Synopsis Andexecutive Summary

S T A T E B O A R D O F E D U C A T I O N

SYNOPSIS ANDEXECUTIVE SUMMARY

CODE: / EP-05
COMMITTEE: / Education Professions
DATE: / August 12, 2008

SUBJECT/TITLE

Education and Economic Development Act (EEDA) Performance Standards for Educator Preparation Programs (Second Reading)

PURPOSE OF REPORT/REGULATION/ITEM

S.C. Code Ann. § 59-59-200 (Supp. 2007), Training of teachers and guidance counselors, review of performance, requires the State Board of Education (SBE) to develop performance-based standards for Educator Preparation Programs.

CRITICAL FACTS

The Office of Educator Preparation, Support, and Assessment and the Office of Regional Services collaborated to fulfill the requirements of S.C. Code Ann. § 59-59-200 (Supp. 2007). The South Carolina Commission on Higher Education (CHE) was also instrumental in assisting, developing, and implementing the EEDA performance standards for higher education institutions.

TIMELINE/REVIEW PROCESS

September 2006The SBE approved revisions to Policy Guidelines for South Carolina Educator Preparation Units including the addition of the EEDA to the South Carolina Standards for Educator Preparation Units.
November 2006Representatives from institutions of higher education provided feedback requesting more specificity regarding performance-based standards for Educator Preparation Programs.
November 2006The Office of Educator Preparation, Support, and Assessment partnered with the Office of Regional Services to establish a task force to further develop the standards.
September 2007Conducted the first task force meeting and first meeting of subcommittee to expand on the South Carolina Standards for Educator Preparation Units by drafting specific performance standards and definitions for teacher and leadership education programs.
October 2007Conducted first meeting of the guidance education subcommittee to develop performance standards, held SCATE pre-conference meeting to gain input, received draft performance standards from two subcommittees, and disseminated information to task force members for input.
November 2007EEDA standards disseminated at the Higher Education Round Table meeting for input. Final draft of the standards submitted to the South Carolina Department of Education for review. Institutions continue to identify courses within teacher, guidance, and administrator education programs for incorporation of standards.
December 2007EEDA concept and course alignment chart due to CHE from public colleges; status report on activities to date by private colleges due to advisory team.
February 2008Final EEDA Performance Standards shared with deans.
March 2008EEDA concept and course alignment chart due to CHE from private colleges.
March 2008The CHE sponsors EEDA workshops for institutions of higher education.
January–April 2008The Office of Regional Services develops EEDA Resource Toolkit.
April 2008Report on the Implementation of Section 59-59-200 of the South Carolina Education and Economic Development Act was taken to the EPC as an information item. The Office of General Counsel recommended that the standards be presented to the Board as an action item.
May 13, 2008Presented to EPC for approval
July 9, 2008First Reading by SBE
August 13, 2008Second Reading by SBE
January 2009Institutions of higher education will be responsible for full implementation of EEDA performance standards required by all public and private institutions. Evaluations of EEDA standards will be addressed during accreditation reviews.

ECONOMIC IMPACT

COST:
FUND/SOURCE:

RECOMMENDATION

The South Carolina Department of Education recommends that the SBE approve the Education and Economic Development Act (EEDA) Performance Standards for Educator Preparation Programs for second reading.

ACTION REQUEST

FOR APPROVAL:FOR INFORMATION ONLY:

REVIEW REQUIRED BY EDITOR: Yes Date:______No

APPROVED BY:

______

Submitted byDate

______

Signature of DirectorDate

______

Signature of Deputy SuperintendentDate

______

*Signature of Office of General CounselDate

______

Signature of Deputy Superintendent of AdministrationDate

______

**Signature of State Superintendent of EducationDate

ATTACHMENT: Performance Standards for Educator Preparation Programs

*The Office of General Counsel must approve any action that requires the promulgation, amendment, or repeal of State Board of Education regulations.

**The State Superintendent of Education must approve all item(s) before the item(s) is placed on the State Board of Education agenda.

When signature is not required, please put N/A in Signature block.

THE SOUTH CAROLINA EDUCATION AND ECONOMIC DEVELOPMENT ACT

Performance standards

for

Educator Preparation

Programs

April 2007

Teacher Education Programs: Final Draft of EEDA Performance Standards

1. DEFINITION: Career Guidance is a process by which students become aware of the world of work, explore career options, and prepare for post-secondary opportunities.

Performance Standard: Teacher candidates will explainthe career guidance process.

2. DEFINITION: The curriculum framework for career clusters of study is an organizational model that integrates career preparation components with academic coursework, providing the foundation for the development of the Individual Graduation Plan (IGP). The IGP, organized around career clusters and majors, is an educational plan aligned with students’ interests, aspirations, and experiences.

PerformanceStandard: Teacher candidates will explain the curriculum framework for the career clusters of study concept and its relevance to the Individual Graduation Plan (IGP).

3. DEFINITION: The elements of the Career Guidance Model are awareness, exploration, and preparation.

PerformanceStandard: At the age-appropriate level of instruction, teacher candidates will explain the use of the career guidance standards and competencies as specified in the South Carolina Comprehensive Developmental Guidance and Counseling Program Model.

4. DEFINITION: Character education encompasses the identification, understanding, and performance of core values (listed in §59-17-135) that enhance citizenship, relationships, and quality of life.

Performance Standard: Teacher candidates will identify instructional strategies that promote core values, as specified in §59-17-135, in the school community.

5. DEFINITION: Contextual teaching is a concept that refers to methodologies used by teachers that focus on concrete, hands-on instruction and content presentation with an emphasis on real-world application and problem solving.

PerformanceStandard: Teacher candidates will useconcrete, hands-on instruction and content presentation with an emphasis on real-world application and problem solving.

6. DEFINITION: Cooperative learning is an instructional technique where students interact collaboratively to complete a task.

PerformanceStandard: Teacher candidates will implement learning strategies that promote cooperation.

7. DEFINITION: Learning styles is a concept that refers to methodologies intended to accommodate diversity in student learning.

PerformanceStandard: Teacher candidates will implementstrategies to accommodate the needs of diverse learners.

Leadership Education Programs: Final Draft of EEDA Performance Standards

1. DEFINITION: Career Guidance is a process by which students become aware of the world of work, explore career options, and prepare for post-secondary opportunities.

PerformanceStandard: Administrative candidates will explain the career guidance process within the school organization.

PerformanceStandard: Administrative candidates will explain the curriculum framework for the career clusters of study concept and its relevance to the Individual Graduation Plan (IGP).

3. DEFINITION: The elements of the Career Guidance Model are awareness, exploration, and preparation.

PerformanceStandard:At the age-appropriate level of instruction, administrative candidates will explain strategies that facilitate the implementation of career guidance standards and competencies in school programs as specified in the South Carolina Comprehensive Developmental Guidance and Counseling Program Model.

4. DEFINITION: Character education encompasses the identification, understanding, and performance of core values (listed in §59-17-135) that enhance citizenship, relationships, and quality of life.

PerformanceStandards: Administrative candidates will recognize strategies that promote core values,as specified in §59-17-135, in school programs.

PerformanceStandard: Administrative candidates will explain contextual teaching and strategies that facilitate its implementation.

6. DEFINITION: Cooperative learning is an instructional technique where students interact collaboratively to complete a task.

PerformanceStandard: Administrative candidates will explain strategies that encourage and support the incorporation of cooperative learning in classroom instruction.

7. DEFINITION: Learning styles is a concept that refers to methodologies intended to accommodate diversity in student learning.

PerformanceStandard: Administrative candidates will explain strategies that facilitate the use of instructional methodologies to accommodate the needs of diverse learners.

Counselor Education Programs: Final Draft of EEDA Performance Standards

1. DEFINITION: Career Guidance is a developmental process by which students become aware of the interrelationship among interests, abilities, school, work, family, and life roles in relation to academic and career planning.

PerformanceStandard: School counselor candidates will describe and demonstrate the career guidance process.

PerformanceStandard: School counselor candidates will explain the curriculum framework for career clusters of study concept, its relevance to the Individual Graduation Plan (IGP), and the relationship of the IGP to the South Carolina Comprehensive Developmental Guidance and Counseling Program Model.

3. DEFINITION: The Career Guidance Model is designed to foster the integration of knowledge of self with academic and career planning through awareness, exploration, and preparation processes.

PerformanceStandard: School counselor candidates will demonstrate the incorporation of the Career Guidance Model in the delivery of the South Carolina Comprehensive Developmental Guidance and Counseling Program Model.

4. DEFINITION: Character education encompasses the identification, understanding, and performance of core values (listed in §59-17-135) that enhance citizenship, relationships, and quality of life.

PerformanceStandard: School counselor candidates will participate in the whole school promotion and modeling of core values, as specified in §59-17-135.

5. DEFINITION: Contextual teaching is a concept that refers to methodologies used by educators that focus on hands-on instruction, content presentation, and the use of technology with an emphasis on real-world application and problem solving.

PerformanceStandard: School counselor candidates will describe the concept of contextual teaching.

6. DEFINITION: Cooperative learning is an instructional technique where students assume specific roles and interact collaboratively to complete a task, with both personal and team accountability and problem solving.

PerformanceStandard:School counselor candidates will describe cooperative learning.

7. DEFINITION: Learning styles refers to the diverse methods and strategies by which students approach learning.

PerformanceStandard:School counselor candidates will recognize the diverse learning needs and strengths of students.