Feedback from stakeholders

Work group member, Eileen Hughes, delivered via email 10/18/12:
On 10/9/12 2:04 PM, Kotzin, Melissa wrote:

Thanks for sharing this. Our position would be that candidates who are majoring in Elementary Education would complete the two required WEST-E exams and either the Elementary Literacy or Elementary Mathematics TPA within a K-8 co-teaching placement. If a candidate is completing an additional endorsement at the same time, such as ECE or ESL, they would need to complete the additional appropriate WEST-E, and have a placement that meets the endorsement requirements, such as K-3 or a class with significant number of ESL students, but would not need to complete a second TPA. The additional cost and time required would not be justified. 
If you could pass this on to your group, it would be appreciated.
Ed Rousculp
Interim Chair for Teacher Preparation Programs


Work group member, Eileen Hughes, delivered via email 10/18/12:
Western Washington University, Francisco Rios, Dean

From Department Chair, Secondary Education:
A concern for secondary level teacher candidates is around language for endorsements. Many of the double endorsements are considered unrelated, which would result in candidates being asked to demonstrate and “satisfy all endorsement competencies in each endorsement area prior to certification.” This seems to require a field experience that is specific for each endorsement. While I can see the benefit of having robust field experiences in every endorsement area, I am not convinced that it is required to be a competent teacher. “Satisfy endorsement competencies” is a phrase that seems loaded to me. I assume/hope that we retain the autonomy to determine if the competencies have been satisfied (as we do with courses satisfying competencies). It is unclear what the expectation is for satisfying all endorsement competencies. Consider this example: If a candidate in Designated Sciences, for example, 4-12 Biology and Chemistry OR 4-12 Physics and Math, needs field experiences in both endorsement areas before their internship, then finding time and placements for this will be a significant problem. We do not presently offer this opportunity to students.

Several faculty in the department were curious about the connection between the CTE-Tech Ed and Middle Level Science that justifies simply a Pedagogical Assessment? They don’t seem as related as that assessment would suggest.

From Field Experiences Director: For Unrelated Endorsements, I believe our programs would have to review their practica placements to determine if they are robust enough to:

  • Reflect experience in each endorsement area, and
  • Provide enough experience and evaluation for candidates to demonstrate meeting all of the endorsement competencies
  • Concern would possibly be two unrelated Secondary endorsements; field experience and student teaching (some combination) would require candidates to meet competencies in both areas. That would require a more robust placement for the additional endorsement(s); additional challenge would be for those candidates earning more than 2 endorsements.
    • Could make placements very challenging
    • Might require restricting of programs that would lengthen time to degree (if they had to add on a field experience to demonstrate competencies in unrelated endorsement areas)
  • Concern might also be in other areas, such as the ELED endorsement and the new middle-level Science.
    • Candidates would need to have a middle level science placement, but that is not currently imbedded in the ELED program sequence of field experience or final year student teaching.
Other Considerations Noted
  • I agree that placements may pose a challenge, particularly for the multiple unrelated endorsement areas; may be “stretching” public schools too much if adding additional field experiences across the state
  • This may have implications for time to degree (take longer if additional field experiences are required)
  • This may have implications for candidate finances and available financial aid if programs take longer
  • May cause candidates to choose not earn additional endorsements if it takes longer to complete program, more expensive, etc.
  • Not having the multiple endorsements might be detrimental to the P-12 system; it is to their benefit to hire candidates with multiple endorsements.
  • We already have various methods for measuring the competency of candidates earning additional unrelated endorsements
    • Strong content knowledge as required for the endorsement coursework
    • West-E exam for endorsement coursework
    • Required methods course for each endorsement

Work group member, Pat Naughton delivered via email 10/18/12
WACTE Institutions:
Here is the feedback submitted by WACTE institutions, Mea and Patti. I did not receive responses from about half of the institutions. If I receive additional inputs, I will certainly send those along, too. Most of the comments were supportive, but there was a question raised about why the language was different in the third category. Also, a question was raised around more than two endorsements. Finally, one input questioned the need for additional language and cited current WAC language. I noted that your Oct 15th meeting with subject specialists did not reach any resolutions. Is the additional meeting you described just for that group at this time? Thanks for your assistance.
J. Patrick Naughton, Ed.D.
Attached Spreadsheet


Work group member, Sara Petersen delivered via email 10/19/12
Michael Dunn, Washington State University, Vancouver
Hi,
It appears that one has to take all of the special education coursework to get the endorsement. Having done that, one can then add other endorsements. I am not a proponent of someone's taking a test to attain an endorsement of whatever type. At least some (e.g., 50%) of the required coursework should be required along with a WEST-E (or whatever) test. My Canadian perspective maybe does lend me to have a complete understanding of the culture and practices that has developed this type of system. I can see a test of basic skills having some value for pre-service program acceptance/completion…but not as on only-requirement for inservice programs.
Michael Dunn
Associate Professor of Special Education & Literacy
Washington State University Vancouver