5,552

5,189

5,193

5,209

5,196

4,962

5,029

3,836

3,923

3,814

3,823

200910

201011

201112

201213

4,000
2,000

3,389

3,225

200203

200304

3,708

3,756

3,589

3,480

200506

200607

200708

200809

2,774

0
200405

SUNY

CUNY

PrivateInstitutionsNYS Only

Source:IPEDSCompletionsSurveys

Thoughrecentemploymenttrendsarebeginningtoshift,withtheonsetofthe
GreatRecessionin2009,thedemandforteachersinmanytraditionalareas
elementaryeducationandnonscience/mathsecondarysubjectstightened
significantly,atrendthathasbeenespeciallyapparentintheNortheastand
Midwest,regionswithlittlegrowthintheschoolagepopulation.Withpervasive
sharpdeclinesinstaterevenues,oneofthesectorstofeelthegreatestimpactwas
education,sincethelossofstaterevenuecouldonlybepartiallyrecoveredatlocal
levelsbyincreasingpropertytaxes.Consequently,roughly300,000teachersand
otherschoolemployeeslosttheirjobs,andtensofthousandsofothersgraduated
fromcollegesanduniversitiestofaceoneoftheworstjobmarketsinrecent
history.Thissituation,inturn,hadanimpactoneducatorpreparationenrollments,
withthelargestdeclinesseeninkeyproviderstates,includingCalifornia,NewYork,
andTexas(Evans,Schwab,&Wagner,2014;Westervelt,2015).
Evenaccountingfortherecentdeclinesindegreesawarded,SUNYcontinuestobe
thesinglelargestproviderofeducatordegreesinNewYork,andithasanobligation
byvirtueofitsstatutorymissionandhistoryasaleaderineducatorpreparationto
ensurethatNewYorkschoolshavesufficientnumbersofhighlyqualifiedteachers
andleaderstomeettheneedsofstudents.
TheAdvisoryCouncilagreedthatthedemandforandthedemandsonteachers,
andtheattractionoftheprofessionhavechangeddramatically,andthequalityand
diversityofthepoolofcandidatesseentodayarenotsufficientforwhatourschools
andcommunitiesneed.Itisnolongerenoughforhighereducationinstitutionsto
waitforteachercandidatestowalkthroughthedoor;recruitmentmustbewell
plannedandarticulated(Luft,Wong,&Semken,2011).Withthisinmind,the
AdvisoryCouncilidentifiedrecommendationstoaddresstherecurringchallenges

Thedemandforandthe
demandsonteachers,and
theattractionofthe
professionhavechanged
dramatically,andthe
qualityanddiversityofthe
poolofcandidatesseen
todayarenotsufficientfor
whatourschoolsand
communitiesneed.

15


mostoftencitedintheresearchliterature:publicperception,academicexcellence,
diversity,culturalcompetence,andsupplyvs.demand.Thischapteraddresseseach
inturn.

I.AddressingPublicPerceptionoftheProfession
Educatorsfaceeverincreasingscrutinyfromarangeofstakeholders,perhapsmost
notablypoliticians,whomakeessentialfundingdecisionsandwhohaveloudlyheldpublic
schoolteacherssolelyresponsibleforthedocumentedfailuresofU.S.schools.With
mediasimplyreportingthechargedrhetoric,oftenwithoutcontext,onemightassume
thebroaderpublicholdsthesameperception.Iftrue,thatcertainlyconstitutesan
impedimenttorecruitment.
Doesthegeneralpublicsharetheattitudesthathavecometodominatethepolitically
chargedpublicdiscourse?Thedatathataddressesthequestionaremixed,tosaythe
least.Accordingtoseveralrecentpolls,theteachingprofessionisstillamongthoseheld
inrelativelyhighesteembythegeneralpublic(HarrisInteractive,2009;McCarthy,2014).
Inothersurveys,teacherssawthegreatestincreaseinprestigeamongalltheprofessions
between1982and2007(Corso,2007).Furthermore,thedatagatheredfromacrossthe
globeclearlyplaceU.S.viewsonteacherstatusinthemiddleoftheinternationalpack,
whichisledbyChina,Turkey,andSouthKorea.AmongEuropeannations,theUnited
StatestrailsonlytheNetherlands(Dolton&MarcenaroGutierrez,2013).Evenmore
surprising,the2013GlobalTeacherStatusIndex(Dolton&MarcenaroGutierrez,2013)
reportedthatteachersintheUnitedStatesrankedninth,fourplacesaboveFinland,one
ofthecountriesconsistentlycitedashavinggreatandgrowingrespectforeducators.

Whiletheprofessionisstill
heldinrelativelyhigh
esteem,evenintheU.S.,it
hassufferedfromalossof
prestige,particularlyamong
ourverybeststudents,the
verygroupweneedto
attractintotheprofession.

Yet,inthemostrecentPhiDeltaKappa/Galluppoll,thepercentageofU.S.parents
whowouldwanttheirchildrentobecometeachersfellfrom62%in2005to57%in
2014,andevenmoretellingisthefindingthathalfofhighperformingcollege
studentsbelieveteachinghasbecomelessprestigiousoverthelastdecade(Bushaw
&Calderon,2014).Thelastpointisparticularlytroubling,sincethevariablemost
consistentlylinkedtoteachingexcellenceistheteachersacademicorcognitive
ability(Lankford,Loeb,McEachin,Miller,&Wyckoff,2014).Lowerlevelsof
compensationwithlimitedopportunitiesforcareeradvancementandlittle
professionalautonomyareamongthefactorsthathavecontributedtotherecent
declineinprestige(Auguste,Kihn,&Miller,2010).
Consequently,theevidencesuggeststhatwhiletheprofessionisstillheldinrelatively
highesteem,evenintheU.S.,ithassufferedfromalossofprestige,particularly
amongourverybeststudents,theverygroupweneedtoattractintotheprofession.
Recommendations for Addressing Public Perception
1. WorkingwithP12,NewYorkState,businessandindustry,SUNYshouldlauncha
publicservicecampaigntodispelmythsandmisconceptionsabouttheprofession;
raisethevisibilityofgreatteachersandgreatteaching;putaspotlightonthemany
teacherheroes;andidentifythebreakthroughresearchandinnovationthatare
quicklychangingthewayinwhichteachingandlearningoccur.

16


2. EnlistdistinguishedteachersatlocallevelsacrossNYS,especiallySUNYalumni
inthefield,tohelpidentifyandrecruitpromisingpotentialteachercandidates.

II.RecruitingforAcademicExcellence

Althoughthereislittleagreementonthequalitiesandcharacteristicscommonto
excellentteachers,theoneexceptionisacademicabilityanattributethathas
drawnthemostdirectcriticismoverthepastseveraldecades.

Anumberofstudiesandreportshavearguedthatstudentsenrolledineducator
preparationprograms(EPPs),especiallythoseseekingcertificationaselementary
teachers,arelessacademicallyskilledwhencomparedtoothergroupsofstudents;
thatonaveragetheyscorelowerthanotherstudentsonstandardizedtests
(Augusteetal.,2010;Brenneman,2015).Incomparisontoothercollegemajors,the
evidencesuggeststhatcollegestudentswithhigherSATorACTscoresarelesslikely
toenterteaching,leavingeducationprogramswithpoolsoflowerperforming
prospectivestudents(Goldhaber&Liu,2003;Hanushek&Pace,1995;Murnane,
Singer,Willett,Kemple,&Olsen,1991).WhileLevine,inEducatingSchoolTeachers
(2006),offeredamorenuancedanalysisoftheacademicqualificationsofteacher
candidates,henonethelessconcludedthattheadmissionstandardsforteacher
preparationatalmosteverylevelweretoolow,butespeciallysoforthoseseeking
toteachinelementaryschools.Thisissuealsoreceivedmorepublicattentionwhen
theNationalCouncilonTeacherQuality(NCTQ)issueditslatestinaseriesof
controversialreportscriticalofteachereducatorprograms,chargingthattoomany
programsfailtorecruitthebeststudents,resultinginmorethanathirdnot
meetingtheorganizationsstandardsforstudentselection(NCTQ,2014a).Given
thesearguments,manyhavecalledforhigheradmissionstandardsforentryinto
theprofession(Allen,Coble,&Crowe,2014;Ripley,2014).
Closertohome,arecentstudyofNewYorksuggeststhatthechargeoflittle
academicselectivityinEPPsmaybelesstruetodaythanitwasinthepast.Using
SATscoresfromafourdecadecycle,aresearchgroupfoundthatinthemostrecent
decadethescoresforeducationgraduatesandnewhireshaveimprovedandin
somecasesimproveddramatically,reversingwhathadbeenathreedecade
patternofdecline(Lankfordetal.,2014).

ArecentstudyofNewYork
suggeststhatthechargeof
littleacademicselectivityin
educatorpreparation
programsmaybelesstrue
todaythanitwasinthe
past.(Lankfordetal.,2014)

TheSUNYdatapresentedinFigure4,ComparisonofSATScoreDistributionfor
EducationandAllStudentsappeartofurthercounterthecriticswhocontinueto
notethelackofacademicskillamongteacherandschoolleadercandidates,atleast
tosomeextent,buttheyarealsoconsistentwithLevines(2006)andGitomers
(2007)observationthatnationallyincomparisontootherstudents,thesecondary
educationcandidatesfaremuchbetterthandotheelementary.Whencombined
together,theSATscoredistributionforSUNYeducationstudentsmirrorsthe
distributionforallstudents.However,whenweseparatetheeducationmajorsinto
theirrespectivegroups,thesecondarystudentshavesubstantiallyhigherscores
thantheirpeers,with80%inthetophalfofthedistribution(atorabove1000)and
53%scoringinthetopthird(atorabove1100),ascomparedto61%and30%,
respectively,forelementaryeducation,and71%and44%forallstudents.

17


Figure4ComparisonofSATScoreDistributionforEducationandAllStudents

ComparisonofSAT/ACT ScoreRangeofStudentsAttending SUNYInstitutions

offeringTeacherPreparation Programs,Fall2014

35%

Elementary

30%

Secondary
25%

TotalEducation
AllStudents

20%

15%

10%

5%

0%
400 799

800 899

900 999

1000 1099

1100 1199

1200 1299

1300 1399

1400 1499

>=1500

Proportion ofstudentswithknownSAT/ACTScores
Source:SUNYStudentData Warehouse

TheTeachNYAdvisory
Councilacknowledged
progressalreadymadein
NewYorkStatetoincrease
theadmissionsstandardsin
educationprograms,
includingthoseonSUNY
campuses,andstrongly
supportsthehigher
minimumadmissions
standardsadoptedbythe
SUNYBoardofTrustees.

Itbearsrepeatingthattheonequalityconsistentlyfoundamongexcellent,effective
teachersisarecordofacademicsuccess(Boyd,Grossman,Lankford,Loeb,&
Wyckoff,2008;Clotfelter,Ladd,&Vigdor,2007).NationssuchasFinlandand
Singaporehavemaderecruitingteachersfromthetopranksoftheirclassesamatter
ofnationalpolicy,andinthepasttwodecadestheyhaveachievedremarkable
outcomesinstudentlearning.WhiletheneedforteachersinNewYorkwhoare
amongourverybeststudentsiscompellingtoday,itwillbeevenmoreimportantin
thedecadestocome.Schoolenvironmentsarechanging,respondingtothebroader
cultureinmanifoldways.Tomorrowsteacherswillneedtobeexpertatand
interestedinlearningnewsubjectsandwillhavetobecomequicklyadeptat
employingnewtechnologiesintheirclassrooms.
Forthesereasons,theTeachNYAdvisoryCouncilacknowledgedprogressalready
madeinNewYorkStatetoincreasetheadmissionsstandardsineducationprograms,
includingthoseonSUNYcampuses,andstronglysupportsthehigherminimum
admissionsstandardsadoptedbytheSUNYBoardofTrusteesinSeptember2013for
teacher/leaderpreparationprograms:aminimum3.0GPAorequivalentforboth
undergraduateandgraduateprograms,orrankinthetop30%oftheapplicantshigh
schoolclass(SUNY,2013b).
Inadoptingthehigheradmissionsstandards,theSUNYBoardofTrusteessoughtto
ensurethatteacherandleadercandidateswould,infact,beamongthemore
successfulstudents.Thepolicyalsosignalstoprospectivestudentsthatacareerin
educationisdemandingandrequiresmanyskills.Atthesametime,thepolicyhelps
ensureSUNYgraduatesentertheprofessioninpossessionofastrongacademic
foundation.Finally,theSUNYstandardiscompatiblewithrecentlyrevised(February
2015)expectationsoftheCouncilforAccreditationofEducatorPreparation(CAEP),
thenationsaccreditingorganizationforEPPs,whichspecifiesanoverall3.0GPAfor
enteringcohorts.

18


Inrecentyears,anumberofprograms,bothinsideandoutsidecampusbasedEPPs,
havebeenevaluatedfortheirsuccessinrecruitingverygoodstudents.Onethathas
receivedagreatdealofattentionisTeachForAmerica(TFA),whichisdesignedto
recruitthemostsuccessfulstudents,andthroughafiveweeksummertraining
periodbringthemintoclassroomsthatsamefall.Thisalternativeentrytoteaching
programhassucceededinaccomplishingtwoprimarygoals:recruitingmore
successfulstudentsandhavingapositiveeffectonstudentlearning,especiallyin
someofthenationsmostdifficulttostaffschoolssetinpocketsofpoverty(Ripley,
2013).Howeverpraiseworthy,TFAhardlyoffersasolutionthatcanbebroughtto
scale,bothbecauseofitslimitedsizeandmoreimportantlybecausetoofewofthe
studentswhoenrollintheprogramandwhosubsequentlyentertheclassrooms,no
matterhowsuccessfultheymaybe,arestillteachingtwoyearslater(Boydetal.,
2012).Inthisrespect,manyseeitasparalleltotimeinthePeaceCorps,ratherthan
entryintoaprofession.

Otherprogramsofferdifferentincentivessomedirectscholarships,othersloan
forgivenessinmarkedstagestoattractthebeststudentsandencouragethemto
remainintheprofession.Amongthemoresuccessful,andlongestlived,state
programsdesignedtorecruitbetterapplicantshasbeentheNorthCarolina
TeachingFellowsprogram.Sinceitsfoundingmorethan20yearsago,theprogram,
whichoffered$6,500/yearscholarshipsonacompetitivebasisto500newprogram
participantsannually,hasattractedstudentswithsignificantlyhigheracademic
credentialsintotheteachingprofession(Henry,Bastian,&Smith,2012).
Moreover,theseteacherstudentshavesubsequentlysucceededintheir
classrooms,raisingstudentperformance,andtheyhavepersistedathigherrates
thanothergroups,evenaftertheirobligationperiodoffouryears(Henryetal.,
2012).Unfortunately,theprogramhasrecentlyfallenpreytocostcuttingbyNorth
Carolinaslegislatureandwillnotbefundedinthefuture.
OneotherapproachthatholdsgreatpromiseistheUTeachprogram,whichstarted
attheUniversityofTexasatAustinin1997asawaytoaddressthedemandfor
science,technology,engineering,andmath(STEM)teachers.Itrecruitsstudents
withdeclaredacademicmajorsinoneofthecoresciencesormathematicsintoa
programjointlydesignedbytheeducationandSTEMfaculties.Theprogramhas
grownto44campusesinits18years,andUTAustinhasexpandedthemodelinto
nonSTEMareas.UTeachfeaturesveryearlyplacementofstudentsinschools,with
handsonexperienceinallfoursemestersoftheprogram.Havingstudents
preparethreelessonsplansintheirfirstsemesterprovidesanearlyimmersionwith
classpreparation,whichisarealattractiontomanystudentsasitgivesthemthe
informationtheyneedtodeterminewhethertocontinuepursuingacareerin
teaching.

UTeach grewoutofthe
convictionthatpublic
universitieshaveaprofound
roletoplayinimprovingthe
publiceducationsystem.
UTeachisaninnovativeway
torecruitundergraduate
science,technology,
engineering,and
mathematics(STEM)majors
andpreparethemto
becometeachers.

AnumberofSUNYcampuseshavesimilarlydevelopedpatternsofcooperation
betweenandamongschoolsandprogramsthatsupportbothacademicmajorsand
educatorpreparation.AttheCollegeatBrockport,forexample,studentswhoapply
tothesocialstudiescertificationprogramarerequiredtocompletethecertification
sequence,ahistorymajor,andaspecialselectionofothersocialsciencecourses,
thelasttwoofwhichhavebeenjointlydevelopedbytheeducationandhuman
developmentandhistoryfaculties.Inaddition,thehistorydepartmentcraftsajoint

19


recommendationforeachapplicant.Othercampuses,suchasBuffaloStateCollege,
havebroughtthetwoprogramsmuchmorecloselytogether,withthehistory
departmentfacultyservingastheacademichomeforstudentsinthesecondary
socialstudiesprogram,andamemberofthedepartmentcoordinatesplacementsfor
studentteaching.

Overthepastthreeyears,inveryintentionalways,SUNYhasfosteredthe
developmentofthesecooperativerelationshipsthroughtheSUNYTeacherand
LeaderEducationNetwork(STEN),whichhasbroughttogetheradministratorsand
facultyfrombotheducationandliberalartsandsciencesdepartmentstomeetwith
P12teachersandadministratorsworkingcollaborativelywithinregions.These
existingnetworksprovideafoundationuponwhichtobuildstrongerpartnerships
throughwhichsuccessfulstudentsintheartsandsciencesareactivelyrecruitedinto
jointlyconceivedprograms.
RecommendationHighlight:
FullyimplementtheSUNY
BoardofTrusteespolicyon
educatorpreparation
programadmissions
selectivityandmonitorits
impact.

RecommendationHighlight:
Developcomprehensive
systemwideandcampus
specificrecruitment
strategiesbywhichartsand
sciences(andother
disciplines)andeducation
facultyandadministration
shareresponsibilityfor
attractingstrong
candidates.

Recommendations for Enhancing Academic Excellence

TheTeachNYAdvisoryCouncilrecommendsthatSUNY:
1. FullyimplementtheSUNYBoardofTrusteespolicyoneducatorpreparation
programadmissionsselectivityandmonitoritsimpact.
2. Developcomprehensivesystemwideandcampusspecificrecruitmentstrategies
bywhichartsandsciences(andotherdisciplines)andeducationfacultyand
administrationshareresponsibilityforattractingstrongcandidates,encouraging
excellentstudentswithpromisetoconsideracareerinteaching.
WorkwithP12teachersandleaderstoestablishteachingacademiesthat
inspireandencouragemiddleandhighschoolstudentstoexploreteachingas
acareer.
WorkwithNYSandNYSEDtodesign,develop,andfundafellowshipprogram
foroutstandingteachereducatorcandidates,similartotheNorthCarolina
TeachingFellowsprogram.
Makeaninformationalnetworkavailabletostudentsandadvisorsthatbrings
togetherinoneplaceallrelevantfinancialaidinformationthatisdesignedto
supporteducatorpreparation,includinggrants,stateandnationalscholarship
programs,subsidizedloanandloanforgivenessprograms,andensurethatthe
informationisaccurateandwidelydistributed.

III.RecruitingforDiversity
Demonstratedacademicsuccessisthefirst,butnotonly,characteristicthatwemust
seekineducatorpreparationcandidates.Forthepastthreedecades,thehigher
educationcommunityhasaddressedsocialdiversity,inthefullestmeaningofthe
term,andwillcontinuetodosoastheUnitedStatesincreasinglymovestowarda
minoritymajorityinthedecadesahead.Thedemographicpatternsthatemergedin
thepast20yearsindicatethatwhileoneofthefaultlineswillbebetweenanaging,
shrinkingwhitepopulationandayounger,expandingminoritypopulation,traditional
patternsofresidentialsegregationarelikelytocontinuetodecrease(Frey,2014).
Consequently,theclassroomsinalmostalllocalitiesarelikelytoexperience
significantgrowthinthenumberofstudentsofvaryingethnicity,lifestyle,religion,

20


language,tastes,andpreferences,whichmakesitallthemoreimportantfor
diversitytobeacriticallyimportantconsiderationinselectingandpreparing
educators.

Thecurrentdepthoftheproblemiseasilyhighlighted:Approximately85%ofthe
currentU.S.teacherforceisbysocietaldefinitionswhite,while50%oftheP12
studentsareyoungpeopleofcolor(Maxwell,2014).Moreover,whilethestudent
bodyisgrowingmorediverseeachyear,theethnicandracialcompositionof
teachershasremainedrelativelyconstant.Thepercentageoffemaleteachersin
publicandprivateschoolsalsoremainshigh,wellabove70%(Snyder&Dillow,
2015),whilemalescompriseroughlyhalfthestudentpopulation(U.S.Census
Bureau,2011,Table253).

Whilethestudentbodyis
growingmorediverseeach
year,theethnicandracial
compositionofteachershas
remainedrelatively
constant.

Somescholarsrefertotheseconditionsasthedemographicimperative,whichis
definedbythreerelatedcharacteristicsofourcurrentsituation:theincreasing
diversityofP12studentsenrolledinU.S.publiceducation;thegapbetween
studentsandteachersintermsoftheirlivedexperiences;andthepersistent
disparitiesineducationaloutcomesbetweensociallydefinedgroups:studentsof
color,lowincomestudents,andtheirwhitemiddleclasspeers(McDonald,2007).
Whiletheresearchliteratureisdividedontheimpactofgenderdifferences
betweenteachersandstudents,studieshaveindicatedthattheracialandcultural
identityoftheteachercanmakeadifference,particularlyforstudentsfrom
underrepresentedgroups(Dee,2004,2005;Egalite,Kisida,&Winters,2015).In
addition,teachersofcolorarealsomorelikelytoremainintheveryschoolsthat
needthemmost,theurbanschoolswithhighproportionsofstudentsofcolorand
fromlowincomefamilies(Achinstein,Ogawa,Sexton,&Freitas,2010;Villegas&
Irvine,2010).
Andthereareothersignificantpositivesocialbenefitstoincreasingthediversityof
teachersinourschoolclassrooms.Itwouldprovidemorerolemodelsforall
studentsandofferopportunitiesforstudentstolearnfirsthandaboutthevalueof
racial,cultural,ethnic,andgenderdiversity.Forsome,itwillaidlearningby
reinforcingthevalueoftheirownidentity;forothers,itwillserveasabridgeto
enablemembersoftheimmediateschoolcommunitytobecomemoreengagedin
theschool(NationalCollaborativeonDiversityintheTeachingForce,2004).
Unfortunately,withlittleevidenceofprogresstowardachievingamore
representativelydiverseteacherworkforce,weareallowingtheroadblocksthat
haveimpededmanystudentstoremaininplaceforyetanothergeneration.
Bostonisacitywherethedisparitiesarestrikingandillustrativeofthedepthofthe
problemseeninlargecitiesacrossthecountry.AsRich(2015)reports,currentlyin
BostonthereisjustoneHispanicteacherforevery52Latinostudents,andone
blackteacherforevery22AfricanAmericanstudents;insharpcontrast,theratioof
whiteteacherstowhitestudentsisonetolessthanthree.Effectivelyrecruiting
teachersfromhistoricallyunderrepresentedgroupscanbegintobridgethesegaps.
Amorediverseteachingworkforceisnotsimplyagoal;itisessentialifweareto
succeedinbreakingwhathasbecomeadeeplyentrenchedpatternofeducational
underperformance,especiallyamongurbanminorities.

21


Asthecountrysmostcomprehensivepublicsystemofhighereducation,SUNY
campusesnowhaveseveraladvantagesinrecruitingamorediversegroupof
applicantsthanwastrueinthepast.First,SUNYhasmadeamajorcommitmentto
diversity,bothonindividualcampusesandacrossthesystem,withachiefdiversity
officerforthesystem,asystemwideDiversityTaskForce,speciallyfundedprograms
thatofferassistancethroughmentoring,andabroadinfusionofdiversityacrosseach
goalintheUniversitysstrategicplan,ThePowerofSUNY.InSeptember2015,the
BoardofTrusteesadoptedasweepingresolutionontheissue,reaffirmingits
commitmenttomakingthesystemthemostinclusiveinthenation(SUNY,2015c).
Foritseffort,in2015SUNYreceiveditsfourthstraightHigherEducationExcellencein
DiversityAwardfromINSIGHTintoDiversity.

WhileFigure5,DiversityofSUNYTeacherEducationCompletions,suggeststhese
effortshaveshowntangiblesuccessinrecentyearsinattracting,retaining,and
graduatingincreasingnumbersofminoritycandidates,thecurrentleveliswholly
insufficienttoaddressthedemographicimperative.
Figure5DiversityofSUNYTeacherEducationCompletions
20%
%Minority
%International
15%

9.3%

10%

9.1%

7.6%
6.5%

5%

TheStriveTogetherCradle
toCareerNetworkisa
nationalnetworkworkingto
improveeducationsuccess
foreverychildbybringing
togethercrosssector
partnersaroundacommon
vision.StriveTogether
supportsthesecommunities
withresourcesanda
collectiveimpactapproach
focusedonaligningexisting
resourcesandusingdatato
addresslocaldisparitiesand
improveoutcomesforall
children.

4.4%

4.6%

3.1%

3.2%

5.6%

5.5%

3.9%

3.7%

4.9%

3.2%

2.5%

5.9%

2.2%

2.1%

20102011

20112012

1.8%

1.5%

20122013

20132014

0%
20042005

20052006

Source:SUNYStudentData Warehouse

20062007

20072008

20082009

20092010

Partoftheproblemisthattherearetoofewstudentsfromunderrepresentedgroups
emergingfromwhatmanycalltheleakyeducationalpipeline.InRochester,for
example,thedistrictenrolls30,000students,86%ofwhomarefrom
underrepresentedminorities.Ithasafouryeargraduationrateof43%,thelowestof
anymajordistrictinthestate,andabouthalftherateofneighboringsuburban
districtsinthesamecounty.Insharpcontrast,Greece,aborderingsuburbwitha
largeschooldistrictandagrowingproportionofunderrepresentedminoritystudents,
graduatesitsminoritystudentsataboutthesamerateseenforallstudents,
regardlessofracial/ethnicstatus,inthestate(NYSED,2014a).Inlargepart,the
explanationisclearlysocioeconomic,illustratedbythefactthatRochesterhasoneof
thehighesturbanpovertyratesinthecountry,withachildpovertyratethatexceeds
50%.Thelargestupstatecity,Buffalo,offerssimilardata:desperatepoverty,
concentratedamongtheminoritypopulation,coupledwithacurrentgraduationrate
of52%.Bycomparison,NewYorkCityhasachievedasomewhatdifferentsetof
outcomes,withitsfouryearhighschoolgraduationrateof64%agenuineproblem
tobesure,butonethatpalesincomparisontowhereitstoodin2005:46%.So,its

22


clearthattheissuesposedbypatternsofunderperformingschoolsand
underpreparedstudentsarenotimmutable.

Giventhisresearch,thequestionis:HowcanSUNYrecruitamorediversecandidate
poolandsustainthemthroughtograduation?

Cradle to Career Engagement

WhilewehavevillagesinNewYork,itwilltakemorethanavillagetobringabout
thechangesineducationoursocietydemandsandneeds.Recognizingthedepthof
theproblemswithurbaneducation,ChancellorZimpherhascontinuedtheefforts
shebeganinMilwaukeeandCincinnati,workingwithStriveTogetherandEDWorks
toleadamajorefforttomovethedial,touseherwords.SUNYiscurrently
engagedinanumberofprojectsdesignedtocreatetheinfrastructureacrossthe
statenecessaryforchange,includingsponsoringeightCradletoCareer(C2C)
networkedalliances,withfourmoreplanned.Eachalliancebringstogetherabroad
varietyofcommunityleadersdedicatedtoonepurpose:supportingthereforms
necessarytoachievebettersustainededucationaloutcomes,preschoolthrough
collegecompletion.
SUNYiscommittedtoworkingcollaborativelyateverypointintheeducation
pipelinetoeffectchange,whichintimewillresultinmorehighlyqualifiedminority
studentsbeingattractedtoateachingcareer.Theliteratureprovidesevidenceof
severalsuccessfulprograms.Again,theNorthCarolinaTeachingFellowsprogram
servesasanexample.Theprogramhasdevelopedahighlyeffectivenetworkof
districtliaisonswhoworkwithteachersandcounselorsacrossthestatetomake
surestudentsareawareofthesupportstheprogramoffers.Theresultisnotonlya
higheracademicprofileofprogramparticipants,butamorediversecohortyearby
year(Bireda&Chait,2011).

EducatorsRisingcultivates
highlyskillededucatorsby
guidingyoungpeopleona
pathtobecoming
accomplishedteachers,
beginninginhighschooland
extendingthroughcollege
andintotheprofession.The
programprovideshandson
teachingexperience,
sustainsinterestinthe
profession,andhelps
cultivatetheskillsneeded
tobesuccessfuleducators.

High School Engagement

Inaddition,severalprogramssuchasEducatorsRising(PhiDeltaKappa
International,n.d.),TodaysStudentsTomorrowsTeachers(TSTT,2014),andother
suchteachercadet/academyprogramsreachbackintoP12tobeginrecruiting
studentsearlierintheirschooling,eitherinmiddleschoolorhighschool.Effective
programsincludeavarietyofinitiatives,suchastutoringandcreatingspecial
supportgroups,includinghighschoolcadetprogramsandteacheracademies
(NationalEducationAssociation,2009).And,oncetheinclinationtoconsider
teachingasaprofessiontakeshold,theremustbeintentionalmeansand
experiencesbywhichthisinterestisfostered.Workingcloselywithlocaldistricts
andeducationprofessionalsisafundamentalpartofSUNYsheritage,andTeachNY
willextendthoserelationshipsbyworkingdirectlywithP12partners,teachers,
andstudents.Thiscollaborationwillbeaninvaluableassetforrecruitingthebest
qualifiedstudentsintotheeducatorpreparationprograms.
Anextensionofthisnotionwouldbetoworkmoreeffectivelywithcurrenton
campusprograms,suchasSUNYsownhighlysuccessfulEducationalOpportunity
Program(EOP),whereeconomicallyandeducationallydisadvantagedstudents,with
alargeproportionfromunderrepresentedminoritypopulations,arefound.Some,

SUNYGeneseoandNew
Paltzarepartneringwith
TodaysStudents
TomorrowsTeachersa
regionalorganizationthat
identifiesmiddleandhigh
schoolstudentsinterested
inbecomingteachersand
nourishestheirinterest
throughadvising,seminars,
teachershadowing,and
handsonexperiencesin
classrooms.

23

SUNY'sEducational
OpportunityProgram(EOP)
providesaccess,academic
support,andfinancialaidto
studentswhoshowpromise
forsucceedingincollegebut
whomaynothave
otherwisebeenoffered
admission.EOPstudents
mayreceivesupport
services,suchasacademic,
career,andpersonal
counseling;tutoring;and
supplementalinstruction.

includingtheMcNairScholarsProgramforfirstgenerationcollegestudents,usethe
mentormodeltoassiststudentsintheirgoaltogainadmissiontograduateprograms.
GivenSUNYsminimum3.0GPAcriterion,someofthesestudentsmaynotqualify
initiallybutwithappropriateacademicsupportsandmentoringcouldattheupper
divisionand/orgraduatelevel.Offeringanacademicminorineducationisoneway
tointroduceprospectivecandidatestothefieldwhileatthesametimesupporting
theiroverallacademicdevelopment.
CurriculumisthefocusofChapter2,buttherearecurricularpatternsthatwouldhelp
recruitamorediversebodyofstudentsintotheEPPapplicantpool.Forexample,a
clusterofrelatedcoursescouldbedesignedthatwouldbothsatisfygeneral
educationrequirementsandengagetheintellectualandexperientialinterestsof
candidates.Studentsmightbeofferedagroupofcoursesthatareprojectbasedin
schoolneighborhoodsthatfeatureurbansociology,urbaneconomics,andurban
history,asonewaytofulfilltheirdegreerequirements.Opentoallstudents,the
clustercouldbeanattractiontostudentsfromNewYorkscitiesandinnerring
suburbsthegrowthdistrictsforthefuture.Additionally,acurricularclusterwould
helpallstudentsbecomemorefamiliarwithdiversecultures,betterpreparingthem
toteachinthesedistricts.Anditwouldengagethecampusfacultyincreatingnew
curricularpatternsthatwouldengagetheentirecommunityincurriculardesignand
delivery,breakingmanyofthebarrierstocooperationacrossprograms,departments,
andschools.
UrbanRural Teacher Corps

AnUrbanRuralTeacher
Corps(URTC)isdesignedto
serveschoolswiththe
greatestneedsthosewith
theleastcommunitywealth
tosupporteducationand
thehighestturnoverof
teachers.

AcorollaryideaisaproposaltocreateanUrbanRuralTeacherCorps(URTC),
designedtoserveschoolswiththegreatestneedsthosewiththeleastcommunity
wealthtosupporteducationandthehighestturnoverofteachers.Someofthese
outcomescanbeaddressediftheteacherandleaderpreparationprogramsfocus
specificallyontheissuesandtheuniquestrengthsthatcharacterizethese
environments,therebybetterpreparingteachersforthechallengesanddemands
theywillface.Tobeeffective,additionalresourceswillneedtobeprovidedbygrants
fromfoundations,SUNY,andNewYorkState.
Byintroducingstudentstothecommunitysissuesthroughaclusterofcoursesand,
further,bycreatingalternatepathwaystocertificationforteacheraidesandothers
workingintheschools,theURTCwouldattractmorestudents.TheURTCwouldalso
generateinterestbyvaluingtheclusterofcompetenciesthatfostereffectiveteaching
andleadership;designingcurriculathatsupportthedevelopmentofgreater
understandingof,andappreciationfor,communityvaluesandexperience;and
integratingtheteacher/leaderpreparationprogramwiththeliberalarts(Howey,
2015b).ThisisaninstancewhereEPPscanbecomemoreintentionalaboutthe
multiplepathwaystheyoffer,andhence,moreattractivetoexcellentstudentswho
areseekingmeaningfulcareersinchallengingfieldswheretheywillbeabletomakea
difference.Thesepathwaysshouldaccommodatebothearlyandlatedeciderswho
wanttopursueateachingcareer.

24


Community College Pipeline

SUNYcouldbetterutilizeits

Importantly,SUNYcouldbetterutilizeits30communitycollegesandtheir
educationrelatedprograms.Communitycollegegraduatesarearichsourceof
highlyqualifiedstudents,whodemographicallyaremorediversebyageandrace
thanthosewhobegintheirstudiesononeofSUNYsbaccalaureatecampuses.

theireducationrelated

Inaddition,thecommunitycollegesaremorecloselytiedtospecificregions,local
organizationsandagencies,includinglocalschooldistricts.Fundedinpartbythe
localgovernment,thesecollegesdrawmainlyfromtheschoolsintheregionsin
whichtheyarelocated,andinthelastdecadetheyhavesignificantlyexpanded
theirprogramsineducation.Theirpotentialimportanceineducatorpreparation
wasrecognizedmorethanadecadeagobyAACTE,withitspublicationofaposition
paperthatincludedachecklistofactivitiesinwhichitbelieveditsinstitutions
shouldengagewithcommunitycollegepartners(Schuhmann,2002).
Amongtheitemsonthechecklistisfacilitationofsmoothtransfer.Fifteenyears
ago,SUNYfacultybegantoworkonestablishingcleartransferpaths,thefirstof
whichwastheTeacherEducationTransferTemplate(TETT).Morerecently,SUNY
hascraftedthelargesttransfersysteminthecountry.Inthe201314academic
year,morethanathousanddisciplinaryfacultyfromSUNYsundergraduatedegree
grantingcampuseswereinvitedtoworktogetherviaanewtechnologyplatformto
identifytheknowledgeandskillsneededduringthefirsttwoyearsofstudyinover
50transferpathsforspecificacademicmajors,bywhichstudentsareguaranteed
theseamlesstransferofcreditsearnedononecampustoanother.Theworkthat
remainsistoensurethat,inadditiontothecoursesidentifiedineducation,
studentsarecompletingthetransferpathsintheappropriateacademicmajors.
Finally,OpenSUNY,SUNYsnetworkofhundredsofprogramsandtensof
thousandsofcoursesofferedonline,enablesplaceboundstudents(includingthose
studyingatcommunitycolleges)tocontinuetheirprogramsofstudyatthe
baccalaureateandmasterslevelwithouttheneedtophysicallymovetoanother
campus.

30communitycollegesand

programs.Community
collegegraduatesarearich
sourceofhighlyqualified
students,who
demographicallyaremore
diverseandcommunity
collegesaremoreclosely
tiedtospecificregionsand
localorganizationsand
agencies,includinglocal
schooldistricts.

SUNYCortlandhasinitiated
acollaborativeprojectwith
Broome,Tompkins
Cortland,andOnondaga
CommunityCollegesto
implementaUniversal
PrekindergartenClinically
RichPilotProject.Faculty
membersfromCortlandand
thecommunitycolleges
havedevelopedfocused
experiencesforstudentsat
thecommunitycolleges
whoareinterestedinorare
pursuingcareersinearly
childhoodeducation.

Recommendations for Enhancing Diversity

1. Developacomprehensiverecruitmentplanwithsystemwideandcampus
specificrecruitmentstrategiestosubstantiallyincreasethediversityofeducator
preparationstudentsby
leveragingtheSUNYWelcomeCenterinNewYorkCitytosubstantially
increasethediversityoftheapplicantpoolforeducatorpreparation
programs;
workingwithP12partners,includingNYSMasterTeachers,tostrengthen
recruitmentandretentionstrategiesspecificallydesignedtoenhance
diversity;
bringingtoscalehighlyeffectiveprograms,suchasEducatorsRisingand
TodaysStudents,TomorrowsTeachers(TSTT),whichhavetrackrecordsof
successwithlocalcommunities;

Recommendation Highlight:
Developacomprehensive
recruitmentplanwith
systemwideandcampus
specificrecruitment
strategiestosubstantially
increasethediversityof
educatorpreparation
students.

25

RecommendationHighlight:
Workingdirectlywith
regionalcommunity
colleges,enhancethe
recruitmentandseamless
transferofstudentsinto
SUNYbaccalaureate
educationprograms.

developingclustersofcourses,suchasthoseincurrentfirstyear
residential/academicaffinitygroupings,designedtoattractandretain
studentsofcolorintheirfirstyear;
workingdirectlywithoncampusandcampusrelatedprogramsthat
effectivelyserveatriskandminoritypopulations,suchasUpwardBound,the
EOP,andtheMcNairScholarsProgram;and
workingdirectlywithregionalcommunitycolleges,enhancetherecruitment
andseamlesstransferofstudentsintoSUNYbaccalaureateeducation
programs.
2. Ensurethatthefinancialneedsofstudentswithlowersocioeconomicstatusare
beingmetbyeffectivelymobilizingallavailablecampus,state,andfederalfinancial
aidresources.

RecommendationHighlight:
CreateapilotUrban/Rural
TeacherCorps(URTC)that
recruitsandselects
applicantswhoare
committedtoand
appreciativeofhighneeds
urbanandruralschool
communities.

3. CreateapilotUrbanRuralTeacherCorps(URTC)thatrecruitsandselects
applicantswhoarecommittedtoandappreciativeofhighneedsurbanandrural
schoolcommunities.Thecurriculumwillenhancethedevelopmentofknowledge,
skills,andaptitudesnecessaryforsuccessintheseenvironmentsandappealto
studentswhoarecommittedtoworkinginurbanand/orruraldistricts.

IV.RecruitingandSelectingforCulturalCompetenceandOtherQualities
Thedifficultyinbothidentifyingandmeasuringwhatmanybelievetobecritically
importantthefitbetweenacandidateandtheprofessionisdiscussedbyAllen
andassociates(2014)inBuildinganEvidenceBasedSystemforTeacherPreparation.
Whiletheauthorsurgethatoneofthethreecriteriaforarigorousselectionamong
applicantsshouldbeameasureofteachingpromiseforthoseaccepted
candidates,theyacknowledgethatthereislittleresearchevidencelinkingspecific
belief,values,orhabitstomeasuresofteachingqualityorteachereffectiveness(p.
8).Despitethedifficultieswithaccurateassessmentofthesecharacteristicsand
beliefs,suchevaluationsdoplayaroleinboththepreviouslymentionedTeachFor
America(Dobbie,2011)andtheUTeachadmissionprocesses.
AworkingmodelmaybetheMissouriEducatorProfile(MEP),whichisrequiredofall
applicantstoMissourisEducationprograms.TheMEPprovidesanassessmentof
workstylepreferencesusedtosupportthedevelopmentofeffectiveeducatorwork
habits.Whilenotapartoftheprogramadmissionsdecisionitself,thequestionnaire
identifiesdevelopmentalobjectiveswhenastudententerstheprogramthatcan
subsequentlyserveasthebasisfordevelopmentaldiscussionsbetweenthestudent
andhisorherfacultyadvisor.
Toagreatextent,thequalitiesthatmakeanexcellentteacherarelearnedbehaviors,
theproductofbothlivedexperienceandthecurriculadesignedtoreinforce
dispositions,asthestudyoftheNorthCarolinaTeacherCorpsprogramsuggests.In
BuildingaBetterTeacher,Green(2014)providesanumberofexamplesofeffective
teachingthatresultfromneitheraspecial,naturaltalentnoraparticularpersonality
type.Instead,shearguesthatmeaningfullearningexperiencesleadstudentstosets
ofhighlyeffectivelearnedpractices.Similarly,Michaels(2014)workwithteachersin
hergroundbreakingcasestudydemonstratesboththepossibilitiesandcomplexities

26


ofeducatingteacherstobecomemoreawareofandabletochangetheracial
dynamicsoftheirownclassrooms.
AmongtheskillsanddispositionstheTeachNYAdvisoryCouncilidentifiedas
necessarytoleadtheclassroomsoftomorrowwereadaptabilitytoserveatrisk
students,strengthinSTEMfields,andagenuinecomfortandcompetencewith
evolvingtechnologies.Beyondacademicperformance,thecharacteristicsofthe
idealcandidateforasuccessfulcareerineducationarewidelydebated.What
additionalqualitiesareimportant?TheAdvisoryCouncilsuggeststhatperseverance
andpatience;multitaskingabilities;communicationskills,bothspeakingandactive
listening;sensitivitytothediversityofstudents,bothculturalandlearningstyles;
andtheabilitytoleadothersareamongthemostessentialcharacteristics.

Moreneedstobesaidregardingculturalsensitivitytothediversityofstudents,
which,giventhecurrentcompositionofboththeteacherworkforceandthosein
thepipeline,reallytranslatesintoaneedtodevelopculturalcompetence.All
SUNYEPPscurrentlyaddressculturalcompetenceintheircurricula(seeChapter2),
but,again,theNorthCarolinaTeacherCorpsappearstohaveachievedameasureof
successovertime.Itimmersesstudentsinbothacademicandexperiential
environmentsinwhichtheyhaveanopportunitytoworkthroughissuesofculture
anddiversity,beginningveryearlyinthefouryearprogram.
Recommendations for Recruiting and Selecting for Cultural Competence and
Other Qualities
1. LeverageSUNYresearchstrengths,especiallyintheareaofmeasurementand
evaluation,todevelopandimplementvalidformativeassessmentsofcultural
competenceandotherqualities,andtosupporttheadmissionandretentionof
excellentteacherandleadercandidates.

V.Supplyvs.Demand:BetterAlignmentwiththeEducationalMarket
OneofTeachNYsgoalsistobettermatchthegraduatesofeducatorpreparation
programswiththeneedsofNewYorkState.Specifically,thismeanseducating
graduateswhoaremoreacademicallycapable;whoasagroupexhibitgreater
diversity;whoarecomfortabledealingwiththecomplexityofculturalvalues;and
whobettermatchtheneedsofschooldistrictsbygradelevel,subject,andother
areasofspecialization.
Tobeclear,theAdvisoryCouncildoesnotsupportanyplanthatwouldlimitthe
choicesofcertificationareasavailabletostudentcandidates.Buttwoconcerns
emergedfromourdiscussions:1)studentsshouldbebetterinformedaboutthe
marketconditionslocal,regional,andnationaltheycanexpectupongraduation;
and2)shortagesinparticularareas,suchasSTEM,bilingual,andspecialeducation,
presentapressingsocialissue,onethatdemandsconcentratedattention,especially
frompublicuniversities.
Whenthelabordataarecloselyanalyzed,itbecomesapparentthatbroad
categories,suchassecondaryschoolteachers,whichincludesbothhighdemand
fields(STEM)andfieldswithverylowprojecteddemand(socialstudies),arenot

27


sufficient.Forexample,Figure6identifiesagrowingneed,bothnationallyandin
NewYorkState,forpreschoolandspecialeducationteachersatalllevels.Moreover,
theSTEMfieldswillhaveincreasingdemand,especiallyifproposalssuchasthatof
NewYorkCitytomakecomputersciencepreparationavailabletoallitsstudents
withinthenexttenyearsarewidelyduplicated(Taylor&Miller,2015).

Figure6LaborData:ProjectedU.S.andNYSDemandandSUNYGraduates
NewYorkProjections

Employment

Change

SUNYDegrees
AnnualAverageOpenings

U.S.
Growth
8
Rate

2012

2022

Net

201213

201314

10.4%

291,120

308,150

17,030

5.8%

8,450

1,700

6,750

4,626

4,108

17.4%

27,390

29,990

2,600

9.5%

1,030

260

770

272

257

13%

10,070

10,890

820

8.1%

360

80

280

89

86

ElementarySchool,ExceptSpecialEducation

12.3%

85,130

92,070

6,940

8.2%

2,560

690

1,870

1,309

1,104

MiddleSchool,ExceptSpecial&Career/Technical
Education

12.4%

40,340

43,580

3,240

8.0%

1,210

320

890

687

578

Title

Preschool,Primary,Secondary,andSpecial
EducationSchoolTeachers
Preschool,ExceptSpecialEducation
Kindergarten,ExceptSpecialEducation

Percent

Total

Growth

Replace
ment

Career/TechnicalEducation,MiddleSchool

5.2%

1,610

1,630

20

1.2%

40

40

46

43

SecondarySchool,ExceptSpecial&
Career/TechnicalEducation

5.5%

68,100

69,130

1,030

1.5%

1,950

100

1,850

1,462

1,322
23

Career/TechnicalEducation,SecondarySchool

5%

5,020

5,070

50

1.0%

150

10

140

26

16.2%

5,770

6,750

980

17.0%

200

100

100

77

72

SpecialEducation,KindergartenandElementary
School

6.2%

19,180

20,220

1,040

5.4%

430

100

330

421

385

SpecialEducation,MiddleSchool

5.2%

11,280

11,420

140

1.2%

200

10

190

56

52

SpecialEducation,SecondarySchool

4.6%

16,810

16,940

130

0.8%

300

10

290

122

115

SpecialEducation,Preschool

SpecialEducation,AllOther
EducationAdministrators,Elementaryand
SecondarySchool

9.5%

420

450

30

7.1%

10

10

61

71

5.7%

17,160

17,450

290

1.7%

490

30

460

177

156

Source:NYSDepartmentofLaborandSUNYStudentDataWarehouse

Canweeffectivelyrecruitforthoseareasindemand?Theanswerisyes,butweneed
toadoptmoreeffectiveapproaches,andmodelsprovidedbymanyofSUNYsown
communitycollegesmayserveasexemplarsinthisregard.
Giventheirfundingmechanisms(aboutonethirdofthecostisbornebylocalities)
andtheircloseassociationwithregionalbusinessneedsandlabormarkets,SUNY
communitycollegeshavedevelopedparticularlycloseworkingrelationshipswith
localorganizationsandagencies,populatingnumerouscampusadvisorygroupsand
boardsthatcouldserveasmodelsforEPPs.Toasignificantextent,thedemand(or
thelackthereof)forteacherswillbeoccurringnotonthenationalorstatelevel,but
inlocalities,andtheadvisoryboardsareanidealwaytolearnabouttheprojected
localandregionaldemandsearlyenoughtoplaneffectively.(SeeChapter2for
additionaldiscussionontheroleofadvisoryboards.)
JustasadvisoryboardsserveasabridgebetweenEPPsandlocalities,themost
effectiveprogramsinothersstateshavecreatedcurricularbridgesbetween
educationdepartmentfacultiesandtheircounterpartsintheartsandsciences.
Forexample,theUTeachprogrammentionedearlierhasdemonstrateditsviabilityto
recruitscienceandmathstudents.Throughspecialseminarsandanearlyand
intensivesetoffieldexperienceswithmentorteachers,UTeachstudentsgraduate
withboththeiracademicmajorandthepedagogicalcourseworkandexperiences
necessaryforteachingsuccess.Recently,theprogramhasbeenexpandedtoother

28


liberalartsdisciplines,suchashistoryandEnglish.Therearetwocriticalelements
fortheprogram:theveryearlyfieldexperiences,andthecooperationthathas
developedbetweentheliberalartsandsciencedepartmentsandthefacultyinthe
CollegeofEducation.Togetherthesefacultieshavecreatedanintegratedapproach
thathasrecentlyexpandedtoincludeundergraduateandgraduatetracksfor
UTeachUrbanTeachers.
Anotheruniversitysitedprogram,CalTeach,offersdistinctsimilaritiestoUTeach,
includingearlyrecruitmentofstudentswhoaremajoringintheSTEMdisciplines,
closecollaborationbetweenmathandsciencefacultymembersandtheir
colleaguesineducationpreparationprograms,andearlyplacementsinschools.
Together,theseelementscombinetocreatepedagogicalcontentknowledge,the
kindthatismostusefulforclassroomteachers(Newton,Jang,Nunes,&Stone,
2010).
WhilebothUTeachandCalTeachmightbetermedalternativeprograms,they
are,infact,versionsofteacherpreparationworkedoutbetweenthefacultiesfrom
differentdisciplinestocreatenewcurricularandexperientialpathstocertification.
NewYorkCityTeachingFellows(NYCTF),however,istrulyalternative.Itgrewfrom
theneedoftheNewYorkCityschoolstofindcertifiedteacherstoreplacethemany
uncertifiedteacherswhohadbeenhiredundertemporarylicensesinthe1990sto
teachmathematicsandotherhardtostafffields,apracticedisallowedin2002.The
resultwasamathimmersionoptionwithintheNYCTFprogramthatsoughttofill
theemploymentgaps.
AccordingtotheNYCTFwebsite,theprogramhasbeenasmashingsuccess,
providingthecitywithacadreofbright,capableyoungteachers.Formerand
currentFellowsare12%ofallteachers,18%ofscienceteachers,and22%ofall
mathandspecialeducationteachers.Theprogramofferedaseriesofincentives,
includingreasonablestartingsalariesduringthefirstyear,whenstudentswork
closelywithmentoringteachers;assistancewithgraduatetuition;andacohort
systemingraduateprograms,whichsignificantlyhelpedbuildpeersupport
systems.Itwas,andremains,highlyselective.By2008,ithadacceptedonly15%of
19,000applicants(Goertz,Loeb,&Wyckoff,2011).Acarefulstudyoftheprogram
concludesthattheNYCTFMathImmersionteachersimprovedstudentoutcomes
whencomparedtotheuncertifiedteacherstheyreplaced,buttheydidnotsurpass
thosewhoenteredfromthecollegerecommendedpath.Theyalsofellbelowthe
smallernumberwhocamethroughTeachForAmerica(Boydetal.,2012).An
enduringproblemforNYCTFmuchlikeTFAisteacherretention,whichislower
thanthosehiredfromcollegeEPPs.

CalTeach isaprogramfor
undergraduatescience,
math,andengineering
majorsinterestedin

exploringacareerin
education.Studentslearn
conceptualteachingskills
andpracticethesemethods
inlocalK12classrooms.Cal
Teachofferstheminorin
ScienceandMath
Education,aswellasa
uniqueopportunityfor
studentstocompletebotha
degreeandaCalifornia
teachingcredentialasan
undergraduate.

TheNewYorkCityTeaching
FellowsMathImmersion
programofferscandidates
withaninterestinteaching
math,butwithoutthestate
requiredbachelorsdegree
inmath,physics,
engineering,orstatistics,to
becomecertifiedtoteach
mathinNewYorkCity
MathImmersiontraining
setsFellowsupforsuccess
bydeepeningtheir
expertiseinthecontent
knowledgeandskillsthey
willteachtheirstudents.
Whileteaching,Fellows
continuetoparticipatein
mathcourseworkaspartof
theirmastersdegree
program.

Recommendations for Meeting Market Needs

1. InpartnershipwithNewYorkState,NYSED,theU.S.DepartmentsofEducation
andLabor,andlocalities,provideprospectiveandenrolledstudentsandfaculty
memberswiththemostuptodatelaborsupplyanddemandprojections.
Createadvisoryboardsforalleducatorpreparationprogramstomaintainthe
flowofinformationoncurrentandemerginglocalandregionalteacherand
leaderneeds.

29


InpartnershipwithNewYorkStateandlocalities,createpilotprograms
modeledontheNewYorkCityTeachingFellowsprogram.

RecommendationHighlight:
InpartnershipwithNew
YorkState,NYSED,theU.S.
DepartmentsofEducation
andLabor,andlocalities,
provideprospectiveand
enrolledstudentsand
facultymemberswiththe
mostuptodatelabor
supplyanddemand
projections.

Createadvisoryboardsfor
alleducatorpreparation
programstomaintainthe
flowofinformationon
currentandemerginglocal
andregionalteacherand
leaderneeds.

FinalConsiderations
Itshouldbeobviousthateffectiverecruitmentcannotbedivorcedfrommanyother
issuesuponwhichmajorreformdepends.Professionalprestige,cohortidentity,
materialresources,curricularcoherence,earlyimmersioninschoolenvironments,
etc.,allplayapartinmakingeducationamoreattractivecareerchoiceforbright
womenandmenwhoseektoservetheirsocietybysharingtheirloveoflearningin
theenvironmentsthatenablestudentstoacquiretheknowledge,skills,andattitudes
theyandtheircommunitiessodesperatelyneed.
Thischapterhasfocusedonthechallengeofattractingandretaininghighlyqualified
candidateteachers,andinsodoingtouchedonlybrieflyoncurricularissues.Thenext
chapterisdevotedtofullconsiderationofpreservicecurricula.

30


Chapter2ExcellentEducatorPreparation
CurricularDesign,PreServiceEducation,SimultaneousRenewal,andRelatedPartnerships

Themediocreteachertells.Thegoodteacherexplains.Thesuperiorteacher
demonstrates.Thegreatteacherinspires.

WilliamArthurWard
Thischapterlooksdirectlyattheacademicandpracticalpreparationofteachers
andschoolleaders,withaparticularfocusonthedesignofthecurriculumandthe
structureofpreserviceeducation.Concomitantly,weexplorenewmodelsof
relationshipsthatcanbringsimultaneousrenewaltoeducatorpreparation
programs(EPP)andcommunitypartners.
Increatingtherecommendationsinthischapter,theTeachNYAdvisoryCouncil
operatedunderthepremisethattheneedforchangeisurgent,withthe
preparationofnewteachersandleadersreflectingsubject,aswellasdemographic,
labormarketneeds.AsnotedinChapter1,thenationwillneed1.6millionnew
teachersinthenextdecade(USDOE,2011b).Thismassiveturnoverinour
educationalworkforcepresentsanopportunitytosetthedirectionofthe
educationalsystemforthenextseveraldecades.However,itisimperativethatwe
preparethenextgenerationofteacherswithstateoftheartknowledgeandskills,
acommitmenttolifelonglearning,andabilitytoleadandmanagechange.
TherecommendationsoftheAdvisoryCouncilarebasedonprinciples,practices,
andresearchrelatedtodevelopingselfregulatedlearners;overcomingthe
persistingdualitybetweenpedagogyandcontent;creatingdeep,selfsustaining,
andmultifacetedpartnerships;embracingcurriculumdevelopmentasa
collaborativeendeavor;andembeddingappliedlearningexperiencesthroughout
theentirecourseofeducatorpreparation.

Itisimperativethatwe
preparethenextgeneration
ofteacherswithstateof
theartknowledgeand
skills,acommitmentto
lifelonglearning,andthe
abilitytoleadandmanage
change.

TheCurricularDesign,PreServiceEducation,SimultaneousRenewal,andRelated
PartnershipsLeadershipTaskForcespearheadedtheCouncilsworkonthe
followingtasks:
Considerpolicyelementsregardingcurriculardesign,includingthereview
andadoptionofbestpractices,alignmenttoP12,andtheengagementof
facultyacrossdisciplinestosupporteducatorpreparation;
ExamineexistingSUNYpolicyandmakerecommendationsregardingclinical
placementsgenerallyandoptionsforclinicalstrategies,innovative
partnerships,andpartnershipagreementsforhighquality,clinicallyrich
placements;and
Provideguidanceonhowtocreatesustainablepartnershipsbetweenhigher
educationandNewYorkschooldistrictsandschoolstoallowallstudentsin
teacherpreparationprogramstheopportunitytoteachinahighperforming
school.

31


Inaddressingthesespecificcharges,theTeachNYAdvisoryCouncilheresetsforth
goalsandacorrespondingenablingframeworktosupportthisrevisioningof
academicprogramsthatpreparethehighestqualityteachersandschoolleaders.

Likemanyprofessionalpreparationprograms,however,thecurricularcomponentsof
todaysEPPsaretheresultofapatchworkofrequirementsputinplaceby
accreditationagencies,stateandfederaleducationdepartments,university
administrations,andtheprofessionitself.Additionally,therearereportsfrom
organizations,suchastheCenterforAmericanProgressandtheNationalCouncilon
TeacherQuality(NCTQ),thatseektoinfluenceeducatorpreparationprogramsby
creatingnewmodelsorreportingonthesuccessofprogramsinmeetingthe
respectiveorganizationsownstandards.Whilethequalityoftheseexpectationsand
reportsvariesmarkedly,theycontributecollectivelytothepublicdiscourseonthe
qualityandeffectivenessofoureducationalsystem.

Wemustthinkmore
expansivelyabout
preparationprogram
contentandexperiencesso
thatnewteachersand
leaderscanserveaschange
agents;betterunderstand
theinseparablenatureof
contentandpedagogy,
includingtheuseof
technologytosupportdeep
learningbystudents;and
understandtheimportance
andprinciplesof
collaborationand
partnership,especiallyin
clinicalexperiencesthat
supportcandidateand
studentlearning.

Inthelastdecade,professionssuchasmedicineandlawhavebeenstrivingtobreak
freeofhistoricconstraints,recognizingthatthecurrentmodelsofpreparation,
designedforthepast,arenolongersuitable.Followinginthefootstepsoftheseand
otherpracticeprofessions,educatorpreparationisinneedofsignificantreform.
NumerousreportsoverthelastdecadehaveheraldedcallsforchangewithinEPPs,
raisingconcernsaboutlowadmissionandgraduationstandards,facultyand
curriculumdisconnectedfromtherealityconfrontedbypractitioners,andresearch
thatisoftendevoidofthediversesocialcontextsinwhicheducationoccurs(Levine,
2006).AsMehta(2013)notes,Wearetryingtosolveaproblemthatrequires
professionalskillandexpertisebyusingbureaucraticleversofrequirementsand
regulations(p.463).Ratherthanmerelyexaminingwhichbureaucraticleversmight
needtobeadjustedtoimproveeducatorpreparation,theTeachNYAdvisoryCouncil
startedwiththepremisethatweneededtoenvisionwhatteachereducationshould
beandthenfigureouthowthatvisionistobeachieved.
Includedhereisasetofrecommendationswithineachsection,intendedtosetforth
keyaspectsofthisvisionandsuggestionsastohowwemightbegintocutthrough
theregulatoryspiderwebthatconstrainsreformefforts.Inaddition,theadded
reportingrequirementsoftenimposeadditionalcostswithoutconferring
commensuratebenefits(e.g.,timely,accuratedatatosupportcontinuous
improvement).TheAdvisoryCouncilhasconcludedthattheexistingwebof
regulationandstandards(largelyfromoutsidetheprofession)andtheaccompanying
reportingrequirementsshouldbestreamlinedtoprovidegreaterheterogeneityin
programsandencouragethedevelopmentofcurricularinnovation,enhancedclinical
experiences,andimprovedcommunitypartnerships.
Tomoveteachercandidatesbeyondthereplicationofmethodsderivedfroma
philosophyofteachasyouweretaught,wemust
thinkmoreexpansivelyaboutpreparationprogramcontentandexperiences
sothatnewteachersandleaderscanserveaschangeagents;
betterunderstandtheinseparablenatureofcontentandpedagogy,including
theuseoftechnologytosupportdeeplearningbystudents;and

32


understandtheimportanceandprinciplesofcollaborationandpartnership,
especiallyinclinicalexperiencesthatsupportcandidateandstudentlearning.
TheAdvisoryCounciltookintoaccountGoodlads(1990,1994)20postulatesfor
teacherpreparationprograms,whichweviewedasastartingpointforreturningto
thebasicsofhighqualityteacherandleaderpreparation.Forexample,heasserted,
Theremustexistaclearlyidentifiablegroupofacademicandclinicalfaculty
membersforwhomteachereducationisthetoppriority.Inaddition,theAdvisory
Councilnotedtheneedtodeliberatelyincludetechnologyinthecurriculum(D.
Johnson,2013;Philip&Garcia,2013;Phillips&Popovi,2012;Youngetal.,2012)
andtochangethefocusofteachingtostudentsascreatorsofknowledge(Mehta
&Fine,2012),meaning,asexplainedbyLabaree(2000),Agoodteacherisinthe
businessofmakinghimselforherselfunnecessary,ofempoweringlearnerstolearn
withouttheteachershelp(p.233).TheAdvisoryCouncilembracedthese
concepts,andthismindsetguidedthedevelopmentofrecommendations.
Defining Clinical Experience in Educator Preparation
Inthisreport,weuseaholisticdefinitionofclinicalexperiencesonethatmovesus
farbeyondstandardteachereducationexperiences.Clinicalexperienceshouldbe
broadenedtoincludeexperiencesinP12classroomsandsimulatedclassroom
environments,aswellasonhighereducationcampusesthroughteachingtoolssuch
ascasestudies,microteaching,andsimulations,ratherthanbeingbasedsolelyon
meetingtimerequirementsintheclassroom(Arsal,2014;Howey&Zimpher,2010).
Effectiveclinicalpreparationofteachercandidatesmustalsoincludepreparation
andsustenanceofhighereducationandP12clinicaleducationfacultythrough
professionaldevelopmentandongoingsupport,aswellasformalrecognitionfor
thelatter(Dangel&Tanguay,2014).AcrossNewYorkState,thesepracticescan
includetheuseofexpertssuchastheNYSMasterTeachers,teachersholding
NationalBoardCertification,andthosewhohavebeenformallypreparedto
assumerolesasteacherleaderstosupportbothstudentteachersandmentor
teacherswithinschools.Providingcontinuingprofessionaldevelopmentforandby
experiencedteacherscanensurethatapoolofinformed,uptodatementor
teacherswillbeavailabletoteachercandidates.Formalrecognitionofthisexpertise
canbestrengthenedthroughdefinitionanddevelopmentofboundaryspanningP
20rolesinteacherandleaderpreparationprogramsandgrantingofacademicrank
toP12andhighereducationclinicalfaculty.
Thepreparationoffutureteachersandeducationleadersneedstobeviewedasa
collaborativeendeavoramongthemanystakeholdersintheeducationpipeline,
includingschools,colleges,theNewYorkStateEducationDepartment(NYSED),
unions,accreditationagencies,andothereducationorganizations.Herewefocusin
particularontheneedforgreaterteamworkbothamonghighereducation
departments,schools,andsystemsandbetweenhighereducationandP12
institutions.Developingthesefunctionalrelationshipswillprovideforsimultaneous
renewalacrossP20,ensuringthatnewteachersandleadersunderstandwhatis
neededintheP12environment,thatfutureandcurrentteachersandschool
leadersreceiveongoingandmeaningfulprofessionaldevelopmentthatencourages
themtoreflectontheirpracticeandevolvetheircontentknowledgeand

Clinicalexperiencesshould
bebroadenedtoinclude
experiencesinP12
classroomsandsimulated
classroomenvironments
throughteachingtoolssuch
ascasestudies,
microteaching,and
simulations.

Thepreparationoffuture
teachersandleadersneeds
tobeviewedasa
collaborativeendeavor
thereisaneedforgreater
teamworkbothamong
highereducation
departments,schoolsand
systems,andbetween
highereducationandP12.

EducationfacultyatSUNY
FredoniaandBuffaloState
coteachcourseswithP12
teachersinschool
classrooms.The
collaborationprovides
professionaldevelopment
forthecourseinstructorsin
additiontosharingof
informationaboutteaching
intodaysschools.

33

Strongpartnerships
currentlyexistinmany
places,includingthrough
ProfessionalDevelopment
Schoolnetworks,andthese
successfulpracticesmustbe
sharedandextended.

Whileusingexperiences
fromsuccessful
partnershipscancontribute
tosimultaneousrenewal
andbeneficialsharingof
professionalexperiences,
theAdvisoryCouncilhas
alsonotedthatsuccessful
innovationandrenewalwill
requiresupportfromthe
highestlevelsofhigher
education,P12
institutions,accrediting
bodies,andotheroversight
agencies.

pedagogicalpracticeovertime,andthatpartnersinthepreparationofthese
professionalsunderstandthenuancesofthepreparationprocess.Thesepartnerships
oftenbecomemorepowerfulthroughtheinclusionoflocalbusinessesand
communitygroups.
Suchstrongpartnershipscurrentlyexistinmanyplaces,includingthrough
ProfessionalDevelopmentSchoolnetworks,andthesesuccessfulpracticesmustbe
sharedandextended.Weneedtomakepossiblethedevelopmentofbeaconsites
whereotherscancometoobserveandlearnbest(evidencebased)practices.These
sitescanbecomemodelsfordevelopingpartnershipssothatteachercandidates,
teachers,andschoolleaderscanstudyeffectiveandemergingpractices.Astatewide
resourcerepositorycanmakebestpracticesavailabletoallteachersandcandidates.
Schooluniversitypartnershipsprovideafoundationalframeworkforthe
collaborativeworkofpreparingnewteachersandschoolleaders(D.Breault,2013;R.
Breault,2014;Carlson,2012;Noguera&Klevan,2010;Vandyck,Graaff,Pilot,&
Beishuizen,2012).Whileusingexperiencesfromsuccessfulpartnershipscan
contributetosimultaneousrenewalandbeneficialsharingofprofessional
experiences,theAdvisoryCouncilhasalsonotedthatsuccessfulinnovationand
renewalwillrequiresupportfromthehighestlevelsofhighereducation,P12
institutions,accreditingbodies,andotheroversightagencies.

I.CurricularDesign
Curriculumdesignisthecoreofanyacademicprogramand,intheareaofeducator
preparation,shouldbuildafoundationoftheoryandpracticetoprepareteachers
andschoolleaderswhoareforwardthinking,studentcentered,andlifelonglearners
themselves.Inthissection,weexplorethecoretenetsthattheAdvisoryCouncil
believesshouldinformthedesignofthecurriculumandidentifyspecificareasthat
shouldbeconsideredasSUNYseekstoreviseitspolicyframeworkforteacher
education.
ProblemBased and CaseBased Learning
Teachersandschoolleadersneedtobeabletobringtogethervariousknowledgeand
skillstoaddressamultitudeofdifferentproblemseachday.Problembasedlearning
useswrittencasesandsimulatedsituationstostimulateinquiry,criticalthinking,and
knowledgeapplicationandintegrationrelatedtothestudentsparticularacademic
fieldordiscipline.Throughacollaborative,problembasedlearningprocess,students
acquireadeeperunderstandingoftheprinciplesofeducationand,moreimportantly,
acquiretheskillsneededforlifelonglearningthatarecriticalfortheongoingrenewal
ofourteachersandschools.Moreover,problembasedlearningactivitiesprovidean
opportunitytobridgethegapbetweenthecontentknowledgethestudentsoften
obtainoutsideofaschoolofeducationandthepedagogicalskillsgainedwithinthe
EPP,thusformingabasisforcontentbasedpedagogy.

34


Clear and Coherent Conceptual Framework

Theeffectivepreparationofeducatorsandeducationleadersrequirespreparation
programsthathaveaclearandcoherentconceptualframeworkthatguidesthe
developmentofthecurriculumandclinicalexperiences.Theconceptualframework
shouldbedevelopedandunderstoodamongpedagogicalandcontentfaculty,as
wellasP12partners,andshouldcontributetoasharedsenseofmission,
collegiality,studentidentity,andongoingprogramrenewal.

Educational Milestones
Educatorpreparationprogramsneedtodevelopmilestonesthatsignaltostudents,
faculty,andexternalstakeholdersthateachstudentismakingmeaningfulprogress
towardadmissionintotheeducationalguild.
Thesemilestones,usuallysignalingtheovercomingofachallengingelementinthe
program,arewhatsociologistsrefertoassharedordeals.AsSchlechty(1985)
noted,
Inaneffectiveinductionsystem,entryintotheoccupationismarkedby
distinctstagesandstatuses.Thesuccessfulcompletionofeachstageis
accompaniedbyaceremony,ritual,andsymbols.Eachstatuscarrieswithita
distinctsetofperformances,duties,rights,andobligations.(p.39)
Suchinductionsystemsareevidencedinfieldssuchasmedicineandlawandinthe
military,wherethereisaparticularstatusassociatedwithonesyearinschool,
passageofcertainexaminations,and,gradually,admissiontotheprofession(e.g.,
internsandresidentsinthemedicalfield,doctoralcandidatesineducation).EPPs
mustdevelopclearlydefinedmilestones,withassociatedritualsandobligations,to
signalastudentsprogressiontowardbecomingaprofessionalinthefield.
ResearchBased Curriculum
Educatorpreparationprogramsshouldprovidestudentswithasolidfoundationin
thetheory,analysis,andpracticeofeducationinallitsforms.Likeotherpractice
professions,teachersareincreasinglycalledupontodemonstratehowtheircraft
hasbeenintegratedwithsciencethattheirinstructionalmodels,methods,and
materialscanbelikenedtotheevidenceaphysicianshouldbeabletoproduce
showingthataspecifictreatmentwillbeeffective(Stanovich&Stanovich,2003,
p.3).
Moreover,EPPsneedtoengagefutureteacherswithproblemsthatariseoutofthe
inevitableincongruitiesthatexistbetweentheoryandpractice.Itisimportantthat
theoryandpracticenotexistinsilos;theutilityoftheoryisinusingittounderstand
realworldsituations.Educatorpreparationcurriculashouldincludelearning
outcomesassociatedwithintroducingstudentstotheresearchthatunderpinsgood
practice,teachingthemtobecriticalconsumersofthatresearch,andenabling
themtoconducttheirownresearchandassessmentactivities.Collegesand
universitiesarethemostappropriatesettingstoteachstudentsaboutthe
integrationofteachingandresearch;theirfacultiesshouldmodelsuchactivityand
providestudentswiththeskillsnecessarytodosointheirownclassrooms.

Georgiaspreservice

certificateinteacher

educationprovidesa
statewidemilestonethat
atteststopreservice
candidatesmeetingall
requirementsfor
participatinginfield
experiences.

TheTechTeach programat
TexasTechUniversityuses
performanceassessments
alignedtoasetof
instructionalcompetencies
associatedwithgreater
studentachievementgains
toevaluatecandidate
performancethrougha
videocapturesystemcalled
Teachscape.25.

Likeotherpractice
professions,teachersare
increasinglycalleduponto
demonstratehowtheircraft
isintegratedwithscience.

Educatorpreparation
curriculashouldinclude
learningoutcomes
associatedwithintroducing
studentstoresearchthat
underpinsgoodpractice,
teachingthemtobecritical
consumersofresearch,and
enablingthemtoconduct
theirownresearch.

35

Culturally Responsive Teaching

AcrosstheUnitedStates,thepopulationisbecomingmoreculturally,ethnically,
economically,andacademicallydiverse,anditisfallingonschoolstoprovidean
empoweringandequitableeducationforall.
Assuch,oneofthehighestprioritiesinteacherandschoolleaderpreparationisto
helpprospectiveteachersandleadersacquiretheattitudes,knowledge,skills,and
dispositiontoworkeffectivelywithstudentswithdiversebackgroundsand
experiences.EPPsmustassumetheresponsibilityofpreparingallteachersandschool
leaderstobeeffectiveinculturallydiverseclassroomsandschoolsandenablethem
tocapitalizeonthediversitywithintheirspecificsettings.Thisresponsibilityisin
additiontoincreasingtheracialandethnicdiversityoftheteachingworkforce,
emphasizingthatalleducatorsmustbeculturallyresponsive.Therehasbeen
increasingfocuswithintheprofessiononthisissueoflate,andevenmoreneedsto
bedonetoensurethateffortstopreparemulticulturalandmulticulturallyaware
educatorsaresystematicallyintegratedthroughouttheeducatorpreparation
experience.
Figure7ChangeinDemographicFactorsofNYSPublicSchools
AcademicYear

20082009

20132014

TotalK12Enrollment

2,691,267

2,652,283

Racial/EthnicOrigin/Percent
AmericanIndian/AlaskanNative
Black/AfricanAmerican
HispanicorLatino
AsianorNativeHawaiian/OtherPacificIslander
White
Multiracial

Teachersneedtohave
subjectmatterexpertise
andpedagogicalskillsand
theabilitytocombinethe
twosothattheteachercan
fitthemosteffective
pedagogicalapproachesto
thecontentand,likewise,
knowhowtoconstructthe
elementsofthecontentto
helpstudentslearn.

Enrollment
% Enrollment %
13,027
*
15,390 1%
517,997 19%
479,201 18%
571,699 21%
651,630 25%
205,486 8%
234,567 9%
1,374,718 51% 1,232,452 46%
8,340
*
39,043 1%

EligibleforFree/ReducedLunch/Percent

LimitedEnglishProficient

1,245,406 46% 1,348,330 51%

202,220

8%

213,178

8%

*Lessthan1%
Source:NYSEDStudentInformationRepositorySystem

Pedagogical Content Knowledge

Teachersneedtohavesubjectmatterexpertiseandpedagogicalskillsandthe
abilitytocombinethetwosothattheteachercanfitthemosteffectivepedagogical
approachestothecontentand,likewise,knowhowtoconstructtheelementsofthe
contenttohelpstudentslearn.However,nearly30yearsago,Shulman(1986)
observedthatteachereducationprogramsprovidedlimitedintegrationofsubject
knowledgeandpedagogy,oftenresultingintheprospectiveteachernotbeing
preparedtointegratethetwo.Thischallengepersiststoday.

36


SUNYsNewVisioninTeacherEducation,publishedin2001,establishedtheSUNY
systemseducationprogramsasleadersinthedevelopmentofpedagogicalcontent
knowledgebyrequiringthatallprospectiveteacherscompleteamajoror
concentrationrelatedtotheirsubjectmatterexpertise.Inmanyprograms,
however,studentsstillexperiencelittleintegrationbetweentheacquisitionof
contentknowledgeandpedagogicalskills.EPPsneedtoincreaseparticipationof
liberalartsandscienceandhumanitiesfacultyinwaysthatincreaseintegrationof
thesetwoareasthroughoutthestudentsacademicexperiencesothatnew
teachersgraduatewiththeabilitytomasterpedagogicalcontentknowledge.

Teachersoftoday,letalone

tomorrow,needtobe
awareofandableto

criticallyassesstheutilityof
newtechnological
innovations,aswellasable
toadoptappropriatenew
technologiesintotheir
pedagogicalpractice.

Technology Integration
Technologyisincreasinglyapartofmostaspectsofoursociety,makingitimportant
thatteacherspossesstheskillsandbehaviorsofdigitalageprofessionals,including
beingcomfortableascolearnerswiththeirstudentsandcolleagues.Indeed,we
havemovedbeyondtheideathatteachingcanbeenabledbytechnologytothe
realitythatteachingandschoolmanagementrequiretechnologyintegrationthe
routine,transparent,andaccessibleuseoftechnologytosupportlearning
outcomesandschooloperations.Teachersoftoday,letalonetomorrow,needtobe
awareofandabletocriticallyassesstheutilityofnewtechnologicalinnovations,as
wellasabletoadoptappropriatenewtechnologiesintotheirpedagogicalpractice.
Inaddition,teacherswillneedtobeabletorespondtotheubiquityoftechnologyin
thelivesofstudents,therapiditywithwhichitchanges,andtheongoingshiftaway
fromtraditionaltextbookbasedlearningaidstowardmoreonlineanddigital
modalities.
Fostering Innovation
Implementingsomeoftheaforementioneddesignprinciplesmayrequirefreedom
fromthecurrentstateofregulations.Indeed,toprepareteachersfortheschoolsof
tomorrow,EPPsneedgreaterlatitudetopursuecurricularinnovationstoidentify
betterwaystoteachourteachers.Althoughsomeofthislatitudecurrentlyexists
(e.g.,pilotingfullyearstudentteaching),itislargelyunfamiliarbutcouldbe
leveragedbyworkingcollaborativelywithregulatorsandaccreditorstobetter
understandthepossibilitiesforinnovation.TheAdvisoryCouncilrecommendsthat,
inadditiontomakinguseofcurrentlyavailablefreedoms,newmodalitiesbe
developedtofosterexperimentationbyeducationschools,suchasthosefeatured
inDeeperLearning(Martinez&McGrath,2014),includingassessmentofthose
innovationsandsharingtheresultsforfullpublicview.Itwillbecriticalthatresults
ofinnovativepracticesbemadeavailablethrough,forexample,theEducator
PreparationRepositorycreatedasaprojectoftheSUNYTeacherandLeader
EducationNetwork(STEN)initiative.

PennStatesEDUCATE
(ExploringDirectionsin
UbiquitousComputingand
TeacherEducation)
empowersfacultyand
futureeducation
professionalstomake
criticallyinformeddecisions
surroundingdigitaltools
thatsupporttheirteaching,
theirlearning,andtheir
inquiryandscholarship.

Toprepareteachersforthe
schoolsoftomorrow,
programsneedgreater
latitudetopursuecurricular
innovationstoidentify
betterwaystoteachour
teachers.

Recommendations for Curricular Design

1.Designeducatorpreparationprogramsthatareguidedbyaclearconceptual
framework;supportthemasteryofcontentknowledgeandpedagogicalskillsin
anintegratedfashion;andhaveeducationalmilestonesthatrecognizeastudents
successfulperformanceinacademicandclinicalengagements.Thisapproachwill

37

RecommendationHighlight:
Empowercampusestobe
flexibleandinnovativeso
theycanscheduleand
structureclasses,labs,and
fieldexperiencestomake
educatorpreparation
programsmoreattractive
andaccessibletodiverse
candidatepopulations.

ensurethatcandidatesdevelopastrongunderstandingofpedagogicalcontent
knowledgenecessaryforeffectiveteaching,andhavesharedexperiencesthat
indicateprogressthroughthepreparationprocess.Themilestoneswillsignal
studentsincreasinglevelsofresponsibilityand,tobothinternalandexternal
stakeholders,studentsprogressiontowardbecomingprofessionaleducators.SUNY
maywanttoexploresomecommonmilestones,suchasastatewidepreservice
certificate.Inaddition,theSUNYsystemshouldcreategeneraleducationandcontent
areacourseswherefacultyarerecognizedandrewardedformodelingcuttingedge
instructionalpractices(projectbasedlearning,innovativeuseoftechnology,etc.)
thatengagecollegestudentsinwaysweexpectP12teacherstoengagechildren.
Thesepracticesshouldbesharedacrossprogramsandcampusesthroughuseofthe
STENEducatorPreparationRepository.
2.Empowercampusestobeflexibleandinnovativesotheycanscheduleand
structureclasses,labs,andfieldexperiencestomakeeducatorpreparation
programsmoreattractiveandaccessibletodiversecandidatepopulations.This
strategymayincludemoreeffectiveuseofsummerandotherintermediary
breaks/terms,developingadditionalfiveyearprogramsleadingtomasters
degrees,andidentifyingmultiplepathstocertificationwithoutshortchanging
candidatepreparation.Campusesthatdonotalreadydososhouldcreate
undergraduateeducationstudiesminorstoprovidestudentsnotinteaching
focusedacademicprogramsameaningfulopportunitytoexploreteachingasa
careerpath.
3.Infuseexperientiallearningandanalyticalskilldevelopmentactivitiestocreate
teachersandleaderswhoaredatabasedproblemsolvers,innovators,andchange
agents.EPPsshouldbetterapplyproblembasedlearning,casebasedlearning,and
experientiallearningopportunities,infusedwithresearchandanalyticalskill
development,totransformthecurriculumofeducationschools.Suchexperiences
willensurethatprospectiveteachersandschoolleadersareabletomasterthe
fundamentalsofpedagogicalcontentknowledge,integratetechnologyintotheir
practice,developclassroomandschoolmanagementskills,developunderstandingof
studentssocialsettingsandoutofschoolcontexts,andoperateeffectivelyindiverse
classroomsandschools.Theywouldalsobeabletocriticallyevaluateeducational
research;designactionoriented,fieldbased,researchbasedassessments;anduse
researchtoinformtheirdecisionmakingandpractice.Programsshouldalsoinstillan
appreciationforpreviouseffortstofosterinnovation(e.g.,LearningbyReal
Problems,BigPictureSchools,etc.),analyzingcurrentproposalsforinnovationand
basictheoriesandpracticesofchangemanagement,anddevelopingskillsneededto
createandfosterinnovationintheclassroom,schools,anddistricts.

RecommendationHighlight:
Establishexperimental
educationunits(e.g.,
regulationfreezones)that
developandtestinnovative
educatorpreparation
designs.

4.DevelopmechanismstocreateasharedvisionforEPPsandensurethatstudents
haveaseamlesseducationalexperiencebetweentheircontentandpedagogical
areas.ThisrecommendationincludesengagingP12leadersandeducators,liberal
artsandsciencesandhumanitiesfaculty,andschoolofeducationfacultytodevelop
standardsofsharedresponsibilityandaccountability;createsharedleadershipover
budget,personnel,andprogrammaticpriorities;andassessandrecognize
differentiatedcontributionsofparticipatingfacultyanddepartments.Suchefforts
maybefacilitatedbydualcontentandpedagogicaladvising;dualcontentand

38


pedagogicalinternshipsupervisors;interdisciplinaryteamsthatfocusonthe
scholarshipofteachingandlearning;jointcrossdepartmentandschoolhigher
educationfacultymeetingstodiscussprogramdesignandstudentprogress;and
collaborativeteaching,research,andserviceengagementsforfaculty.

5.Establishexperimentaleducationunits(e.g.,regulationfreezones)that
developandtestinnovativeeducatorpreparationdesigns.Thisstrategycould
includecompetencybasededucation,simulations,gaming,adaptivelearning,
blendedprograms,timevariableinstruction,modularprogramming,technology
use,flippedclassrooms,innovativestaffing,badging,andmicrocredentialing.In
thesezones,boththepreserviceteacherandmentorteacherareengagedindeep,
collaborative,andexperimentallearning.Theincreasedflexibilitymustbe
accompaniedbyappropriateaccountabilitytoensurethatqualityismaintainedand
rigorousassessmentmeasuresusedtoassessoutcomes.

Recommendation Highlight:
Implementteacher
educationresidency
programs.

6.Implementteachereducationresidencyprograms.Theseprogramswouldbe
similartowhathasbeendevelopedinthemedicalfieldandwouldprovideteachers
theopportunitytogainindepthtrainingwithintheclassroomaftertheyhave
completedalltheotherrequirementsfortheirdegree.Theresidentteacherwould
runhisorherownclassroom,butwouldbeunderthesupervisionofaNYSMaster
Teacher,aNationalBoardcertifiedteacher,orateacherwithsimilarqualifications
andrecognition.
7.Developandimplementhighqualitynontraditionalpathwaysand
differentiatedcontentdeliverysystemstoteacherandleadercertificationthat
expandaccesstopreparationprograms.Suchprogramsanddeliverymodelswould
attracttraditionalstudents,aswellasthosewhohavehadothercareersandor
haveotherresponsibilitiesthatprecludethemfrompursuingtraditionalpathways
deliveredthroughtraditionalmeans.Moreover,suchprogramswouldhelpattract
potentialteachersandleaderswhohaveadiversityofexperienceandacademic
preparation.SUNYshouldalsoleverageitsOpenSUNYinitiativetoexpandaccessto
teacherandleaderpreparationprograms,aswellasdevelopcompetencybased
educationthatcouldbeavailablestatewide.

II.ClinicalExperiences
Researchonexpertperformanceinanydisciplinehighlightstheimportanceof
extensiveandtargetedpracticeindevelopingexpertise(Ericsson,Charness,
Hoffman,&Feltovich,2006).Thisaxiomistrueacrossallareasofexpertiseandis
especiallytruewithinapracticeprofessionlikeeducation.
Educatorpreparationneedstobeclinicallyrichandclinicallybased.TheNCATEBlue
RibbonPanelonClinicalPreparationoutlinedtendesignprinciplesthatsupport
clinicallybasedteacherpreparation,includingthestatementthatclinicalpracticeis
thecoreofteacherpreparation.Itisthroughclinicallybasedprogramsthatinclude
bothinschoolandlabexperiencesthatpreparationprogramslearnwhatschools
expectfromteachersandfutureteacherscanapplytheoryandpractice(NCATE
BlueRibbonPanel,2010).AccordingtoHowey(2015a),

Educatorpreparationneeds
tobeclinicallyrichand
clinicallybasedincluding
bothinschoolandlab
experiences.

Rigorousclinicaleducator
preparationinvolvesa
continuingarrayofspecific
clinicalinterventions
thatenablelearningto
teachindevelopmentally
appropriatewaysovertime.

Acoreassumptionisthatrigorousclinical[educator]preparationencompasses
muchmorethanaprotractedcapstoneexperiencesuchasaresidencyinone

39


ormoreschools.Rigorousclinicaleducatorpreparationisratherdeterminedby
howacontinuingarrayofspecificclinicalinterventionsenablelearningtoteach
indevelopmentallyappropriatewaysovertime.Theyultimatelydemonstrate
theprospectiveteachersimpactontheirstudentslearning.(p.11)

TheAdvisoryCouncilassertsthatclinicalexperiencesmustbeintegratedthroughout
theeducatorpreparationexperience,builtintocoursecurricula,encouragedthrough
simulatedactivities,andfinallyexperiencedinoperationalsettingswherementors
canprovidefeedback.

SUNYOswegosSchoolof
Educationresidency
program,NEXTTeams
(NoviceExpertTeacher
Teams),emphasizesthe
importanceofcoteaching.
Fora30to40week
residency,teacher
candidatesaregradually
providedwithnearlythe
samelevelofresponsibility
astheirmentorteacherin
planning,delivery,and
assessment.

SUNYPlattsburghat
QueensburysClinicallyRich
Pluscentersarerunby
teachercandidates,
providingthemwith
authenticconnectionsto
studentsandparents,
encouragingfamilyand
communityinvolvement.

Studentteachersdonotneedtowaituntiltheyareinfrontofafullclassroomto
begintestingtheirpedagogicalskills.Rather,theycanbeginthroughmicroteaching
andteachinglaboratories.Simulatedsettingsormicroteachingexperiencesbenefit
futureteachersbyprovidingacarefullystructuredsituationinwhichnovicescan
begintoputtheirskillsintopractice,receiveimmediateandtargetedfeedback,and
thenimplementthatfeedbackinthenextcycleofmicroteaching(Grossman,2005).
Researchalsosuggeststhatsuchsimulationscanbeaseffectiveasfieldexperience
fordevelopingteachersunderstandingandpractice(Metcalf,Hammer,&Kahlich,
1996).Overall,graduallyincorporatingclinicalexperiencesintothepreservice
curriculardesignboostsfutureteacherssenseofefficacy,whichultimatelywill
positivelyimpactteacherperformance(Arsal,2014).
Howey(2015a)hasprovidedaclearandconcisedescriptionofclinicaleducator
preparationthatisalsoappropriateforschoolleaderpreparation.Asindicated
above,clinicalpreparationreferstoaseriesofexperiencesthatrequiresstudentsto
demonstrateapplicationofpedagogyinincreasinglycomplexsituations,from
simulationsofteachingindividualstudentstobeingresponsiblefortheinstructionof
anentireschoolclassroom,allwithsupervisorysupportandmentoring.Supervisors
providefeedbackonperformanceandrequirestudentstoreflectontheeffectsof
theirinstructiononstudentlearningsoastocontinuouslyimproveperformance.The
clinicalexperiencesshouldbeintegratedwithcourseworkthatfocusesondiscipline
contentandpedagogy.Whenappliedtoschoolleaderpreparation,clinical
preparationhasthesamecharacteristicsgraduallyincreasingthecomplexityof
leadershipsituationsfromsimulationstointernshipasaschoolleaderwith
increasinglycomplexresponsibilities.
SUNYcurrentlyhasexamplesofclinicallyrichpracticesdevelopedthroughthework
oftheSUNYTeacherandLeaderEducationNetwork(STEN).SUNYOswegosSchool
ofEducationhasdevelopedanextensiveclinicallyrichresidencyprogramthat
emphasizestheimportanceofcoteaching.Teachercandidatesaregradually
providedwithnearlythesamelevelofresponsibilityastheirmentorteacherinterms
ofplanning,delivery,andassessmentfor30to40weeks.CalledNEXTTeams,these
NoviceExpertTeacherTeamsbalanceunderstandingofwhatteachermentorsneed
toprovidecandidatesandwhatteachercandidatesneedtoprovidestudents.
AtSUNYPlattsburghsQueensburycampus,teachercandidatesareableto
experienceworkingwithstudentsinrural,impoverishedareas.Familyresource
centerswereestablishedintheFortAnnSchoolDistrct,encouragingfamilyand
communityinvolvementonasemiregularbasisandallowingforengagement
betweenchildrenandparentsthatmightnotusuallybeavailableduetowork
schedules.TheseClinicallyRichPluscentersarerunbyteachercandidates,

40


providingthemwithauthenticconnectionstofamilies.Thecentersalsooffer
workshopsthatprovideparentswithtoolstoencouragetheirchildrensacademic
performance.
Recommendations for Clinical Experience
1.Incorporatefrequentclinicalandfieldexperiences.Thisstrategyincludes
planningforandreceivingfeedbackfromvariousmentorsthroughoutthe
preparationexperience,fromtheearliestcoursesthroughintensiveclinical
experiences,possiblyincludingaresidencyprogram.
2.Carefullyselectclinicalmentors(preceptors)foralignmentwithprogram
objectives.Thesementorsshouldbeemployeesofpartnerschoolsengagedin
simultaneousrenewalwiththeEPP.Abroadandextensiveexperiencebackground
ispreferred;experienceinactionresearchisessential.

Recommendation Highlight:
Carefullyselectclinical
mentors(preceptors)for
alignmentwithprogram
objectives.

3.Provideopportunitiesforpreservicestudentstoengageinsimulated
classroomenvironments.Thismayincludemicroteaching,virtualsimulation,live
experience,andothers.
4.DevelopmechanismstoensurethefullengagementofallfacultyP12,
education,andliberalartsandsciencesinclinicalexperiencesandraisingthe
statureoftheclinicalexperience.Thisapproachshouldincludeimplementing
rewardsforpreandposttenurefacultyandshouldconsidergrantingofacademic
ranktoP12andhighereducationclinicalfaculty.
5.LeverageSUNYsstatewidepresencetoprovidestudentstheopportunityto
engageinfieldexperiencesinhighneedsareas,suchasruralandurbandistricts,
usingtheSUNYUrbanTeacherEducationCenter(SUTEC)model.

III.SimultaneousRenewalandSustainablePartnerships
Sustainedsuccessintheeducationsector,throughtheincorporationofinnovative
practicesintoteachereducationprogramdesign,canchangenegativeimpressions
oftheprofession.Byintegratingsustainablepartnershipsintoteachereducation
preparation,thedifferingbutcomplementaryneedsofteachercandidates,public
schoolcolleagues,anduniversityfacultybecomeapparent,andthebifurcated
worldofeducationcanbetransformedintoP20partnershipswhosegoalisto
prepareallstudentstoachieveattheirhighestlevel.
Simultaneous Renewal
Theideaofsimultaneousrenewalisbasedontheassumptionthatbetterschools
requirebetterteachers,butwecannothavebetterteachersunlesswehavebetter
schoolsinwhichteacherscanlearn,practice,anddevelop(Goodlad,1994).
ProgramsthatincorporatehighereducationandP12partnershipscreatecontexts
forthismutuallybeneficiallearningandreinforcepositiveoutcomesthatattract
greaterparticipation.ResearchhasshownthatrevitalizationacrosstheP16sector
establishesacultureofcollaboration,inquiry,andcontinuousgrowthasall
educatorsshareresponsibilityforallstudentsuccess(Shroyer,Yahnke,Bennett,&
Dunn,2007;Williams&Shaw,2003).

Simultaneousrenewalis
basedontheassumption
thatbetterschoolsrequire
betterteachers,butwe
cannothavebetterteachers
unlesswehavebetter
schoolsinwhichteachers
learn,practice,anddevelop.
(Goodlad,1994)

Programsthatincorporate
highereducationandP12
partnershipscreatecontexts
forthismutuallybeneficial
learningandreinforce
positiveoutcomesthat
attractgreater
participation.

41


TheBuffaloStateCollegeProfessionalDevelopmentSchoolConsortiumisatrue
collaborationwithP12partnersandhasbeeninexistenceforabout25years.Itis
nowoperatingin45schools,bothdomesticandinternational,andhasbeenusedasa
replicationmodel.

Sustainable Partnerships
Ultimately,simultaneousrenewalisachievedbyestablishingstrong,community
based,sustainablepartnershipsbetweenhighereducation,P12schooldistricts,and
othercommunityC2Cpartners.
Intheirworkdedicatedtosystemiceducationalpartnerships,HoweyandZimpher
(2010)haveidentifiedkeylessonslearnedabouteffectivepartnerships.Theselessons
learnedincludepartnershipsdevelopingaclear,mutuallyagreeduponmission
focusedonstudentsuccess;identifyingacorrespondinglycleartheoryofaction;
emphasizingsharedaccountabilityanddifferentiatedresponsibilities;exertingstrong
andsharedleadershipoverbudget,personnel,andinstitutionalpriorities;and
publiclyacknowledgingandrewardingthecontributionsofdifferentpartners.
Moreover,suchpartnershipsneedtorecognizeandrespectthedistinctivemissions,
cultures,strengths,andlimitationsofeachpartner;developrolesandresponsibilities
forindividualstospantheboundariesofpartners;andpursueintegratedchange
strategiesthatmutuallyreinforcethesharedvision.
RecommendationHighlight:
Createregionaladvisory
boardsandprovideregular
andongoingforum(s)for
theseboardstoconvene
aroundeducational
improvement.

Recommendations for Simultaneous Renewal and Sustainable Partnerships

1.CreateregionaladvisoryboardsforeducatorpreparationthatincludeP20,
business,andcommunityleadersandrepresentatives,andprovideregularand
ongoingforum(s)fortheseboardstoconvenearoundeducationalimprovement.
Withthegoalofcreatingandsustainingsimultaneousrenewal,theseboardsshould
bechargedwithaligningprioritiesandresources,determiningcommunitygoals,
andexaminingworkforcetrends(withinandoutsideofteachereducation)to
determinehowthesefindingsmightguideeducatorsandEPPimprovements.
2.Establishandmaintainpartnershipsbetweenschooldistricts,EPPs,Boardsof
CooperativeEducationalServices(BOCES),communityorganizations,andhigher
educationinstitutionsthatprovideforactivitiesthatsupportsimultaneous
renewal.Thisworkwouldincludecreatingprogramsthatprepareteachermentors
andsupporthighqualitypostgraduationmentoring(seechapter3),enrichedclinical
experiences,researchbasedimprovementopportunities,experiencesforprofessors
tovisitP12schools,andfosteringongoingdialogueamongthefacultyatall
educationallevels.TheAdvisoryCouncilrecommendsthatclinicalpartnerships
standardizeexpectationsbypreparingmemorandaofunderstandingthatdelineate
responsibilitiesofeachpartnerandthecandidates.

42


3.Facilitateongoingandregulareducatorexchanges,suchasteachersin
residenceandprofessorsintheclassroom,toprovideopportunitiesforpost
secondaryfacultyandP12teachersandschoolleaderstospendasemester
integratedintotheeducationalfabricoftheothersector.Partnershipactivities
couldincludecurriculumdesign,assessment,enrollmentplanningtomeetlabor
marketneeds,staffing,jointappointments,grantingcliniciansandacademicsequal
statusintheuniversity,jointprogramadministration,etc.

43

44


Chapter3ExcellentProfessionalSupport
Induction,ContinuingProfessionalDevelopment,andTeacherLeadership

Goodteachersarecostly,butbadteacherscostmore.

BobTalbert

ThischapteroutlinestheTeachNYAdvisoryCouncilsanalysisand
recommendationsrelatedtotheinductionandcontinuingprofessional
developmentofteachersandleaders.Akeyoperatingpremisefromtheoutsetwas
thatinductionintotheprofessionfollowedbyongoingprofessionaldevelopment
acrossthecontinuumofprofessionalpracticeconstitutesanecessaryandnatural
extensionofpreservicepreparationinnearlyallpracticeprofessions,from
architecturetolaw,tomedicineandaccounting;andthatprovidingacontinuityof
experiencesiscriticallyimportantduringtheinitialyearsofprofessionalpractice.
Acknowledgingtheacuteimportanceofexcellentprofessionalsupport,the
AdvisoryCouncilexploredthecurrentpolicycontext,includingpersistentchallenges
andevidencebasedbestpractices,anditerativelydevelopedrecommendations
regardingSUNYsroleinandcommitmenttothecontinuumofprofessional
developmentofeducatorsbothteachersandleadersinP12andhigher
education.TheAdvisoryCouncilalsoconsideredpossibleexpandedlinkagestothe
NYSMasterTeacherprogramandthedevelopmentofastatewidepathwayto
fosterfutureteacherleaders.Here,webeginwithabriefoverviewofchallenges
andopportunities,followedbyareviewoftheliteratureandproposed
recommendationsforeachareainduction,continuingprofessionaldevelopment,
andteacherleadershipaswellastwocrosscuttingthemes,partnershipsand
professionallearningcommunities.
Thechallengesidentifiedacrossthecontinuumofprofessionalsupportcluster
aroundenvironment(isolation,competition,rapidchange,andexpanded
technology);resources(time,mismatchbetweenneedsofteachers/leadersand
materials);inequityacrossandwithinschools,districts,andstates;paucityof
sustainablepartnerships/networksthatconnecthighereducationwithschool
districts,states,andpeernetworks;andmisalignmentofexpectationsandauthority
(withandamongstudents/parents,teachers,schools,andstateandfederalneeds
andrequirements).
WhileprofessionaldevelopmentisrequiredandfundedinNewYorkStateand
deliveredbyanarrayofproviders,AdvisoryCouncilmemberscitedfrequent
criticismofofferingsintermsofquality,coherence,relevance,andcontinuityfrom
oneactivitytothenext.Moreover,incontrasttoothercountrieswhereinduction
andprofessionaldevelopmentarestandardfixtures,builtintoschoolroutinesand
schedules(Green,2014;Ripley,2013),intheUnitedStates,moreoftenthannot,
thereislittletonotimeinaschooldayorweektoallowforeffectiveprofessional
development(Gujarati,2012).TheOrganisationforEconomicCooperationand
Developments(OECD,2014a)comparativeanalysisofthetimethatprimaryand
secondaryteachersspendteachingacrosscountriespointstoaconsistentpattern:

Perhapsthemostobvious
challengetoteachergrowth
istheabsenceofdowntime
intheprofession.The
averageteacherhasone
periodeachdayfor
preparation,grading,and
review.Fortherestofthe
schoolday,teachersare
withstudentsteachingor
engaginginsupervisory
tasks.Consequently,not
onlyaretheyconstantly
workingcomparedwith
theaverageAmerican
employee,whowastesan
averageoftwohourseach
daybutarealsoconstantly
engagedinactsof
performance.Asaresult,
theyhavelittletimefor
practice,reflection,or
innovation(Schneider,
2015).

45

Publicprimaryschoolteachersteachanaverageof782hoursperyear,
rangingfromlessthan570hoursinGreeceandRussiatoover1,000hoursin
Chile,Indonesia,andtheUnitedStates.
Thenumberofteachinghoursinpubliclowersecondaryschoolsaveraged694
hoursperyear,rangingfrom415hoursinGreecetoover1,000hoursin
Argentina,Chile,Mexico,andtheUnitedStates.
Teachersinpublicuppersecondaryschoolsteachanaverageof655hoursper
year,rangingfrom369hoursinDenmarktoover1,000hoursinArgentina,
Chile,andtheUnitedStates.
Closertohome,inANationalStrategytoImprovetheTeachingProfession,
Schneider(2015)pointstoteachingsrelativedisadvantagecomparedtomostother
professionsandmoregenerallyU.S.employees,noting,
Perhapsthemostobviouschallengetoteachergrowthistheabsenceof
downtimeintheprofession.Theaverageteacherhasoneperiodeachday
forpreparation,grading,andreview.Fortherestoftheschoolday,teachers
arewithstudentsteachingorengaginginsupervisorytasks.Consequently,
notonlyaretheyconstantlyworkingcomparedwiththeaverageAmerican
employee,whowastesanaverageoftwohourseachdaybutarealso
constantlyengagedinactsofperformance.Asaresult,theyhavelittletime
forpractice,reflection,orinnovation.(p.20)
TheAdvisoryCouncilalsonotedlingeringquestionsofcredibility,withtoomany
schoolpersonnelviewinguniversityfaculty,includingthosewhoteachineducator
preparationprograms(EPPs),asoutoftouchwiththerealityoftodaysschools,and
highereducationfacultysometimesbelievingthatschoolpersonnelarelessawareof
currentresearchandevidencebasedapproaches,andthattheirpracticesemploy
strategiesthatmaybelesseffectiveasaresult.TheCouncilconsideredstepsthat
mightbetakentoaddressthesecredibilityissuesandpersistentdisconnects.

Coaching,reflection,peer
supportandnetworking,
andasafeenvironmentfor
experimentationand
innovationarecrucialto
teacherandleader
development,and
partnershipsbetweenthe
state,highereducation,and
P12arethefoundation.

TheTeachNYAdvisoryCouncilexploredpolicyelementsthatfocusontheskill
developmentandsupportstructuresnecessarytoeffectivelyleadtheclassroomsof
todayandtomorrow,includingclassroommanagement,adaptabilitytoindividual
learnerneeds,contentknowledge,andskillwithevolvingtechnologies.The
characteristicsoftheidealeffectiveandsuccessfulteacherarehighlydependenton
theschoolenvironment,population,andcommunity;theydifferbyschooldistrict
andareaffectedbyadministrators,students,parents,andcommunityleaders.What
additionalknowledgeandskillsaretobeacquiredandrenewedtoevolvefrom
novicetoexpertteacher?Whenshouldtheybedeveloped?Andhowshouldsuccess
ingainingthisknowledgeandunderstandingprovidecareeropportunitiesfor
successfulteachers?TheAdvisoryCouncilsuggeststhatcoaching,reflection,peer
supportandnetworking,andasafeenvironmentforexperimentationandinnovation
arecrucial,andpartnershipsbetweenthestate,highereducation,andP12arethe
foundation.

46

I.Induction

Noviceteachersbenefitfromsupport,especiallyintheearlyyearsoftheircareers.
Numerousstudiesindicatethatroughly40%ofnoviceteachersleavetheclassroom
withinthefirstfiveyears(Ingersoll&Smith,2003;Ronfeldt,Loeb,&Wyckoff,
2012).Thestatisticsareevenmoredisturbinginhighpovertyschools,where
attritionratesareroughly50%highercomparedtowealthierschools.Theevidence
suggests,however,thatschoolenvironmentratherthanstudentdemographicsmay
bemoredeterminateinnoviceteachersleavingtheprofession(Simon&Johnson,
2015).

Thecostsassociatedwithteacherattritionaresignificant.Adecadeago,whennew
teacherattritionwasclimbingatanalarmingrate,theNationalCommissionon
TeachingandAmericasFuture(2007)estimatedtheannualcosttotheUnited
Statesatroughly$7.3billionperyear.
Sincethemid1990s,statesandlocalschooldistrictshaveexperimentedwithmany
strategiestohelpnewteachersgetthroughthesedifficultfirstyears.Someofthose
strategieshavebeguntoshowpromise,especiallyinthismostrecentdecade.For
example,inGray,Taie,andORears(2015)recentreportbasedondatafromthe
federalBeginningTeacherLongitudinalStudy,throughoutthefirstfouryearsof
teaching,newteachersassignedamentorsawapproximatelyhalftheattritionof
thosewithoutamentor.Butnotallmentorshipprogramsareequallyeffective;
schoolsthatcreatecollaborativeenvironmentsaremuchmorelikelytoseesuccess.
Researchhasshownthatteachersaremoresatisfiedandmorelikelytostay
whentheyexperiencehighlevelsofcollegiality(OECD,2014c).Collaborative
activitiesaffordteacherstheopportunitytonetworkwithotherteachers,provide
mentoringandcoaching,andbuildrootswithintheirprofessionalcommunities.
DatafromtheOECD(2014c)TeachingandLearningInternationalSurvey(TALIS)
indicatethatmentoringandcoachingactivitiesnotonlybenefitnoviceteachers;
seniorteachersarealsomorelikelytoexperienceareneweddedicationtotheir
profession.
Newteachersfacemyriadchallenges.Oftenduringtheirfirstyearofteaching,they
donothavetimeintheirschedulesforreflectionorpeersupport.Theyfrequently
reportfeelingisolated,withoutsupportivepartners,attimesworkingwithina
schoolenvironmentthatismorecompetitivethancooperative.Theliterature
reportsthatnoviceteachersoftendecidetoleavetheprofessionbecauseofsome
keyschoollevelfactors:lowpay,lackofsupportfromschoolleaders,problems
withstudentdisciplineandmotivation,andlackofprofessionalautonomy
(Murnaneetal.,1991;Johnson,Berg,&Donaldson,2005;Johnson,Kraft,&Papay,
2012;Ladd,2011).Stateandlocalschoolleaderscanaddressmanyofthesefactors
throughthoughtfulreformsinschoolleadership,schoolculture,teachingand
learningconditions,andmentoringandinductionprograms.
Inductionisaparticulartypeofprofessionalmentorshipdefinedasorientationand
organizationalsocializationprogrammingtohelpnewteachersnotonlybecome
familiarwithorganizationalproceduresbutalsowithinstructionalgoalsandbest
practices(Luke,2014,p.6).IngersollandStrong(2012)conductedametareview
ofempiricalstudiesthatevaluatedtheeffectsofinductionprogramsonnew

Collaborativeactivities
affordteachersthe
opportunitytonetwork
withotherteachers,provide
mentoringandcoaching,
andbuildrootswithintheir
professionalcommunities.

Inductionprogramswork
becausetheyestablish
relationalbondsandbuild
community,shared
historicalknowledge,and
institutionalmemory,while
atthesametimeenhancing
opportunitiesfornew
teacherstoadoptcurricular
andpedagogicalbest
practices.

47


teachersandfoundthatteacherswhoparticipateininductionprogramsproduce
greaterstudentachievementoutcomesandarelesslikelytoleavetheprofession
thanthosewhodonot.Inductionprogramsworkbecausetheyestablishrelational
bondsandbuildcommunity,sharedhistoricalknowledge,andinstitutionalmemory,
whileatthesametimeenhancingopportunitiesfornewteacherstoadoptcurricular
andpedagogicalbestpractices.

Themostefficaciousinductionprogramsbuildoninitialeducatorpreparation.The
designprinciplesbuiltintoexcellentpreserviceprogramsarealsorelevantto
inductionprograms.Oneofthesekeydesignprinciplesissufficienttime.Evidence
suggeststhatteacherinductionprogramsofatleasttwoyearshelpnewteachers
succeedandthriveintheprofession(Goldrick,Osta,Barlin,&Burn,2012;Odden,
2011).Infact,in2010,afederalrandomizedcontrolledtrialfoundthat
comprehensiveteacherinductionresultsinapositive,statisticallysignificantimpact
onstudentachievementinnewteachersclassroomsonlywhenitisprovidedduring
thefirsttwoyearsofateacherscareer(Glazermanetal.,2010).
Otherkeydesignelementsincludecarefulmentorselectionandtraining,program
activitiesandobjectiveslinkedtorequirementsforadvancedcertification,program
accountabilitythroughregularmonitoringandevaluationtechniques,and
commitmentbythestatethroughfunding.Inthe2012ReviewofStatePolicieson
TeacherInductionbytheNewTeacherCenter,Goldrickandteamfoundthatofthe27
statesthatrequiresomeformofteacherinductionormentoring,onlythreestates
Connecticut,Delaware,andIowarequireatleasttwoyearsofinductionsupportas
aconditionofeducatorlicensureandprovidededicatedfundingtosupportlocal
programsandmentors.
Anadditionalkeydesignprincipleisthesharedresponsibilityoftheeducational
pipelinepartnership.Justaslocalschoolsandteachersassumethesupportive,albeit
critical,partnerroleintheinitialeducatorpreparation,highereducationfacultyand
leadershipassumeasimilarcriticallyimportantsupportivepartnerroleinensuring
thatthereisongoingsupport,requisiteprofessionaldevelopment,andappropriate
formativeevaluationoffirstyearteachers.
NewYorkStateshould
supporteverybeginning
teachersparticipationin
andcompletionofarobust,
highqualityinduction
programofnolessthantwo
yearsduringtheinitialyears
ofpractice.

Recommendations for Induction

Recognizingthatinductionisanaturalextensionofpreservicepreparationandthe
norminpracticeprofessions,
1. NewYorkStateshouldsupporteverybeginningteachersparticipationinand
completionofarobust,highqualityinductionprogramofnolessthantwoyears
duringtheinitialyearsofpractice.
2. NewYorkStateshouldestablishaflexibleframeworkforinductionprogramsand
allocatethenecessaryfundstosupportasetofessentialevidencebased
componentsacrossallprograms,aswellasoptionsfromamenuofpossible
elements,toaccommodatelocalcontext,priorities,andneeds.
Theessentialevidencebasedcomponentsshouldincluderigorouslyselected
mentors,highqualityandcomprehensivetrainingformentors,andsanctioned
timeformentorstosupportnewteacherdevelopmentwithintheschoolday.

48


Forschoolsordistrictsinhardtostaffcommunities,wherethereislow
capacitytoprovideinhousequalitymentoring,NewYorkStateshould
supportdistrictsbyinvestinginfulltimeinstructionalmentorstobe
recruited,trained,anddeployedacrossschoolswiththehighestneed.
Thestateanddistrictshouldfurtherlooktosustainqualityinduction
programsbyallocatingcontractualroles,suchastheLeadTeacherandPeer
CollaborativeTeacherroles,toinstructionalmentoring.
3. P12schools,districts,BOCES,RegionalInformationCenters(RICs),and
TeacherCentersshouldengagehighereducationinstitutions/systemsandtheir
EPPsintheongoingdevelopment,implementation,andevaluationofinduction
programs.
4. SUNYasasystem,asnetworksofcampuses,andasindividualcampusesand
facultymembersshouldcommittobeinganactivepartnerwithschoolsand
districtsincreatingcolearningcommunitiestosupportsuccessfulteacher
induction,buildingoncoreelementsofpreservicepreparation.
5. Tosupportnetworkimprovementcommunitiesaroundinduction,SUNYshould
workwithitsP12colleaguestosupportresearchandanalysisontopperforming
practicesandtheirassociatedpoliciesinternationally,acrosstheUnitedStates,
andinNewYorkandscaleupasappropriate.

Recommendation Highlight:
SUNYasasystem,as
networksofcampuses,and
asindividualcampusesand
facultymembersshould
committobeinganactive
partnerwithschoolsand
districtsincreatingco
learningcommunitiesto
supportsuccessfulteacher
induction,buildingoncore
elementsofpreservice
preparation.

II.ContinuingProfessionalDevelopment
Thefactorsthatmostinfluencestudentachievement,beyondtheindividual
student,arefactorsrelatedtotheteacher.Byfar,teachersarethemostimportant
inschoolfactorinstudentachievement,accountingforroughly711%ofthe
variance(Hattie,2009).
Inacomprehensivemetaanalysisofover50,000studies,researchersconcluded
thatprofessionaldevelopmentforteachersrankedamongthetop20most
influentialfactorsindeterminingstudentsuccess(Hattie,2009).Welldesigned
professionaldevelopmentcanhelpteachersincreasestudentachievementbyas
muchas21percentilepoints(Yoon,Duncan,Lee,Scarloss,&Shapley,2007).Note
thequalifier:welldesigned.Researchhasalsoshownthatpoorlydesigned
professionaldevelopmentprogramsaresimplynoteffective(Wei,Darling
Hammond,Andree,Richardson,&Orphanos,2009).Tofostercontinuing
developmentafterthefirstyearsofpractice,andtokeepveteranteachers
renewed,asofthe201516budget,NewYorkStaterequireseachcertifiedteacher
toacquire100hoursofprofessionaldevelopmenteveryfiveyears.Whilesustained
learningforteachersiscritical,simplyinvestingtimeinprofessionaldevelopment
doesnotreachfarenough.Sustained,welldesignedprofessionaldevelopmentover
thecourseofateacherscareerworks!

Educationalresearchers
haveestablishedarich
evidencebasethatindicates
thatprofessional
developmentismost
effectivewhenwoveninto
theschoolculture,thereby
creatinganenvironmentof
collegiallearningand
communitiesofpractice
(Weietal.,2009).

Effectiveprofessionaldevelopmentprogramsestablishcontinuousimprovement
learningcommunities,drawonexperts,arecontentrich,areembeddedinthe
teachersworkday,andfocusonstudentwork.Takentogether,thesecriteria
answerimportantquestions:Who,what,andhow?

49


Educationalresearchershaveestablishedarichevidencebasethatindicatesthat
professionaldevelopmentismosteffectivewhenwovenintotheschoolculture,
therebycreatinganenvironmentofcollegiallearningandcommunitiesofpractice
(Weietal.,2009).Thisapproachcombinesexternalstructuredactivitiessuchas
workshopsandschoolvisitswithinternallyembeddedcontinuouslearning.Inthis
model,teachersbenefitfromdirecttrainingfromoutsideexpertswhoprovide
researchbasedknowledgeabouthowstudentslearn(Guskey&Yoon,2009),butthe
combinationofpractical,inschoolexpertisewiththeacademicresearcherswho
oftendesignthedevelopmentprogramstrulyfacilitatesimplementation.This
synergisticcombinationfurtheraccentuatestheneedforrobustpartnershipsamong
alleducationcommunities:localschooldistricts,highereducation,andregionaland
stateagencies.

Toeffectivelyaddress
pervasiveinequities,
especiallyprevalentinhigh
povertyschools,
professionaldevelopment
programsshouldincludethe
managerial,social,
instructional,andpolitical
skillsthatteachersand
schoolleadersneedto
succeed(Simon&Johnson,
2015).

Twoadditionalcharacteristicsarecriticaltowelldesigned,effectiveprofessional
development:theactualcontent(what)anditsdelivery(how).Ongoingteacher
traininghelpsteachersstayabreastofcurrentdevelopmentswithintheirfield(s);
theseprogramsalsoemphasizenewfacilitationmethodsbyincorporatingnew
technologies.
Toeffectivelyaddresspervasiveinequities,especiallyprevalentinhighpoverty
schools,professionaldevelopmentprogramsshouldincludethemanagerial,social,
instructional,andpoliticalskillsthatteachersandschoolleadersneedtosucceed
(Simon&Johnson,2015).Whilecontentrichprofessionaldevelopmentprogramsare
increasinglyavailable,useofnewtechnologieslagsbehindinteacherimprovement,
withtoomuchtrainingfocusedonnoninstructional/administrativetaskscompared
toclassroomintegration(NationalEducationAssociation,2008).Effectiveteachers
continuetoapplyinnovationsinestablishedpedagogiesintheirclassrooms,refining
skillsessentialtostudentlearning.Technologynotonlyaffordsteachersnew
pedagogicalopportunitiesbutalsoallowsforinnovationinprofessionaldevelopment
programdesign(Borthwick&Pierson,2008).Giventherapidpaceoftechnological
change,professionaldevelopmentisoneofthemostpracticalmechanismsto
encouragecontinuousimprovementinadoptionoftechnologyintheclassroom.
Recommendations for Continuing Professional Development

RecommendationHighlight:
Provideappropriate/
differentiatedsupportsand
resourcesacrossthe
continuumofprofessional
development,fromnovice
toexpertteachers,including
expandedsupportfor
NationalBoardcertification.

Theneedsofnoviceteachersarenotthesameasthoseofexperiencedteachers.
Differentprofessionaldevelopmentactivitiesforeducatorsservingindifferentroles
(e.g.,teachers,schoolcounselors,curriculumspecialists)andwithdifferentlevelsof
experience(novicetoexperteducator)needtobeidentifiedandprovided.
Preparationprogrampartnerscanprovideassistancewithassessingtheprofessional
developmentneedsofthevariousgroupsofeducatorsinthepartnerschool
district(s)andinarrangingfordifferentiatedactivities.Highereducationinstitutions
mightalsoofferlibraryandmaterialscenterresourcesandtechnologyin
collaborationwithareaTeacherCenters.
TheAdvisoryCouncilrecommendsthatNewYorkState,P12,andSUNY:
1. Provideappropriate/differentiatedsupportsandresourcesacrossthecontinuum
ofprofessionaldevelopment,fromnovicetoexpertteachers,includingexpanded
supportforNationalBoardcertification.

50


2. ProvideopportunitiesandsupportforP12teacherresearch,includingjoint
projectsamongfacultymembers,teachers,candidates,andstudents.

3. Enhancehighereducationfacultyaccesstoprofessionaldevelopment
presentedtoteachersandschoolleaders.Thiscouldinvolveaprofessorsinthe
classroomtypeprogram.

onlinecapacityandhighly

4. LeverageOpenSUNYsonlinecapacityandhighlyregardedfacultydevelopment
infrastructure,includingitsrecentlyestablishedCenterforOnlineTeaching
Excellence(COTE)alearningcommunitythatincludesover1,000fellows
committedtoexcellenceintheuseofinstructionaltechnology,theOnline
TeachingGazette,andnumerousotherinstructionaltechnologyresourcesto
supportnovicethroughexpertteachersandleadersthroughoutNewYorkState.

Recommendation Highlight:
LeverageOpenSUNYs

regardedfaculty

developmentinfrastructure,
includingitsrecently
establishedCenterfor
OnlineTeachingExcellence
(COTE)tosupportnovice
throughexpertteachersand
leadersthroughoutNew
YorkState.

III.TeacherLeadership
Teacherleadershipisthechanceforteacherstoexpandtheirknowledgeand
professionalgrowthwhilecontinuingtoteachintheclassroom.Thehybridroleof
teacherleadergivesexpertteachersintheclassroomopportunitiestomentoror
collaboratewithotherteachers,strengthentheirschools,incubateinnovative
ideas,andexpandtheknowledgebaseandprestigeoftheprofession(Curtis,2013).
AccordingtoBerry(2013),almostaquarterofU.S.teachersareinterestedinthese
hybridrolesthatallowthemtoteachstudentsandcreateandcarryboldideasfrom
theclassroomintotheschoolcommunity,acrossdistricts,andbeyond,yet
opportunitiesforsuchleadershiparefrequentlycontingentuponadministrative
appointmentoranointment.Berry(2013)makesthecaseforteacherleadersas
teacherpreneursempoweredclassroomexpertswhoteachstudentsregularlyand
havethetime,space,andrewardmechanismsthatenablethemtocreateand
spreadinnovativeideasinandoutoftheirschools,districts,state,andnation.
Teacherleadershipismosteffectivewhenpairedwithintentionalandstrategic
vision,focusedonsolvingspecificproblemsorimplementingsystematic
transformativechange.Whileconceptualframeworksexisttosupportteacher
leaders,thedefinedrolesofteacherleadersarespecifictotheschoolorsystemin
whichtheywork(AspenInstitute,2014;Curtis,2013).TheTeacherLeadership
Initiative(TLI),ajointendeavoroftheCenterforTeachingQuality,NationalBoard
forProfessionalTeachingStandards(NBPTS),andtheNationalEducation
Association(NEA,2014),introducedaconceptualframeworkthatdefinesthree
categories(pathways)ofteacherleadership:instructional,policy,andassociation.
Othersdefineavarietyofrolesthatteacherleaderscanfill,includingproviding
resources,dataanalysis,andinstructionalorcurriculumstrategies;offeringvarious
levelsofclassroomsupportfromdemonstrationtomentoring;activelyengagingin
leadershipofcommittees,teams,orassociations;providingpeerorsystem
evaluations;andservingasleadersandproponentsofprofessionallearning
communities(Danielson,2013;Harrison&Killion,2007).
Regardlessofwhichleadershiprolesteacherstake,teacherleaderscanusetheir
expertisetohaveaprofoundeffectonbuildingaschoolcultureofcollaborationand
continuousimprovement,lifelonglearning,studentsuccess,andprofessional
prestige.Expertscautionthatalthoughmanyteachersdoandshouldparticipatein

51


leadershipininformalways,toenactstrong,longtermimpactonstudents,schools,and
theprofession,theserolesmustbeformalizedattheschoolinagreementwithcollective
bargainingunits,ormoreeffectively,atthedistrictorstatelevel(S.Johnson,2013).

TeachtoLead,sponsoredby
theNationalBoardfor
ProfessionalTeaching
StandardsandtheUSDOE,
seekstohighlightexisting
stateanddistrictsystems
thatareworkingtosupport
teacherleadership,share
resourcestocreatenew
opportunitiesforteacher
leadership,andencourage
peopleatalllevelsto
committoexpanding
teacherleadership.

TheNewYorkStateMaster
TeacherProgramcelebrates
theworkofthestates
highestperformingSTEM
teachersthrougha
professionalcommunity
dedicatedtodeveloping
expertiseintheareasof
content,pedagogy,and
studentsfamiliesand
communities.

Anotherareawhereteacherleadershipandpartnershipcanintersectisinresearch.
Researchonteachereducationandstudentlearningismostlyassociatedwithcolleges
anduniversities.However,muchinquiry,experimentation,andreflectionhappensinthe
inschoolenvironment,wheretheinteractionbetweenteacherandstudentscanproveor
disproveconceptsdaily.Especiallyfornewteachers,thefirstfewyearsinvolve
substantialinservicetraining,continuedlearning,andappliedproblemsolvingan
extensionofthelearningstartedduringpreserviceteacherpreparationyetresearch
rarelyexplorestheschoolhouseasateachereducationsite(Hopkins&Spillane,2014).
Engagingpracticingteachersasleadersisanessentialfeatureinthedevelopmentofthe
profession.Exemplarsofsuchengagementcanbeseenatnational,state,andlocallevels,
includingtheNationalBoardsTeachtoLead,theNYSMasterTeacherProgram,and
SUNYsownTeacherandLeaderEducation(STEN)effort,asdescribedbelow:
TeachtoLead,sponsoredbytheNationalBoardforProfessionalTeachingStandards
andtheU.S.DepartmentofEducation,seekstoadvancestudentoutcomesby
expandingopportunitiesforteacherleadership,particularlythosethatallowteachers
tostayintheclassroom.ThroughitsonlinecommunityandseriesofregionalTeacher
LeadershipSummits,theinitiativeseekstohighlightexistingstateanddistrict
systemsthatareworkingtosupportteacherleadership;shareresourcestocreate
newopportunitiesforteacherleadership;andencouragepeopleatalllevelsto
committoexpandingteacherleadership.
TheNewYorkStateMasterTeacherProgramcelebratestheworkofthestates
highestperformingSTEMteachersbyestablishingaprofessionalcommunity
dedicatedtodevelopingexpertiseintheareasofcontent,pedagogy,andstudents
familiesandcommunities.Theseoutstandingteachershavebeenrecognizedfortheir
dedicationtoprovidingthemostinnovativeSTEMeducationtotheirstudents,their
commitmenttoprofessionalgrowth,andtheirenthusiasmforsharingtheirsuccessful
practiceswithcolleaguesintheirschoolsanddistricts.Supportedbytheirregional
SUNYcampusfaculty,theMasterTeachersaredesigningtheirownrobust
professionaldevelopmentprogramthatbuildsontheirstrengthsandaddressestheir
school/districtneeds.Introducingmotivatedteacherstolikemindedprofessionals
andhighqualitygrowthexperienceskeepsourbestteachersintheclassroom,
providingastructuretosharetheirexpertisewiththeirpeers,furtheringstudent
successandhelpingtobuildthefoundationforcollegereadinessandtheskilled
workforcethatwillkeepNewYorkcompetitiveinthe21stcenturyglobaleconomy.
Inspiringourstatesbestteachersandrewardingtheireffortsultimatelyattracts
talentedstudentsintocareersinSTEMfields,includingSTEMeducation.
TheSUNYTeacherandLeaderEducationNetwork(STEN)offersnumerousexamples
ofinnovativehighereducation/P12collaborativeapproachestoteacherandteacher
leadershipdevelopment.Forexample,SUNYGeneseohasdevelopedanewteacher
apprenticeshipprograminpartnershipwithRochesterCitySchools.SUNYPlattsburgh
atQueensbury,SUNYPotsdam,andSUNYOneonta,amongotherSUNYprograms,
offerprofessionaldevelopmentactivitiesforP12andeducationfaculty.AndSUNY
Fredoniaprovidesanexcellentexampleofsimultaneousrenewalinteacherleader

52


development,withitsimplementationofonsitefieldbasedandmethodscourses,
cotaughtbyP12andhighereducationfaculty.

Recommendations for Teacher Leadership

Theknowledgebasesandskillsetsforeffectiveandcaringteachersandschool
leadersoverlapinanumberofareas.Forexample,knowledgeoforganizationsand
organizationalbehaviorineducationarecommontoboth.Theindividualsserving
variousrolesinschoolsarebetterabletocollaborateiftheyknowsomethingabout
eachothersresponsibilities.Actionresearchwasmentionedpreviouslyasan
essentialpartofsimultaneousrenewal.Bothteachersandadministratorsneedto
knowhowtoconductresearch,interpretdata,andusedatatocontinuously
improvetheeducationofstudents.EPPsshouldidentifytheareasofcommonality
acrosseducatorrolesandstrengthentheirprogramstoallowforinstructiontoboth
groupsinpreparationprograms.

TheAdvisoryCouncilrecommendsthatNewYorkState,P12,andSUNY:
1. Recognizeandsupportleadershipintheformofservicetotheprofessionat
thelocal,state,andnationallevelsasanessentialfeatureofamature
profession.
2. Embedprinciplesofeffectiveleadershipintobothpreserviceandprofessional
developmentcurricula,andredesignteacherandschoolleaderprogramsto
prepareteachersandschoolleaderstogether.
3. Workinpartnershiptoestablishschoolenvironmentsthatpromotehighly
effectiverecruitment,retention,induction,andongoingprofessional
developmentofschoolleaders,withparticularattentionpaidtohighpoverty
schoolsanddistricts.
Createvirtualcommunitiesandconnectinghubsforteacherleadersacross
NewYork,andsupporttheirprofessionaldevelopmentwithmicro
credentialingandothersuchtools.
Supportpeervisitationteamsforformativeevaluationanddevelopmentof
highlyeffectiveschoolleaders.

IV.PartnershipsandProfessionalLearningCommunities

Recommendation Highlight:
Recognizeandsupport
leadershipintheformof
servicetotheprofession
atalocal,state,and
nationallevelasan
essentialfeatureofa
matureprofession.

Recommendation Highlight:
Workinpartnershipto
establishschool
environmentsthatpromote
highlyeffectiverecruitment,
retention,induction,and
ongoingprofessional
developmentofschool
leaders,withparticular
attentionpaidtohigh
povertyschoolsand
districts.

Partnerships
Asdescribedinthefirstthreesectionsofthischapter,theTeachNYAdvisoryCouncil
recommendsthateducatorpreparationandtheongoingprofessionaldevelopment
ofteachersandleadersbecomemoreofapartnershipthanittendstobeat
present.Whiletheretentionandongoingeffectivenessofteachersiscertainlytied
moretothenatureoftheschoolinwhichtheyteachthantotheirinitial
preparation,thereisvastopportunityforschoolsofeducationtosupport
professionaldevelopmentinpartnershipwithP12.
Aneffectivepartnershipdependsoneachparticipantsbeliefthattheothershavea
crediblecontributiontomaketotherenewaloftheeducationofstudentsand
futureeducators.Highereducationfacultyandpartneringschoolstaffneedto

53

ProfessionalDevelopment
Schoolshavefurther
expectationsintermsof
jointinquiryand
professionaldevelopmentin
bothsectors,extending
beyondtheeducationof
prospectiveteachersto
schoolbasedengagement
andleadershipinschool
renewal.

TheBuffaloState
ProfessionalDevelopment
SchoolsConsortiumisa
networkofpartnerships
thatincludeselementary
schools,collegeswhose
programsarejointly
registeredwithBuffalo
State,andseveral
organizationsthatpromote
excellenceineducation
withinBuffaloStateand
acrossWesternNewYork.

cometogethertoexchangeinformationontheirpracticesandroles.Institutionsthat
worktogethercancreateanenvironmentconducivetotheeffectivepreparationof
educatorsfromselection,topreserviceeducation,toinductionandongoing
professionaldevelopment.
AsHowey(2015b)pointsout,arangeofpartnershipsexists,fromPartnerSchools,to
ProfessionalDevelopmentSchools,to21stCenturyandNewTechSchools:
PartnerSchoolsarethosewhereaschoolofeducationregularlyplacesprospective
teachersforcapstonestudentteachingexperiences.Sinceteachersareplacedin
eachpartnerschoolonaregularbasis,schoolfacultymembersarefamiliarwiththe
practicesandphilosophyofthepreparationprogramandmayhavebeenprovided
withtrainingbytheprogram.Highereducationfacultyand/orclinicalsupervisors
engagewithpartnerschoolfacultyonaregularbasis.
ProfessionalDevelopmentSchoolshavefurtherexpectationsintermsofjointinquiry
andprofessionaldevelopmentinbothsectors,extendingbeyondtheeducationof
prospectiveteacherstoschoolbasedengagementandleadershipinschoolrenewal.
Inthesepartnerships,collegefaculty,schooladministrators,andpracticingteachers
deliberateonhowtocooperativelysupervisepreserviceteachersandprovidecloser
connectionstoclassroompractice,promoteprofessionaldevelopmentforinservice
teachers,improvestudentlearning,andresearcheducationalpracticeforschool
reform.Inthe1990s,theHolmesGrouplaidoutsixprinciplesforProfessional
DevelopmentSchools.Overthepastquarterofacentury,thoseprincipleshavebeen
adaptedandexpandedtovaryingdegrees.Today,theNationalAssociationof
ProfessionalDevelopmentSchools(2008)listsnineessentialcharacteristics:
1. Acomprehensivemissionthatisbroaderinitsoutreachandscopethanthe
missionofanysinglepartnerandthatfurtherstheeducationprofessionand
itsresponsibilitytoadvanceequitywithinschoolsand,bypotentialextension,
thebroadercommunity;
2. Aschooluniversityculturecommittedtothepreparationoffutureeducators
thatembracestheiractiveengagementintheschoolcommunity;
3. Ongoingandreciprocalprofessionaldevelopmentforallparticipantsguided
byneed;
4. Asharedcommitmenttoinnovativeandreflectivepracticebyall
participants;
5. Engagementinandpublicsharingoftheresultsofdeliberateinvestigationsof
practicebyrespectiveparticipants;
6. Anarticulationagreementdevelopedbytherespectiveparticipants
delineatingtherolesandresponsibilitiesofallinvolved;
7. Astructurethatallowsallparticipantsaforumforongoinggovernance,
reflection,andcollaboration;
8. Workbycollege/universityfacultyandP12facultyinformalrolesacross
institutionalsettings;and
9. Dedicatedandsharedresourcesandformalrewardsandrecognition
structures.(pp.38)

54


TheBuffaloStateProfessionalDevelopmentSchoolsConsortiumoffersan
exemplar.Itsnetworkofpartnershipsincludeselementaryschools,collegeswhose
programsarejointlyregisteredwithBuffaloState,andseveralorganizationsthat
promoteexcellenceineducationwithinBuffaloStatetheCenterforExcellencein
UrbanandRuralEducation(CEURE)andProjectFlightandacrosswesternNew
York.Criticalaspectsoftheprograminvolvecreatingandmaintaininga
collaborativecommunitypartnershipwithurban,suburban,andruralschool
districts;collaborativelyidentifying,developing,andrefiningpracticesthatpromote
studentachievement;supportinginitialpreparationandcontinuingprofessional
developmentforteachersandotherschoolbasededucators;andsupporting
teacherinquirytoimprovepupilandeducatordevelopment(BuffaloStateCollege,
n.d.).

21stCenturyandNewTechSchoolsusecontemporarytechnologiesandprojector
problembasedapproachestoachievedeepandpowerfullearningandimproved
practice.TheseinnovativeschoolscanfunctionaslighthousesforotherP12
schoolsandoffervastopportunitiesforexperimentation,research,andinquiry
acrossP12/highereducationpartnerships.MartinezandMcGrath(2014)studied
eightsuchinnovativeschoolsschoolsthatareestablishinganewnormalfor
teachingandlearningbyinsistingondeeperlearninggoalsandrevitalizingtheway
teachersteachanddevelop.
Takingapagefromsuccessfulsystemschange,TedKolderie(2014)suggestsasplit
screenstrategyforeducationreform.Putsimply,enablethosewhowantto
innovateandtestnewideasandapproaches(withouttheburdenofexcessive
regulation);likewise,allowthosewhoprefermoretraditionalapproachesto
continuetoimprovewithouthavingtoadoptradicalapproaches.Theendless
argumentaboutrightwayversuswrongwayisunproductive;thebetter
approach,inKolderiesview,istorunparalleleffortsaimedatimprovement.Thus,
arangeofpartnershipscanbeaccommodatedusingthesplitscreen(with2,3,n
splits)strategy,openingupnewandfundamentallydifferentmodelsofteaching
andlearningwhilealsocontinuingtoimprovetraditionalapproaches,transforming
educationintoaselfimprovingsystem.
Professional Learning Communities
ThedevelopmentofprofessionallearningcommunitieswithinaP12/higher
educationpartnershiphasthepotentialtosupporttherenewalofindividuals,
schools,andpreparationprograms.Inaprofessionallearningcommunitymodel,
theinterestsandneedsoftherespectivepartnersareidentifiedandsupported.P
12stakeholderscanworkwithEPPstocraftcurriculathatreflectthecurrentand
projectedP12teachingenvironment,whilehighereducationstakeholderscan
keepP12professionalsapprisedoftheresearchonbestpracticesinthefield.The
learningcommunitymightalsoexploreapproachesthatneedtobetaughtin
preparationprogramsandpracticedbyinserviceeducators,suchasstrategiesfor
workingwithparentsandthecommunityorintegratingcontentareasinthe
curriculum.Thesecommunities,then,canserveasamechanismforsimultaneous
renewalofprogramsandschools.

55


TheAdvisoryCouncilrecommendsthedevelopmentofprofessionallearning
communitiesthatinvolvebothpreparationprogramfacultyandinserviceeducators.
Itisthroughtheselearningcommunitiesthatprofessionalrenewalcanoccur.
Importantly,thecommunitiesdonotspontaneouslyemergeandrunthemselves.The
developmentofcommunitiesneedstobeplannedandsupportedwithincentivesand
otherresources.Thecommunitieswillvaryinsizeandmakeup,aswellasfocus.
Somewillconsistofbeginningteachersandtheirmentorsonly,whileotherswill
involveawiderangeofeducatorrolesfromprincipalstocafeteriaemployeesto
maintenancestaff.Allcommunitiesshouldfocusonspecificissuesandtasksthatare
intendedtoenhancetheeducationofallstudents,whetherinP12orcollege
classes.Itwillbetheresponsibilityoftheleadersoftheschoolsandthepreparation
programstoinitiate,fund,andsupportthecontinuingworkofthecommunities.An
importantaspectofcommunitydevelopmentisleveragingresearchfromwithinthe
professionallearningcommunitiesthemselves.

AspartoftheSUNYTeacherandLeaderEducationNetwork(STEN)initiative,SUNY
anditspartnershaveestablishedtheSUNYEducatorPreparationRepositoryand
OnlineResourceCenter,arepositoryofevidencebasedpracticesandmaterialstobe
madeavailablethroughtheSUNYLearningCommons,aplatformthatenables
communitiesofpracticetoshareandaccessscholarlyandinstructional
materials,resources,standards,policies,andbestpractices.Individualteacher
educators,partneringP12teachers,schoolleaders,students,andotherswillbeable
toexaminearangeofmaterials,professionaldevelopmentactivities,andartifacts
thattheymightadaptforuseintheirownteachingandpractice.SUNYiscurrently
pilotingthiseffortanddevelopingandrefiningprotocolsforcontent,communication,
andprocess.

keycomponentsto
successfulinductionand
professionaldevelopment
programsforboth
teachersandleadersmust
includestronganddurable
partnerships,flexible
frameworks,communities
ofpractice,acultureof
researchandevidence
basedpractice,formative
evaluation,peerreviewand
support,andregular
communication.

Anotherexampleofprofessionallearningcommunitiescanbeseeninthe
establishmentofCentersofInnovation.TheCenterofInnovationinEducationat
SUNYCortlandisaregionalhubfortheadvancementandimprovementofteacher
education;itoffersunprecedentedopportunitiesforprofessionaldevelopmentto
supportthelearningofcurrentandfutureteachers.TheCenterisacentralresource
siteforteachercandidates,educationfaculty,andteachersofallsubjectsinallgrade
levels.Itoffersworkshopsandenrichmentopportunitiesfocusedonfivecoreareas
(evaluationofinstructionalmethodsandoutcomes,projectbasedlearning,clinically
richeducatorpreparation,educatorpreparationstrategies,andeffective
communicationinscienceeducation)thatbuildonworkunderwaybySUNYCortland
anditspartnersintheregion.Ultimately,SUNYCortlandwillbecomearegionalhub
forprofessionaldevelopmentandacenterfordiscussionandresearchrelatedto
cuttingedgeteachingstrategiesforpreschoolthroughcollegeandbeyond.
Recommendations for Partnerships and Professional Learning Communities
Focusingonenablingpolicy(ratherthanadditiverulesandregulations),theAdvisory
Councilrecommendsthatkeycomponentstosuccessfulinductionandprofessional
developmentprogramsforbothteachersandleadersmustincludestrongand
durablepartnerships,flexibleframeworks,communitiesofpractice,acultureof
researchandevidencebasedpractice,formativeevaluation,peerreviewand
support,andregularcommunication.

56


Abasicpremisewasthattoensuresmoothentryofnewlymintedteachersintothe
classroom,aswellashighqualityteachingacrosstheprofessionalgrowth
continuumfromnovicetoexpert,SUNYmustactivelyengagewithP12colleagues
inestablishing,supporting,andevaluatinginductionandprofessionaldevelopment
programsforteachersandleaders.Aqualityteachingandleadershipworkforceisa
sharedresponsibility,necessitatingcommitmentandpartnerships.

TheAdvisoryCouncilrecommendsthatNewYorkState,P12,andSUNY:

Recommendation Highlight:
Establishasingleintegrated
systemofeducator
developmentbetween
universitiesandschool
districts,BOCES,Regional
InformationCenters,and
NYSTeacherCenters.

1. Establishasingleintegratedsystemofeducatordevelopmentbetween
universitiesandschooldistricts,BOCES,RegionalInformationCenters,andNYS
TeacherCenters,toleverageexpertiseandresourcesacrossP20sectors.
Endorseandassumesharedresponsibilityforthecontinuumoflearningand
development,frompreservice,toinduction,toongoingprofessional
development,basedontheneedsofindividualteachersandleaders,local
districts,regions,andbeyond.
Establishevidencebasedstandardsandadequatefiscalsupportforstrong
andenduringpartnerships,toberegularlyreviewedbySUNY(systemwith
campusleadershipandfaculty),P12partneringschoolsandtheirfaculties,
teacherunions,andNYSED,withattentiontothemostappropriatelevelof
partnership.
EstablishlighthousepartnerschoolsassociatedwithEPPswheretrue
collaborationoccursandtheschool(ratherthanthecollegeclassroom)isthe
primarysourceofteachertraining,professionaldevelopment,research,and
innovation.(Note:Theseschoolscouldbenewlycreated,existing,or
reformed.)
2. Developandsupportprofessionallearningcommunitiesthatare
inquiry/researchbasedandincludepreservicetonovicetoexpertteachers,along
withadministratorsandhighereducationfaculty,toinformexcellencein
teaching,learning,andleadership.
LeveragetheNYSMasterTeacherProgramtocreateaprofessionallearning
communitythatestablishesastructuretoengageinongoing,collaborative
discussionsandassociatedresearchofevidencebasedsuccessfulteaching
practices,supportsnoviceandexperiencedteachersintheclassroom,and
attractstalentedstudentsintoSTEMteachingcareers.
Fosterandincentivizeeducatorcreation/distributionofknowledge(e.g.,
throughfieldandteacheractionresearch),providingopportunitiesand
supportforP12teacherresearch,includingjointprojectsamongfaculty,
teachers,administrators,andstudents.

SupportandmaintaintheSUNYEducatorPreparationRepositoryandOnline
ResourceCenter;inpartnershipwiththeprofession,identifypoliciesand
proceduresfortakinginnovativeevidencebasedpracticestoscale.

Recommendation Highlight:
Developandsupport
professionallearning
communitiesthatare
inquiry/researchbasedand
includepreserviceto
novicetoexpertteachers,
alongwithadministrators
andhighereducation
faculty,toinformexcellence
inteaching,learningand
leadership.

Recommendation Highlight:
LeveragetheNYSMaster
TeacherProgramtocreatea
professionallearning
communitythatestablishes
astructuretoengagein
ongoing,collaborative
discussionsandassociated
researchofevidencebased
successfulteaching
practices,supportsnovice
andexperiencedteachersin
theclassroom,andattracts
talentedstudentsintoSTEM
teachingcareers.

57


MobilizetherecentlyformedSUNYTeaching,Learning,andAssessment
NetworkofExcellencetosupportprofessionallearningcommunitiesacrossP
20,harnessingSUNYsvasteducationalresearchstrengths,therebyconnecting
teachersandleaderstoestablishedresearchers(fromawiderangeof
applicablefields)andviceversa.

Developaframeworkofassessmenttosupportcontinuousimprovementof
professionallearningcommunitiesandtodemonstratetheirimpact.

58


Chapter4DemonstratingExcellence
EvaluationandAssessment

Ourprogressasanationcanbenoswifterthanourprogressineducation.
Thehumanmindisourfundamentalresource.

JohnF.Kennedy
Educationalinstitutionsprovideourcommunitiesandeconomywiththehuman
capitalnecessaryformaterialandculturalprogress,andtodayseducatorshave
cometoexpectthattheymustparticipateineffectiveaccountabilitysystems.
Giventhatteachersarethesinglemostinfluentialinschoolfactorinfostering
studentlearning,itisimperativethateducatorpreparationprograms(EPPs)are
assessedandevaluatedtoensurethattheyareprovidingtheknowledge,skills,and
toolsneededtoservestudentswell.Becausetheworkofteachersisinfluencedby
thecontextinwhichtheyteach,andbecauseasignificantcontextualfactoristhe
schoolleadership,itisimportantthatthisincludethosepreparingtobecomeschool
leadersinadditiontothosepreparingtobecometeachers.
TheTeachNYAdvisoryCouncilwaschargedtoidentifyasetofrecommendationsfor
EPPs,withparticularattentiontoadvancesintechnologyandchangingstudent
needs,tosupportcontinuousimprovementandexcellence.Thischapterbegins
withanoverviewoftherecenteducationalaccountabilitymovementandthen
brieflyreviewstherangeofaccountabilitysystemsandstandardsforboth
individualteachersandpreparationprograms.ItthenconcludeswiththeAdvisory
Councilsrecommendationsforevaluationandassessment.
WhilethemembersoftheTeachNYAdvisoryCouncilareexperiencedand
extremelyknowledgeableaboutthecurrentaccountabilitysystems,itwas
instructiveforthegrouptofullydiscussthesesystemsandtheissuestheyraise.At
theCouncilsmeetinginFebruary2015,themembersheardpresentationsfroma
rangeofperspectives,includingMichaelAllen,cofounderofTeacherPreparation
Analytics,whosummarizedareportcommissionedbytheCouncilforthe
AccreditationofEducatorPreparationthatproposeskeyindicatorsforanevidence
basedsystemtoassessteacherpreparation;KateWalsh,presidentofNational
CouncilonTeacherQuality,whospokeofherorganizationsstandardsand
indicatorsforteacherpreparationprogramreview;andRandiWeingarten,
presidentoftheAmericanFederationofTeachers,whodiscussedtheAFTposition
onteacherevaluationandtheneedtoraisethebarforeducatorpreparation.In
addition,ChancellorZimpherbriefedtheCouncilontheSUNYExcelsperformance
system,whichisdesignedtofostercontinuousimprovementtowardexcellence,
targetedmetrics,performanceplanning,andanassociatedinvestmentfund,and
highlightedSUNYscommitmenttoaccountability,transparency,anddatainformed
policyanddecisionmaking.Intheextensivediscussionsthatfollowed,Council
membersexaminedthechallengesandopportunities,aswellaspromisingpolicy
directions,forevaluationandassessment.

59

TheModernEducationAccountabilityMovement
Duringthefirsthalfofthetwentiethcentury,U.S.educationlivedinthelongshadow
ofJohnDeweyandhisphilosophicalassumptionsaboutthesocialnatureof
schooling.Moreoftenmisunderstoodthannot,Deweywasthoughttovalueprocess
ormethodovercontent,thefeltexperienceovertheacquisitionofspecific
knowledge.And,inthemidstoftheColdWarwiththeSovietUnioninthe1950s,
criticismofDeweyism,ofU.S.educationanditseducators,becamecommonplace.
WhycantJohnnyread?RudolfFleschqueriedinhisunlikely1955bestseller,and
theanswerformanywasthatschoolshadbecomeweddedtothewholeword(also
referredtoaswholelanguage)methodofteachingreading.
Twoyearslater,inOctober1957,theSovietUnionlaunchedSputnik,thefirstartificial
Earthsatellite,revivingthechargesaboutthemanifoldproblemswithU.S.education,
especiallyeducationinscienceandmath.Effectiveeducationatthistimewasseen
throughthelensoftheColdWar,whichmeantthatitbecameimperative,asamatter
ofnationaldefense,thatU.S.educationimprovehence,thepassageoftheNational
DefenseEducationActin1958.
Thisissueservedastheimpetusforthefederalgovernmentsbeginningtobecome
muchmoredeeplyinvolvedinwhathadbeenthemostlocalofinstitutionsinthe
country:theneighborhoodschool.Sincethelatenineteenthcentury,afederalagency
hadbeenassignedtoeducation,butithadbeenlimitedtocollectingdatafromstate
superintendents.Now,postSputnik,theenvironmentshifted.Atellingmoment
occurredduringthefirstpresidentialdebateinOctober1960,whenthecandidates,
JohnF.KennedyandRichardM.Nixon,agreedthatitwastimeforthefederal
governmenttodirectlyfundU.S.primaryandsecondaryeducation.Thefactthatthey
wantedtofunddifferentthings,atdifferentlevels,waslessimportantthantheir
agreementabouttheneedtousefederaldollarstosupportwhathadbeenlocally
financedandlocallygovernedforacentury.WithKennedyselection,the
administrationunsuccessfullypushedtoincreasefederalinvolvementinpre
collegiateeducation,butfollowinghisdeathandLyndonJohnsonslandslideelection
in1964,CongressswiftlypassedtheElementaryandSecondaryEducationAct(ESEA)
in1965,providingfederalfundingtoeducateallstudents,especiallythe
disadvantaged(Thomas&Brady,2005).
Withthefederalgovernmentsgrowinginterestineducation,U.S.Commissionerof
EducationFrancisKeppelmovedtobuildonthehistoricmissionofhisagencyto
collecteducationaldata.Butgiventhesensitivitytoapotentialfederalintrusioninto
localaffairs,especiallyasitmightinvolveinvidiouscomparativestatedata,Keppel
solicitedRalphW.TylertosecurefundingfromtheCarnegieCorporationtocreatea
newnationaldatasetonstudentachievement.Eventhiseffortthreatenedtoomany,
andtheoppositioneffectivelydelayedimplementationuntil1969.Intime,the
projectproceededthroughtheEducationCommissionoftheStates,anditwascalled
theNationalAssessmentofEducationalProgress(NAEP),whichfrom1972forward
wasfundedentirelybyfederalsources(Vinovskis,1998).NAEPbecameand
remainsanationalscorecard,providingonemeasureofnationaleducational
attainmentovertime.

60


TheadventofNAEPusheredinaconcernforthelackofcommonnational
standards.Withoutacommoncurriculum,assessmentsofstudentperformance
couldnotyieldgreaterunderstandingofstudentprogresstowardmeetingcommon
metrics(NationalCenterforEducationStatistics,2015).

TheU.S.DepartmentofEducationbecameaCabinetlevelorganizationin1979and
federalinvolvementinnationaleducationalassessmentbecameanacceptedpartof
theU.S.governancelandscapewithinafewshortyears.In1983,theNational
CommissiononExcellenceinEducation,appointedbytheSecretaryofEducation
TerrelBell,issuedashockingreport,ANationatRisk.Thereporthighlighted
decliningSATscoresovertheprevioustwodecades(asetofdatathatwaslater
questioned)andinternationalcomparisonsthatindicatedthatU.S.studentswere
fallingbehindthoseofothercountries(Sengeetal.,2000).Tocombatwhatit
termedarisingtideofmediocritytheCommissionrecommendedanumberof
reforms.Whilethereportcreatedafurorandengenderedathirstforreform,few
ofitsspecificrecommendationswereadopted.

Beginninginthelate1980s,thefederalgovernmentbegantopromptstatesto
createlearningstandardsforstudentperformancethatspecifieddesiredlearning
outcomes:whatstudentswereexpectedtoknowandbeabletodoatdifferent
gradelevels.In2001,theseeffortsculminatedinthereauthorizationofthe
ElementaryandSecondaryEducationAct,morepopularlyknownasNoChildLeft
Behind(NCLB),whichrequiredstatestoestablishlearningstandards.However,
therewaslittlecommonalityacrossstatestandards,reinforcingthedifficultyof
conductingameaningfulnationaleducationassessment(Shephard,Hannaway,&
Baker,2009;Thomas&Brady,2005).
Thisdeficiencywasfinallyaddressedin2009bytheNationalGovernorsAssociation
CenterforBestPractices(NGACenter)andtheCouncilofChiefStateSchoolOfficers
(CCSSO),whichbegananefforttodevelopstandardexpectationsforU.S.students
atanumberofdifferentgradelevels.TheCommonCore,asitcametobecalled,
containedspecificlearningstandardsthatwerereviewedbyconstituentsand
presentedtostatesforadoption.By2014,43states,theDistrictofColumbia,four
territories,andtheDepartmentofDefenseEducationActivity(DoDEA)hadadopted
theCommonCoreLearningStandards(CommonCoreStateStandardsInitiative,
2015).Todate,assessmentsfortheCommonCorehavebeendevelopedand
utilizedinseveralstates,includingNewYork,withmodificationsbeingimplemented
inresponsetocriticalfeedbackfromeducatorsandothermembersofthepublic.
Anotherimportantinitiativeof2009wastheinclusionof$4.35billionforRaceto
theTop(RTTT)fundingaspartoftheRecoveryandReinvestmentActfollowingthe
200809plungeintothedeepesteconomicrecessioninmorethanahalfcentury.
Statesviedforthedollarsthroughacompetitiveprocess,thefirstandonlyabsolute
priorityofwhichwasademonstrablecommitmenttoeducationalreforminfour
specificareas,oneofwhichwastheadoptionofcommonK12standards.
In2010,NewYorkStatewasamongthe19statesawardedfundsbytheU.S.
DepartmentofEducationintheRTTTcompetition,receivingnearly$700million,
secondonlytoFloridainthesizeoftheaward.AspartofitssuccessfulRoundII
application,NewYorklaidoutcriteriabywhichitseducatorimprovementplans
wouldbeevaluated.TheNewYorkStateLegislaturepassedlegislationrequiringthe

61


developmentofevaluationplansbasedonRTTTcriteriainearly2012,withrevisions
tothelegislationapprovedbythegovernorin2015.

Thepasthalfcentury,then,haswitnesseddramaticchangesinthefundingand
structureofU.S.education,withgrowinginvolvementofnationalauthorities,most
directlyfederalagenciesthathavedemandedincreasingaccountabilityfrommanyof
theconstituentelementswithintheeducationalenterprise,includingstate
authorities,schooldistricts,teachers,andevenEPPs,fortheirsupport.Intheprocess,
theCommonCorehasemergedassomethingakintoanationalcurriculum.

AccountabilitySystemsandStandards
Accountabilitysystemsfor
teachersandschoolleaders
andeducatorpreparation
programsexisttoassurethe
publicthatamechanismis
inplaceforevaluating
performanceandtoprovide
supportforimprovement.

Accountabilitysystemsforteachers,schoolleadersandEPPsexisttoassurethe
publicthatamechanismisinplaceforevaluatingperformanceandtoprovide
supportforimprovement.Whileanumberofdistinctaccountabilitysystemsare
employed(Feuer,Floden,Chudowsky,&Ahn,2013),theCouncilexamined
accountabilitysystemsatfourlevels:stateandfederal,professional,system(SUNY),
andcampusspecific.
Webeginwithabriefoverviewofsomeofthestandardsthatdrivethese
accountabilitysystems.
TheCouncilofChiefStateSchoolOfficers(2013)InterstateTeacherAssessmentand
SupportConsortium(InTASC)StandardsandLearningProgressionforTeachers
specifybothwhatteachersshouldbeabletodoandhowteachingpracticeshould
developovertime.Tenstandardsfallintofourareas:thelearnerandlearning,
content,instructionalpractice,andprofessionalresponsibility.Thesestandardsare
increasinglycitedasthebasisforthedesignandevaluationofpreserviceprograms,
astheyarealignedwiththeCommonCoreLearningStandards(CCLS),emphasizing
instructionalstrategiesdirectedatcriticalthinkinganddeepunderstandingofsubject
matter.InTASCstandardsareeasilytranslatedbyprogramsintoassessment
instrumentsforformativeandsummativeperformanceassessmentsofteacher
candidates,andevenmorecritically,guideprofessionallearninganddevelopment,
frombeginningteachertoteacherleader.
Danielsons(2014)framework,whichusesarubricformatwithfourlevelsof
performance,isalsofrequentlyusedtoevaluatebothpreserviceandpracticing
teachers.Inthemostrecentversion,Danielson(2014)explicitlyalignstheframework
withInTASCaswellastheCCLS.Inaddition,Danielsonhighlightsthoseaspectsofher
frameworkthatrelatedirectlytoCommonCoreteaching,suchasdevelopinginquiry
skillsandprovidingforcriticalthinkingindiscussion,amongotherteachingskills.
Candidateperformanceinaclassroomaswellasartifactsfromteachingareassessed
usingtheframeworkchecklistandratingscale.
AthirdsetofstandardsisoutlinedintheNationalBoardforProfessionalTeaching
Standards(NBPTS,2014a).Fivecorepropositionsformthebasisofthestandards:
1) Teachersarecommittedtostudentsandtheirlearning.
2) Teachersknowthesubjectstheyteachandhowtoteachthosesubjectsto
students.
3) Teachersareresponsibleformanagingandmonitoringstudentlearning.

62


4) Teachersthinksystematicallyabouttheirpracticeandlearnfromexperience.
5) Teachersaremembersoflearningcommunities.
Thestandardsdefinewhataccomplishedteachersshouldknowandbeabletodo.
Importantly,theNBPTSwebsitecitesanumberofresearchstudiesthatindicate
thatBoardcertifiedteachersoutperformotherteachers(seeNBPTS,2014b),
providingevidenceofthevalidityofthestandardsandfurtherdemonstratingthe
returnoninvestmentinprofessionaldevelopmentleadingtorecognizedadvanced
practiceandBoardcertificationwithinanareaofspecialization.Includedinthe
processisaportfolioofartifactsandreflectionssubmittedbythecandidatefor
rigorouspeerreview.

ThestandardssetbytheCouncilfortheAccreditationofEducatorPreparation
(CAEP)provideyetanotheraccountabilitysystem.Thesearethemostsalientfor
SUNYsEPPs,infactforallEPPsinNewYorkState,becauseNYSEDCommissioners
Regulationsrequiretheprogramstobeprofessionallyaccredited.
TheoverarchinggoalofCAEPaccreditationistoensurequalityandsupport
continuousimprovementofEPPstostrengthenP12studentlearning.CAEP
specifiesfivestandards,eachwithmultiplecomponents,bywhichprograms
demonstratethattheirgraduatesarecaringandqualifiedandthattheprogram
operatesfromacultureofevidenceandcontinuousimprovement:
contentandpedagogicalknowledge(basedonInTASCstandards);
clinicalpartnershipsandpractice;
candidatequality,recruitment,andselectivity;
programimpact;and
providerquality,continuousimprovement,andcapacity(CAEPCommission
onStandardsandPerformance,2013).
Inaddition,embeddedthroughoutthesestandards,programsmustprovide
evidenceofmeetingtwocrosscuttingthemes:diversity,andtechnologyanddigital
learning.Evidenceprovidedtosupportmeetingeachstandardmustbereliableand
valid,andinstitutionsmustusemultiplemeasurestodocumenttheeffectivenessof
thepreparationprogram,includingstandardizedtests,employerandalumni
surveys,andcoursegrades.
WhileeachoftheCAEPstandardsrequiresevidencethatthestandardhasbeen
met,thefifthstandsoutwithregardtolongtermaccountabilitysinceitfocuseson
continuousimprovement.Standardfiverequiresinclusionofbothaqualitycontrol
systemandacontinuousimprovementplan.Improvementplansaretheresultof
carefullyexaminingevidenceofprogrameffectivenessand,togetherwith
stakeholders,identifyingareaswhereprogramimprovementscanbemade.
Strategiesforimprovingcandidatequalityarethendevelopedbytheprogram,
implemented,andevaluatedthroughtheuseofthequalitycontrolsystem.The
CAEPaccreditationprocessverifiesthatthecontinuousimprovementcycleand
qualitycontrolsystemarefunctioningasdesigned.

63

StateandFederalAccountability

Insharpcontrasttomost
practiceprofessions(e.g.,
medicine,dentistry,nursing,
accounting),whichrequire
candidatestopassasingle
nationalexamination
(typicallywithsubstantial
oversightfromthe
professionalbodyitself),
beforetheycanbelicensed
orcertifiedintheir
respectivestate,education
hasalavisharrayoftests
andstatespecificrulesthat
governbothentryinto
practiceandprofessional
advancement(Ginsberg&
Kingston,2014).

Theconjoinedstateandfederalaccountabilitysystemsshareacommonpurpose:to
assureschoolsandthepublicthatnewteachersandleadersareabletoperform
effectively,bydeterminingtheextenttowhicheducatorpreparationprogramsmeet
thestandardsspecifiedforeffectivebeginningeducators.Unliketheprogression
towardincreasedstandardizationofP12curriculaandlearningoutcomesoverthe
lasthalfcentury,withconcomitantnationaltestingtogaugeprogress,thereislittleto
nostandardizationofeducatorpreparationacrossstatesbeyondgeneral
expectationsformonitoringprograms.And,insharpcontrasttomostpractice
professions(e.g.,medicine,dentistry,nursing,accounting),whichrequirecandidates
topassasinglenationalexamination(typicallywithsubstantialoversightfromthe
professionalbodyitself),beforetheycanbelicensedorcertifiedintheirrespective
state,educationhasalavisharrayoftestsandstatespecificrulesthatgovernboth
entryintopracticeandprofessionaladvancement(Ginsberg&Kingston,2014).States
continuetoenjoysubstantialdiscretioninpreparationpractices,and,asonemight
expect,theresultistremendousvariationinaccountabilitysystemsforpreservice
teachersandtheprogramsthatpreparethem.
InNewYorkState,theBoardofRegentsoverseestheUniversityoftheStateofNew
York(nottobeconfusedwithTheStateUniversityofNewYork),whichincludesP12
education,higherandprofessionaleducation,vocationalrehabilitationservices,and
culturaleducation.TheNewYorkStateEducationDepartment(NYSED),whichis
advisedbytheProfessionalStandardsandPracticesBoard(PSPB),ischargedbythe
BoardofRegentstomonitorprogramcompliancewithregulationsgoverningteacher
andschoolleaderpreparation.Theaccountabilitysystemdesignedtoaddressthis
chargeincludesregulationsthatspecifybothprogramcontent(inputs)aswellas
performanceindicators(outputs),intheformofcertificationexamresults.
Therequiredcertificationexamsevaluateprogramoutputsofteacherandschool
leaderprogramsorequivalentpreparationbysettingcutscorecriteriaontestsof
contentknowledgeandpedagogy.Evaluationofthedegreetowhichprograms
complywithCommissionersRegulationsisdonethroughthemonitoringof
certificationtestscoreresultsforprogramcompletersviathefederalTitleIIreport.
Passratesoneachexammustmeetminimumstaterequirementsortheprogram
mayfaceconsequences,includingsuspensionorevenderegistration(i.e.,closure).It
isimportanttonotethatduetoconcernsaboutexamcontentandimplementation,
theBoardofRegents,informedbyEPPfacultyandstaffaswellasNYSED,continues
toreviewthecurrentexamstructurethatwasintroducedin2014.Forexample,the
edTPAtaskforcethatwasfirstconvenedin2014isbeingreconvenedin2016to
reviewtheconcernsandissuesraisedbythefieldandmakerecommendationstothe
BoardofRegents.
Newpreparationprogramsandrevisionstoregisteredprogramsarereviewedand
monitoredbyNYSEDtodeterminecontinuedalignmentwithregulations.
InadditiontocompliancewithCommissionersRegulationsforprogramregistration,
asmentionedpreviously,NYSEDregulationsrequirethatallregisteredprogramsbe
accreditedbyarecognizedprofessionaleducationaccreditingassociation,which
currentlymeanstheCouncilfortheAccreditationofEducatorPreparation.Inturn,

64


theU.S.DepartmentofEducationholdsthestateaccountableformonitoringthe
teacherprograms.AllstatesreportprogrampassratestotheU.S.Departmentof
Educationandarerequiredtodeveloparatingsystemforprogramstodetermine
thoseprogramsthatarelowperforming(U.S.DepartmentofEducation,2013b).

Figure9CertificationExamsRequiredforNewYorkStateTeachersandSchoolLeaders

Teacher
Education

School
Building
Leader

PreviousExams
AssessmentofTeaching
SkillsWritten(ATSW)

CurrentExams

FocusofCurrentExams

EducativeTeacherPerformance
AssessmentedTPA(Portfolio)

Plananddeliverlessons
consistentwithNYSLearning
StandardsandtheCommon
Core

EducatingAllStudentsTest
(EAS)

Addresslearningneedsof
diversestudentpopulations

LiberalArtsandScience
Test(LAST)

AcademicLiteracySkillsTest
(ALST)

Readingcomprehensionand
analysis,writtenexpression,
writtenanalysis

ContentSpecialtyTests
(CST)

MoreRigorousContent
SpecialtyTest(CST)

Masteryofcontentalignedwith
NYSLearningStandardsandthe
CommonCore

SchoolBuildingLeader
Exam(Written)

SchoolBuildingLeaderExam
(IncludingPerformance
Assessment)

Emphasizesinstructional
leadershiptasks

EducatingAllStudentsTest
(EAS)

Addresslearningneedsof
diversestudentpopulations

Source:AdaptedfromtheNewYorkStateEducationDepartment(NYSED,2014b)

Accountability Systems for Teachers and School Leaders

Tosupportongoingevaluationofteacherperformancebeyondinitialpreparation,
NYSEDdevelopedasetofstandards(NYSED,2009)associatedwiththeAnnual
ProfessionalPerformanceReview(APPR).Thesestandards,developedwithinput
fromarangeofconstituentgroups,makereferencetoInTASCandNBPTaswellas
Danielsons(2014)framework.TheNYSEDstandardsmayalsobeusedindesigning
professionaldevelopmentprogrammingforpracticingteachers,andschooldistricts
mayusetheNYSEDstandardsinpreparingdistrictprofessionaldevelopmentplans
eachyear.
AsthemechanismforteacherandschoolleaderevaluationinNewYorkState,the
APPRrequiresthatmultiplemeasuresbeusedforevaluation.Basedonthese
measures,eachclassroomteacherandschoolleaderreceivesanoverallratingof
highlyeffective,effective,developing,orineffective.WhileaspectsoftheAPPRare
dictatedbylaw,localschooldistrictsalsomustdevelopandsubmitforapproval
theirownplansnegotiatedwiththelocallaborbargainingunit(NYSED,2015a).
TheAPPRaccountabilitysystemhasbuiltinexpectationsforprofessional
developmentandrequiresdevelopmentofimprovementplansforteachersand
schoolleaderswhoareratedasineffective.Also,datafromtheevaluationsareto
beusedtoidentifyprofessionaldevelopmentofferingsforallteachers.Itis

65


importanttonotethattheAPPRsystemcontinuestoevolveinresponsetoconcerns
raisedduringitsinitialdevelopmentandimplementation.

ProfessionalAccountability

Oneofthehallmarksofa
matureprofessionisthe
degreetowhichitmonitors
itselfagainstabackdropof
recognizedprofessional
standardsstandardsthat
governentryintothe
profession,theschoolsand
curriculathatprepareits
members,expectationsfor
professionalpracticeand
continuingdevelopment,
anddisciplineorremovalof
thosewhodonotmeet
standards.Whileaccepted
professionssuchaslawand
medicinehavethese
characteristics,the
educationprofessionisstill
workingtowardagreement
(Hitz,2008).

Oneofthehallmarksofamatureprofessionisthedegreetowhichitmonitorsitself
againstabackdropofrecognizedprofessionalstandardsstandardsthatgovern
entryintotheprofession,theschoolsandcurriculathatprepareitsmembers,
expectationsforprofessionalpracticeandcontinuingdevelopment,anddisciplineor
removalofthosewhodonotmeetstandards.Whileacceptedprofessionssuchaslaw
andmedicinehavethesecharacteristics,theeducationprofessionisstillworking
towardagreement(Hitz,2008).
Professional Accreditation
TheNationalCouncilforAccreditationofTeacherEducation(NCATE)wasfoundedin
1954byaconsortiumoftheleadingeducationalorganizationsinvolvedin
establishingstandardsforteacherpreparation,includingtheAmericanAssociationof
CollegesforTeacherEducation(AACTE),theNationalAssociationofStateDirectorsof
TeacherEducationandCertification(NASDTEC),theNationalEducationAssociation
(NEA),theCouncilofChiefStateSchoolOfficers(CCSSO),andtheNationalSchool
BoardsAssociation(NSBA).Importantly,itwascreatedtobeanindependentagency,
replacingAACTEastheprimaryaccreditingbodytoprovideamechanismforassuring
qualityofteacherpreparation(NCATE,2014).
InitialNCATEstandardsspecifiedtheminimumcontenttobeincludedandrequired
institutionstoprovideevidenceofthatcontentintheirprograms.Inthe1990sNCATE
standardschangedtorequirethearticulationofaprogramconceptualframework
togetherwithevidenceofhavingmetstandardsspecifyingwhatprogramcompleters
wereabletodoi.e.,performancestandards.
TheTeacherEducationAccreditationCouncil(TEAC)wasformedinthe1990s,
adoptingaslightlydifferentapproachtoaccreditationonethatwasmoregrounded
inresearchandwhereintheEPPmakesclaimsaboutprogramcompletersand
providesevidencetosupportsuchclaims.TEACrequiredprogramstomeetstandards
thatincludedaqualitycontrolsystem,alongwithevidenceofprogramcompleters
competenceasteachers.Thereliabilityandvalidityoftheevidenceofprogram
effectivenesswasemphasized.
In2009,NCATEandTEACbegandiscussingthepossibilityofmergingthetwo
organizations,alongwiththeiraccreditationapproaches.ThecurrentCouncilforthe
AccreditationofEducatorPreparation(CAEP)anditsstandardsandproceduresfor
accreditationaretheresultofthemergeroftheNCATEandTEACin2013.Standards
forinitialteacherpreparationprogramswereadoptedin2013andstandardsfor
advancedprograms,includingthoseforeducationalleadership,wereadoptedin
2014.Currently,approximatelyhalfofthestateshaveaformalassociationwithCAEP,
eitherthroughlegislationorregulationthatrequiresCAEPaccreditationand/or
throughpartnershipagreements.

66


Figure10StatesRequiringCAEPAccreditation

RequireAllEPPstoBe
NationallyAccredited(13)

RequirePublicEPPstoBe
NationallyAccredited(5)

RequireEPPsofCertainSize
toBeAccredited(1)

Alaska,Arkansas,Delaware,
Hawaii,Louisiana,Michigan,New
Jersey,NewYork,Ohio,Oregon,
Utah,WestVirginia,Wyoming

Georgia,Mississippi,
NorthCarolina(NCUniversity
System),NorthDakota,
SouthCarolina

Maryland(EPPsatIHEswith over
2000FTEstudents)

Source:CouncilfortheAccreditationofEducatorPreparation (2016)

TheoverarchinggoalofCAEPaccreditationistoassurequalityandsupport
continuousimprovementofEPPsforbothteachersandschoolleaders,whichwill
strengthenP12studentlearning.ThroughCAEPsfivestandards,programs
demonstratethattheirgraduatesarequalifiedandthattheprogramoperatesfrom
acultureofevidenceandcontinuousimprovement.InpreparationforCAEP
accreditationandpriortosubmissionoftheselfstudy,institutionswithEPPsmay
selectfromthefollowingthreeoptionsforobtainingindividual(subjectspecific)
programreview:
CAEPProgramReviewwithNationalRecognition.Individualprogramsare
reviewedbyCAEPandreviewteamstrainedbyspecializedprofessional
associations(SPA)todeterminethateachprogrammeetsSPAstandards.This
reviewmayresultinnationalrecognitionbyvirtueofmeetingSPAstandards.
ExamplesofSPAsaretheCouncilforExceptionalChildren(CEC)andthe
NationalCouncilofTeachersofEnglish(NCTE).
CAEPProgramReviewwithFeedback.Programcontentisreviewedbysite
visitorsduringtheCAEPonsiteaccreditationvisitinaccordancewiththe
statestandards.Feedbackisprovidedtotheprogramsandthatstate.
StateProgramReview.Aprogramreviewisconductedaccordingtothe
appropriatestateprogramstandards.
FollowingsuccessfulCAEPaccreditation,programsareheldtoannualreportingand
monitoringrequirements.Inbroadterms,CAEPannuallygathersprogramdataon
severalmeasures,includingindicatorsofteachingeffectiveness;surveysof
employerandcompletersatisfaction;andgraduation,certification,and
employmentrates.Thisinformationisseenasusefultoprogramsforcontinuous
improvement,aswellastoconsumers.Whileinitialaccreditationisforaperiodof
fiveyearsandcontinuingaccreditationforsevenyears,annualreportsprovide
additionalupdatesandopportunitiesforselfexaminationintheinterveningperiod.
Inconsultationwithstakeholdergroups,NYSEDiscurrentlyconsideringthe
adoptionofaCAEPpartnershipagreementthatwillspecifywhichoftheabove
optionswillbeavailabletoNewYorkStateregisteredprograms,aswellas
processesforaccreditationofNewYorksEPPs.

67

Teacher Preparation Analytics

In2013,asameanstopromptdiscussionamongtheprofession,CAEPcommissioned
areportfromTeacherPreparationAnalytics(TPA)todevelopamodelforan
evidencebasedsystemofteacherpreparationthatwouldincludedescriptiveand
performancemeasuresfromprogramadmissiontobeginningteaching(Allen,Coble,
&Crowe,2014).Thereportproposeskeyeffectivenessindicators(KEIs)thatfocuson
candidateselection(academicstrength,teachingpromise,andcandidatediversity),
knowledgeandskillsforteaching(contentknowledge,pedagogicalknowledge,
teachingskills,andacompleterratingoftheprogram),performanceasclassroom
teachers(impactonP12studentlearning,demonstratedteachingskill,andP12
studentperceptions),andcontributiontostateneeds(entryandpersistencein
teaching,placement/persistenceinhighneedssubjectareasandschools)(Allenetal.,
2014).IndicatorsincludeGPAs,standardizedtestscores,studentandemployer
surveys,andemploymentdata.
Thedatagarneredthroughthismodelwouldservetwopurposes.First,thedatafrom
theapplicationofthesystemcouldbeusedbyEPPsintheirCAEPmandated
continuousimprovementandqualitycontrolsystems.TheKEIsprovidedatatousein
identifyingprogramstrengthsandweaknessessothatprogramimprovementscanbe
developed,implemented,andevaluated.Thesecondpurposewouldbetoevaluate
theeffectivenessofeducatorpreparationprogramsforCAEPaccreditation.
Informationoneffectivenesscanalsobeusedbystateeducationdepartmentsin
determiningcontinuingprogramapprovalandbyP12schoolsinmakinghiring
decisions.
Teaching,likeother
respectedprofessions,must
haveauniversalassessment
processforentrythat
includesrigorous
preparationcenteredon
clinicalpracticeaswellas
theory,anindepthtestof
subjectandpedagogical
knowledge,anda
comprehensiveteacher
performanceassessment
(AFT,2013).

TheTPArecommendationsplaceemphasisontheuseofreliableandvalidmeasures
oftheKEIsandsuggestthatmanyappropriateassessmentinstrumentsdonotyet
exist.Forexample,todatethereisnovalidandreliablescreeninginstrumentfor
teachingpromise(attitudes,values,behaviors).Thereismuchworktobedoneby
educationresearchers,testdevelopers,andstateeducationdepartmentsbeforea
completesetofKEIsisavailableforuseineducatorpreparationprogramevaluation.
And,workhasjustbegunonidentifyingKEIindicatorsforschoolleaders.
American Federation of Teachers
In2013,theAmericanFederationofTeachers(AFT)producedapositionpaperonthe
teachingprofession.Oneofthethreerecommendationssupportedbytheposition
paperis:
Teaching,likeotherrespectedprofessions,musthaveauniversalassessment
processforentrythatincludesrigorouspreparationcenteredonclinical
practiceaswellastheory,anindepthtestofsubjectandpedagogical
knowledge,andacomprehensiveteacherperformanceassessment.(AFT,
2013,p.8)
ThisAFTrecommendationmatcheswelltheabovementionedTPAapproachto
teacherpreparation.Inasecondrecommendationinthepaper,AFTcallsforreliable
andvalidmeasuresofteacherperformancealignedwithawellgroundedvisionof

68


effectiveteaching(AFT,2013,p.8)andagreedonbythevariousstakeholders
involvedineducation.

Independent Association Program Evaluation Systems

InmuchthesamewaythatConsumerReportsmonitorstheperformanceand
qualityofhouseholdproducts,ostensiblyasaservicetothepublic,thereare
numerousindependententitiesmonitoringtheperformanceofhighereducation
institutionsandtheirprograms.U.S.News&WorldReportisprobablythemost
widelyrecognized,buttherearemanyothers,somefocusingonparticular
disciplines,suchasForbesreviewofbusinessschoolsandprograms.Oftensuch
rankingsareverytransparent,disclosingthemethodologyanddatabehindthe
rankings,andinsomecasesrelyinglargelyonpubliclyavailableand/orrecognized
standardhighereducationdatasets.

TheNationalCouncilonTeacherQuality(NCTQ),foundedin2000,evaluatesEPPs
basedonitsownsetofstandardsforprogramquality,anditreliesextensivelyon
data/informationcollectedthroughFreedomofInformationLaw(FOIL)requests.
Accordingtoitswebsite,NCTQseeksfundamentalchangesinthepolicyand
practicesofteacherpreparationprograms,schooldistricts,stategovernments,and
teachersunions(NCTQ,2013).Asaselfgoverningbody,NCTQhasdevelopedits
ownprocedures,and,similartoU.S.News&WorldReportandForbes,isnot
accountabletoanyformalorganizationorlegalentity.Arecentstudyby
Eduventures(2013)concludedthatNCTQhasasocialchangeagenda,nota
researchagenda;itmeasuresitssuccessintermsofidentifiedimprovementsin
teacherpreparationprograms,althoughitprovidesnoindicationthatsuch
improvementsareattributabletoitswork.NCTQactivitiesareentirelysupported
byprivatefunding;nofederalgovernmentfundingissoughtorreceived.
InsharpcontrasttotheapproachadvocatedbyTPA(Allenetal.,2014)an
approachwidelyendorsedbyAACTE,CAEP,CCSSO,theStateHigherEducation
ExecutiveOfficersAssociation(SHEEO),andseveralstateeducationdepartments,
NCTQsmethodologyischaracterizedbyextensivegatheringofhighlyspecific
programleveldetails,suchasindividualcoursesyllabi,requiredtextbooks,and
specificassignments.Thefocusislargelyoninputsratherthantheperformanceof
graduatesorfacultyintheprogram.
Schoolleader Program Accountability
SchoolleaderprogramshavetwomodelsetsofstandardsbeyondCAEP
accreditationfromwhichtodefineprogramcontentandperformanceassessments:
thestandardsfromtheInterstateSchoolLeadersLicensureConsortium(ISLLC;see
CCSSO,2014)andthestandardsforprofessionallearningfromLearningForward:
TheProfessionalLearningAssociation(LearningForward,2015).
TheISLLCstandardsaredevelopedandpublishedbytheCouncilofChiefState
SchoolOfficers(CCSSO)andtheNationalPolicyBoardforEducational
Administration(NPBEA).Eachofthe11areascomprisingthestandards(visionand
mission,instructionalcapacity,instruction,curriculumandassessment,community
ofcareforstudents,professionalcultureforteachersandstaff,communitiesof

69


engagementforfamilies,operationsandmanagement,ethicalprinciplesand
professionalnorm,equityandculturalresponsiveness,andcontinuousschool
improvement)identifieswhatschoolleadersshouldknowandbeabletodo.School
leaderpreparationprogramstypicallydevelopcourseworkandprogramperformance
assessmentsbasedonthesestandards.Thesestandardsarealsousedasabasisfor
NYSEDregulationsgoverningthecontentofschoolleadershipprogramsandinthe
evaluationofprogramsbyCAEP(CCSSO,2014).

ThestandardsforschoolleadersdevelopedbyLearningForward(2015)takea
differentapproachtodefiningwhatschoolleadersshouldknowandbeabletodo.
Thesestandardsfocusonthecharacteristicsofcontinuousprofessionallearningand
describemechanismsandareasforlearning:learningcommunities,leadership,
resources,data,learningdesigns,implementation,andoutcomes.Astandards
assessmentinventoryispublishedbyLearningForward(2015).

SUNYSystemAccountability
Operatingbetweenstateandfederalandinstitutionallevelaccountabilitysystems
istheSUNYaccountabilitysystem,aslaidoutinBoardofTrusteespolicyand
guidance.TheSUNYBoardofTrusteeshasauthorityoverallacademicprograms
offeredbytheUniversitys64campuses.Consistentwithitsstatutorymission,SUNY
mustdeliveracomprehensivearrayofhighqualityacademicprograms(today,
numberingroughly7,300)throughadistributedsystemofcampusesandsectorsto
meettheneedsofNewYorkState.Campusesandtheirprogramsmustcomplywith
allapplicableSUNYpoliciesincluding,forexample,policiesrelatedtodata
transparency,reporting,andaccountability;performanceplanningandassessment;
andseamlesstransfer.
TheSUNYprovosthasthedelegatedauthoritytoleadtheSystemAdministrations
oversightofacademicprogramplanninganddevelopmentonbehalfoftheBoardof
Trustees.Policiesregardingteachereducationspecify,forexample,thatprograms
mustensurethatstudentswhoarepursuingteachingcareersaregroundedinthe
subjectstheyteachandcompleteprogramsthatintegrateclinicalandpedagogical
preparation(seeANewVisioninTeacherEducation,SUNY,2001).
SUNYSystemAdministrationsOfficeofAcademicProgramsandPlanningreviews
proposalsfornewandrevisedteacherandschoolleaderpreparationprograms.
ProgramproposalsarereviewedforcompliancewithbothSUNYpoliciesandNYSED
CommissionersRegulations.Newproposalsandrequestsforrevisionsthatdonot
complyarereturnedtothecampuswithsuggestionsforimprovements.Those
programproposalsthatmeetSUNYandNYSEDrequirementsareforwardedtoNYSED
witharecommendationforapprovalfromtheSUNYprovost.
TheSUNYBoardofTrusteesdelineatesprogramassessmentandevaluation
proceduresforallprogramsthroughitspolicyandguidanceonassessment,which
specifiestheassessmentofstudentlearningbyeachcampusaswellasexternal
reviewofallprograms.TheSUNYprovostreviewsthefindingsofregionaland
programmaticaccreditationassociations.TheCAEPaccreditationreviewsatisfiesthe
requirementforprogramlevelassessmentandexternalreview.

70


Muchtotheircredit,NYSEDandSUNYwereearlyadoptersandchampionsof
professionalaccreditationforEPPs.Goingbacktothelate1990s,oneofthe
commonthreadsacrossSUNYsacademicstrategicplanningprocess,Mission
Review,wastheextenttowhichcampusesweremovingtowardNCATE
accreditation.NYSEDCommissionersRegulationsof1999weresupportedin
SUNYsNewVisioninTeacherEducationpolicy,adoptedbytheSUNYBoardof
TrusteesinJune2001.Bothactionsrequiredteacherandschoolleaderprogramsto
becomeaccreditedbyanationallyrecognizedprofessionalaccreditingagencyby
December2006.WithintheSUNYsystem,BuffaloStatehadbeenthefirst
institutiontoobtainNCATEaccreditation,whichoccurredpriortothisregulatory
requirement.Atthispoint,allSUNYinstitutionshavebeengrantedaccreditation
througheitherNCATEorTEAC.
SUNYisarecognizedleaderamonghighereducationinstitutionsintheareaof
assessmentandaccountability,settingcomprehensiveandrigorousstandardsof
assessmentwellaheadoftheintroductionoftheassessmentstandardsnowseen
amongregionalaccreditingbodiessuchastheMiddleStatesCommissiononHigher
Education(MSCHE,2003),theUSDOErecognizedaccreditationbodyforNewYork
Statehighereducationinstitutions.SUNYscurrentassessmentpolicy,Streamlining
theStateUniversityBoardofTrusteesPolicyonAssessment,adoptedinMarch
2010,intentionallyalignedSUNYassessmentexpectationswithregional
accreditationstandardstoavoidduplicationofeffortandunnecessaryburdenon
campusesandprograms(SUNY,2010a).TheSUNYCouncilonAssessment(SCOA)is
advisorytotheprovostandoffersongoingsupportandnetworkingforfacultyand
staff,includingtrainingandcredentialinginassessment.SUNYwasalso
instrumentalintheestablishmentoftheAssessmentNetworkofNewYork(ANNY)
in2010,anetworkofprofessionalsthatpromotesthequalityofassessmentto
enhancethesuccessofinstitutionsofhighereducationandtheirstudentsinNew
YorkState(ANNY,2010).

SUNYisarecognizedleader
amonghighereducation
institutionsintheareaof
assessmentand
accountability,setting
comprehensiveandrigorous
standardsofassessment
wellaheadofthe
introductionofthe
assessmentstandardsnow
seenamongregional
accreditingbodiessuchas
theMiddleStates
CommissiononHigher
Education(MSCHE,2003),
theUSDOErecognized
accreditationbodyforNew
YorkStatehighereducation
institutions.

OnMay7,2013,theSUNYBoardofTrusteesadoptedtheresolution,Data
TransparencyandReporting(SUNY,2013a),whichspeaksdirectlytoissuesofdata
collectionandaccountabilityacrossthe64campussystem.Eachcampus,readsthe
resolution,shallenhancequalitybydevelopingandimplementingplansforthe
regularassessmentandreviewofinstitutionaleffectiveness,academicprograms
andgeneraleducation.Data,asspecifiedbythesystemandcampus,aretobe
collectedandmadeaswidelyavailableasappropriate.Thelargerpurposesofthe
resolutionweretoreaffirmSUNYslongstandingcommitmenttotransparencyand
accountability,andtorespondtotheincreasedrequestsforpubliclyavailabledata
abouteachcampusthatdevelopedduringtheprecedingdecade.Bycommitting
SystemAdministrationtoworkingwithcampusleadershipandfacultyandstudent
governancetoimplementtheresolution,theBoardunderscoreditscommitmentto
sharedgovernanceaswell.
Morerecently,onJanuary13,2015,theSUNYBoardofTrusteesadopteda
resolution,SUNYExcelsPerformanceSystem(SUNY,2015b),whichsupportedand
endorsedSUNYExcelsastheUniversitysperformancesystemandkeydriverfor
thePowerofSUNY2020strategicplan.SUNYbelievesbyactingasasystemandby
adoptingevidencebasedbestpractices,channelingtheircollectivepowerwitha

71


commitmenttocontinuousimprovement,collegesanduniversitiescanoperateat
peakperformance,andmoreeffectivelyaddressournationsmostpervasive
challenges.

CampusbasedProgramAccountability
Campusbasedprogramaccountabilityhas,asaprimarygoal,theprovisionofa
frameworkspecifictotheprogramsdesignandinstitutionsdistinctivemissionthat
supportsongoingprogramdevelopment,assessment,andcontinuousimprovement.
Thislevelofaccountabilityismanagednotonlybyeducationprogramfaculty,but
includesinputbyotherfacultymemberswhocontributetothesuccessofstudentsin
theprogram.Theperformanceindicatorsarebasedonstandardsanddesign
principlesthatdescribewhatgraduatesoftheprogramshouldknowandbeableto
do,includingknowledgeofcontentandpedagogy.
Thesestandardsshouldalignwiththeotherlevelsofaccountabilitydescribedabove.
StudentscompletinganEPPareaccountableforperformingtheskillsprescribedby
thestandardstothelevelidentifiedbythepreparationprogram,andtheirpost
graduationsuccessshouldbemonitored.Whilethecomplexitiesofstudentteacher
interactionsandthenumberofvariablesthatcouldintervenemakeitdifficultto
pinpointtheeffectofspecificprogramattributesonP12studentlearning,Ginsberg
andKingston(2014)foundthatarelationshipbetweenthetwoexists.Insummary,
however,theauthorsfoundthatwhileteacherpreparationhasmanyaccountability
measurescomparedtootherprofessions,theseshouldbeusedcautiouslyandone
shouldnotassumetheirvalidity.
Regardlessofthesourceofstandardsthatunderliethepreparation,asmentionedin
Chapter2,programsarebestservedbyconsideringtheelementsofeffective
programdesignanddelivery.Researchintocoreelementsofeffectivepreparation
programsbyHoweyandZimpher(1989)resultedintheidentificationof14
characteristicsofgoodpreparationprograms,including
aclearconceptionofschoolingandteaching;
innovativeprogramdesignsandtitles;
clearandreasonableprogramgoals;
anacademicallychallengingcurriculumwitharticulatedthemes;
abalanceamongcontentknowledge,pedagogicalknowledge,andexperience;
acohortdeliverymodel;
milestonesandbenchmarksalongthecurriculum;
anintegratedandinterdisciplinaryapproach;
adequatetimeforcontentassimilationandtranslationtopractice;
alaboratorycomponent;
alignmentbetweenprogramandschoolpractices;
collaborationinteachingbetweenhighereducationfacultyandclassroom
teachers;
directlinkagewithresearchanddevelopmentintoteachereducation;and
aplanforsystematicprogramevaluation.

72


Programdesignandredesigndecisionsshouldbemadebasedonananalysisofthe
resultsfrommultiplemeasuresofstudentperformance.Coursegrades,
comprehensiveexams,portfolioassessmentsusingrubrics,andchecklistsderived
fromthestandardsusedindesigningtheprogramarethetypicalsourcesofdata.
Programsshouldalsoestablishminimumperformancelevels,orbenchmarks,
requiredforadmission,continuation,andsuccessfulcompletionoftheprogram.

Severalsourcesofsupportinternaltothecollegeinwhichtheprogramresidesmay
existforprogramimprovement,dependingonthesignificanceoftheprogramfor
thecollege.Anevaluationofthecurrentlevelofresourcesrelativetothe
effectivenessoftheprogramcanbedonetoidentifyprogramneedsas
improvementsareidentified.Oftenareallocationofexistingresourcesisdonein
conjunctionwithareviewoftheinternalaccountabilitysystemtomake
improvements.TenyearreviewsbytheMSCHEprovideaformalmechanismfor
evaluatingthecampusbasedaccountabilitysystem,includingverticalintegrationof
assessmentandevaluation.ThisisparticularlyimportantinlightofSUNYsview
thatexcellenceineducatorpreparationmustbeanallcampus,alluniversity
responsibilityandcommitment.
SummaryofTeachNYAdvisoryCouncilDiscussionsandFindings
Anumberofchallengesintheareaofevaluationandassessmentwerediscussed.
Hereagain,asmentionedelsewhereinthereport,theTeachNYAdvisoryCouncil
notedarecurringthemeofexcessiveregulationofEPPsandpracticingteachers,
largelyfromoutsidetheprofessionitself,particularlyincomparisontoother
licensedprofessions.Overregulationleadstoanorientationtowardcompliance
ratherthanafocusoncontinuousimprovementandexcellence.Asageneralrule,
professionsthatembracestrongaccountabilityframeworksfromwithinand
uniformlyapplystandardsarelesssusceptibletounnecessaryintrusionfrom
outsidebodiesandorganizations.Thechallengeistogetaheadofexternaltothe
professionmandatesbycreatinganevidencebasedsystemofaccountabilitythatis
transparentandhasclearconsequencesforsubstandardperformance.Inthis
regard,themovetowardasinglesetofstandardsforallEPPsembodiedinthe
consolidatedCAEPstandardsbodeswellfortheprofession.Similarly,AFTscallfora
universalassessmentforentryintotheprofessionisanotherencouragingsign.
CouncilmembersdiscussedtherangeofproblemsaroundP20dataaccuracy,
accessibility,andtimelinessparticularlyasitpertainstoevaluationand
assessmentofEPPsandteachers.Whilesomestateshavemadegreatstridesin
creatingthesortofintegratedP20datainfrastructuresneededtosupport
accountabilityandexcellence,NewYorkStateisnotamongthem,inpartbecause
ofhighlychargedpoliticaldebateoverteacherandpupilassessments.OtherRTTT
recipientstates,suchasNorthCarolina,mayofferinstructiveapproachesand
systemstoemulate.

Overregulationleadstoan
orientationtoward
complianceratherthana
focusoncontinuous
improvementand
excellence.

Whilesomestateshave
madegreatstridesin
creatingthesortof
integratedP20data
infrastructuresneededto
supportaccountabilityand
excellence,NewYorkState
isnotamongthem.

SUNYscommitmenttodataaccountabilityandtransparency,alongwiththeSUNY
Excelsperformancesystem,demonstratessystemlevelcommitmenttocontinuous
improvement.ThiscontextisimportantforSUNYEPPs,andtheTeachNYAdvisory
CouncilwasimpressedbytheintentoftheSUNYBoardofTrustees(andGovernor
Cuomo)tocoupleinvestmentwithperformanceimprovements.TheCouncil

73


SUNYscommitmenttodata
accountabilityand
transparency,alongwith
theSUNYExcels
performancesystem,
demonstratessystemlevel
commitmenttocontinuous
improvement.Thiscontext
isimportantforSUNY
educatorpreparation
programs,andtheTeachNY
AdvisoryCouncilwas
impressedbytheintentof
theSUNYBoardofTrustees
(andGovernorCuomo)to
coupleinvestmentwith
performance
improvements.

RecommendationHighlight:
Workwithpartners
federalandstate
government,theprofession
(anditsaffiliatedbodies),
andhighereducation
broadlytosupport
educationstransitiontoa
maturepracticeprofession.

recognized,andthisreviewreiterates,thechallengesinherentintrackingtheimpact
thateducatorpreparationandteacherinductionanddevelopmenthaveonstudent
learning.TheabsenceofanintegratedP20datainfrastructureinNewYorkState
onlycompoundsthosechallenges.Nevertheless,itisessentialthatthekey
constituents(i.e.,faculty,highereducationinstitutionsandsystems,practicing
teachers,andschoolleaders)haveaccesstotheevidencethatwillguide
improvementandidentifythemostrelevantelementsthatresultintrueexcellencein
teachingandlearning.
Finally,theCouncilnotedthechallengesincommunicatingallaspectsofevaluation
andassessment,fromgatheringevidencetointerpretationtointerestedgroups.
Whatfollowsisthesetofrecommendationsforevaluationandassessment(note,
too,thatsomeoftheserecommendationsarerevisitedinChapter5).
Recommendations for Evaluation and Assessment
TheTeachNYAdvisoryCouncilrecommendsthatSUNY:
1. Workwithpartnersfederalandstategovernment,theprofession(andits
affiliatedbodies),andhighereducationbroadlytosupporteducationstransition
toamaturepracticeprofession.Theconsequencesofstatusasamatureprofession
wouldincludeacomprehensiveframeworkofaccountabilitywithonesetof
standardsforentry,preparation,andpractice.Inotherwords,theeducation
professionwouldembrace
asinglesetofbroadoutcomestandardsforteacherandeducationalleader
programs;
asinglenationallicensureexaminationthatteststhebasicknowledgeneeded
forinitialentryintopracticeasateacheroreducationalleader;and
astandardsetofnationalexaminationsthatrecognizespecializationaswellas
advancedlevelpracticethroughboardcertification.
2. WorkwiththeNewYorkStateEducationDepartmenttoestablishacradleto
careerdatasetthatensuresshareddefinitionsofdata,sharedreporting
expectations,andasharedunderstandingoftheusesofthedatatosupportthe
goalsoutlinedinthisreport.Inbuildingthedataset,thesystemshouldengagewith
abroadrangeofstakeholderstocollect,manage,andreportdataacrosstheP12,
highereducation,andworkforceareas.
3. Maintainandaffirmitscommitmenttocontinuedrigorousassessmentfor
programs,usingCAEPstandards,regionalaccreditationstandards,andrelevant
SUNYandNYSEDpolicies.
4. Fosteracultureofcontinuousimprovementatfaculty,program,campus,and
systemlevelsthatencouragesregularassessmentofandreflectionondata,
identifyingwhatworksandwhatdoesnot,andaddressingissuesthatare
identified.Theassessmentswillincludecomparativedata,suppliedbytheSUNY
system,ofotherSUNYprograms,aswellasthoseinthestate,region,andnation.
Participantsinsuchassessmentsmustextendbeyondtheeducatorpreparation
facultytoincluderepresentativefacultyfromtheartsandsciences,socialsciences,
andotherrelevantdisciplinesmostcloselycontributingtoEPPs.

74


5. Engageabroadrangeofpartners(e.g.,NewYorkStateEducationDepartment
andschooldistricts)todevelopeffectiveandreliablefeedbackandaccountability
loopsinthreespecificareas:
EPPswilluseassessmentsoftheknowledgeandperformanceoftheir
graduatestoinformprogramdevelopment;
Programswillfollowtheirgraduatesatspecifiedintervalstogaugethe
effectivenessofinitialpreparationandongoingprofessionaldevelopment
offerings;and
Programswilluseacommonlydeveloped(withadditionalquestionsprovided
byindividualprograms)questionnairethatwillbesenttoprogramgraduates
duringtheirfourthyearfollowinggraduation.
6. Developexperimentationzonesthatfosterinnovationandrapidprototyping
thatmightotherwisebeconstrainedbyregulationand/oraccountability
measures.Asdescribedpreviously,itisimportanttohavebothqualityassurance
andadegreeofflexibilityinaccountabilityframeworks,coupledwithmeasuresof
effectiveness,toencourageexperimentationandinnovation.
7. EstablishtheSUNYdrivenTeachNYCenterforEducationalInnovation,
leveragingtheconsiderableresearchtalentandscholarlyproductivityofSUNY
facultyandadvancedgraduatestudentsacrossthesystem,aswellasteacherand
schoolleadercolleaguesinpartnershipschools,toexaminewhathasandhasnot
workedwellindemonstrationsitesandinnovationzones.SUNYsnewestNetwork
ofExcellenceintheScienceofTeaching,Learning,andAssessmentwouldbe
integraltosuchaninitiative.

Recommendation Highlight:
Developexperimentation

zonesthatallowfor

innovationandrapid

prototypingthatmight

otherwisebeconstrainedby
regulationand/or
accountabilitymeasures
Itisimportanttohaveboth
qualityassuranceanda
degreeofflexibilityin
accountabilityframeworks,
coupledwithmeasuresof
effectiveness,toencourage
experimentationand
innovation.

Recommendation Highlight:
EstablishtheSUNYdriven
TeachNYCenterfor
EducationalInnovation,
leveragingtheconsiderable
researchtalentand
scholarlyproductivityof
SUNYfacultyandadvanced
graduatestudentsacross
thesystem,aswellas
teacherandschoolleader
colleaguesinpartnership
schools,toexaminewhat
hasandhasnotworkedwell
indemonstrationsitesand
innovationzones.

75

76


Chapter5BuildingandSustainingExcellence
SustainableInfrastructure

Nextinimportancetofreedomandjusticeispopulareducation,without
whichneitherfreedomnorjusticecanbepermanentlymaintained.

JamesA.Garfield
TheTeachNYAdvisoryCouncilhearditfromtheexperts:Theschoolsoftomorrow
willbedifferentfromwhatweseetoday,largelyinwaysthatwecanonlybeginto
imagine.Newtechnologywilloffermyriadopportunitiesforcustomizedteaching,
learning,andassessment,enablingteacherstosupportindividuallearnerneeds
moreeffectivelythaneverbefore.Ourpopulationwillcontinuetobecome
increasinglydiverse,andwiththat,theexpectationforamuchmorerepresentative
teacherworkforce.Theprojectedsupplyofteacherswillnotbesufficienttomeet
demand,especiallyincertainspecialtyareas.Theshiftfromlocallydefined
standardstonational(oreveninternational)standardsforbothteachersand
learnerswillcontinue,andeducationwilllikelymove,albeitslowly,tobecomea
fullymatureprofession.
Despitealltheanticipatedchange,manyofthechallengesidentifiedintheAdvisory
Councilsenvironmentalscansandcitedintheliterature,evenfromdecadesago,
willcontinuetopersistifwedonotcommitourselvestobuildingtheinfrastructure
thatenablesandthensustainstruetransformationtowardexcellence.Itgoes
withoutsaying,butitstrue:NewYorkhasmanygreatteachers,anditishometo
someoftheverybestschoolsinthenationbutthesadrealityisthatfartoomany
kidsnevergettaughtbyagreatteacherandneverattendoneofourbestschools.
Overall,thebiggestchallengewefaceinNewYorkState,muchliketherestofthe
nation,isthechallengeofequitableaccesstoexcellenceinteaching,learning,and
assessment.
AttheAdvisoryCouncilsMay2015meeting,MarkLaCellePeterson,vicepresident
oftheAmericanAssociationofCollegesforTeacherEducation(AACTE),suggested
thatSUNYisuniquelypositionedtospearheadthekindoftransformativechange
thateducation,overall,sorelyneeds.Hecitedmanyreasons,includingSUNYssize
andmission;itsdistributednature;andthecommitmentofitsleadership,starting
attheverytopwithachancellorwhoisoneofthenationsleadingexpertsin
education.Indeed,thesecharacteristicsarethecoreofSUNYsmissionasNewYork
Statespublicuniversityandthenationslargestcomprehensivesystemofhigher
education.Moreover,theyarepartofSUNYsDNAasauniversitysystembornout
ofanumberofstateteachercolleges,whichwere,beforethat,normalschools.

NewYorkhasmanygreat
teachers,anditishometo
someoftheverybest
schoolsinthenationbut
thesadrealityisthatfartoo
manykidsnevergettaught
byagreatteacherand
neverattendoneofour
bestschools.Overall,the
biggestchallengewefacein
NewYorkState,muchlike
therestofthenation,isthe
challengeofequitable
accesstoexcellencein
teaching,learning,and
assessment.

WhilemanyoftheTeachNYAdvisoryCouncilsrecommendationsboldlychallenge
thestatusquo,truetransformationwillnecessitatethecreationofasustainable
andcollaborativeinfrastructurethatharnessesandcoordinatesresourcesfrom
multiplestakeholdersandstrategicallydeploysthoseresourcestosupportthe
growthandenhancementofeducatorpreparation.SUNY,asamulticampussystem
ofhighereducation,hastheunique,orenhanced,opportunitytothinkabout

77


teacherandleaderpreparationandongoingdevelopmentacrossmanycampusesand
notfocusitseffortonjustonecampusorprogram.

TheAdvisoryCouncilwaschargedwithrespondingtothequestion,Whatarethe
infrastructureneedsthatwouldsustaincontinuousimprovementandtrueexcellence
ineducatorpreparation?Thefollowingsixareasweresuggestedasguidepostsfor
theinfrastructurediscussion:
Leveragingresourcesphysical,financial,andhumancapital;
Effectivelyemployingdataforimprovementandaccountability;
Ongoingengagementofstakeholders/partners;
Optimizingcommunication;
Incentivizingandsupportingresearchandinnovation;and,
Renewingpolicy/regulations/laws.
OneofthecorecomponentsoftheCAEPnationalstandardsistheadoptionand
implementationofanevidencebasedcontinuousimprovementmodelforprogram
renewalattheinstitutionallevel.Webelievethatafundamentaloutcomeof
TeachNYistoscaleupthisexpectationtothesystemlevel,therebyembracinga
SUNYwidecommitmenttocontinuousimprovementineducatorpreparation.This
approachwouldmobilizeandcoordinatethecollectivepowerofSUNYtohelp
achieveandsustaintransformativechange.ScalingfromcampustoSUNYwide
commitmenttocontinuousimprovementwouldenhancetheabilityofeachprogram,
andalltheprograms,toimproveandrenewstrategically,accordingtoidentified
needsinthestateaswellastheirlocalcommunitiesandregions.
Itisaubiquitousrefrain:Resourcesarelimited,andchallengesdoandwillcontinue
toexist.Statefundingforhighereducationhasbeenlargelystatic,exceptinafew
specificareasoftargetedinvestment,suchasfederalfundingrecentlyawarded
throughtheNewYorkStateEducationDepartment(NYSED)tosupporttheTeachNY
initiativeaswellasthedevelopmentoftheSUNYTeacherandLeaderEducation
Network(STEN).Theinfrastructuresdevelopedthroughtheseeffortscanandshould
beusedtosupporttherecommendationsoftheTeachNYAdvisoryCouncil;atthe
sametime,wemustalsorecognizethatthefundingistargetedandtimelimited.
Hence,itwillnotbeavailableasasourceofongoingsupport.
Moreover,mosteducatorpreparationprograms(EPPs)inNewYorkStateandacross
thecountryhaveexperiencedunprecedentedlevelsofdecliningenrollmentoverthe
pastdecade,largelyduetoashiftingeconomy,recentreductionsinhiringattheP
12level,andpublicassaultsupontheteachingprofession.Wedobelievethatthis
trendisshiftingandthatwewillsoonseerenewedinterestineducatorpreparation,
particularlyasshortagesbegintospreadbeyondcertainregionsandcertification
areas.However,inthenearterm,lowerenrollmentsarelikelytoresultindecreased
fundingforprogramsatthecampuslevel,alongwithreductionsinfaculty,
instructionalmaterials,andfacilities.Finally,challengesinherentindevelopingand
sustainingpartnershipswithschools,businesses,communities,andNYSEDwere
identified.Thekindsofsymbioticpartnershipsnecessaryforstrongeducator
preparationmustbecultivatedandmaintained.TheAdvisoryCouncilacknowledged

78


bothlocalandsystemlevelchallengesincreatingandmanagingtrulyrobust,
meaningfulpartnerships.
Despitesomeoftheconstraints,webelievethatSUNYinpartnershipwithNew
YorkStateanditsP20systemisstronglypositionedtodeveloparesource
infrastructurethatwilladvancetherecommendationsputforthinthisreportand
sustainthemovertime.Mostcallsfortransformationofeducatorpreparationfocus
onchangesthatcanbemadeattheprogrammaticorinstitutionallevel,andthe
resourcestosupportsucheffortsusuallyneedtobefoundwithinasingle
institution.Granted,suchtransformationsarecalledforwithinthecontextof
rethinkingeducatorpreparationwithinastateoracrossthecountry,buttheyrarely
focusontheopportunitytocollaborateacrossandamongprograms.With16
campusesofferingeducatorpreparationand30communitycollegesproviding
academicpathwaysintoEPPs,SUNYiswellpositionedtothinkaboutanentire
ecosystemofeducatorpreparation,notjustabouthowtoinfluencetheprovisionof
suchprogramswithintheconfinesofacampus.Infact,thepossibilityofSUNYs
providingavalueaddedcomponenttotheongoingdebateabouteducator
preparationispartofalargermovementnationwideinwhichsystemsaremoving
beyondtheirrolesasallocators,regulators,andcoordinatorstoembracingmore
strategicactivitiesthat:
promotethevibrancyofindividualinstitutionsbysupportingtheirunique
missions;
focusonsmartgrowthbycoordinatingtheworkofcampusestoimprove
access,controlcosts,andenhanceproductivityacrossthesystem;and
leveragethecollectivestrengthsofinstitutionstobenefitthestatesand
communitiesservedbythesystem(Lane,2013).
Indeed,ChancellorNancyZimpherhasrecentlycalledforamorefocusedeffort
aroundtheconceptofsystemness.Briefly,SUNYsystemnessreferstothe
opportunitytofocusSUNYscollectiveresourcesmoredirectlyandobviouslyonthe
needsofNewYorkState(Zimpher,2013).Fromitsinception,TeachNYwas
conceivedasaprojectthatwouldgeneraterecommendationsforenablingpolicy
thatwouldsupportimprovementsineducatorpreparationacrossthesystem,and,
indeed,thestate.TeachNYisanopportunityforSUNYtodemonstratesystemness
bycoordinatingthedeliveryofeducatorpreparationandidentifyingthesystem
widesupportsnecessaryforimprovementsineducatorpreparationthatwill
positivelyimpactstudentlearning.

ThepossibilityofSUNYs
providingavalueadded
componenttotheongoing
debateabouteducator
preparationispartofa
largermovement
nationwideinwhich
systemsaremovingfrom
allocators,regulators,and
coordinatorstoembracing
morestrategicactivities
thatpromotethevibrancy
ofindividualinstitutions;
focusonsmartgrowth;and
leveragethecollective
strengthsofinstitutionsto
benefitthestatesand
communitiesserved
(Lane,2013).

Weseethissystemnessoccurringbothhorizontallyandvertically.Horizontally,
collaborationoccursbyharnessingtheresourcesacrossEPPsandentirecampuses.
ManycampuseshavededicatedresourcestosupporttheirownEPPs.Moreover,
campusesacrossSUNYhaveotherresourcesthatcansupportresearch,assessment,
anddevelopmentofteaching,learning,andleadership.Webelievethereisgreat
advantage,discussedbelow,inharnessingtheseresourcesfromacrosstheentirety
ofSUNYtocollectivelybenefitandimproveeducatorpreparation.Vertically,EPPs
existaspartofapipelinethatextendsfromcradletocareer.Colleges,inparticular
EPPs,admitstudentswhoareproductsoftheP12system.Theseprogramsalso
preparetheteachersandleaderswhowilleventuallyworkintheschoolsthatwill
preparethegraduatesoftomorrow.Acrossthisentirecontinuumexiststakeholders

79


withresourcesthatcanbebroughttobearonimprovingeducatorpreparation.Aswe
exploredtheissueofidentifyingasustainableinfrastructure,wedidsowiththeidea
thatsuchresourcesneedtobeidentifiedacrossboththehorizontalandverticalaxes,
andacompellingcasemadeforoptimizingtheirdeployment.

Theremainderofthischapterestablishesthecontextinwhichweexaminedtheissue
ofresourcesandproposesasetofrecommendationsdesignedtoensurethatthe
recommendationssetforthelsewhereinthisdocumentareimplementedandendure
overtime.Whatfollowsaretheparticularresourceissuesthatweexaminedinthesix
guideposts,alongwiththespecificrecommendationsforeach.

I.LeveragingResourcesPhysical,Financial,andHumanCapital
Akeyaspectofsystemnessisleveragingresourcesacrossmultiplestakeholders.The
benefitsaretwofold:First,savingscanberealizedthroughsharedservicesand
economiesofscale,withthesavingsthenavailabletoreinvestinthetypesofefforts
detailedinthisreport;second,thinkingofthecollectiveresourcesofeach
stakeholderaspartofanexpandedsysteminfrastructure,ratherthanoneisolated
campusoronespecificstakeholdergroup,providesalargeresourcepoolthat
extendsfarbeyondwhatanyoneentitycouldprovideonitsown.
Inspiteoftheubiquitousrefrainaboutlackofresources,NewYorkState,infact,
ranksatthetopnationallywith$19,818inperpupilspendingforP12education.As
theAdvisoryCouncilmembersreadintheirMay2015meetingpackets,NewYork
supportsover700schooldistricts,37BOCESwith12RICs,125TeacherCenters,and
twoofthelargestpublichighereducationsystemsinthecountry,SUNYandCUNY.
AndNewYorkStateisamajorproviderofthecountrysteacherworkforce,having
preparedahighproportionofteachersworkinginotherstates.InSUNYalone,we
havetensofthousandsoffacultyandstaffmembers,currentlynumberingover
80,000;morethanhalfamillionstudents;andover$1billioninannualresearch
expenditures.With103millionsquarefeetofphysicalfacilities,andaSUNYcampus
within30milesofeveryNYSresident,SUNYsphysicalpresenceisfeltbyeveryNew
Yorker.ThroughOpenSUNY,wehavethelargestonlinenetworkoffacultysupport,
includingmorethan1,000CenterforOnlineTeachingExcellence(COTE)faculty
fellowsdevotedtohoningtheirskillsintheuseoftechnologytosupportexcellencein
teachingandlearning.
SUNYssystemlevelchallengeforwhichinfrastructureisneededistocoordinatethe
individualcampuslevelcontinuousimprovementsystemsthroughpolicythat
specifiesboththeareasonwhicheachprogramshouldfocusandthespecificwaysin
whichthesystemwillsupportworkonimprovementinthoseareas.Whiletheremay
beadiversityofopinionregardingtheareasthatshouldbethefocusofcontinuous
programimprovement,mostagreethatthereisaneedforongoingimprovementin
thewaythatSUNYEPPsrecruit,prepare,andsupportteachersandleaders.SUNYas
asystemhastheopportunitytoleveragethefullpowerofitssystemnesstorealize
greaterimprovementsthanmightnotberealisticallyachievableateachindividual
campusonitsown.AndthischallengeextendsbeyondSUNYtotheentireP20
systeminNewYorkStateanditsassociatedpartners.

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Inshort,SUNYandNewYorkStatehaveavastarrayofresourcesbutlittleinthe
wayofsystemlevelcoordinationtoleveragethoseresourcesresourcesthatmust
bebroughttobearinthemostefficient,targetedwayspossibleonthepersistent
challengesdescribedthroughoutthisreport.

Abraidedfundingapproachtosupportinginitiativesamongmultiplesystemswas
mentionedinAdvisoryCouncildiscussions.Briefly,braidedfundinginvolves
identifyingmultiplefundingsourcestounderwriteaprojectsupportedbymultiple
constituencies(SparkPolicyInstitute,2011).Thefundingstreamsremainseparate
foraccountingpurposesbutarecomingledtoprovidethenecessaryfinancial
resourcesfortheprojectsbudget.Sincemultipleconstituenciesareinvolved,each
responsibleforsomepartofthetotalfunding,anintermediaryamongthepartners
isrecommendedtoensurecoordination(NationalCollaborativeonWorkforceand
Disability,2006).Braidedfundinghasbeenapopularfundingapproachinsocial
serviceagencies(Nicholas,Kauder,&Krepcio,2011).

Recommendations for Resource Infrastructure

SUNYshould:
1.WorkwithNewYorkStatetobringtogetherinveryintentionalways(focused
onoursharedchallenges)NewYorks700+locallygovernedschooldistrictswith
highereducationunderoneP20bannertoestablishanenvironmentofgreater
cooperationandcoordinateddirection,bothstatewideandregionally.
Implementbraidedorfusedfundingtofurtherstrengthentheresourcebase
tosupportexcellenceineducatorpreparationandongoingprofessional
developmentofteachersandleaders.
Targetfundingspecificallytosupportrapidprototypingofinnovative
educatorpreparationandprofessionaldevelopment(includingclinicallyrich
simulationsandresidencies).
Identifyandallocatefunding(intheformofgrants,loans,andscholarships)
toattractastrongpoolofhighlycapablestudentsfromdiversebackgrounds
intoeducation,possiblythroughapublicservicecampaignthatencourages
youngpeopletopursueteachingandschoolleadership.
EffectivelydeploysuccessfulgraduatesoftheNYSMasterTeacher
Program,byestablishingaMasterTeacherAcademythefirstofitskindin
thenationacorpsofdedicatedteachersandleaderswillingtoserveas
expertadvisorsandmentors,supportingpreserviceanddevelopingteachers
andleadersandsimultaneousrenewal.
2.Aspartofitsalluniversitycommitment,leverageits64campus,geographically
distributedphysicalpresencetoextendthereachandimpactofSUNYseducator
preparationandprofessionaldevelopment.

Recommendation Highlight:
Implementbraidedorfused
fundingtofurther
strengthentheresource
basetosupportexcellence
ineducatorpreparationand
ongoingprofessional
developmentofteachers
andleaders.

RecommendationHighlight:
Createanumbrellaor
coordinatingstructurethe
TeachNYCenterfor
EducationalInnovation.

3.CreateanumbrellaorcoordinatingstructuretheTeachNYCenterfor
EducationalInnovationtomoreeffectivelyleverageresourcesandpartnerships,
includingSUNYsfourregionalCentersofInnovationatBuffaloState,NewPaltz,
Cortland,andAlbany;topromoteexcellenceandinnovationacrossallSUNYEPPs;

81


toattractexternalsupportandfunding;andtoraisethevisibilityofSUNYs
programs,research,faculty,graduates,students,andpartners.

II.EmployingDataforImprovementandAccountability
Weareinthemidstofanintenseeducationalaccountabilitymovementacrossthe
stateandnation,ostensiblyfocusedondatacollectionandanalysisformaking
decisionsaboutinstruction.CAEPaccreditationrequiresextensivedatacollectionand
analysisofstudentperformanceandprogramoutcomes.NewYork,likemanyother
states,isincreasinglyholdingEPPsaccountablefortheperformanceoftheir
graduatesonstatecertificationexamsand,subsequently,thesuccessofstudents
taughtbythosegraduates.AndSUNYhasrecentlylauncheditsownperformance
system,SUNYExcels,toholditselfaccountableinitsmissioncriticalareasofaccess,
completion,studentsuccess,inquiry,andengagement.Thecommonvisionaround
thesedatacollectioneffortsisthatthroughdataanalysiswecanbothidentifyareas
forimprovementaswellasprovideevidenceofareasofexcellenceandeffectiveness.
Keytoeducatorpreparationexcellenceisestablishingthedatacollection
infrastructuretosupportaccountabilityandcontinuousimprovement.Hereagain,
SUNYhasanarrayofexistingresources,includingitsnetworkofinstitutional
researchers(AssociationforInstitutionalResearchandPlanningOfficers,orAIRPO),
itshighlyesteemedpolicyresearchunit,theRockefellerInstituteofGovernment,a
bodyofresearchersanddatascientiststhroughoutthesystem,anditsownsystem
OfficeofInstitutionalResearch,toworkwithNYSEDandotherpartnerstocreatethe
integrateddatastructureNewYorkStateneeds.Theneedfordataaccessisurgent.
NewYorkStateissittingonamountainofdata,butthedataaremessyandwalled
off.TheTeachNYAdvisoryCouncilaffirmedtheimportanceofandshared
responsibilityforbuildingsuchinfrastructure,whichshouldbeopentoresearchers,
practitioners,policymakers,andadministrators,aswellasthegeneralpublic.
Recommendations for Data and Accountability
SUNYshould:
1. AscalledforinChapter4,workwithNewYorkStatetobuildafullyintegratedP
20datasystem,modeledaftersuccessfuldatainitiativesseeninotherRTTT
recipientstates.
InpartnershipwithNYS,establishagovernancesystemfortheP20data
systemthatenablestimely,accessible,andhighqualitydatatosupport
programevaluation,improvement,anddevelopmentacrossP20,whilealso
ensuringappropriateuseandpropersafeguardingofsensitiveinformation.
WorkwithpartnersinNewYorkandotherstatestolaunchaneducational
dataconsortiumthatprovidesaccesstostatetostatecomparativedata,for
benchmarkingpurposesandcontinuousimprovement.
LeverageSUNYfacultyandstaffexpertiseindatascience,institutional
research,evaluation,andmeasurementtosupportmoreeffectiveuseofP20
dataforimprovement.

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CollaboratewithNYSEDonitsefforttodevelopstatewide,systemlevel,and
campusleveleducatorpreparationreportsthattracktheperformanceof
EPPsonavarietyofindicators,includingenrollments,retention,completion,
placements,andperformanceonlicensureexams.Suchreportsshould
includequalitativeinformationaboutthenatureoftheEPPstoprovide
readerswithanunderstandingofthedesignprinciplesofeachprogramand
properlycontextualizethedata.

III.EngagingStakeholdersandBuildingPartnerships
NewYorkStatehasacomplexarrayofinfrastructureintheformofschools,
districts,BOCES,TeacherCenters,P12teachersandleaders,highereducation
institutionsandtheirfacultyandstudents,researchers,regulation,andsoon,but
littleinthewayofinfrastructuretoeffectivelysupportdurablepartnershipsand
sharedresponsibilityamongandacrossthesegroups.Colleaguesinthehealth
professionslamentthefactthattheyworkinteamsbuttraininsilos.Ineducation,
wetendtotraininsilosandworkinsilos.Thissituationisatoddswithnetworked
improvementcommunities(seeBryk,Gomez,&Grunow,2011).AsHowey(2011)
notes,networkedimprovementcommunitiesandtheirrapidprototypingare
groundedintheprincipleofsharedandequalpartnerships.
Furthermore,asWise(2007)notes,
Schoolsmustberedesignedaroundprinciplesadoptedfromtheorganization
ofprofessionalsworkinginthe21stcentury.Professionalsdonotworkalone;
theyworkinteams.Professionalsbegintheirpreparationintheuniversitybut
donotarriveintheworkplacereadytopractice.Theycontinuetheir
preparationonthejob.(p.59)
Wisepointstofieldssuchasmedicine,law,andarchitecture,whereprofessional
servicesareprovidedbyateamofprofessionalsnovicestoexpertsworking
together.Themostseniorprofessionalscreatethestructure,supervise,andstepin
asneeded.Thenovicesdomuchofthework,buttheyaresupervisedfirstvery
closely,lesssoovertime.Wiseoutlinessomeofthewaysinwhichtheexactsame
financialresourcescanbedeployedtosupportmoreeffectiveeducationalteams;
teamsthatsuccessfullyleverageP20partnerships,withsharedresponsibilityfor
excellenceineducatorpreparation,research,teaching,andlearning.Hesuggests
suchteachingteamscouldoperateespeciallyeffectivelyinprofessional
developmentschools(PDSs),alliancesofcollegesofeducationandpublicschools,
whichstrengtheninitialteacherpreparationandcontinuingprofessional
development(p.62),alongthelinesdescribedinChapter3ofthisreport.
TheNYSMasterTeacherProgramprovidesanotheropportunityforstrengthened
partnerships.AsofSeptember2015,625ofthebestcurrentSTEMteachersin
grades612,representingalltenregionsofthestate,havebeennamedNYSMaster
Teachers.TheMasterTeachershavebeenengagedintheworkoftheTeachNY
Councilthroughoutitsdeliberationsandhaveindicatedtheirwillingnessasa
collectivetosupporttheimplementationoftheideasandrecommendations,
includingprogramdevelopmentanddirectinstructioninclassroomsandinthe
field,andactiveparticipationinresearch,evaluation,andassessment,etc.Theyare

83


askingforastrongerpresenceintheirschoolsonthepartofhighereducation
institutionsandareparticularlyinterestedintherolethatSUNYandotherscouldplay
inprofessionaldevelopmentofferingsthatsupportexcellenceinteachingand
leading.

RecommendationHighlight:
SUNYshouldbuildupon
alreadyestablishedSTEN
highereducation/P12
partnershipstodramatically
expandanddeepenits
engagementwithP12.

RecommendationHighlight:
SimilartoU.S.teaching
hospitalsobligationto
supportgraduatemedical
educationintheformof
residencyprogramsand
research,andtotrain
professionalsacrossthe
alliedhealthspectrum,in
partnershipwithSUNYand
otherhighereducation
institutions,NewYorkState
shouldestablish
differentiatedfundingto
supportdesignateddistricts
andschoolsforthepurpose
ofeducatorandleader
residencyprograms.

Recommendations for Engaging Stakeholders and Building Partnerships

1. SUNYshouldbuilduponalreadyestablishedSTENhighereducation/P12
partnershipstodramaticallyexpandanddeepenitsengagementwithP12,with
sharedresponsibilitiesspecifiedinmemorandaofunderstanding,thereby
increasingitsimpactonhundredsofthousandsofcurrentandfutureP12students,
aswellastheirteachersandschoolleaders.
2. SimilartoU.S.teachinghospitalsobligationtosupportgraduatemedical
educationintheformofresidencyprogramsandresearch,andtotrain
professionalsacrossthealliedhealthspectrum,inpartnershipwithSUNYandother
highereducationinstitutions,NewYorkStateshouldestablishdifferentiated
fundingtosupportdesignateddistrictsandschoolsforthepurposeofeducatorand
leaderresidencyprograms.Districtsandschoolswouldvieforthisdesignation,asit
wouldbetightlyconnectedtohighereducationsresourcesitsfaculty,students,
andresearchandtherewouldbehigherlevelsofstatefundingtosupportthese
trainingobligations.

IV.OptimizingCommunication
Thevalueofcontinuousimprovementcommunitiescanalsoincludethecoordination
ofresourcesfrommultiplestakeholders.OneofthegreatestassetsofSUNYssize
andstructureisitscapacitytoserveasadisseminatorofpracticeanddataandasa
facilitatorofcuttingedgeresearchtoinformpolicyandpractice.Webelievethat
SUNYhasanopportunitytoleverageitstechnologytocreatenetworkedcommunities
ofpractice,bothphysicalandvirtual.SUNYhasjustbeguntopilotanewelectronic
SUNYEducatorPreparationRepositoryandOnlineResourceCenter.Rubricsarebeing
developedandusedtoevaluateteachingstrategiesthroughapeerreviewprocess.
Atpresent,morethan150examplesofbestpracticesarebeingsharedacrossthe
SUNYsystemandbeyond,enablingadaptation,scaleup,andcontinuous
improvement.
Thelongtermsuccessofthisinitiativewilldependoncommunicationand
disseminationofinformationbeingatoppriority.Andtwohighlyregardedresearch
entitiesSUNYsRockefellerInstituteofGovernmentandtheEvaluationConsortium
attheUniversityatAlbanywillbeinvaluablepartnersandresourcesin
communicationsandpublications,andinguidingourdecisionsinbringingpractices
toscaleacrossthesystem,state,andnation.
DuringhispresentationtotheTeachNYCouncil,KenWagner,thenseniordeputy
commissioneroftheNYSED,advocatedforthedevelopmentofNetworked
ImprovementCommunities(NICs).Briefly,therationalefortheNICisthatgiven
variabilityincontexts,researcheffortscanbeenrichedbyfocusingonthesame
researchquestionsindifferentsettingsusingdifferentresearchstrategies.Theresults
ofthesestudiesarethencombined,withtheexpectationthatnewinsightsmightbe

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realizedthatcanbegeneralizedtoabroaderpopulation,makingimplementationof
improvementstoscalemoreappropriateandmoreeffective.Brykandcolleagues
(2011,2015)suggestthatNICshavetheadvantageofbeingabletoaddress
complexissuesthroughresearchcomparedtosinglepersonorgroupefforts.

WagnersuggestedtheinclusionoftheresourcesofBOCESandRICsacrossthe
state,alongwiththoseofNYSED,highereducation,schoolboards,school
administrators,andteachers.Smallgroupsconstitutedfromrepresentativesfrom
thesegroupscouldtheninnovate,researchtheinnovations,andreporttheresults.
SUNYmightpartnerwithNYSEDtoprovideresourcessuchasfundingand
technology.

Recommendations for Optimizing Communication

SUNYshould:
1. UndertheumbrellaoftheTeachNYCenterforEducationalInnovation,regularly
communicateaboutnewadvancesineducationandthemanyspectacular
achievementsonthepartofNewYorksteachersandleaders,andSUNYfaculty,
staff,andstudentsusingthefullrangeofmedia:fromradiotoTwitter,toblogs
andweeklynewsletters(alongthelinesofChalkbeat).
2. LeveragetheRockefellerInstituteofGovernmentsnationalstandingand
expertiseinhostingpublicforumsonthemostpressingissuesofthedayto
developaTeachNYCenterseriesoftalks,debates,andpanelpresentations,
bringingtogetherstateandnationalexpertsandpolicymakers.
3. PartnerwithNYSEDandsisterhighereducationinstitutionstoeducate
residentsofNewYorkaboutthestatesincredibleassetsintermsofeducator
preparation.
4. Aspartofthecommunicationstrategy,continuetobuildupontheonline
EducatorPreparationRepositorytodisseminatebestpractices,newdiscoveries,
technologies,andtechniques,aswellastestedproducts,andtoinviteopen
commentandcritiquefromthelargereducationcommunitytofosterahighly
valued,peerreviewed,networkedimprovementcommunityresource.

V.IncentivizingandSupportingResearchandInnovation
SUNYsresearchexpendituresacrossawidespectrumofdisciplines,involvingall
campusesandsectors,totalmorethan$1billionperyear.Outofthistotal,roughly
$70millionisrelatedtoeducation,including$35millionspecificallyfocusedonthe
scienceofteaching,learning,andassessment.FacultyresearchersatSUNYs
campusesareconductingstudiessponsoredbysuchorganizationsastheU.S.
DepartmentofEducation,theNationalScienceFoundation,andtheBrainand
BehaviorResearchFoundation.RecentlyfundedstudiesincludeEfficacyofthe
InteractiveStrategiesApproachExtendedasaSmallGroupInterventionfor
IntermediateGradeStrugglingReaders,CollaborativeResearch:Transferof
LearningfromTouchscreensDuringEarlyChildhood,andCollaborativeResearch:
EducationPolicyStudiesEmpiricalResearch:UrbanHighSchoolOpportunity
Structures,FiguredWorldsofSTEM,andChoiceofMajorandCollegeDestination.

Recommendation Highlight:
Undertheumbrellaofthe
TeachNYCenterfor
EducationalInnovation,
regularlycommunicate
aboutnewadvancesin
educationandthemany
spectacularachievements
onthepartofNewYorks
teachersandleaders,and
SUNYfaculty,staff,and
studentsusingthefull
rangeofmedia.

RecommendationHighlight:
Continuetobuilduponthe
onlineEducatorPreparation
Repositorytodisseminate
bestpractices,new
discoveries,technologies,
andtechniques,aswellas
testedproductsand,to
inviteopencommentand
critiquefromthelarger
educationcommunityto
fosterahighlyvalued,
peerreviewed,networked
improvementcommunity
resource.

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SUNYhasputinplaceanumberofinitiativesaimedatleveragingitsresourcesand
promotingsystemness.Examplesaredescribedbelow.

SUNY Innovative Instruction Technology Grants (IITG)

Overthepastfouryears,theSUNYInnovativeInstructionTechnologyGrants(IITG)
programauniversitywide,statefundedinitiativehasawardedmorethan$2.8
milliontosupport133projects.Theinitialgoaloftheprogramwastopromote
systemnessbyencouragingmultiplecampusestoengageininnovativecollaborations
withtechnologyinserviceofpedagogy.SubsequentRFPrefinementshavefocused
effortstolaunchanddevelopOpenSUNY.Whileteacherpreparationwasnot
explicitlymentionedinthemostrecentIITGRFP,morethanaquarteroftheprojects
alignwithTeachNYAdvisoryCouncilfindingsandrecommendations.
AllIITGoutcomesareopenlysharedinordertoinformfutureresearch,viatheOpen
SUNYLearningCommons.Themessuchasassessment,understandingand
monitoringofstudentprogress,connectedlearningmodels,instructionaldesign,
instructionaltechnologies,organizationalissues:teachingandlearning,faculty
development,anddisciplinespecificpedagogyenableIITGoutcomestobemore
discoverable.Withinthebroadthemecategories,subheaders(e.g.,eportfolio,
onlinelearning,facultydevelopment,etc.)describeemergingandcontemporary
issuesinhighereducationasguidedbyEDUCAUSE,theNewMediaConsortium,anda
smallnortheastconsortiumofinnovationadministrators,theCollectiveforAcademic
InnovationandTransformation.
SUNY Network of Excellence: Science of Teaching, Learning, and Assessment (TLA)
AsecondeffortaimstofurtherleverageSUNYsalreadysubstantialresearch
strengthsfoundprimarilyatindividualcampusesthroughoutthesystem.Twoyears
ago,SUNYestablisheditsNetworksofExcellencetoencourageintercampusand
interdisciplinaryinquiryandresearchinseveralkeyresearchareas.Inthesameway
thatthepreparationofteachersandleadersrequiresfacultymembersfrommultiple
disciplinestocometogethertoensurethatstudentsunderstandboththe
appropriatecontentareasandthescienceofpedagogy,themostpressingscientific
questionsaffectingteaching,learning,andassessmentrequireexaminationby
networksofresearchersteamsofresearchersnotboundbytraditionaldisciplinesor
institutionalbarriers.
ThesixthofthesixNetworksofExcellencefocusesspecificallyonthescienceof
teaching,learning,andassessment.ThiseffortdovetailswithOpenSUNYandits
engagementofmorethan1,000COTEfacultyfellows,theIITGprogram,andother
systemandcampuslevelinitiatives,toapplyinnovativeapproaches,assesslearning
outcomes,andimproveaccess,completion,andsuccessinpublichighereducationin
NewYorkState.SUNYTLAwillleveragethisexistinginfrastructureandwilltakeitone
stepfurtherinpursuitofexternalfundingandexternalpartnerstoleadSUNYto
nationalpreeminenceasthesolutionscenter,deliveringresearchbasedpractices
thatenablelearninginthemosteffectivemanner.Criticaltothesuccessofeachone
oftheNetworks,includingTLA,iseffectivelylinkingresearcherstooneanother.The

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OpenSUNYLearningCommonsisbecominganincreasinglyrecognizedandvalued
platformforsuchcollaboration.
Theseinitiativesareintendedtobringresearchersandeducationpartnerstogether
toachievegreatersuccessandtestoutnewapproachestotechnology.Thecatalyst
tospurringresearchandinnovationoftencomesintheformofabigchallengea
Sputniktypechallengethatgalvanizestheentirecommunityaroundashared
purpose.Addressingequitythroughscience;promotingtrueexcellenceineducator
preparation;preparingteacherheroesfortomorrowsstudents,coupledwith
aggressivegoalssuchasdoublingthegraduationratesinNewYorkStatesfailing
highschoolsthesearethesortsofhighaimgoalsthatSUNYanditspartnersmight
adopttomobilizethefullforceofitssystemtomeetourmostpersistent
challenges.
Recommendations for Research and Innovation
SUNYshould:
1. InthecontextofSUNYExcels,embracealimitedsetofSUNYgoalsfor
excellencerelatedtoP20education,andworkhandinhandwithoneanother
(andourpartners)topromotenetworkimprovementineducatorpreparation.
2. FullyoperationalizetheSUNYTeaching,Learning,andAssessmentNetworkof
Excellence,focusedonthescienceofeducationanddesignedtoconductdeep,
probingresearchintoacademicpedagogyandpromoteexperimentationwith
newmodelsofeducationaldelivery.Aspartofthisoperationalization,SUNY
shouldalsostrategicallyengageresearchersfromoutsidethedisciplineof
educationtobecomeactiveintheNetwork.
3. AspartoftheTeachNYCenterforEducationalInnovation,buildastateofthe
artteachingdemonstrationlaboratorywhereresearcherscometogether,work
sidebyside,anddevelopandtestnewideas,technologies,andtransformative
approaches.
4. Beyondtraditionalfederalandstatesources,collaboratewithbusinessand
industry,aswellasfoundations,toexpandsponsorshipofteaching,learning,and
assessmentresearch.ExplicitlyinvitedeepparticipationfromabroadrangeofP
12partners,includingteachers,leaders,students,SUNYalumni,andNYSMaster
Teachersandprogramalumni.
5. LeveragetheRockefellerInstituteofGovernmentsstrengthandreputationin
policyresearchtogivemorefocusedattentiontothepolicyimplicationsof
teaching,learning,andassessmentresearchfindings.

Recommendation Highlight:
InthecontextofSUNY
Excels,embracealimited
setofSUNYgoalsfor
excellencerelatedtoP20
education,andworkhand
inhandwithoneanother
(andourpartners)to
promotenetwork
improvementineducator
preparation.

RecommendationHighlight:
AspartoftheTeachNY
CenterforEducational
Innovation,buildastateof
theartteaching
demonstrationlaboratory
whereresearcherscome
together,worksidebyside,
anddevelopandtestnew
ideas,technologies,and
transformativeapproaches.

RecommendationHighlight:
LeveragetheRockefeller
InstituteofGovernments
strengthandreputationin
policyresearchtogivemore
focusedattentiontothe
policyimplicationsof
teaching,learning,and
assessmentresearch
findings.

VI.RenewingPolicyandRegulations
Itisonlyfittingthatthelastsectionofthelastchapterofthisreportbringsusright
backtothebeginningtheTeachNYAdvisoryCouncilschargetooffer
recommendationsforbold,utterlytransformativenewpolicy.Whilepolicyis
perhapsthemostdurableofalltypesofinfrastructure,itistrulyadoubleedged
sword.Thereisdefinitelytheriskoftoomuchofagoodthingwhenitcomesto

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policyandregulation;onceerected,itisverydifficulttochangeordismantle,inlarge
partbecauseitisavehicleforcontrol.

Becomingalearning
organizationinvolves
movingfromreactingto
changesintheenvironment
tocreatinginnovative
strategiesandstructuresto
addressidentifiedneeds.

Toinnovate,anorganizationneedstoreviewandrethinkitsstrategiesand
structures,andchallengetheorganizationsstatusquo.Policycan,indeedshould,be
writtentoenableandfosterinnovation.Anadditionalaspectofthevisionrelatedto
improvingeducatorpreparationisthatthesystemisalearningorganization(Senge,
1990;Weerts,2013).Becomingalearningorganizationinvolvesmovingfromreacting
tochangesintheenvironmenttocreatinginnovativestrategiesandstructuresto
addressidentifiedneeds.
Policyshouldenableinstitutionsandtheirmemberstoreachlargergoals.The
TeachNYAdvisoryCouncilspokerepeatedlyabouttheproblemoftoomuch
regulationandtoomuchoversightfromoutsidetheprofessiontheburdensome,
layeredwebofstandardsandexpectationsthatcansapenergyandthwart
innovation.

TheTeachNYCouncil
recommended,againand
again,theadoptionof
flexiblepolicy(and
regulatory)frameworks
frameworksthatsetgeneral
standards(focusedlargely
onoutcomes)acrossthe
board,butallowforlocal
flexibilitytoencourage
individualcreativity,
transformativeleadership,
andexperimentationand
innovation.

Thatiswhythisprojectissoimportant:Ifwedonttakethetimetoexaminethe
challenges,developasharedvisionwithspecificgoals,andthencraftenablingpolicy
tohelpusachievethesharedvisionandgoals,wewillbeleftwithlittlemorethana
largesetofchecklists,forms,audits,andmemorandathatultimatelydrivetalent
away.TheTeachNYCouncilrecommended,againandagain,theadoptionofflexible
policy(andregulatory)frameworksframeworksthatsetgeneralstandards(focused
largelyonoutcomes)acrosstheboard,butallowforlocalflexibilitytoencourage
individualcreativity,transformativeleadership,andexperimentationandinnovation.
ThatistheoverallthrustofwhattheAdvisoryCouncilrecommends.Butfirst,SUNY
anditspartnersneedtothinkhardaboutthebiggoalssharedgoalsthattranscend
disciplinesandeducationsectorsandthencraftthepolicyframeworkneededto
supportgoalachievement.TheTeachNYAdvisoryCouncilsfindingsand
recommendationsthroughoutthisreportareintendedtosupportthateffort.
Recommendations for Renewing Policy and Regulations

1. ContinuetoconvenetheTeachNYAdvisoryCounciloranothersuchbodyto
engageinternalandexternalstakeholdersalongwithoutsideexpertsfromacross
thecountryinsupportofSUNYseducatorpreparationtransformationefforts.As
appropriate,inviteAdvisoryCouncilmemberstoprovideadditionalsupportin
targetedareasidentifiedasmostcriticaltocontinuousimprovementandexcellence.
2. OncetheTeachNYpolicyframeworkisestablished,committoregular
examinationandrenewal,includinganannualTeachNYreportthathighlights
progressmadeaswellasongoingchallengesandopportunitiesforfurther
improvement.

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TeachNYAdvisoryCouncil
ReportofFindingsandRecommendations

Appendices

AppendixA:SummaryofRecommendations.............................................................................................91
AppendixB:ReferencesCitedinthisReport............................................................................................101
AppendixC:TeacherPreparation&DevelopmentInfrastructureinNYS................................................115
AppendixD:AcronymList.........................................................................................................................125
AdditionalResources................................................................................................................................126

89

90

AppendixA:SummaryofRecommendations
Chapter1ExcellentCandidates
RecommendationsforAddressingPublicPerception(pg16)
1. WorkingwithP12,NewYorkState,businessandindustry,SUNYshouldlaunchapublicservice
campaigntodispelmythsandmisconceptionsabouttheprofession;raisethevisibilityofgreatteachers
andgreatteaching;putaspotlightonthemanyteacherheroes;andidentifythebreakthroughresearch
andinnovationthatarequicklychangingthewayinwhichteachingandlearningoccur.
2. EnlistdistinguishedteachersatlocallevelsacrossNYS,especiallySUNYalumniinthefield,tohelp
identifyandrecruitpromisingpotentialteachercandidates.
RecommendationsforEnhancingAcademicExcellence(pg20)
1. FullyimplementtheSUNYBoardofTrusteespolicyoneducatorpreparationprogramadmissions
selectivityandmonitoritsimpact.
2. Developcomprehensivesystemwideandcampusspecificrecruitmentstrategiesbywhichartsand
sciences(andotherdisciplines)andeducationfacultyandadministrationshareresponsibilityfor
attractingstrongcandidates,encouragingexcellentstudentswithpromisetoconsideracareerin
teaching.
WorkwithP12teachersandleaderstoestablishteachingacademiesthatinspireandencourage
middleandhighschoolstudentstoexploreteachingasacareer.
WorkwithNYSandNYSEDtodesign,develop,andfundafellowshipprogramforoutstanding
teachereducatorcandidates,similartotheNorthCarolinaTeachingFellowsprogram.
Makeaninformationalnetworkavailabletostudentsandadvisorsthatbringstogetherinone
placeallrelevantfinancialaidinformationthatisdesignedtosupporteducatorpreparation,
includinggrants,stateandnationalscholarshipprograms,andsubsidizedloanandloan
forgivenessprograms,andensurethattheinformationisaccurateandwidelydistributed.
RecommendationsforEnhancingDiversity(pg25)
1. Developacomprehensiverecruitmentplanwithsystemwideandcampusspecificrecruitment
strategiestosubstantiallyincreasethediversityofeducatorpreparationstudentsby
leveragingtheSUNYWelcomeCenterinNewYorkCitytosubstantiallyincreasethediversityof
theapplicantpoolforeducatorpreparationprograms;
workingwithP12partners,includingNYSMasterTeachers,tostrengthenrecruitmentand
retentionstrategiesspecificallydesignedtoenhancediversity;
bringingtoscalehighlyeffectiveprograms,suchasEducatorsRisingandTodaysStudents,
TomorrowsTeachers(TSTT),whichhavetrackrecordsofsuccesswithlocalcommunities;
developingclustersofcourses,suchasthoseincurrentfirstyearresidential/academicaffinity
groupings,designedtoattractandretainstudentsofcolorintheirfirstyear;
workingdirectlywithoncampusandcampusrelatedprogramsthateffectivelyserveatriskand
minoritypopulations,suchasUpwardBound,theEOP,andtheMcNairScholarsProgram;and
workingdirectlywithregionalcommunitycollegestoenhancetherecruitmentandseamless
transferofstudentsintoSUNYbaccalaureateeducationprograms.
2. Ensurethatthefinancialneedsofstudentswithlowersocioeconomicstatusarebeingmetby
effectivelymobilizingallavailablecampus,state,andfederalfinancialaidresources.

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3. CreateapilotUrbanRuralTeacherCorps(URTC)thatrecruitsandselectsapplicantswhoare
committedtoandappreciativeofhighneedsurbanandruralschoolcommunities.Thecurriculumwill
enhancethedevelopmentofknowledge,skills,andaptitudesnecessaryforsuccessinthese
environmentsandappealtostudentswhoarecommittedtoworkinginurbanand/orruraldistricts.
RecommendationsforRecruitingandSelectingforCulturalCompetenceandOtherQualities(pg27)
1. LeverageSUNYresearchstrengths,especiallyintheareaofmeasurementandevaluation,todevelop
andimplementvalidformativeassessmentsofculturalcompetenceandotherqualities,andtosupport
theadmissionandretentionofexcellentteacherandleadercandidates.
RecommendationsforMeetingMarketNeeds(pg29)
1. InpartnershipwithNewYorkState,NYSED,theU.S.DepartmentsofEducationandLabor,and
localities,provideprospectiveandenrolledstudentsandfacultymemberswiththemostuptodate
laborsupplyanddemandprojections.
Createadvisoryboardsforalleducatorpreparationprogramstomaintaintheflowofinformation
oncurrentandemerginglocalandregionalteacherandleaderneeds.
InpartnershipwithNewYorkStateandlocalities,createpilotprogramsmodeledontheNewYork
CityTeachingFellowsprogram.

Chapter2ExcellentEducatorPreparation
RecommendationsforCurricularDesign(pg37)
1.Designeducatorpreparationprogramsthatareguidedbyaclearconceptualframework;supportthe
masteryofcontentknowledgeandpedagogicalskillsinanintegratedfashion;andhaveeducational
milestonesthatrecognizeastudentssuccessfulperformanceinacademicandclinicalengagements.
2.Empowercampusestobeflexibleandinnovativesotheycanscheduleandstructureclasses,labs,and
fieldexperiencestomakeeducatorpreparationprogramsmoreattractiveandaccessibletodiverse
candidatepopulations.Thisstrategymayincludemoreeffectiveuseofsummerandotherintermediary
breaks/terms,developingadditionalfiveyearprogramsleadingtomastersdegrees,andidentifying
multiplepathstocertificationwithoutshortchangingcandidatepreparation.
3.Infuseexperientiallearningandanalyticalskilldevelopmentactivitiestocreateteachersandleaders
whoaredatabasedproblemsolvers,innovators,andchangeagents.EPPsshouldbetterapplyproblem
basedlearning,casebasedlearning,andexperientiallearningopportunities,infusedwithresearchand
analyticalskilldevelopment,totransformthecurriculumofeducationschools.
4.DevelopmechanismstocreateasharedvisionforEPPsandensurethatstudentshaveaseamless
educationalexperiencebetweentheircontentandpedagogicalareas.Thisrecommendationincludes
engagingP12leadersandeducators,liberalartsandsciencesandhumanitiesfaculty,andschoolof
educationfacultytodevelopstandardsofsharedresponsibilityandaccountability;createshared
leadershipoverbudget,personnel,andprogrammaticpriorities;andassessandrecognizedifferentiated
contributionsofparticipatingfacultyanddepartments.
5.Establishexperimentaleducationunits(e.g.,regulationfreezones)thatdevelopandtestinnovative
educatorpreparationdesigns.Thisstrategycouldincludecompetencybasededucation,simulations,
gaming,adaptivelearning,blendedprograms,timevariableinstruction,modularprogramming,
technologyuse,flippedclassrooms,innovativestaffing,badging,andmicrocredentialing.Inthese

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zones,boththepreserviceteacherandmentorteacherareengagedindeep,collaborative,and
experimentallearning.
6.Implementteachereducationresidencyprograms.Theseprogramswouldbesimilartowhathas
beendevelopedinthemedicalfieldandwouldprovideteacherstheopportunitytogainindepth
trainingwithintheclassroomaftertheyhavecompletedalltheotherrequirementsfortheirdegree.The
residentteacherwouldrunhisorherownclassroom,butwouldbeunderthesupervisionofaNYS
MasterTeacher,aNationalBoardcertifiedteacher,orateacherwithsimilarqualificationsand
recognition.
7.Developandimplementhighqualitynontraditionalpathwaysanddifferentiatedcontentdelivery
systemstoteacherandleadercertificationthatexpandaccesstopreparationprograms.Suchprograms
anddeliverymodelswouldattracttraditionalstudents,aswellasthosewhohavehadothercareersand
orhaveotherresponsibilitiesthatprecludethemfrompursuingtraditionalpathwaysdeliveredthrough
traditionalmeans.
RecommendationsforClinicalExperience(pg41)
1.Incorporatefrequentclinicalandfieldexperiences.Thisstrategyincludesplanningforandreceiving
feedbackfromvariousmentorsthroughoutthepreparationexperience,fromtheearliestcourses
throughintensiveclinicalexperiences,possiblyincludingaresidencyprogram.
2.Carefullyselectclinicalmentors(preceptors)foralignmentwithprogramobjectives.Thesementors
shouldbeemployeesofpartnerschoolsengagedinsimultaneousrenewalwiththeEPP.Abroadand
extensiveexperiencebackgroundispreferred;experienceinactionresearchisessential.
3.Provideopportunitiesforpreservicestudentstoengageinsimulatedclassroomenvironments.This
mayincludemicroteaching,virtualsimulation,liveexperience,andothers.
4.DevelopmechanismstoensurethefullengagementofallfacultyP12,education,andliberalarts
andsciencesinclinicalexperiencesandraisingthestatureoftheclinicalexperience.Thisapproach
shouldincludeimplementingrewardsforpreandposttenurefacultyandshouldconsidergrantingof
academicranktoP12andhighereducationclinicalfaculty.
5.LeverageSUNYsstatewidepresencetoprovidestudentstheopportunitytoengageinfield
experiencesinhighneedsareas,suchasruralandurbandistricts,usingtheSUNYUrbanTeacher
EducationCenter(SUTEC)model.
RecommendationsforSimultaneousRenewalandSustainablePartnerships(pg42)
1.CreateregionaladvisoryboardsforeducatorpreparationthatincludeP20,business,andcommunity
leadersandrepresentatives,andprovideregularandongoingforum(s)fortheseboardstoconvene
aroundeducationalimprovement.Withthegoalofcreatingandsustainingsimultaneousrenewal,these
boardsshouldbechargedwithaligningprioritiesandresources,determiningcommunitygoals,and
examiningworkforcetrends(withinandoutsideofteachereducation),todeterminehowthesefindings
mightguideeducatorsandEPPimprovements.
2.Establishandmaintainpartnershipsbetweenschooldistricts,EPPs,BoardsofCooperativeEducational
Services(BOCES),communityorganizations,andhighereducationinstitutionsthatprovideforactivities
thatsupportsimultaneousrenewal.
3.Facilitateongoingandregulareducatorexchanges,suchasteachersinresidenceandprofessorsin
theclassroom,toprovideopportunitiesforpostsecondaryfacultyandP12teachersandschool
leaderstospendasemesterintegratedintotheeducationalfabricoftheothersector.

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Chapter3ExcellentProfessionalSupport
RecommendationsforInduction(pg48)
1. NewYorkStateshouldsupporteverybeginningteachersparticipationinandcompletionofarobust,
highqualityinductionprogramofnolessthantwoyearsduringtheinitialyearsofpractice.
2. NewYorkStateshouldestablishaflexibleframeworkforinductionprogramsandallocatethe
necessaryfundstosupportasetofessentialevidencebasedcomponentsacrossallprograms,aswellas
optionsfromamenuofpossibleelements,toaccommodatelocalcontext,priorities,andneeds.
3. P12schools,districts,BOCES,RegionalInformationCenters(RICs),andTeacherCentersshould
engagehighereducationinstitutions/systemsandtheirEPPsintheongoingdevelopment,
implementation,andevaluationofinductionprograms.
4. SUNYasasystem,asnetworksofcampuses,andasindividualcampusesandfacultymembers
shouldcommittobeinganactivepartnerwithschoolsanddistrictsincreatingcolearningcommunities
tosupportsuccessfulteacherinduction,buildingoncoreelementsofpreservicepreparation.
5. Tosupportnetworkimprovementcommunitiesaroundinduction,SUNYshouldworkwithitsP12
colleaguestosupportresearchandanalysisontopperformingpracticesandtheirassociatedpolicies
internationally,acrosstheUnitedStates,andinNewYorkandscaleupasappropriate.
RecommendationsforContinuingProfessionalDevelopment(pg50)
1. Provideappropriate/differentiatedsupportsandresourcesacrossthecontinuumofprofessional
development,fromnovicetoexpertteachers,includingexpandedsupportforNationalBoard
certification.
2. ProvideopportunitiesandsupportforP12teacherresearch,includingjointprojectsamongfaculty
members,teachers,candidates,andstudents.
3. Enhancehighereducationfacultyaccesstoprofessionaldevelopmentpresentedtoteachersand
schoolleaders.Thiscouldinvolveaprofessorsintheclassroomtypeprogram.
4. LeverageOpenSUNYsonlinecapacityandhighlyregardedfacultydevelopmentinfrastructure,
includingitsrecentlyestablishedCenterforOnlineTeachingExcellence(COTE)alearningcommunity
thatincludesover1,000fellowscommittedtoexcellenceintheuseofinstructionaltechnology,the
OnlineTeachingGazette,andnumerousotherinstructionaltechnologyresourcestosupportnovice
throughexpertteachersandleadersthroughoutNewYorkState.
RecommendationsforTeacherLeadership(pg53)
1. Recognizeandsupportleadershipintheformofservicetotheprofessionatthelocal,state,and
nationallevelsasanessentialfeatureofamatureprofession.
2. Embedprinciplesofeffectiveleadershipintobothpreserviceandprofessionaldevelopment
curricula,andredesignteacherandschoolleaderprogramstoprepareteachersandschoolleaders
together.
3. Workinpartnershiptoestablishschoolenvironmentsthatpromotehighlyeffectiverecruitment,
retention,induction,andongoingprofessionaldevelopmentofschoolleaders,withparticularattention
paidtohighpovertyschoolsanddistricts.

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CreatevirtualcommunitiesandconnectinghubsforteacherleadersacrossNewYork,and
supporttheirprofessionaldevelopmentwithmicrocredentialingandothersuchtools.
Supportpeervisitationteamsforformativeevaluationanddevelopmentofhighlyeffective
schoolleaders.
RecommendationsforPartnershipsandProfessionalLearningCommunities(pg56)
1. Establishasingleintegratedsystemofeducatordevelopmentbetweenuniversitiesandschool
districts,BOCES,RegionalInformationCenters,andNYSTeacherCenters,toleverageexpertiseand
resourcesacrossP20sectors.
Endorseandassumesharedresponsibilityforthecontinuumoflearninganddevelopment,from
preservice,toinduction,toongoingprofessionaldevelopment,basedontheneedsofindividual
teachersandleaders,localdistricts,regions,andbeyond.
Establishevidencebasedstandardsandadequatefiscalsupportforstrongandenduring
partnerships,toberegularlyreviewedbySUNY(systemwithcampusleadershipandfaculty),P
12partneringschoolsandtheirfaculties,teacherunions,andNYSED,withattentiontothemost
appropriatelevelofpartnership.
EstablishlighthousepartnerschoolsassociatedwithEPPswheretruecollaborationoccursand
theschool(ratherthanthecollegeclassroom)istheprimarysourceofteachertraining,
professionaldevelopment,research,andinnovation.(Note:Theseschoolscouldbenewly
created,existing,orreformed.)
2. Developandsupportprofessionallearningcommunitiesthatareinquiry/researchbasedandinclude
preservicetonovicetoexpertteachers,alongwithadministratorsandhighereducationfaculty,to
informexcellenceinteaching,learning,andleadership.
LeveragetheNYSMasterTeacherProgramtocreateaprofessionallearningcommunitythat
establishesastructuretoengageinongoing,collaborativediscussionsandassociatedresearchof
evidencebasedsuccessfulteachingpractices,supportsnoviceandexperiencedteachersinthe
classroom,andattractstalentedstudentsintoSTEMteachingcareers.
Fosterandincentivizeeducatorcreation/distributionofknowledge(e.g.,throughfieldand
teacheractionresearch),providingopportunitiesandsupportforP12teacherresearch,
includingjointprojectsamongfaculty,teachers,administrators,andstudents.
SupportandmaintaintheSUNYEducatorPreparationRepositoryandOnlineResourceCenter;in
partnershipwiththeprofession,identifypoliciesandproceduresfortakinginnovativeevidence
basedpracticestoscale.
MobilizetherecentlyformedSUNYTeaching,Learning,andAssessmentNetworkofExcellenceto
supportprofessionallearningcommunitiesacrossP20,harnessingSUNYsvasteducational
researchstrengths,therebyconnectingteachersandleaderstoestablishedresearchers(froma
widerangeofapplicablefields)andviceversa.
Developaframeworkofassessmenttosupportcontinuousimprovementofprofessionallearning
communitiesandtodemonstratetheirimpact.

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Chapter4DemonstratingExcellence
RecommendationsforEvaluationandAssessment(pg74)
TheTeachNYAdvisoryCouncilrecommendsthatSUNY:
1. Workwithpartnersfederalandstategovernment,theprofession(anditsaffiliatedbodies),and
highereducationbroadlytosupporteducationstransitiontoamaturepracticeprofession.The
consequencesofstatusasamatureprofessionwouldincludeacomprehensiveframeworkof
accountabilitywithonesetofstandardsforentry,preparation,andpractice.Inotherwords,the
educationprofessionwouldembrace
asinglesetofbroadoutcomestandardsforteacherandeducationalleaderprograms;
asinglenationallicensureexaminationthatteststhebasicknowledgeneededforinitialentryinto
practiceasateacheroreducationalleader;and
astandardsetofnationalexaminationsthatrecognizespecializationaswellasadvancedlevel
practicethroughboardcertification.
2. WorkwiththeNewYorkStateEducationDepartmenttoestablishacradletocareerdatasetthat
ensuresshareddefinitionsofdata,sharedreportingexpectations,andasharedunderstandingofthe
usesofthedatatosupportthegoalsoutlinedinthisreport.Inbuildingthedataset,thesystemshould
engagewithabroadrangeofstakeholderstocollect,manage,andreportdataacrosstheP12,higher
education,andworkforceareas.
3. Maintainandaffirmitscommitmenttocontinuedrigorousassessmentforprograms,usingCAEP
standards,regionalaccreditationstandards,andrelevantSUNYandNYSEDpolicies.
4. Fosteracultureofcontinuousimprovementatfaculty,program,campus,andsystemlevelsthat
encouragesregularassessmentofandreflectionondata,identifyingwhatworksandwhatdoesnot,
andaddressingissuesthatareidentified.Theassessmentswillincludecomparativedata,suppliedby
theSUNYsystem,ofotherSUNYprograms,aswellasthoseinthestate,region,andnation.Participants
insuchassessmentsmustextendbeyondtheeducatorpreparationfacultytoincluderepresentative
facultyfromtheartsandsciences,socialsciences,andotherrelevantdisciplinesmostclosely
contributingtoEPPs.
5. Engageabroadrangeofpartners(e.g.,NewYorkStateEducationDepartmentandschooldistricts)to
developeffectiveandreliablefeedbackandaccountabilityloopsinthreespecificareas:
EPPswilluseassessmentsoftheknowledgeandperformanceoftheirgraduatestoinform
programdevelopment;
Programswillfollowtheirgraduatesatspecifiedintervalstogaugetheeffectivenessofinitial
preparationandongoingprofessionaldevelopmentofferings;and
Programswilluseacommonlydeveloped(withadditionalquestionsprovidedbyindividual
programs)questionnairethatwillbesenttoprogramgraduatesduringtheirfourthyearfollowing
graduation.
6. Developexperimentationzonesthatfosterinnovationandrapidprototypingthatmightotherwisebe
constrainedbyregulationand/oraccountabilitymeasures.Asdescribedpreviously,itisimportantto
havebothqualityassuranceandadegreeofflexibilityinaccountabilityframeworks,coupledwith
measuresofeffectiveness,toencourageexperimentationandinnovation.
7. EstablishtheSUNYdrivenTeachNYCenterforEducationalInnovation,leveragingtheconsiderable
researchtalentandscholarlyproductivityofSUNYfacultyandadvancedgraduatestudentsacrossthe
system,aswellasteacherandschoolleadercolleaguesinpartnershipschools,toexaminewhathasand

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hasnotworkedwellindemonstrationsitesandinnovationzones.SUNYsnewestNetworkofExcellence
intheScienceofTeaching,Learning,andAssessmentwouldbeintegraltosuchaninitiative.

Chapter5BuildingandSustainingExcellence
RecommendationsforResourceInfrastructure(pg81)
1.WorkwithNewYorkStatetobringtogetherinveryintentionalways(focusedonourshared
challenges)NewYorks700+locallygovernedschooldistrictswithhighereducationunderoneP20
bannertoestablishanenvironmentofgreatercooperationandcoordinateddirection,bothstatewide
andregionally.
Implementbraidedorfusedfundingtofurtherstrengthentheresourcebasetosupport
excellenceineducatorpreparationandongoingprofessionaldevelopmentofteachersand
leaders.
Targetfundingspecificallytosupportrapidprototypingofinnovativeeducatorpreparationand
professionaldevelopment(includingclinicallyrichsimulationsandresidencies).
Identifyandallocatefunding(intheformofgrants,loans,andscholarships)toattractastrong
poolofhighlycapablestudentsfromdiversebackgroundsintoeducation,possiblythrougha
publicservicecampaignthatencouragesyoungpeopletopursueteachingandschoolleadership.
EffectivelydeploysuccessfulgraduatesoftheNYSMasterTeacherProgram,byestablishinga
MasterTeacherAcademythefirstofitskindinthenationacorpsofdedicatedteachersand
leaderswillingtoserveasexpertadvisorsandmentors,supportingpreserviceanddeveloping
teachersandleadersandsimultaneousrenewal.
2.Aspartofitsalluniversitycommitment,leverageits64campus,geographicallydistributedphysical
presencetoextendthereachandimpactofSUNYseducatorpreparationandprofessional
development.
3.CreateanumbrellaorcoordinatingstructuretheTeachNYCenterforEducationalInnovationto
moreeffectivelyleverageresourcesandpartnerships,includingSUNYsfourregionalCentersof
InnovationatBuffaloState,NewPaltz,Cortland,andAlbany;topromoteexcellenceandinnovation
acrossallSUNYEPPs;toattractexternalsupportandfunding;andtoraisethevisibilityofSUNYs
programs,research,faculty,graduates,students,andpartners.
RecommendationsforDataandAccountability(pg82)
1. AscalledforinChapter4,workwithNewYorkStatetobuildafullyintegratedP20datasystem,
modeledaftersuccessfuldatainitiativesseeninotherRTTTrecipientstates.
RecommendationsforEngagingStakeholdersandBuildingPartnerships(pg84)
1. SUNYshouldbuilduponalreadyestablishedSTENhighereducation/P12partnershipsto
dramaticallyexpandanddeepenitsengagementwithP12,withsharedresponsibilitiesspecifiedin
memorandaofunderstanding,therebyincreasingitsimpactonhundredsofthousandsofcurrentand
futureP12students,aswellastheirteachersandschoolleaders.
2. SimilartoU.S.teachinghospitalsobligationtosupportgraduatemedicaleducationintheformof
residencyprogramsandresearch,andtotrainprofessionalsacrossthealliedhealthspectrum,in
partnershipwithSUNYandotherhighereducationinstitutions,NewYorkStateshouldestablish
differentiatedfundingtosupportdesignateddistrictsandschoolsforthepurposeofeducatorand
leaderresidencyprograms.

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RecommendationsforOptimizingCommunication(pg85)
1. UndertheumbrellaoftheTeachNYCenterforEducationalInnovation,regularlycommunicateabout
newadvancesineducationandthemanyspectacularachievementsonthepartofNewYorksteachers
andleaders,andSUNYfaculty,staff,andstudentsusingthefullrangeofmedia:fromradiotoTwitter,
toblogsandweeklynewsletters(alongthelinesofChalkbeat).
2. LeveragetheRockefellerInstituteofGovernmentsnationalstandingandexpertiseinhostingpublic
forumsonthemostpressingissuesofthedaytodevelopaTeachNYCenterseriesoftalks,debates,and
panelpresentations,bringingtogetherstateandnationalexpertsandpolicymakers.
3. PartnerwithNYSEDandsisterhighereducationinstitutionstoeducateresidentsofNewYorkabout
thestatesincredibleassetsintermsofeducatorpreparation.
4. Aspartofthecommunicationstrategy,continuetobuildupontheSTENEducatorPreparation
Repositorytodisseminatebestpractices,newdiscoveries,technologies,andtechniques,aswellas
testedproducts,andtoinviteopencommentandcritiquefromthelargereducationcommunityto
fosterahighlyvalued,peerreviewed,networkedimprovementcommunityresource.
RecommendationsforResearchandInnovation(pg87)
1. InthecontextofSUNYExcels,embracealimitedsetofSUNYgoalsforexcellencerelatedtoP20
education,andworkhandinhandwithoneanother(andourpartners)topromotenetwork
improvementineducatorpreparation.
2. FullyoperationalizetheSUNYTeaching,Learning,andAssessmentNetworkofExcellence,focusedon
thescienceofeducation,anddesignedtoconductdeep,probingresearchintoacademicpedagogy
andpromoteexperimentationwithnewmodelsofeducationaldelivery.Aspartofthis
operationalization,SUNYshouldalsostrategicallyengageresearchersfromoutsidethedisciplineof
educationtobecomeactiveintheNetwork.
3. AspartoftheTeachNYCenterforEducationalInnovation,buildastateoftheartteaching
demonstrationlaboratorywhereresearcherscometogether,worksidebyside,anddevelopandtest
newideas,technologies,andtransformativeapproaches.
4. Beyondtraditionalfederalandstatesources,collaboratewithbusinessandindustry,aswellas
foundations,toexpandsponsorshipofteaching,learning,andassessmentresearch.Explicitlyinvite
deepparticipationfromabroadrangeofP12partners,includingteachers,leaders,students,SUNY
alumni,andNYSMasterTeachersandprogramalumni.
5. LeveragetheSUNYRockefellerInstituteofGovernmentsstrengthandreputationinpolicyresearch
togivemorefocusedattentiontothepolicyimplicationsofteaching,learning,andassessmentresearch
findings.
RecommendationsforRenewingPolicyandRegulations(pg88)
1.ContinuetoconvenetheTeachNYAdvisoryCounciloranothersuchbodytoengageinternaland
externalstakeholdersalongwithoutsideexpertsfromacrossthecountryinsupportofSUNYseducator
preparationtransformationefforts.Asappropriate,inviteAdvisoryCouncilmemberstoprovide
additionalsupportintargetedareasidentifiedasmostcriticaltocontinuousimprovementand
excellence.

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2.OncetheTeachNYpolicyframeworkisestablished,committoregularexaminationandrenewal,
includinganannualTeachNYreportthathighlightsprogressmadeaswellasongoingchallengesand
opportunitiesforfurtherimprovement.

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113

114

AppendixC:TeacherPreparation&DevelopmentInfrastructure
inNewYorkState
SUNYCampusesIncludingEducationPreparation
ThecampusesparticipatingintheSUNYTeacherandLeaderEducationNetwork(STEN)aremembersof
regionalnetworkteams(RTENs),whichworkcollaborativelytoachievecommongoalsbasedupon
localizedneedsandpartnerships.Thereareatotalof17STENprogramswithPlattsburghhavingtwo
separatelyrunprogramsattheirmaincampusandQueensburylocation.
UndergraduateandGraduatePrograms
1. StonyBrookUniversity
2. SUNYBrockport
3. SUNYBuffalo
4. SUNYCortland
5. SUNYFredonia
6. SUNYGeneseo

Graduate

7.SUNYNewPaltz

13.UniversityatAlbany

8.SUNYOldWestbury

14.BinghamtonUniversity

9.SUNYOneonta

15.UniversityatBuffalo

10.SUNYOswego

16.EmpireStateCollege

11.SUNYPlattsburgh
12.SUNYPotsdam

StudentsfromacrossSUNYs30communitycolleges
transferintoteacherpreparationprogramsatour
fouryearinstitutions.SUNYalsohasteacher
educationtransferprogramsatthreeofour
technologycolleges:AlfredState,SUNYDelhi,and
SUNYMorrisville.

115

TheOpenSUNYCenterforOnlineTeachingExcellence

Research&Innovation:
Researchandinnovationunitwithinthecenterthatsupportsresearchandexperimentationinteaching
through:
Settingresearchagenda
Awardingfunding
Documentingandpublicizingfindings
Facilitatingconnectionsandcollaboration

CompetencyDevelopment:
Comprehensivetrainingtaughtbyfacultyexperiencedinonlineeducationanddeliveredthrough
workshops,webinars,andcertifiedcourses,covering:
Pedagogicalapproaches
LMSplatforms
Educationtechnologies

CourseSupport:
Supporttoenhancecampuscoursedevelopmentandrefresh,providedbyateamof:
Expertpeersactingasinstructionaldesigncoaches
Contentdiscoveryspecialiststohelpdiscovercontent
TheOpenSUNYCOTEQualityReviewRubrictoensurebestpracticeincourse
development

CommunityofPractice:
Acommunityofover1,000peerswithstronginterconnectionsenabledby:
Regularcalls,webinars,andworkshopshostedbytheCenter
Regularnewsletters
OnlineforumspoweredbyLearningCommons
Annualconferences

116

CUNYCampusesIncludingTeacherPreparation

TheCityUniversityofNewYork(CUNY)enrollsover13,000studentsinitseducationprograms,two
thirdsofwhomareenrolledatthegraduatelevel.AlloftheUniversitysystemsteachereducation
programsaresupportedbyaCentralOfficeofAcademicAffairs,whichprovidessupportthrough
grantfundedprograms,researchinitiatives,andpolicyissues.
UndergraduatePrograms

GraduatePrograms

NewYorkCityCollegeofTechnology
YorkCollege
UndergraduateandGraduateProgram
BrooklynCollege
TheCityCollegeofNewYork
CollegeofStatenIsland
HunterCollege
LehmanCollege
MedgarEversCollege
QueensCollege

BaruchCollege
CUNYSchoolofProfessionalStudies
CertificateandAssociateDegreeProgramswithpipelinesto
TeacherPreparationatfouryearinstitutions
BoroughofManhattanCommunityCollege
BronxCommunityCollege
HostosCommunityCollege
KingsboroughCommunityCollege
LaGuardiaCommunityCollege
QueensboroughCommunityCollege

SimilartoSUNY,manyofCUNYsstudentsenrolledat
theircommunitycollegestransferontoteacher
preparationprogramsattheirfouryearinstitutions.
SixofCUNYscommunitycollegesofferassociate
degreesorcertificationprogramsthat
preparestudentsforcontinuingtheir
educationinteachereducation.

117

PrivateInstitutionsinNewYorkStatewithTeacherPreparation

Undergraduate

1. BarnardCollege
2. HartwickCollege
3. HoughtonCollege

24. ElmiraCollege
25. FordhamUniversity
26. HobartandWilliamSmith
Colleges
27. HofstraUniversity

4. MarymountManhattan
College
5. SaintFrancisCollege
6. SienaCollege
7. SkidmoreCollege

49. SaintJohnFisherCollege
50. SaintJohnsUniversity
51. SaintJosephsCollege
52. SaintLawrenceUniversity

8. VassarCollege
9. WellsCollege

Undergraduate&Graduate

31.
32.
33.
34.

LeMoyneCollege
LongIslandUniversity
ManhattanCollege
ManhattanvilleCollege

53. SaintThomasAquinasCollege
54. SyracuseUniversity
55. TeachersCollegeColumbia
University
56. TheNewSchool
57. TouroCollege
58. UniversityofRochester
59. UniversityofRochester

35.
36.
37.
38.

MaristCollege
MedailleCollege
MercyCollege
MolloyCollege

60. WagnerCollege
61. YeshivaUniversity

Graduate

10.
11.
12.
13.

28. IonaCollege
29. IthacaCollege
30. KeukaCollege

AdelphiUniversity
AlfredUniversity
BoricuaCollege
CanisiusCollegeofBuffalo

14. CazenoviaCollege

39. MountSaintMaryCollege

15. ColgateUniversity
16. CollegeofMountSaint
Vincent
17. CollegeofNewRochelle

40. NazarethCollegeof
Rochester
41. NewYorkInstituteof
Technology
42. NewYorkUniversity

18. TheCollegeofSaintRose

43. NiagaraUniversity

19. ConcordiaCollege

44. NyackCollege

20. DYouvilleCollege
21. DaemenCollege
22. DominicanCollegeof
Blauvelt
23. DowlingCollege

45. PaceUniversity
46. PrattInstitute
47. RobertsWesleyanCollege

48. SaintBonaventure
University

62. AmericanMuseumofNatural
History
63. BankStreetCollegeof
Education
64. BardCollege
65. MetropolitanCollegeofNew
York
66. RelayGraduateSchoolof
Education
67. RochesterInstituteof
Technology
68. SarahLawrenceCollege
69. TheSageColleges
70. UnionGraduateCollege

118

BoardsofCooperativeEducationalServices(BOCES)
BOCESwasfoundedin1948bytheNewYorkStateLegislaturetooffersharedservicesandeducational
programstoschooldistrictsthroughoutNewYorkState.Thebroadrangeofservicesprovidedbyeach
ofthe37BOCESworktomeettheneedsofthedistrictstheyserve.Currently,BOCESarenotavailable
totheBigFivecityschooldistricts:NewYorkCity,Buffalo,Rochester,Yonkers,andSyracuse.The
coloredregionsinthebelowmapillustratetheareasservedbytheindicatedBOCES.
1. ClintonEssexWarrenWashington 14. GreaterSouthernTier
2. BroomeDelawareTioga
15. HamiltonFultonMontgomery
3. CapitalRegion
16. HerkimerFultonHamilton
Otsego
4. CattaraugusAlleganyErie
Wyoming
17. JeffersonLewisHamilton
5. CayugaOnondoga
HerkimerOneida
6. CiTi(Oswego)
18. MadisonOneida
19. Monroe1
7. DelawareChenangoMadison
Otsego
20. Monroe2Orleans
8. Dutchess
21. Nassau
9. EasternSuffolk
22. OneidaHerkimerMadison
10. Erie1BOCES
23. OnondagaCortlandMadison
11. Erie2ChautauquaCattaraugus
24. OntarioSenecaYatesCayuga
12. FranklinEssexHamilton
Wayne
13. GeneseeValley
25. OrangeUlster

26. OrleansNiagara
27. OtsegoDelawareSchoharie
Greene
28. PutnamNorthernWestchester
29. QuestarIII
30. Rockland
31. SaintLawrenceLewis
32. SouthernWestchester
33. Sullivan
34. TompkinsSenecaTioga
35. Ulster
36. WashingtonSaratogaWarren
HamiltonEssex
37. WesternSuffolk

http://www.boces.org/AboutBOCES/BOCESinYourArea.aspx

119

RegionalInformationCenters(RICs)
OrganizedunderBOCES,RICsprovideavailabilityofmodernclassroomtoolstoenhancestudent
achievement.Thereare12RICsinNewYorkStateatthistime,generallyservingseveralBOCESlocations
withintheirregion.ThecoloredregionsinthebelowmapillustratetheBOCESareassurroundingthe
indicatedRIC.

1.CentralNewYork(CNY)
2.EasternSuffolk(SUFF)
3.EduTech
4.GreaterSouthernTier(GST)
5.LowerHudson(LH)
6.MidHudson(MH)

7.Mohawk(Mo)
8.Monroe
9.Nassau
10.Northeastern(NE)
11.SouthCentral(SC)
12.WesternNewYork(WNY)

120

NewYorkStateTeacherCenters
Thereare125TeacherCenterslocatedthroughoutNewYorkState.Theseresourcecentersworkwith
over700schooldistrictsand1,000nonpublicandcharterschools,andarededicatedtohighquality
professionallearningexperiences.
TeacherCentersareoperatedlocallywithregionalandstatewidenetworksupportandgovernedby
policyboards.Theseboardsaremostlycomposedofteachersandhaverepresentationfrom
administrators,schoolboardmembers,parents,highereducation,andbusinessprofessionals.The
Centersareindividuallydrivenbylocaleducatorneeds,includingimplementationsupportforNYSand
federaleducationinitiativessuchasAPPR,CCSS,anddatadriveninstruction.

http://www.nysteachercenters.org/

121

NewYorkStateTeacherCenters
EasternUpstate

GreaterRochester

LowerHudson

Adirondack

Brighton

CayugaOnondaga
CenterState
CentralNewYork
GreaterCapitalRegion
HollandPatent
JamesvilleDeWitt/Syracuse
JeffersonLewis
MidState
MohawkRegional

GeneseeRegion
Greece
WhitmanResourceCenter
Monroe#1BOCES
Pittsford
Rochester
RushHenrietta
TriCounty
Victor

NewHartford
NorthCountryTeacher
ResourceCenter
OswegoCountyTeacher
OwenDYoungCentralSchool
Potsdam

Waterloo
Wayne

BedfordStaffDevelopment
Center
BEPTConsortium
BronxvilleSchool
EastRamapo
HudsonRiver
Middletown
MidHudson
NewRochelle
Newburgh
NorthernWestchester
Putman
Nyack
Ossining

FarWest

Webster
WestIrondequoit
WheatlandChili

LongIsland

Rockland
Scarsdale
SullivanCounty

NewYorkCity

Alden
Buffalo
CattaraugusAlleganyCounty

Baldwin
Brentwood
Commack

UFT

SouthernTier

Cheektowaga
ErieCatt
KenmoreStaff
Lackawanna
NiagaraFalls
OrleansNiagara
Pioneer
SweetHomeBettySummers
Tonawanda/GrandIsland
WestSeneca

WesternNewYork
Williamsville

Connetquot
EastMeadow
EastWillston
Freeport
GreatNeck
Hempstead
Herricks
Huntington
InterCounty
StaffDevelopmentCenter
oftheIslips
Levittown
LongBeach

BroomeCounty
CatskillRegional
Cincinnatus
CortlandCounty
Dryden
Endicott
JohnsonCity
LansingGroton
OwegoAppalachin
SchuylerChemung
Tioga/Corning
SouthernTier
TiogaCounty

122

Urban/RuralLocationofNYSSchoolDistricts

Source:U.S.DepartmentofEducation,InstituteofEducationSciences,NationalCenterforEducationStatistics.SchoolDistrict
DemographicsSystem

123

124

AppendixD:AcronymList
AACTE
ACT

AmericanAssociationofColleges
forTeacherEducation
AmericanCollegeTesting

AFT

AmericanFederationofTeachers

AIRPO
ALST

AssociationforInstitutional
ResearchandPlanningOfficers
AcademicLiteracySkillsTest

ANNY

AssessmentNetworkofNewYork

APPR

AnnualProfessionalPerformance
Review
AssessmentofTeachingSkills
Written
BoardofCooperativeEducational
Services
CradletoCareer

ATSW
BOCES
C2C
CAEP
CCLS
CCSSO
CEC
CEURE

CouncilforAccreditationof
EducatorPreparation
CommonCoreLearningStandards
CouncilofChiefStateSchool
Officers
CouncilforExceptionalChildren

CST

CenterforExcellenceinUrbanand
RuralEducation
CenterforOnlineTeaching
Excellence
ContentSpecialtyTest

CUNY

CityUniversityofNewYork

DoDEA

DepartmentofDefenseEducation
Activity
EducatingAllStudentsTest

COTE

EAS
edTPA
EOP

EducativeTeacherPerformance
Assessment
EducationalOpportunityProgram

EPP

EducatorPreparationProgram

ESEA
FOIL

ElementaryandSecondary
EducationAct
FreedomofInformationLaw

IHE

InstitutionofHigherEducation

IITG

KEI

InnovativeInstructionTechnology
Grants,SUNY
InterstateTeacherAssessmentand
SupportConsortium
InterstateSchoolLeadersLicensure
Consortium
KeyEffectivenessIndicator

LAST

LiberalArtsandScienceTest

LTF

LeadershipTaskForce,TeachNY

MEP

MissouriEducatorProfile

MOU

MemorandumofUnderstanding

MSCHE

MiddleStatesCommissionon
HigherEducation
NationalAssessmentofEducational
Progress
NationalAssociationfor
ProfessionalDevelopmentSchools
NationalAssociationofState
DirectorsofTeacherEducationand
Certification
NationalBoardforProfessional
TeachingStandards
NationalCouncilforAccreditation
ofTeacherEducation
NoChildLeftBehind

InTASC
ISLLC

NAEP
NAPDS
NASDTEC

NBPTS
NCATE
NCLB
NCTE
NCTQ

NationalCouncilofTeachersof
English
NationalCouncilonTeacherQuality

NEA

NationalEducationAssociation

NGA

NationalGovernorsAssociation

NICs

NSBA

NetworkedImprovement
Communities
NationalPolicyBoardfor
EducationalAdministration
NationalSchoolBoardsAssociation

NYCTF

NewYorkCityTeachingFellows

NYCTFMI

NewYorkCityTeachingFellows
MathImmersion
NewYorkState

NPBEA

NYS/NY

125


NYSED
NYSUT
OECD

NewYorkStateEducation
Department
NewYorkStateUnitedTeachers

P20

OrganisationforEconomic
CooperationandDevelopment
PreSchoolthroughDoctorate

PD

ProfessionalDevelopment

PDK

PhiDeltaKappaInternational

PDS

ProfessionalDevelopmentSchools

PI/CoPI

PrincipalInvestigator

PSPB

RIG

ProfessionalStandardsand
PracticesBoard
RegionalInformationCenters,
BOCES
RockefellerInstituteofGovernment

RTTT

RacetotheTop

SCOA

SUNYCouncilonAssessment

SHEEO

StateHigherEducationExecutive
OfficersAssociation
SpecializedProfessionalAssociation

RIC

SPA

STEM

TFA

Science,Technology,Engineering,
andMathematics
SUNYTeacherandLeaderEducation
Network
SUNYUrbanTeacherEducation
Center
TeachingandLearningInternational
Survey
TeacherEducationAccreditation
Council
TeacherEducationTransfer
Template,SUNY
TeachForAmerica

TLA

Teaching,Learning,andAssessment

TLI

TeacherLeadershipInitiative

TPA

TeacherPreparationAnalytics

TSTT
URTC

TodaysStudents,Tomorrows
Teachers
UrbanRuralTeacherCorps

USDOE

U.S.DepartmentofEducation

UUP

UnitedUniversityProfessions

STEN
SUTEC
TALIS
TEAC
TETT

AdditionalResources
Additionalresourcesincludingfullbibliographyavailableatsuny.edu/TeachNYorbyemailing
TeachNY@suny.edu.

Pleasedirectinquiresto
SUNYSystemAdministration
StateUniversityPlaza
353Broadway
Albany,NY12246
Phone:518.320.1100

126

TheStateUniversityofNewYorkwouldliketothanktheTeachNYAdvisoryCouncil
membersandalltheotherparticipantswhocontributedtothisreport.