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It also argues the standards should emphasize outputs and demonstrated competency. 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prompted Minnesota to begin revising its Standards of Effective Practice in 2018?","Question",{"text":62,"@type":63},"On September 14, 2018, Minnesota’s Professional Educator Licensing and Standards Board opened rulemaking for the Standards of Effective Practice, creating an opportunity for fuller revision after limited updates since 1999.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What nine areas does the memo recommend strengthening or adding?",{"text":67,"@type":63},"The memo recommends nine areas: Equity & Diverse Learners, Self-Reflection, Positive Relationships and Student Ownership, Positive Identity Development, Personalization, Social-Emotional Learning, Collaborative Relationships with Families, Collaborative Leadership, and Understanding Relevant Policies.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the memo suggest the standards should shift in emphasis?",{"text":71,"@type":63},"It argues Minnesota’s current standards focus more on inputs than outputs, 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2019  \n[www.educationevolving.org](www.educationevolving.org)  \nIntroduction  \nOn September 14, 2018, the Professional Educator Licensing and Standards Board (PELSB) opened rulemaking on the Standards of Effective Practice, which are the core set of knowledge and skills that all teacher candidates in Minnesota teacher preparation programs learn.  \nEven though there were a handful of technology standards added in 2009, the regulations have not been opened for full revision since their adoption in 1999. Opening these regulations has created the opportunity for Minnesota to start rethinking how teacher candidates can and should be trained to equitably meet the needs of all students by taking into account their students’ interests, identities, life experiences, and aspirations. We call this student-centered learning.  \nEE has long advocated for much needed changes to teacher preparation. In 2015, we published a report, Reimagining Teacher Preparation: An Invitation to Create New Programs for Changing Teacher Roles, where we provided concrete recommendations for how teacher preparation programs could improve their ability to prepare 21st century teachers who are ready to implement student-centered learning and further professionalize the teaching profession.  \nBuilding off of our previous work, in October 2018 we started engaging with educators by asking them what knowledge and skills they thought teacher candidates should understand and be able to demonstrate before they received their teaching license. Specifically, we:  \n• Sent a survey to our educator network;  \n• Hosted an educator listening session with PELSB’s executive director, rulemaking specialist, and teacher preparation board representative;  \n• Had individual interviews with educators; and  \n• Consulted with our Student-Centered Learning Policy Advisory Council.  \nFrom our extensive stakeholder engagement, we identified nine areas that we recommend PELSB strengthen or add when drafting the new Standards of Effective Practice:  \n1. Equity & Diverse Learners  \n2. Self-Reflection  \n3. Positive Relationships and Student Ownership  \n4. Positive Identity Development  \n5. Personalization  \n6. Social-Emotional Learning  \n7. Collaborative Relationships with Families  \n8. Collaborative Leadership  \n9. Understanding Relevant Policies  \nWe also examined the professional teaching standards in 45 states and the District of Columbia in order to find examples of language that aligned with our recommendations.  \n[www.educationevolving.org](www.educationevolving.org) Page 2  \nOther High-Level Suggestions  \nIn addition to our recommendations across these nine areas, our conversations with educators and statewide analysis of teaching standards yielded two other high-level suggestions that have to do with the nature of the standards and how they are organized.  \nConsideration \\#1: Minnesota’s current Standards of Effective Practice focus on inputs rather outputs, with language that is centered around teacher candidates understanding content, theory, and pedagogy. Infact, the word“understand” is used 59 times, while the word “demonstrate” is used 2 times,“model” is used 0 times,“apply” is used 3 times, and “application”is only used once. Having a grasp of content, theory, and pedagogy are important, but it is also imperative that teacher candidates demonstrate competency in being able to effectively apply that knowledge.  \nConsideration \\#2: Several states have organized their substandards into different categories in order to clarify what the teacher candidates should be able to demonstrate, what they should know, and what their mindsets should be. Examples of how eight states have organized their standards are below.  \n\n| State | Organization of Standards |\n| --- | --- |\n| Idaho | Knowledge, Performance, Disposition |\n| Illinois | Knowledge Indicators and Performance Indicators |\n| Kansas | Co","cbCaiqVMRXAPhOQe","https://ap.wps.com/l/cbCaiqVMRXAPhOQe","pdf",990903,37,"English","# Introduction\n# Other High-Level Suggestions\n# How To Use This Memo\n# What are the InTASC Model Standards?\n# Recommendation #1: Equity & Diverse Learners","[{\"question\":\"What prompted Minnesota to begin revising its Standards of Effective Practice in 2018?\",\"answer\":\"On September 14, 2018, Minnesota’s Professional Educator Licensing and Standards Board opened rulemaking for the Standards of Effective Practice, creating an opportunity for fuller revision after limited updates since 1999.\"},{\"question\":\"What nine areas does the memo recommend strengthening or adding?\",\"answer\":\"The memo recommends nine areas: Equity \\u0026 Diverse Learners, Self-Reflection, Positive Relationships and Student Ownership, Positive Identity Development, Personalization, Social-Emotional Learning, Collaborative Relationships with Families, Collaborative Leadership, and Understanding Relevant Policies.\"},{\"question\":\"How does the memo suggest the standards should shift in emphasis?\",\"answer\":\"It argues Minnesota’s current standards focus more on inputs than outputs, and that teacher candidates should demonstrate competency in applying knowledge rather than only understanding content and theory.\"}]","Recommendations for Minnesota’s - Teacher Standards of Effective Practice - Krista Kaput - June 2019 | PDF",1792047779,93]