Day on the Hill

Legislative Updates

2012 MACTE Day on the Hill

MACTE MN Day at the Capital
Tentative date – February 28, 2012
Cyndy Crist email.  cyndy.crist@gmail.com

 

Day on the Hill – Washington D.C. (Date TBD)
Jo Olsen,The College of St. Scholastica
tel. 218-723-7040 fax. 218-723-6709 email. olsen@css.edu

2011 Day on the Hill

 

5th Annual MACTE Day on the Hill

Thursday, March 3, 2011

We have new political dynamics in Minnesota and it is important for legislators to hear about our work as MACTE institutions. Plan to visit with your local legislators during MACTE's Day on the Hill on March 3l.  The MACTE Day on the Hill was discussed at the MACTE Winter meeting. For additional information, please contact Scott Page at scott.page@mnsu.edu.

MACTE Talking points


Key Issues

  1. We believe all teacher candidates should be held to the same standards.
  2. We believe all teacher preparation programs should be held to the same standards.
  3. Higher education is involved in innovation and supporting alternative pathways. Higher education should be involved with teacher preparation. We have expertise; we collaborate with P-12; and we have the students who are preparing for careers after they finish college.
  4. We agree the option should be eliminated that allows new teachers to teach for up to 3 years while they attempt to pass the tests.
  5. We don't have a stand on tiered licensure at this time.
  6. MACTE believes that the MTLE cut scores should be reviewed and set at the Pearson recommendation.
  7. MACTE believes that teacher preparation programs should be evaluated on valid and reliable measures. The NCTQ study with U.S. News and World Report does not use such measures. 

 

2009 Day on the Hill Handout

 

Day on the Hill- February 25, 2009

Teacher Preparation:  All teachers must be well-prepared and licensed in order to ensure quality. 

  • Teacher professional preparation is a continuum that begins with teacher candidate recruitment and rigorous admission processes and continues throughout the professional career of a teacher through ongoing professional development and advanced certifications. Pre-service preparation, while comprehensive and complex, is just the first step in the preparation of teachers. Candidates must meet all the state's standards for subject matter and teaching knowledge before becoming a teacher of record.
  • Quality preparation makes a difference and must include well-defined standards of both content and performance. Additionally, it must involve a substantial knowledge of child and adolescent development, and learning theory. Extended clinical experiences must support ideas and practices presented in coursework.

Teaching Conditions: Schools must be organized to support quality teaching in professional learning communities.

  • Professional development must be driven by student learning and student performance, and should be primarily school-based. The development of a quality learning community involves teachers in the identification of what they need and the processes to be used to engage questions that are both practical and theoretical.
  • Professional development is ongoing and incorporates evaluation of multiple sources of information on outcomes for students. Professional educators must use reliable and valid data to make instructional decisions.

 Teaching as a Profession: Rewarding career paths for teachers from induction to accomplished teaching must be developed with pay and pay systems that recognize teachers as professionals.

  • Induction programs matter and are necessary for the continuation of strong pre-professional preparation. Induction programs must be based on teaching standards, supported by school leadership, include external stakeholders, and use mentoring as a cornerstone support system. Teachers must have time to collaborate on school-based student achievement problem solving activities.
  • Retention of teachers in high need fields such as science and mathematics is a financial matter. Salary schedules need to be competitive for all teachers at the entry level, and they must be differentiated for hard to staff subjects and schools. Financial incentives for science and mathematics teacher candidates have the potential to increase the number of qualified teachers in these competitive fields.

 

*  Citation:  Misty Sato, University Minnesota Department of Curriculum and Instruction-Presentation to legislative committee Feb. 2009. 

Minnesota Association of Colleges for Teacher Education (MACTE) is an affiliate of the American Association of Colleges for Teacher Education (AACTE). The views expressed on this website are the views of MACTE.