The Program Framework Guidelines For Secondary Grades 7-12

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The Framework for SecondaryGrades 7-12 Program GuidelinesFebruary 2010COMMONWEALTH OF PENNSYLVANIADEPARTMENT OF EDUCATION333 Market StreetHarrisburg, PA

Commonwealth of PennsylvaniaTom Wolf, GovernorDepartment of EducationPedro A. Rivera, SecretaryOffice of Postsecondary and Higher EducationNoe Ortega, Deputy SecretaryBureau of School Leadership and Teacher QualityKerry W. Helm, DirectorDivision of Professional Education and Teacher QualityChristina Baumer, ChiefThe Pennsylvania Department of Education (PDE) does not discriminate in its educational programs,activities, or employment practices, based on race, color, national origin, [sex] gender, sexual orientation,disability, age, religion, ancestry, union membership, gender identity or expression, AIDS or HIV status, orany other legally protected category. Announcement of this policy is in accordance with State Lawincluding the Pennsylvania Human Relations Act and with Federal law, including Title VI and Title VII ofthe Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of theRehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, and the Americans withDisabilities Act of 1990.The following persons have been designated to handle inquiries regarding the Pennsylvania Departmentof Education’s nondiscrimination policies:For Inquiries Concerning Nondiscrimination in Employment:Pennsylvania Department of EducationEqual Employment Opportunity RepresentativeBureau of Human ResourcesVoice Telephone: (717) 783-5446For Inquiries Concerning Nondiscrimination in All Other Pennsylvania Department of EducationPrograms and Activities:Pennsylvania Department of EducationSchool Services Unit Director333 Market Street, 5th Floor, Harrisburg, PA 17126-0333Voice Telephone: (717) 783-3750, Fax: (717) 783-6802If you have any questions about this publication or for additional copies, contact:Pennsylvania Department of EducationBureau of School Leadership and Teacher Quality333 Market Street, 12th Floor, Harrisburg, PA 17126-0333Voice: (717) 728-3224, Fax: (717) Media Requests/Inquiries: Contact the Office of Press & Communications at (717) 783-9802

Table of ContentsWhy Quality Teacher Preparation Programs are Important . 1Philosophy for Preparing Highly Effective Pennsylvania Teachers . 2Introduction to Secondary Program Guidelines . 3Program Design . 3Program Delivery . 4Professional Core Rationale. 4I. Secondary Education . 4II. Subject Matter Content and Pedagogy . 5III. Assessment . 6IV. Professionalism . 9V. Accommodations and Adaptations for Diverse Students in an Inclusive Setting and Meetingthe Needs of English Language Learners . 9Candidate Competencies .10I.Secondary Education .10II.Subject-Matter Content and Pedagogy .11III.Assessment .12IV.Professionalism .13Alignment with Pennsylvania’s Academic Standards and Assessment Anchor ContentStandards .13Pennsylvania Academic Standards (22 Pa. Code § 4.12) .13Electronic Access to Standards .14Faculty .15Field Experiences and Student Teaching .15Field Experience Stages .15Stage 1: Observation .15Stage 2: Exploration .16Stage 3: Pre-student teaching .16Stage 4: Student Teaching .16Definition of Field Experience and Student Teaching.16Field Experience and Student Teaching Requirements .17New Teacher Support .20

Why Quality Teacher Preparation Programs are ImportantThe fundamental purpose of a teacher preparation program approved by the Commonwealth ofPennsylvania is to admit, prepare, and support candidates for the teaching profession who,upon graduation, have the knowledge, understandings, and skills to enable Pre K-12 students inPennsylvania to achieve academic success. Pennsylvania’s preparation of new teachers is onecomponent of a standards-based instructional system.The six components of the Standards Aligned System do not stand in isolation assupports for PreK-12 student achievement in the Commonwealth of Pennsylvania.Design and delivery of high quality teacher preparation programs are functions of analigned instructional system; institutional success in producing new teachers with theknowledge, understandings, and skills to promote student learning is the ultimateoutcome of the overall system. High quality teacher preparation programs are anessential part of Pennsylvania’s efforts to build capacity for an aligned PreK-16 system.Reviewed October 20181

Philosophy for Preparing Highly Effective Pennsylvania TeachersSix linked circles in the above standards-based system define core elements of Pennsylvania’semerging instructional system: standards, curriculum, instruction, materials and resources forinstruction, fair assessments, and appropriate interventions. Together, these systemcomponents are intended to produce strong results for students. For this to happen, the workencompassed in each circle—such as instruction—must build capacity for the activities capturedby the other five circles.In the case of teacher preparation programs and their contribution to (1) instruction, allprograms are expected to align their course content with (2) state standards. All teacherpreparation programs are expected to provide all candidates with the knowledge and skills toteach a (3) standards-based curriculum effectively and successfully. Through universitycoursework and extensive, well-designed clinical experiences, all candidates for the professionare expected to learn how to use (4) materials and resources for instruction (includingtechnology) to meet the individual needs of each student in their classroom. Each teacherpreparation program is expected to give considerable attention to helping all candidates acquireand use (5) assessment skills, enabling them to understand and respond to pupil results onstandardized tests (PSSA and others), local school or district assessments, and individualizedassessments of the achievements and challenges of each pupil. Taken together, this set ofknowledge, understandings, and teaching skills must enable every candidate for the teachingprofession in the Commonwealth to implement (6) appropriate interventions in the classroomto improve student learning. Teacher preparation programs and the new teachers who completethem will be judged according to their success in achieving the six key goals described above.Since program and candidate success do not happen by accident, program design, thecomponents of that design, and the ongoing assessment of their effectiveness must all point inthe same direction. The needs and interests of Pre K-12 students and their schools are at thecenter of the program. This means that Pre K-12 teachers and administrators must be involvedin program assessment activities, decisions about selection and use of clinical sites, and askedregularly for their feedback on candidate and program performance. Program outcomes mustinclude strong subject matter content preparation, more extensive clinical experiences forstudents, and the use of technology in curriculum and instruction.Because teaching is a clinical profession, candidates for the profession should spend extensivetime in school settings—beginning early in their teacher preparation program sequence—guidedby university faculty and appropriately prepared Pre K-12 mentor teachers. Teacher preparationprograms must be able to demonstrate how they use evidence about program graduates andevidence about the Pre K-12 students of their graduates to make continuous programimprovements.Reviewed October 20182

Introduction to Secondary Program GuidelinesPennsylvania’s Secondary (referred to as “secondary” or “7-12” throughout the guidelines)preparation program guidelines require a Professional Core of courses, early and varied fieldexperiences, and student teaching. The subject-specific content requirements for secondaryprograms are unchanged from the Chapter 354 General Standards and Specific ProgramGuidelines for State Approval of Professional Educator Programs.This document describes the professional knowledge, skills, and competencies that secondaryteachers will learn by completing a prescribed sequence of courses (including field placements).In addition to specific requirements and competencies, these guidelines discuss the 7-12Program design, professional core rationale, candidate competencies, Pennsylvania AcademicStandards and assessments in a standards aligned system, faculty, field experiences andstudent teaching, new teacher support, and an appendix containing the specific requirementsfor Accommodations and Adaptations for Diverse Learners in Inclusive Settings and Meeting theNeeds of English Language Learners.Program DesignThe professional core courses, competencies and experiences for the grade 7-12 teacherpreparation program should be designed to address the broad set of issues, knowledge, andcompetencies that are relevant to secondary-level teaching and learning. The program mustprepare teachers who will be able to ensure students’ mastery of academic standards and thecontent assessment anchors. The Professional Core component of the program design mustbe maintained regardless of the configuration or options that the training program selects. TheProfessional Core in the 7-12 certification program consists of required competencies andincludes field experiences. A minimum 12-week student teaching experience is a requirementof the 7-12 teacher certification program. Programs have flexibility in how they addressadaptations, accommodations, and cognitive development of diverse students in an inclusivesetting (9 credits or 270 hours or equivalent combination embedded in coursework, activities, orprojects), and meeting the needs of English Language Learners (3 credits or 90 hours orequivalent combination embedded in coursework, activities, or projects).Professional Core for secondary-level teacher preparation must include:I.Secondary EducationA. Organizational Structure of the High SchoolB. Adolescent DevelopmentII.Subject Matter Content and PedagogyA. Subject Matter ContentB. s and Accommodations for Diverse Students in an Inclusive Setting and Meeting theNeeds of English Language LearnersReviewed October 20183

The Professional Core of courses, competencies, and experiences for secondary teacherpreparation programs must be designed to address the issues and knowledge that are relevantfor secondary-level teaching and learning. The philosophy and standards (Pennsylvaniastandards as well as those of the learned societies of the content areas, such as NationalCouncil for Teachers of English, National Council for the Social Studies) must permeate thecandidates’ course experiences, as well as their field experiences and student teaching.The program design must describe clearly how the relevant set of knowledge, skills, andcompetencies inform the program design, and the application must also indicate how theinstitution will assess whether candidates have acquired the required knowledge, skills, andcompetencies.All courses should be grounded in adolescent development and should enable candidates togain the knowledge and experience to work successfully with family members and the broadercommunity.Program DeliveryThe