State Schools Chief Tom Torlakson Unveils Greatness by Design, Task Force’s Comprehensive Report on Supporting Outstanding Teaching
Posted: Monday, September 10th, 2012
SACRAMENTO—In a new report, a group of California’s leading education experts formed by State Superintendent of Public Instruction Tom Torlakson called for sweeping improvements to the way teachers are recruited, trained, brought into the profession, mentored, and evaluated.
“This is the most comprehensive look our state has taken at California’s most important profession—teaching—in a generation,” said Torlakson, who created the 48-member Task Force on Educator Excellence in January in partnership with theCommission on Teacher Credentialing (CTC). “We are blessed to have many outstanding educators already in our classrooms. And every child deserves a great teacher, one who cares for children today and helps prepare them to contribute to the society and economy of the 21st century.
“Today’s report—grounded in research, best practices from our state and around the world, and the realities of California’s classrooms—charts a path to reach that goal.”
Torlakson formed the Task Force to address fundamental questions about the education profession: how to recruit the best people into the profession, how to develop their skills before they begin work and throughout their careers, and how to provide useful feedback, including using measurements of learning to improve teaching.
“The Task Force has given us a clear, coherent vision for the development of high-quality educators—a vision with real potential to improve teaching and learning for all of California’s students,” said Mary Vixie Sandy, Executive Director of the CTC. “Working together, we can shape the preparation and development of teachers and leaders so that they can inspire and support our young people to reach their highest potential.”
The Task Force was co-chaired by two widely recognized education leaders: Stanford University’s Linda Darling-Hammond, Ph.D. and Superintendent Chris Steinhauser of the Long Beach Unified School District, the third largest district in California. The group included parents, teachers, principals, superintendents, and business and community leaders, as well as leading academics. Torlakson said he would assign the California Department of Education’s (CDE) Chief Deputy Superintendent Richard Zeiger, and Deputy Superintendent of Instruction and Learning Support Lupita Cortez Alcalá to work with education leaders across the state to implement the report’s recommendations.
The 90-page report, Greatness by Design: Supporting Outstanding Teaching to Sustain a Golden State (PDF; 4MB), addresses the recruitment of new teachers, including the need to develop a diverse, high-quality workforce of teachers and principals. It also examines quality induction programs that can help teachers improve early in their careers—often the key to keeping promising new teachers in the classroom.
The group’s report also looks closely at the kind of ongoing training and support teachers need throughout their careers, including linking professional learning expectations to the certification renewal process.
The report thoroughly examines how to provide a career development framework that fosters growth and leadership opportunities for teachers throughout their careers. It also takes a close look at how to improve the evaluation process, including how to collaborate with teachers and incorporate valid measures of student learning.
“The most successful evaluation systems are those that rely upon research-based best practices to help teachers and administrators improve their craft,” said Steinhauser, a 30-year veteran educator known for improving student achievement and closing achievement gaps in a challenging school district. “Collaboration is key to developing these systems, with all parties focused on the ultimate goal of improving student achievement.”
“Around the world, there is growing recognition that expert teachers and school leaders are the most important school resources for improving student learning, and that the highest-achieving nations invest intensely in teaching quality,” said Darling-Hammond, who also serves as vice-chair of the CTC. “California cannot—and should not—do any less. This report describes how we can work strategically to build a world-class educator workforce in all of California’s communities.”
The report opens with a message from Torlakson, himself a teacher, who notes that budget cuts, difficult working conditions, and other factors have made teaching “a profession under siege.”
“The good news is that California is home to some of the very best ideas and research on how to train new teachers and principals, support them from their first days in the classroom to their last, and give them the kind of feedback they need to be even better,” Torlakson said. “The challenge, and therefore the opportunity, is to revive and expand these isolated and sometimes neglected experiments and weave them together with new, research-based ideas into a system that forms a coherent whole that produces exceptional results.”
The report’s findings and recommendations are summarized in the full report available online at the CDE Educator Excellence Task Force Web page.
Posted: Tuesday, March 14th, 2017
The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.
For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.
The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.
Posted: Monday, March 13th, 2017
The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. Learn More…
Posted: Monday, March 13th, 2017
CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: Learn More…
Posted: Monday, March 13th, 2017
by Marian Murphy-Shaw
If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…
Posted: Monday, March 13th, 2017
by Joseph Calmer
Probably like you, NGSS has been at the forefront of many department meetings, lunch conversations, and solitary lesson planning sessions. Despite reading the original NRC Framework, the Ca Draft Frameworks, and many CSTA writings, I am still left with the question: “what does it actually mean for my classroom?”
I had an eye-opening experience that helped me with that question. It came out of a conversation that I had with a student teacher. It turns out that I’ve found the secret to learning how to teach with NGSS: I need to engage in dialogue about teaching with novice teachers. I’ve had the pleasure of teaching science in some capacity for 12 years. During that time pedagogy and student learning become sort of a “hidden curriculum.” It is difficult to plan a lesson for the hidden curriculum; the best way is to just have two or more professionals talk and see what emerges. I was surprised it took me so long to realize this epiphany. Learn More…