Monday, April 28, 2014

Update on Teacher preparation proposal- new information

With the assistance of Rebecca Pelton, the Executive Director of Montessori Accreditation Council for Teacher Education MACTE, we have corrections and updates to our post from April 25th.
Thank you, Rebecca!

MACTE is not a part of the Council for the Accreditation of Educator Preparation- CAEP. MACTE is presently recognized by the USDE, along with the Teacher Education Accreditation Council- TEAC and the National Council for the Accreditation of Educator Preparation- NCATE.

CAEP has not gone through the recognition process. They have submitted their petition, but have not been recognized as yet. When they receive their recognition they will be considered an equal with MACTE as both would be recognized as national accreditors for teacher education programs, one for traditional and one for Montessori.

MACTE accredited teacher preparation programs are already recognized as high quality and state to the USDE that the programs are high quality and graduate competent teachers because they meet MACTE's standards and principles.

What we in the Montessori community want is to have each state recognize the credential both for licensure and at an appropriate level on its career lattice and within QRIS.

We will continue to monitor as the USDE releases information.

Montessori Forward

Friday, April 25, 2014

From the White House

President Obama, today, asked the US Department of Education to design a plan to strengthen and recognize teacher education preparation programs. This plan will be open for public comment this summer and is scheduled to publish the final rule within one year.

The plan will:
  • build on state systems to identify high and low performing teacher preparation programs across "all kinds of programs, not just those based in colleges and universities."
  • ask states to streamline current date reporting requirements, incorporate more meaningful outcomes, and improve the availability of relevant information.
  • ask states to rate preparation programs for TEACH grants (this is a program for alternative teaching licenses) to ensure that federal dollars are supporting high quality programs.
The outcomes expected are:
  • identification of high-performing teacher preparation programs.
  • creation of a consumer information program  to drive improvement of programs.
The Obama Proposal will encourage and support states in developing systems to recognize excellence and provide all teacher preparation programs with improvement tools while building accountability.

The Proposal will encourage innovation initiatives such as:

  • The establishment of new standards by CAEP for accrediting teacher preparation programs.
  • Several states have created data collection systems to share information with teacher preparation programs.
  • ASU and Urban Teacher Residences are giving student teachers real life school experiences with mentor teachers.
  • The UTeach model at U of T at Austin is drawing STEM majors into teaching.
  • Relay Graduate School of Education sets high goals and monitoring of both program graduates and their employers.
  • Fayetteville State University in NC uses National Boards standards as well as standards from the NC Dept. of Public Ed. in its Master's program.
This Proposal is another component of the Administrations plan to ensure teacher excellence. Other components include:
  • Connect EDucators-a technology and professional development initiative.
  • RESPECT- a proposal to elevate the profession of teaching through preparation, early career support, leadership, and improved work environments
  • Programs such as the Teacher Incentive Fund, Investing in Innovation (i3), Race to the Top to assist states in the development of innovative ways to support educators.
At Montessori Forward, we will continue to monitor this proposal to determine its "threats" or "opportunities" for the Montessori community. Recognition of the Montessori teaching credential is an issue in just about every state in the country, both within QRIS for early childhood and infant/toddler, and within state DOE's, specifically licensing requirements.

This could be huge for us! To read the proposal for yourself:
www.whitehouse.gov/the-press-office/2014/04/25/fact-sheet-taking-action-improve-teacher-preparation

This is not a proposed bill but is a proposal that can be authorized through executive order by the President.

Saturday, April 19, 2014

Policy Update for this week

The Success and Opportunity Through Quality Charter Schools HB 10 will come to a full vote in the House on May 5th. See last week's post for details.

In the committee hearing on the Child Care Development Block Grant, on March 25, Chair Todd Rokita (R-IN) closed the hearing by saying that reauthorization of this bill "provides an opportunity to work together to advance bipartisan legislation that will help our nations' most vulnerable children and families." He went on to say that the committee is looking forward "to examining the strengths and weaknesses of CCDBG program and discussing opportunities for consensus."

NYC has been provided with $300 million to provide 53,000 new spaces for pre-school for children and families who qualify based on income. A major marketing campaign has been designed to reach these families with hopes to enroll children by the April 23 deadline.

The state legislature in IN has just allocated $10 million for a pilot program to provide pre-school in five counties. Unlike initiatives in some states, such at CT and CA, this bill specifically protects parental choice by allowing for a mixed delivery system (both private and public programs can receive funds to serve children) and diversity in pedagogy.

On April 3, the LA House voted by 94-0 to "expand the Montessori approach to high schools." This is House bill 180. We're not sure of the details right now but if you have information, please help us understand the implementation of this bill.

We would like to congratulate the Montessori Council of  CA and the Montessori Schools of CT for the amazing work they are doing in support of Montessori education in their states. Both state legislatures have proposed initiatives which would have a significant negative impact not only on Montessori schools, but all private programs in each state. By collaborating with other organizations in their states, developing clear action plans, and making legislators aware of the impacts of these initiatives on parent choice and diversity of programming, they are making their voices heard. We'll keep you posted. Great work, Montessorians!

If you are aware of legislation in your state that might have an impact on our community, please be in touch through the List Serve, by emailing us at montforward@gmail.com, or leaving your comments here.

Montessori Forward

Friday, April 11, 2014

Public Policy Update

We are starting something new at Montessori Forward. Every Friday, we will post a review of the legislative and initiative news from the federal and state level from the previous week. This particular post will be a bit on the long side as we bring you up to date.

Please send us information from your state, post your questions, or additional information that you might have from a more local perspective.

Happy Reading!

Federal:

The Child Care Development Block Grant was reauthorized by the Senate. Through CAPE (The Council for American Private Education), amendments were added in support of parent choice, and diversity of pedagogies. The bill has been heard by the Health, Education, Labor and Pension Committee (HELP) and at some point, there will be the opportunity to add additional amendments which protect alternative teacher credentialing, protect particular pedagogies from licensing requirements, such as materials, ratios and group size which are not consistent with that pedagogy, and which exempt nationally accredited programs from QRIS. We will continue to monitor this bill as it goes through the House and comes to vote.

The House has passed a bill which would increase and improve charter schools (HB 10).  This bill would development and expand charters, favor management groups with a proven record of successful charter start up, and allow for a weighted lottery in favor of special needs students, and ESL students. We'll keep on eye on this one as it moves to the Senate HELP committee.

Senators Harkin and Miller, who introduced the Strong Start for America's Children bill, which would provide matching grants to states to develop pre-K programs was heard by the HELP committee today. This bill has bipartisan support in the House but that support is lacking in the Senate. Senator Harkin, who is retiring after this session, considers this bill "his legacy" and will be moving ahead for committee consideration.

The Educational Sciences Reform Act was reauthorized this week. The ESRA turns hard evidence into good practice by production of research for educational leaders to assess policy and practice.

The Connect ED Initiative, which seeks to provide services, hardware and software to improve student outcomes has been focused on public schools. CAPE has written to the DOE to draw attention to the use of these funds (which also include expansion of broadband and wireless access, and professional development so teachers can use technology in a wise way) in private schools as well as public.

State Developments:

In a blow to parent choice, MS voted down the use of certificates, or vouchers, for parents to choose their child's school (this definitely impacts private schools), and TN voted that non-profit corporations can not start charter schools.

IN is the first state to reject the Common Core. Several other states are considering the same action

VA and NYC recently decided to reduce the number of assessments that student must take in favor of teacher assessment based on "hands-on projects." Sound familiar?

NY recently allocated $340 million for pre-school programs which will serve low income children. Of this $300 million goes to programs in NYC.

CO will soon be voting to change the CCAP program which provides state funds to parents to choose the pre-school, or child care, they want for their child. The tiered reimbursements are based on fair market value and can be used for children attending a private Montessori school in the state. The Colorado Montessori Association has advocated in favor of this bill. CMA is also working to limit the number of state mandated assessments for students, particularly those in Montessori charter schools.

CA has introduced SB 837 which would provide funds for a "transitional pre-K" program in all public schools. Although the sponsoring Senator has discussed the need for a mixed delivery service model (This means using both private and public programs to serve children and families) the requirements include specific teacher credentials, a curriculum which is specifically aligned to state set standards, and a provision that private providers would be considered public employers for collective bargaining purposes. The CA Montessori group is advocating on behalf of the Montessori community.

CT legislators have also proposed a bill to fund pre-school education with bond funds and Tobacco Fund revenues. This legislation is directly connected to public school programs and would require NAEYC accreditation. The advocacy committee in CT. is working to advocate for Montessori education within the context of this bill.

Leave your comments, and questions and let us know what is happening in your state.

Montessori Forward





Wednesday, April 9, 2014

Catching Up!

We've missed posting to Montessori Forward. So much has happened in our Montessori community over the past month that we are excited to share as our energy and momentum is growing . Check out these highlights!

  • The growing interest in public policy and advocacy was really apparent as the Montessori Public Policy panel shared information about the collaborative endeavor between AMS and AMI/USA, introduced the public policy coordinator who will be supporting the growing network of Montessori state groups/coalitions, and the work being done by the National Center for Montessori in the Public Sector.
  • Representatives from around 10 of the state groups shared information and conversation at the Public Policy Networking reception. It was fantastic to have the opportunity to share our experiences with one another.
  • An enthusiastic and lively conversation about Essential Standards for Montessori programs (at 8:00 am on Sun. no less!) resulted in consensus on 10 (watch for a post later this week on details). All participants, and there was a room full, agreed that this is just a beginning to the conversation that our community needs to actively engage in.
  • Two groups of volunteers met several times over the weekend to further their special projects. The Montessori Guide to the ECERS-R group was able to move forward toward a final draft and the Early Learning Standards Alignment group has begun to organize with an action plan. Look for more information on both of these projects very soon.
Finally, many of you have been asking how to start, or expand, your state group and its work. There are several new tools and templates on Montessori Forward. Go to Resources and Action, click on How To and Templates. You'll find
  • Outreach Sample Letter
  • Sample Survey
  • Sample By-Laws
  • Sample Code of Ethics
  • Membership Outline
  • Membership Benefits ideas
You are welcome to adapt any of these tools for use in your organizing. Look soon for one idea of an Organizational Structure.

As our community grows, we need your input. Comment on posts, join the conversation on the List Serve, invite others, send policy updates from your state to the Policy Initiatives page, and email montforward@gmail.com with comments, questions, or tips you would like to share.

Thank you!
Montessori Forward

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