CAN Corner

CAN Communications

Dear NYSCEC Member,

 I am writing to keep you in the loop with the latest development related to the new US Department of Education teacher preparation regulations released October 12, 2016. They are almost 700 pages long, so get your favorite beverage before sitting down to ready them. So far I read up to page 345. Below is information from a communication I received by Dr. Jane West.

The issuance of these regulations is a demarcation line in the five-year effort of the Obama Administration to create a rating system for all 26,000 teacher preparation programs and link the ratings to access to student financial aid.

 The basic structure of the regulation remains unchanged, e.g. every state must create a rating system, to be administered annually, based on required measures and access to TEACH grants will be controlled based on the rating of the program.  Tweaks to the proposal have been made including: 

  • allowing states to create their own learning outcome measures that are “relevant, but not necessarily directly tied, to student achievement or educator evaluation results”
  • more detail on how the regulation applies to distance education programs
  • elimination of requiring alternate route programs to utilize placement rates as an outcome measure since people in those programs are already placed
  • removal of high entry bar to programs but a requirement for a high exit bar

 Early responses to the regulation include the following: 

 "The flawed framework remains the same.”   It is “ludicrous to propose evaluating teacher preparation programs based on the performance of the students taught by a program’s graduates.” 

Randi Weingarten, AFT

 “…pleased the department listened to feedback and make these regulations stronger.”

Chris Minnich, Council of Chief State School Officers

Impressed with how much the department kept its original intent “which was to insert far greater accountability for program quality….I told people they would never see the light of day.  I’m happy to be wrong.”

Kate Walsh, National Council of Chief State School Officers

"It should be noted that this rule makes the unprecedented move to link eligibility to student financial aid to yet-to-be-designed state rating systems.”

 Sharon P. Robinson, American Association of Colleges for Teacher Education

Read the regulation here:  http://www2.ed.gov/documents/teaching/teacher-prep-final-regs.pdf

The Department of Education’s press release here:  http://www.ed.gov/teacherprep?src=teachprep-pr

AACTE statement: http://aacte.org/news-room/press-releases-statements/517-aacte-urges-scrutiny-of-final-version-of-federal-regulations-for-teacher-preparation-programs

Attached is a letter from 28 stakeholder organizations reflecting concerns and intention for continued advocacy regarding the teacher preparation regulations. This is a remarkably broad coalition, as you will see, including the National Governors Association, the National Council of State Legislators, both teacher unions and more.  This reflects the broad and deep concern about both the efficacy of these regulations and the capacity to proceed with implementation.

I am writing to encourage NYSCEC members to read the letter and if inclined tweet about it and share it broadly with networks you have affiliation.

For those whose Deans are members of AACTE, they have access to their offerings, which include a webinar on the regulations offered on Monday, Oct. 25 or Tuesday, Oct. 26.  We can encourage folks to sign up to learn more about what is in these complex regulations. http://aacte.org/professional-development-and-events/webinars/eventdetail/75/-/-?rp_id=75

 

Best,

Kevin

NYS CEC CAN Coordinator

 



About CAN

Children's Action Network (CAN)

CEC works to improve public policy affecting children and youth with disabilities and gifts and talents, their parents and the professionals who work with them, at all levels of government.

In advocating on behalf of children with exceptionalities, CEC examines policy issues, develops appropriate responses to those issues and influences local, state, provincial and federal legislation. CEC also monitors and makes recommendations for program regulations and funding. In addition, CEC maintains a network among its units for influencing policy.

CEC is the recognized leader in advocacy for special education policy. CEC has a long history of success in impacting policy and legislation in the special education, gifted and talented and general education areas. CEC played a large part in developing the predecessor of today's IDEA, then known as the Education for All Handicapped Children Act of 1975 (PL 94-142). This law established the right to a free, appropriate public education for children with disabilities.


CEC’s Children and Youth Action Network (CAN) is an organized group of volunteers who are dedicated to helping advance policy affecting students with disabilities and gifts and talents. CAN seeks to (1) effect the necessary governmental changes at the local, state, and federal levels that will make possible the implementation of CEC policies relating to the education of exceptional children; and (2) further vitalize CEC units by providing meaningful vehicles for membership and CEC public visibility.  


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Contact NYS CAN Coordinator

Kevin Miller - millerkj@buffalostate.edu, CANN Coordinator