(2) Field experiences, student teaching and practica.

(i) (A) All registered programs shall include at least 100 clock hours of field experiences related to coursework prior to student teaching or practica. The program shall include:

(I) at least two college-supervised student-teaching experiences of at least 20 school days each; or

(II) at least two college-supervised practica with individual students or groups of students of at least 20 school days each[.]; or

(III) at least one college-supervised student-teaching experience of at least 40 school days, provided that:

(1) the combination of field experience hours and days of student teaching meets or exceeds the specific requirements for the certificate title as described in paragraph (3) of this subdivision; and

(2) the combination of field experience hours and days of student teaching provides the full range of developmental levels required by the certificate title in paragraph (3) of this subdivision; and

(3) the mentoring teacher of record at the school or school district where the student teacher is placed holds a professional or permanent certificate in the certificate title or in a closely related area; and is designated by the school or district as a teacher mentor or coach or is rated effective or highly effective in their most recent annual professional performance review conducted pursuant to section 3012-c of the Education Law or holds a national board certificate. [This requirement] These requirements shall be met by student teaching, unless the specific requirements for the certificate title in paragraph (3) of this subdivision require practica.

(B) . . .

(ii) . . .

(iii) . . .

(iv) . . .

2. Subparagraphs (i) through (xvi) of paragraph (3) of subdivision (b) of section 52.21 of the Regulations of the Commissioner of Education is amended, effective May 14, 2014, to read as follows:

(i) Programs leading to initial certificates valid for teaching early childhood education (birth through grade 2).

(a) . . .

(b) Pedagogical core. In addition to meeting the general requirements for the pedagogical core prescribed in clause (2)(ii)(c) of this subdivision, the pedagogical core shall focus on early childhood education and include, but need not be limited to:

(1) . . .

(2) field experiences and [student teaching] student-teaching experiences with children in each of the three early childhood groups, pre-kindergarten, kindergarten, and grades 1 through 2, through the combined field experiences and [student teaching experience] student-teaching experience, and for programs with at least two student-teaching experiences, student teaching with at least two of these three groups. The time requirements for field experience, student teaching and practica of item (2)(ii)(c)(2)(i) of this subdivision shall not be applicable for candidates holding another classroom teaching certificate or for candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience, student teaching and practica requirement for that other certificate. In such instances, the programs shall require such candidates to complete at least 50 clock hours of field experiences and at least 20 days of practica or student teaching with students in early childhood, including experiences with each of the three early childhood groups.

(ii) . . .

(iii) Programs leading to initial certificates valid for teaching middle childhood education (grades 5 through 9).

(a) . . .

(b) Pedagogical core. In addition to meeting the general requirements for the pedagogical core prescribed in clause (2)(ii)(c) of this subdivision, the pedagogical core shall focus on middle childhood education and include, but need not be limited to:

(1) . . .

(2) student-teaching experiences in both middle childhood settings, grades 5 through 6 and 7 through 9 for programs with at least two twenty day student-teaching experiences; and for programs with one student-teaching experience, combined field experiences and student teaching in both middle childhood settings, grades 5 through 6 and grades 7 through 9. The time requirements for field experience, student teaching and practica of item (2)(ii)(c)(2)(i) of this subdivision shall not be applicable for candidates holding another classroom teaching certificate or for candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience, student teaching and practica requirement for that other certificate. In such instances, the program shall require such candidates to complete at least 50 clock hours of field experiences, practica, or student teaching with middle childhood students, including experiences in both middle childhood settings, grades 5 through 6 and grades 7 through 9.

(iv) Programs leading to initial certificates valid for teaching adolescence education (grades 7 through 12).

(a) . . .

(b) Pedagogical core. In addition to meeting the general requirements for the pedagogical core prescribed in clause (2)(ii)(c) of this subdivision, the pedagogical core shall focus on adolescence education and include, but need not be limited to:

(1) . . .

(2) student-teaching experiences in both adolescence education settings, grades 7 through 9 and grades 10 through 12 for programs with at least two twenty day student-teaching experiences; and for programs with one student-teaching experience, combined field experiences and student teaching in both adolescence education settings, grades 7 through 9 and grades 10 through 12. The time requirements for field experience, student teaching and practica of item (2)(ii)(c)(2)(i) of this subdivision shall not be applicable for candidates holding another classroom teaching certificate or candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience, student teaching and practica requirement for that other certificate. In such instances, programs shall require such candidates to complete at least 50 clock hours of field experiences, practica, or student teaching with students in adolescence, including experiences in both adolescence education settings, grades 7 through 9 and grades 10 through 12.

(v) Programs leading to initial certificates valid for teaching a special subject (all grades).

(a) . . .

(b) Pedagogical core. In addition to meeting the general requirements for the pedagogical core prescribed in clause (2)(ii)(c) of this subdivision, the pedagogical core shall include, but need not be limited to:

(1) . . .

(2) student-teaching experiences of the special subject in both settings, pre-kindergarten through grade 6 and grades 7 through 12 for programs with at least two twenty day student-teaching experiences; and for programs with one student-teaching experience, combined field experiences and student teaching of the special subject in both settings, pre-kindergarten through grade 6 and grades 7 through 12. The time requirements for field experience, student teaching and practica of item (2)(ii)(c)(2)(i) of this subdivision shall not be applicable for candidates holding another classroom teaching certificate or candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience, student teaching and practica requirement for that other certificate. In such instances, the programs shall require such candidates to complete at least 50 clock hours of field experiences, practica, or student teaching with students in the special subject class, including experiences in both settings, pre-kindergarten through grade 6 and grades 7 through 12.

(vi) Programs leading to initial certificates valid for teaching students with disabilities in early childhood, childhood, middle childhood for programs registered prior to September 2, 2011, or adolescence.

(a) . . .

(b) Pedagogical core. In addition to meeting the general requirements for the pedagogical core prescribed in clause (2)(ii)(c) of this subdivision, the pedagogical core shall include the preparation for meeting the pedagogical core requirement for the general teaching certificate at the same developmental level and shall focus on developing comprehensive knowledge, understanding, and skills for teaching students with mild, moderate, severe, and multiple disabilities at the student developmental level of the certificate and include, but need not be limited to:

(1) . . .

(2) field experiences and student-teaching experiences with students with disabilities across the age/grade range of the student developmental level of the certificate, through combined field experiences and [student teaching] student-teaching experiences, and for programs with at least two student-teaching experiences, student teaching in two settings as appropriate to the certificate: pre-K through kindergarten and grades 1 through 2; or grades 1 through 3 and grades 4 through 6; or grades 5 through 6 and grades 7 through 9 for programs registered prior to September 2, 2011; or grades 7 through 9 and grades 10 through 12. The time requirements for field experience, student teaching and practica of item (2)(ii)(c)(2)(i) of this subdivision shall not be applicable for candidates holding another classroom teaching certificate or candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience, student teaching and practica requirement for that other certificate. In such instances, the programs shall require such candidates to complete at least the equivalent of 50 clock hours of field experiences and at least 20 days of practica or student teaching with students with disabilities, including experiences across the age/grade range of the student developmental level of the certificate.

(vii) Programs leading to initial certificates valid for teaching students who are deaf or hard-of-hearing (all grades).

(a) . . .

(b) Pedagogical core. In addition to meeting the general requirements for the pedagogical core prescribed in clause (2)(ii)(c) of this subdivision, the pedagogical core shall focus on developing comprehensive knowledge, understanding, and skills for teaching students with disabilities as prescribed in subclause (vi)(b)(1) of this paragraph; and specialized knowledge, understanding and skills for teaching deaf or hard-of-hearing students that includes, but need not be limited to:

(1) . . .

(2) field experiences, student teaching or practica with students who are deaf or hard-of-hearing, which includes experiences at each of the four developmental levels: early childhood, childhood, middle childhood, and adolescence, provided that if a program has at least two student-teaching experiences, student teaching shall include experiences at the early childhood or childhood level and also at the middle childhood or adolescence level. The time requirements for field experience, student teaching and practica of item (2)(ii)(c)(2)(i) of this subdivision shall not be applicable for candidates holding another classroom teaching certificate or candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience, student teaching and practica requirement for that other certificate. In such instances, the programs shall require such candidates to complete at least 50 clock hours of field experiences and at least 20 days of practica or student teaching with students who are deaf or hard-of-hearing.

(viii) Programs leading to initial certificates valid for teaching students who are blind or visually impaired (all grades).

(a) . . .

(b) Pedagogical core. In addition to meeting the general requirements prescribed in clause (2)(ii)(c) of this subdivision, the pedagogical core shall focus on developing comprehensive knowledge, understanding, and skills for teaching students with disabilities, as prescribed in subclause (vi)(b)(1) of this paragraph; and specialized knowledge, understanding, and skills for teaching students who are blind or visually impaired that includes, but need not be limited to:

(1) . . .

(2) field experiences, student teaching or practica with students who are blind or visually impaired, which includes experiences at each of the four developmental levels: early childhood, childhood, middle childhood and adolescence, provided that if a program has at least two student-teaching experiences, student teaching shall include experiences at the early childhood or childhood level and also at the middle childhood or adolescence level. The time requirements for field experience, student teaching and practica of item (2)(ii)(c)(2)(i) of this subdivision shall not be applicable for candidates holding another classroom teaching certificate or candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience, student teaching and practica requirement for that other certificate. In such instances, the programs shall require such candidates to complete at least 50 clock hours of field experiences and at least 20 days of practica or student teaching with students who are blind or visually impaired.

(ix) . . .

(x) . . .

(xi) . . .

(xii) Programs leading to initial certificates valid for teaching the career field of agriculture or business and marketing (all grades).

(a) . . .

(b) Pedagogical core. In addition to meeting the general requirements for the pedagogical core prescribed in clause (2)(ii)(c) of this subdivision, the pedagogical core shall focus on middle childhood and adolescence education and include but need not be limited to:

(1) . . .

(2) field experiences in both elementary and secondary schools and student-teaching experiences at two different grade levels with at least one student-teaching experience in grades 10, 11 and/or 12 for programs with at least two student-teaching experiences. For programs with one student-teaching experience, combined field experiences and student teaching at two different grade levels with [at least] one [student teaching] student-teaching experience in grades 10, 11 and/or 12. The time requirements for field experience, student teaching and practica of item (2)(ii)(c)(2)(i) of this subdivision shall not be applicable for candidates holding another classroom teaching certificate or candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience, student teaching and practica requirement for that other certificate. In such instances, the programs shall require such candidates to complete at least 50 clock hours of field experiences, practica, or student teaching in the career field in grades 10, 11 and/or 12.

(xiii) . . .

(xiv) . . .

(xv) . . .

(xvi) . . .

(xvii) . . .

3. Subparagraph (ii) of paragraph (5) of subdivision (c) of section 52.21 of the Regulations of the Commissioner of Education is amended, effective May 14, 2014, to read as follows:

(ii) Limitations. The clinically rich graduate level teacher preparation pilot program shall end on [June 30, 2016] October 1, 2016.

1. STATUTORY AUTHORITY:

Section 207 of the Education Law grants general rule-making authority to the Board of Regents to carry into effect the laws and policies of the State relating to education.

Section 210 of the Education Law authorizes the Department to fix the value of degrees, diplomas and certificates issued by institutions of other states or countries as presented for entrance to schools, colleges and the professions of the state.

Subdivision (1) of section 305 of the Education Law empowers the Commissioner of Education to be the chief executive officer of the state system of education and of the Board of Regents and authorizes the Commissioner to enforce laws relating to the educational system and to execute educational policies determined by the Regents.

Subdivision (2) of section 305 of the Education Law authorizes the Commissioner of Education to have general supervision over all schools subject to the Education Law.

Subdivision (2) of section 3001 of the Education Law establishes certification by the State Education Department as a qualification to teach in the public schools of New York State.

Subdivision (1) of section 3004 of the Education Law authorizes the Commissioner of Education to prescribe, subject to the approval of the Regents, regulations governing the examination and certification of teachers employed in all public schools in the State.

Paragraph (b) of subdivision (1) of section 3006 of the Education Law provides that the Commissioner of Education may issue such teacher certificates as the Regents Rules prescribe.

Paragraph (b) of Subdivision (1) of the Education Law provides that no part of school moneys apportioned to a district shall be applied to the payment of the salary of an unqualified teacher.

2. LEGISLATIVE OBJECTIVES:

The proposed amendment will carry out the objectives of the above referenced statutes by providing teaching candidates with the option of completing a single teaching placement instead of two 20 days placements in a registered teacher education program if certain conditions are met and to extend the sunset date for the clinically rich teacher education pilot program from June 30, 2016 to October 1, 2016.

3. NEEDS AND BENEFITS:

Graduate Level Clinically Rich Teacher Preparation Pilot Programs

At its November 2009 and December 2009 meetings, the Board of Regents approved the conceptual framework for offering graduate level clinically rich teacher preparation pilot programs. At the February 2010 meeting, the Board endorsed the plan to implement the pilot programs through a Request for Proposals (RFP) process. At its April 2010 Board of Regents meeting, the Higher Education Committee voted to amend Part 52.21(b) of the Commissioner’s Regulations to adopt, as an emergency measure, regulations establishing graduate level clinically rich teacher preparation pilot programs.

Following submissions through the RFP process and a program quality review by a Board of Regents Blue Ribbon Panel, 11 institutions received approval during 2012 to implement 23 graduate level clinically rich teacher preparation pilot programs. As reported at the January 2014 Board of Regents meeting, the graduate level clinically rich teacher preparation pilot programs require intensive candidate mentoring, supervision and support through a collaborative partnership between the institutions offering the programs and the schools/districts where candidates are placed during their student teaching internships. These internships can be up to one year, considerably longer than the minimum of two 20-day placements currently required in Commissioner’s Regulations for most certificate titles, and contain elements such as:

• integration of pedagogy with the internships/on-the-job training;

• rigorous curriculum linking teaching theory with research; and

• guided classroom practice pairing candidates with effective, trained mentors.

The pilot programs were registered to end either June 30, 2014 or August 31, 2014, depending on the institution’s program proposal and to correspond with RTTT funding originally ending in 2014. The USDE, however, has extended the time that the Department may use RTTT funds for these programs to September 2015. As a result, the institutions with graduate level clinically rich teacher preparation pilot programs have expressed an interest in continuing their programs, even though there may be no additional RTTT funding after 2015. Accordingly, the Department recommends extending the end date of the graduate level clinically rich teacher preparation pilot programs to October 1, 2016, to provide institutions that have their own funds the opportunity to continue offering the programs beyond the expiration of RTTT funding in 2015, and to allow another cohort of students to graduate from the programs by the 2016 deadline.

Five institutions have pilot programs that end on August 31, 2014, because they have activities in their programs over the summer. For example, the American Museum of Natural History includes a summer internship as part of its pilot program, and students complete the program in August and graduate from the program in September. Therefore, as part of the proposed amendment, the Department recommends extending the end date of the graduate level clinically rich teacher preparation pilot programs from June 30, 2016 to October 1, 2016. This extension will allow institutions offering pilot programs with summer activities sufficient time to begin a cohort in fall 2014 and have their candidates complete and graduate from the programs by October 1, 2016.

Institutions with graduate level clinically rich teacher preparation pilot programs that want to extend their programs beyond the extension date in the proposed amendment (October 1, 2016) will be required to register their programs through the “traditional” teacher preparation program registration process and must have their own degree-granting authority.

Additional Option for the Placement of Teacher Candidates

Currently, under Section 52.21 of the Commissioner’s Regulations, candidates in most teacher preparation programs are required to have two separate student teaching or practica placements for a minimum of twenty days each, in two different grade levels and/or developmental levels for the certificate sought, plus a minimum of 100 hours of field experience prior to the student teaching.¹ These regulations also provide for a waiver of the two 20-day student teaching placements if an institution prefers to have its teacher candidates do a single placement and can demonstrate an adequate plan that the alternate model will be successful. [see Commissioner’s Regulations Part 52.21(b)(2)(ii)(c)(2)(iii)].

With the implementation of the edTPA, the new State teacher performance assessment required for certification by teaching candidates completing programs on or after May 1, 2014 or for candidates who have applied for certification on or before April 30, 2014 but who have not completed all of the requirements for certification, a greater focus is placed on the student teaching component of the programs. The edTPA requires two video segments of the student teacher’s teaching practice to be submitted and scored. A number of New York State institutions have expressed concern that a 20-day student teaching placement may not provide teacher candidates sufficient time to develop their skills and videotape with sufficient frequency to capture exemplary teaching practice. The institutions contend that student teachers are often at the stage of greatest asset when they are required to re-establish themselves in a new classroom at a different developmental level (as required in Regulations under the two 20-day placements.) In an effort to increase a teacher candidate’s “value proposition” in P-12 classrooms, institutions and cooperating teachers are advocating lengthier teaching placements.

Commissioner’s Regulations currently allow the Commissioner to approve an alternate model of student teaching on a waiver basis. In response to institutional requests for alternate models, in October 2013 the Department issued criteria for evaluating institution requests for alternate student teaching models that included one longer student teaching placement.² In December 2013, the Department implemented an application process for requesting Commissioner’s approval, simplifying and streamlining an institution’s ability to implement a single placement for its teacher candidates.³

Given the interest of institutions in creating student teaching placements that are longer and that provide candidates with more opportunities for in-depth and clinically rich experiences, increasing their value in the P-12 classrooms, the Department recommends amending Commissioner’s Regulations to provide the option for a single teaching placement. To ensure that teacher candidates are provided with meaningful clinical experiences across the grade level of the certificate, the single teaching placement option must meet the following criteria:

• The field experience must equal or exceed the minimum hours currently required and the single student teaching placement must equal or exceed a minimum of 40 days of student teaching or practica. The combined field experience hours and days of student teaching or practica must provide candidates with the full range of the grades and developmental levels required by the certificate (e.g., a single student teaching placement and field experience in Early Childhood B-2 must be a minimum of 40 days of student teaching, a minimum of 100 hours of field experience, and cover three levels: PreK, K, and Grades 1-2.)

• The mentoring teacher of record at the partnering school/district must hold a permanent or professional certification in the area of the certificate sought or a closely related area, and meet one or more of the following criteria: designated by the district as a teacher mentor or coach, rated Effective or Highly-Effective under the school’s/district’s approved Annual Professional Performance Review (APPR) plan under Education Law Section 3012-c, or hold National Board Certification.

4. COSTS:

(a) Cost to State government. The amendment will not impose any additional cost on State government, including the State Education Department.

(b) Cost to local government. The amendment does not impose additional costs upon local governments, including schools districts and BOCES.

(c) Cost to private regulated parties. The amendment will not impose additional costs on private regulated parties.

(d) Costs to the regulatory agency. As stated above in Costs to State Government, the amendment will not impose any additional costs on the State Education Department.

5. LOCAL GOVERNMENT MANDATES:

The proposed amendment does not impose any mandatory program, service, duty, or responsibility upon local government, including school districts or BOCES. On the contrary, it provides flexibility for teacher preparation programs and school districts to provide alternative student teaching placements for teacher candidates.

6. PAPERWORK:

The proposed amendment will not increase reporting or recordkeeping requirements beyond existing requirements.

7. DUPLICATION:

The amendment does not duplicate other existing State or Federal requirements.

8. ALTERNATIVES:

The State Education Department does not believe that making this change for candidates who live or work in rural areas is warranted because the certification requirements and requirements for teacher education programs should be consistent across the State. Moreover, the proposed amendment provides more flexibility and is permissive in nature.

9. FEDERAL STANDARDS:

There are no Federal standards that deal with the subject matter of this amendment.

10. COMPLIANCE SCHEDULE:

Regulated parties must comply with the proposed amendment on its effective date. Because of the nature of the proposed amendment, no additional period of time is necessary to enable regulated parties to comply.

_______________

¹ The two 20-day placement and field requirements do not apply to the Literacy B-6, Literacy 5-12, Career and Technical Subjects and Speech and Language Disabilities certificates.

² The criteria was developed with input from the field through visits across the state in 2013 by Commissioner King and Assistant Commissioner of Higher Education Wood-Garnett.

³ See http://www.highered.nysed.gov/ocue/aipr/register-te.html#waiver for information on the Student Teaching Waiver process.

a) Small Businesses:

1. Effect of rule:

The purpose of the proposed amendment is to provide teaching candidates with the option of completing a single teaching placement instead of two 20 days placements in a registered teacher education program if certain conditions are met and to extend the sunset date for the clinically rich teacher education pilot program from June 30, 2016 to October 1, 2016. Some of these teacher preparation programs may be small businesses.

2. Compliance requirements:

Graduate Level Clinically Rich Teacher Preparation Pilot Programs

At its November 2009 and December 2009 meetings, the Board of Regents approved the conceptual framework for offering graduate level clinically rich teacher preparation pilot programs. At the February 2010 meeting, the Board endorsed the plan to implement the pilot programs through a Request for Proposals (RFP) process. At its April 2010 Board of Regents meeting, the Higher Education Committee voted to amend Part 52.21(b) of the Commissioner’s Regulations to adopt, as an emergency measure, regulations establishing graduate level clinically rich teacher preparation pilot programs.

Following submissions through the RFP process and a program quality review by a Board of Regents Blue Ribbon Panel, 11 institutions received approval during 2012 to implement 23 graduate level clinically rich teacher preparation pilot programs. As reported at the January 2014 Board of Regents meeting, the graduate level clinically rich teacher preparation pilot programs require intensive candidate mentoring, supervision and support through a collaborative partnership between the institutions offering the programs and the schools/districts where candidates are placed during their student teaching internships. These internships can be up to one year, considerably longer than the minimum of two 20-day placements currently required in Commissioner’s Regulations for most certificate titles, and contain elements such as:

• integration of pedagogy with the internships/on-the-job training;

• rigorous curriculum linking teaching theory with research; and

• guided classroom practice pairing candidates with effective, trained mentors.

The pilot programs were registered to end either June 30, 2014 or August 31, 2014, depending on the institution’s program proposal and to correspond with RTTT funding originally ending in 2014. The USDE, however, has extended the time that the Department may use RTTT funds for these programs to September 2015. As a result, the institutions with graduate level clinically rich teacher preparation pilot programs have expressed an interest in continuing their programs, even though there may be no additional RTTT funding after 2015. Accordingly, the Department recommends extending the end date of the graduate level clinically rich teacher preparation pilot programs to October 1, 2016, to provide institutions that have their own funds the opportunity to continue offering the programs beyond the expiration of RTTT funding in 2015, and to allow another cohort of students to graduate from the programs by the 2016 deadline.

Five institutions have pilot programs that end on August 31, 2014, because they have activities in their programs over the summer. For example, the American Museum of Natural History includes a summer internship as part of its pilot program, and students complete the program in August and graduate from the program in September. Therefore, as part of the proposed amendment, the Department recommends extending the end date of the graduate level clinically rich teacher preparation pilot programs from June 30, 2016 to October 1, 2016. This extension will allow institutions offering pilot programs with summer activities sufficient time to begin a cohort in fall 2014 and have their candidates complete and graduate from the programs by October 1, 2016.

Institutions with graduate level clinically rich teacher preparation pilot programs that want to extend their programs beyond the extension date in the proposed amendment (October 1, 2016) will be required to register their programs through the “traditional” teacher preparation program registration process and must have their own degree-granting authority.

Additional Option for the Placement of Teacher Candidates

Currently, under Section 52.21 of the Commissioner’s Regulations, candidates in most teacher preparation programs are required to have two separate student teaching or practica placements for a minimum of twenty days each, in two different grade levels and/or developmental levels for the certificate sought, plus a minimum of 100 hours of field experience prior to the student teaching.¹ These regulations also provide for a waiver of the two 20-day student teaching placements if an institution prefers to have its teacher candidates do a single placement and can demonstrate an adequate plan that the alternate model will be successful. [see Commissioner’s Regulations Part 52.21(b)(2)(ii)(c)(2)(iii)].

With the implementation of the edTPA, the new State teacher performance assessment required for certification by teaching candidates completing programs on or after May 1, 2014 or for candidates who have applied for certification on or before April 30, 2014 but who have not completed all of the requirements for certification, a greater focus is placed on the student teaching component of the programs. The edTPA requires two video segments of the student teacher’s teaching practice to be submitted and scored. A number of New York State institutions have expressed concern that a 20-day student teaching placement may not provide teacher candidates sufficient time to develop their skills and videotape with sufficient frequency to capture exemplary teaching practice. The institutions contend that student teachers are often at the stage of greatest asset when they are required to re-establish themselves in a new classroom at a different developmental level (as required in Regulations under the two 20-day placements.) In an effort to increase a teacher candidate’s “value proposition” in P-12 classrooms, institutions and cooperating teachers are advocating lengthier teaching placements.

Commissioner’s Regulations currently allow the Commissioner to approve an alternate model of student teaching on a waiver basis. In response to institutional requests for alternate models, in October 2013 the Department issued criteria for evaluating institution requests for alternate student teaching models that included one longer student teaching placement.² In December 2013, the Department implemented an application process for requesting Commissioner’s approval, simplifying and streamlining an institution’s ability to implement a single placement for its teacher candidates.³

Given the interest of institutions in creating student teaching placements that are longer and that provide candidates with more opportunities for in-depth and clinically rich experiences, increasing their value in the P-12 classrooms, the Department recommends amending Commissioner’s Regulations to provide the option for a single teaching placement. To ensure that teacher candidates are provided with meaningful clinical experiences across the grade level of the certificate, the single teaching placement option must meet the following criteria:

• The field experience must equal or exceed the minimum hours currently required and the single student teaching placement must equal or exceed a minimum of 40 days of student teaching or practica. The combined field experience hours and days of student teaching or practica must provide candidates with the full range of the grades and developmental levels required by the certificate (e.g., a single student teaching placement and field experience in Early Childhood B-2 must be a minimum of 40 days of student teaching, a minimum of 100 hours of field experience, and cover three levels: PreK, K, and Grades 1-2.)

• The mentoring teacher of record at the partnering school/district must hold a permanent or professional certification in the area of the certificate sought or a closely related area, and meet one or more of the following criteria: designated by the district as a teacher mentor or coach, rated Effective or Highly-Effective under the school’s/district’s approved Annual Professional Performance Review (APPR) plan under Education Law Section 3012-c, or hold National Board Certification.

3. Professional services:

The proposed amendment does not require small businesses to contract for additional professional services to comply.

4. Compliance costs:

The proposed amendment is permissive in nature and does not impose any compliance costs on small businesses.

5. Economic and technological feasibility:

See above response to compliance costs. The proposed amendment would not require institutions to secure special technology to comply.

6. Minimizing adverse impact:

As stated above, the proposed amendment is permissive in nature. It only applies to institutions that wish to participate in a graduate level clinically rich pilot program. Because of the nature of the proposed amendment, it is unnecessary to minimize adverse impacts on small businesses.

7. Small business participation:

The Department has shared the proposed amendment and sought input from the Rural Advisory Committee. These organizations have representatives from small businesses across the State.

b) Local Governments:

1. Effect of rule:

The purpose of the proposed amendment is to provide teaching candidates with the option of completing a single teaching placement instead of two 20 days placements in a registered teacher education program if certain conditions are met and to extend the sunset date for the clinically rich teacher education pilot program from June 30, 2016 to October 1, 2016.

2. Compliance requirements:

Graduate Level Clinically Rich Teacher Preparation Pilot Programs

At its November 2009 and December 2009 meetings, the Board of Regents approved the conceptual framework for offering graduate level clinically rich teacher preparation pilot programs. At the February 2010 meeting, the Board endorsed the plan to implement the pilot programs through a Request for Proposals (RFP) process. At its April 2010 Board of Regents meeting, the Higher Education Committee voted to amend Part 52.21(b) of the Commissioner’s Regulations to adopt, as an emergency measure, regulations establishing graduate level clinically rich teacher preparation pilot programs.

Following submissions through the RFP process and a program quality review by a Board of Regents Blue Ribbon Panel, 11 institutions received approval during 2012 to implement 23 graduate level clinically rich teacher preparation pilot programs. As reported at the January 2014 Board of Regents meeting, the graduate level clinically rich teacher preparation pilot programs require intensive candidate mentoring, supervision and support through a collaborative partnership between the institutions offering the programs and the schools/districts where candidates are placed during their student teaching internships. These internships can be up to one year, considerably longer than the minimum of two 20-day placements currently required in Commissioner’s Regulations for most certificate titles, and contain elements such as:

• integration of pedagogy with the internships/on-the-job training;

• rigorous curriculum linking teaching theory with research; and

• guided classroom practice pairing candidates with effective, trained mentors.

The pilot programs were registered to end either June 30, 2014 or August 31, 2014, depending on the institution’s program proposal and to correspond with RTTT funding originally ending in 2014. The USDE, however, has extended the time that the Department may use RTTT funds for these programs to September 2015. As a result, the institutions with graduate level clinically rich teacher preparation pilot programs have expressed an interest in continuing their programs, even though there may be no additional RTTT funding after 2015. Accordingly, the Department recommends extending the end date of the graduate level clinically rich teacher preparation pilot programs to October 1, 2016, to provide institutions that have their own funds the opportunity to continue offering the programs beyond the expiration of RTTT funding in 2015, and to allow another cohort of students to graduate from the programs by the 2016 deadline.

Five institutions have pilot programs that end on August 31, 2014, because they have activities in their programs over the summer. For example, the American Museum of Natural History includes a summer internship as part of its pilot program, and students complete the program in August and graduate from the program in September. Therefore, as part of the proposed amendment, the Department recommends extending the end date of the graduate level clinically rich teacher preparation pilot programs from June 30, 2016 to October 1, 2016. This extension will allow institutions offering pilot programs with summer activities sufficient time to begin a cohort in fall 2014 and have their candidates complete and graduate from the programs by October 1, 2016.

Institutions with graduate level clinically rich teacher preparation pilot programs that want to extend their programs beyond the extension date in the proposed amendment (October 1, 2016) will be required to register their programs through the “traditional” teacher preparation program registration process and must have their own degree-granting authority.

Additional Option for the Placement of Teacher Candidates

Currently, under Section 52.21 of the Commissioner’s Regulations, candidates in most teacher preparation programs are required to have two separate student teaching or practica placements for a minimum of twenty days each, in two different grade levels and/or developmental levels for the certificate sought, plus a minimum of 100 hours of field experience prior to the student teaching.⁴ These regulations also provide for a waiver of the two 20-day student teaching placements if an institution prefers to have its teacher candidates do a single placement and can demonstrate an adequate plan that the alternate model will be successful. [see Commissioner’s Regulations Part 52.21(b)(2)(ii)(c)(2)(iii)].

With the implementation of the edTPA, the new State teacher performance assessment required for certification by teaching candidates completing programs on or after May 1, 2014 or for candidates who have applied for certification on or before April 30, 2014 but who have not completed all of the requirements for certification, a greater focus is placed on the student teaching component of the programs. The edTPA requires two video segments of the student teacher’s teaching practice to be submitted and scored. A number of New York State institutions have expressed concern that a 20-day student teaching placement may not provide teacher candidates sufficient time to develop their skills and videotape with sufficient frequency to capture exemplary teaching practice. The institutions contend that student teachers are often at the stage of greatest asset when they are required to re-establish themselves in a new classroom at a different developmental level (as required in Regulations under the two 20-day placements.) In an effort to increase a teacher candidate’s “value proposition” in P-12 classrooms, institutions and cooperating teachers are advocating lengthier teaching placements.

Commissioner’s Regulations currently allow the Commissioner to approve an alternate model of student teaching on a waiver basis. In response to institutional requests for alternate models, in October 2013 the Department issued criteria for evaluating institution requests for alternate student teaching models that included one longer student teaching placement.⁵ In December 2013, the Department implemented an application process for requesting Commissioner’s approval, simplifying and streamlining an institution’s ability to implement a single placement for its teacher candidates.⁶

Given the interest of institutions in creating student teaching placements that are longer and that provide candidates with more opportunities for in-depth and clinically rich experiences, increasing their value in the P-12 classrooms, the Department recommends amending Commissioner’s Regulations to provide the option for a single teaching placement. To ensure that teacher candidates are provided with meaningful clinical experiences across the grade level of the certificate, the single teaching placement option must meet the following criteria:

• The field experience must equal or exceed the minimum hours currently required and the single student teaching placement must equal or exceed a minimum of 40 days of student teaching or practica. The combined field experience hours and days of student teaching or practica must provide candidates with the full range of the grades and developmental levels required by the certificate (e.g., a single student teaching placement and field experience in Early Childhood B-2 must be a minimum of 40 days of student teaching, a minimum of 100 hours of field experience, and cover three levels: PreK, K, and Grades 1-2.)

• The mentoring teacher of record at the partnering school/district must hold a permanent or professional certification in the area of the certificate sought or a closely related area, and meet one or more of the following criteria: designated by the district as a teacher mentor or coach, rated Effective or Highly-Effective under the school’s/district’s approved Annual Professional Performance Review (APPR) plan under Education Law Section 3012-c, or hold National Board Certification.

3. Professional services:

The proposed amendment does not require schools or school districts to contract for additional professional services to comply.

4. Compliance costs:

The proposed amendment is permissive in nature and does not impose any additional compliance costs on local governments.

5. Economic and technological feasibility:

See above response to compliance costs. The proposed amendment would not require schools or school districts to secure special technology to comply.

6. Minimizing adverse impact:

As stated above, the proposed amendment is permissive in nature. It only applies to institutions that wish to participate in a graduate level clinically rich pilot program. Because of the nature of the proposed amendment, it is unnecessary to minimize adverse impacts on small businesses.

7. Local government participation:

Copies of the proposed amendment have been provided to District Superintendents with the request that they distribute them to school districts within their supervisory districts for review and comment. Copies were also provided for review and comment to the chief school officers of the five big city school districts.

8. Initial review of rule (SAPA § 207):

Pursuant to State Administrative Procedure Act section 207(1)(b), the State Education Department proposes that the initial review of this rule shall occur in the fifth calendar year after the year in which the rule is adopted, instead of in the third calendar year. The justification for a five year review period is that the proposed amendment is necessary to implement long-range Regents policy providing for a transition to the New York State Common Core Learning Standards (CCLS) adopted at the January 2011 Regents meeting. Accordingly, there is no need for a shorter review period.

The Department invites public comment on the proposed five year review period for this rule. Comments should be sent to the agency contact listed in item 16. of the Notice of Emergency Adoption and Proposed Rule Making published herewith, and must be received within 45 days of the State Register publication date of the Notice.

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¹ The two 20-day placement and field requirements do not apply to the Literacy B-6, Literacy 5-12, Career and Technical Subjects and Speech and Language Disabilities certificates.

² The criteria was developed with input from the field through visits across the state in 2013 by Commissioner King and Assistant Commissioner of Higher Education Wood-Garnett.

³ See http://www.highered.nysed.gov/ocue/aipr/register-te.html#waiver for information on the Student Teaching Waiver process.

⁴ The two 20-day placement and field requirements do not apply to the Literacy B-6, Literacy 5-12, Career and Technical Subjects and Speech and Language Disabilities certificates.

⁵ The criteria was developed with input from the field through visits across the state in 2013 by Commissioner King and Assistant Commissioner of Higher Education Wood-Garnett.

⁶ See http://www.highered.nysed.gov/ocue/aipr/register-te.html#waiver for information on the Student Teaching Waiver process.

1. TYPES AND ESTIMATED NUMBER OF RURAL AREAS:

The proposed amendment will affect teacher candidates in all parts of the State and institutions offering clinically rich teacher education programs, including those located in the 44 rural counties with fewer than 200,000 inhabitants and the 71 towns and urban counties with a population density of 150 square miles or less.

2. REPORTING, RECORDKEEPING, AND OTHER COMPLIANCE REQUIREMENTS; AND PROFESSIONAL SERVICES:

Graduate Level Clinically Rich Teacher Preparation Pilot Programs

At its November 2009 and December 2009 meetings, the Board of Regents approved the conceptual framework for offering graduate level clinically rich teacher preparation pilot programs. At the February 2010 meeting, the Board endorsed the plan to implement the pilot programs through a Request for Proposals (RFP) process. At its April 2010 Board of Regents meeting, the Higher Education Committee voted to amend Part 52.21(b) of the Commissioner’s Regulations to adopt, as an emergency measure, regulations establishing graduate level clinically rich teacher preparation pilot programs.

Following submissions through the RFP process and a program quality review by a Board of Regents Blue Ribbon Panel, 11 institutions received approval during 2012 to implement 23 graduate level clinically rich teacher preparation pilot programs. As reported at the January 2014 Board of Regents meeting, the graduate level clinically rich teacher preparation pilot programs require intensive candidate mentoring, supervision and support through a collaborative partnership between the institutions offering the programs and the schools/districts where candidates are placed during their student teaching internships. These internships can be up to one year, considerably longer than the minimum of two 20-day placements currently required in Commissioner’s Regulations for most certificate titles, and contain elements such as:

• integration of pedagogy with the internships/on-the-job training;

• rigorous curriculum linking teaching theory with research; and

• guided classroom practice pairing candidates with effective, trained mentors.

The pilot programs were registered to end either June 30, 2014 or August 31, 2014, depending on the institution’s program proposal and to correspond with RTTT funding originally ending in 2014. The USDE, however, has extended the time that the Department may use RTTT funds for these programs to September 2015. As a result, the institutions with graduate level clinically rich teacher preparation pilot programs have expressed an interest in continuing their programs, even though there may be no additional RTTT funding after 2015. Accordingly, the Department recommends extending the end date of the graduate level clinically rich teacher preparation pilot programs to October 1, 2016, to provide institutions that have their own funds the opportunity to continue offering the programs beyond the expiration of RTTT funding in 2015, and to allow another cohort of students to graduate from the programs by the 2016 deadline.

Five institutions have pilot programs that end on August 31, 2014, because they have activities in their programs over the summer. For example, the American Museum of Natural History includes a summer internship as part of its pilot program, and students complete the program in August and graduate from the program in September. Therefore, as part of the proposed amendment, the Department recommends extending the end date of the graduate level clinically rich teacher preparation pilot programs from June 30, 2016 to October 1, 2016. This extension will allow institutions offering pilot programs with summer activities sufficient time to begin a cohort in fall 2014 and have their candidates complete and graduate from the programs by October 1, 2016.

Institutions with graduate level clinically rich teacher preparation pilot programs that want to extend their programs beyond the extension date in the proposed amendment (October 1, 2016) will be required to register their programs through the “traditional” teacher preparation program registration process and must have their own degree-granting authority.

Additional Option for the Placement of Teacher Candidates

Currently, under Section 52.21 of the Commissioner’s Regulations, candidates in most teacher preparation programs are required to have two separate student teaching or practica placements for a minimum of twenty days each, in two different grade levels and/or developmental levels for the certificate sought, plus a minimum of 100 hours of field experience prior to the student teaching.¹ These regulations also provide for a waiver of the two 20-day student teaching placements if an institution prefers to have its teacher candidates do a single placement and can demonstrate an adequate plan that the alternate model will be successful. [see Commissioner’s Regulations Part 52.21(b)(2)(ii)(c)(2)(iii)]

With the implementation of the edTPA, the new State teacher performance assessment required for certification by teaching candidates completing programs on or after May 1, 2014 or for candidates who have applied for certification on or before April 30, 2014 but who have not completed all of the requirements for certification, a greater focus is placed on the student teaching component of the programs. The edTPA requires two video segments of the student teacher’s teaching practice to be submitted and scored. A number of New York State institutions have expressed concern that a 20-day student teaching placement may not provide teacher candidates sufficient time to develop their skills and videotape with sufficient frequency to capture exemplary teaching practice. The institutions contend that student teachers are often at the stage of greatest asset when they are required to re-establish themselves in a new classroom at a different developmental level (as required in Regulations under the two 20-day placements.) In an effort to increase a teacher candidate’s “value proposition” in P-12 classrooms, institutions and cooperating teachers are advocating lengthier teaching placements.

Commissioner’s Regulations currently allow the Commissioner to approve an alternate model of student teaching on a waiver basis. In response to institutional requests for alternate models, in October 2013 the Department issued criteria for evaluating institution requests for alternate student teaching models that included one longer student teaching placement.² In December 2013, the Department implemented an application process for requesting Commissioner’s approval, simplifying and streamlining an institution’s ability to implement a single placement for its teacher candidates.³

Given the interest of institutions in creating student teaching placements that are longer and that provide candidates with more opportunities for in-depth and clinically rich experiences, increasing their value in the P-12 classrooms, the Department recommends amending Commissioner’s Regulations to provide the option for a single teaching placement. To ensure that teacher candidates are provided with meaningful clinical experiences across the grade level of the certificate, the single teaching placement option must meet the following criteria:

• The field experience must equal or exceed the minimum hours currently required and the single student teaching placement must equal or exceed a minimum of 40 days of student teaching or practica. The combined field experience hours and days of student teaching or practica must provide candidates with the full range of the grades and developmental levels required by the certificate (e.g., a single student teaching placement and field experience in Early Childhood B-2 must be a minimum of 40 days of student teaching, a minimum of 100 hours of field experience, and cover three levels: PreK, K, and Grades 1-2.)

• The mentoring teacher of record at the partnering school/district must hold a permanent or professional certification in the area of the certificate sought or a closely related area, and meet one or more of the following criteria: designated by the district as a teacher mentor or coach, rated Effective or Highly-Effective under the school’s/district’s approved Annual Professional Performance Review (APPR) plan under Education Law Section 3012-c, or hold National Board Certification.

3. COSTS:

There are no additional costs imposed by the proposed amendment.

4. MINIMIZING ADVERSE IMPACT:

The State Education Department does not believe that making this change for candidates who live or work in rural areas is warranted because the certification requirements for teachers should be consistent across the State.

5. RURAL AREA PARTICIPATION:

The State Education Department has sent the proposed amendment to the Rural Advisory Committee, which has members who live or work in rural areas across the State.

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¹ The two 20-day placement and field requirements do not apply to the Literacy B-6, Literacy 5-12, Career and Technical Subjects and Speech and Language Disabilities certificates.

² The criteria was developed with input from the field through visits across the state in 2013 by Commissioner King and Assistant Commissioner of Higher Education Wood-Garnett.

³ See http://www.highered.nysed.gov/ocue/aipr/register-te.html#waiver for information on the Student Teaching Waiver process.

The purpose of the proposed amendment is to provide teaching candidates with the option of completing a single teaching placement instead of two 20 days placements in a registered teacher education programs if certain conditions are met and to extend the sunset date for the clinically rich teacher education pilot program from June 30, 2016 to October 1, 2016. The proposed rule does not impose any reporting, recordkeeping or other compliance requirements, and will not have an adverse economic impact, on small businesses or local governments. Because it is evident from the nature of the proposed rule that it will have no impact on the number of jobs or employment opportunities in New York State, no further steps were needed to ascertain that fact and none were taken. Accordingly, a job impact statement is not required and one has not been prepared.