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Education Standards and Practices Board

Assuring highly qualified professional educators for North Dakota students
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Professional Practices
Program Approval
Professional Development
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2718 Gateway Avenue
Suite 303
Bismarck, ND 58503-0585
(701) 328-9641 - Phone
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ESPB square logo About ESPB

Annual Report 2001
Vol. 6 Issue 1

Legislation and Rules Changes

The 57th Legislative Session pro-vided many opportunities for North Dakota educators. For the first time dollars were provided for a $1500 stipend for four years for those teachers who will become nationally board certified during the next biennium. Currently, the State of North Dakota matches the federal dollars for the assessment fee of ten educators each year and will also continue this program. The legislature also provided for a 30-year life license to any educator who has been licensed in North Dakota for that many years. The intent of this license was to pro-vided an avenue to those educa-tors who might be retiring but will-ing to provided a service to their communities through substitute teaching or even returning to the classroom after initial retirement. The Education Standards and Practices Board received a tenth member with this legislative ses-sion. The member will be a representative from the School Board Association. Fines issues to those educators working without the benefit of a license were lim-ited to $250 per incident in place of the old $1000 limit. Loan for-giveness and re-education scholarships was also provided during this session through the North Dakota University System.

Educator Shortages

In March 2001, the U. S. Depart-ment of Education evaluated North Dakota's proposed teacher short-age areas pursuant to the Higher Education Act of 1965. The areas of computer education, health ca-reers, music and special educa-tion. This designation will allow qualified borrowers to defer loan repayment under the Federal Staf-ford and Federal Supplemental Loans for Students. In June, the Education Standards and Prac-tices Board declared shortages in all content areas except elemen-tary education, social sciences, and physical education. This des-ignation allows for the in-terim/emergency license as re-quested by local school districts and the re-education scholarships and loans payments for educators.

Educational Testing

The Education Standards and Practices Board adopted the Pre-Professional Skills Test (PPST) in December 2000 as an additional requirement for initial educator licensure in North Dakota. The PPST is a basic skill test that ad-dresses the areas of reading, writ-ing and math. The Education Standards and Practices Board will begin the PPST test score collection on July 1, 2002.

National Board for Professional Teaching Standards Certification

National Board Certification con-centrates education reform in the classroom - where teaching and learning takes place. Becoming a national board certified teacher requires the demonstration of the teacher's practice as measured against high and rigorous stan-dards. The national board certifi-cation process requires intense self-reflection and analysis of one's own practice and is a very forceful professional development experi-ence. Having measured their practice against the highest stan-dards in the profession, teachers say that their teaching is resul-tantly more focused, reflective and confident. Teachers speak elo-quently about how the experience produces deeper student learning outcomes in classrooms.

North Dakota presently has seven nationally certified teachers. They are: Jennifer Montgomery, Bis-marck, ND; Myron Masset, Ellen-dale, ND; Ruby Lawler, St. John, ND; Ellen Knutson, Bismarck, ND; Amy Benz, Beulah, ND; Kim McVicar, Grand Forks, ND and Jill Grzadiewski, Grand Forks. ND.

National certification of teachers meets the “know and can do” test. These teachers in North Dakota have proven they “know and can do” at the very highest level. The Education Standards and Prac-tices Board congratulates each one of them.

Educator Openings and Program Completers

The Education Standards and Practices Board collected the data from the Job Service North Dakota Web site for the educator open-ings. There were 884 job listed on the website between July 1, 2000 and June 30, 2001. Of these spe-cial education was listed the most often with 155 openings. There were 119 elementary openings and 76 openings listed for adminis-trators. Science, music and Eng-lish all had over fifty (50) openings listed during the year. Math, social studies and counselors all had 40 over more openings during the year. The entire listing of openings can be reviewed on the ESPB web site at www.state.nd.us/espb or contact the ESPB office at (701) 328-2264.

Program completers for the Sep-tember 1, 2000 through August 31, 2001 academic year totaled 759 people receiving bachelor's de-grees with 408 receiving a minor.

There were 233 master's degrees received, 12 specialist's degrees and 2 doctorates. As a matter of comparing the number of program completers to the number of edu-cator opening, there were 31 bachelor's degrees issued in Eng-lish with 52 English openings listed on the Job Service web site. There were 399 elementary educa-tion degrees received with 119 job openings. The entire data sheet for program completers can be reviewed on the ESPB website or by contacting the ESPB office.

Multicultural Education and Native American Studies

A new administrative rule and stan-dard were adopted for what was the North Dakota Native American Stud-ies requirement (NDAC 67.1-02-02-07. Indian Studies) and is now enti-tled Multicultural Education and Na-tive American Studies under the same rule number. The new rule in-cludes multicultural education, Native American studies, and strategies for teaching diverse learners. Extensive review of the state's changing needs and suggested curriculum in this area was conducted by the Program Ap-proval Advisory Committee between January 1999 when the revision mo-tion was first made by the PAAC, and February 2001 when the new rule and standard were adopted by the ESPB. The new standard may be met through one or multiple courses and allows more flexibility for reciprocity of coursework from other states. As be-fore, in-state graduates meet the re-quirement in their teacher preparation program and out-of-state graduates must complete it within two years. The full text of the new standard for this requirement is available from the office of the ESPB.

Clinical Practice Option for Interim Licensees

The ESPB held a number of development meetings with the State Board for Vocational Technical Education and Valley City State University between November 2000 and May 2001 to design a clinical practice option that in-cludes a year of mentoring for those employed under interim licenses in trade, industry, technical and health professions licenses and those em-ployed under interim emergency li-censes. The development began with a team from the ESPB, SBVTE and VCSU attending an ASCD Learning-Focused Mentoring Institute in Novem-ber 2000. The resulting clinical practice model was adopted through emer-gency rule by the ESPB in May 2001. The program is being piloted during the coming year under the supervision of Valley City State University. The year of clinical practice will incorporate coursework on teaching and learning methods and strategies and will meet the same criteria as student teaching and substitute for student teaching once those involved complete their en-tire professional education sequence. Previously, individuals completing their education degree under these emer-gency licenses did not receive mentor-ing assistance during their early years of employment and needed to stop work and student teach at the end of their professional education sequence. Mark Wilson, State Supervisor for Technology Education, is assisting the project on behalf of the SBVTE and August Ritter, who also directs the Pro-ject Launch mentoring program through the Bismarck Mandan Area Teacher Center, and Gerald Roth are facilitating the activities of the clinical practice pilot project.

Mentor Training

The ESPB co-sponsored a five- day intensive mentor training with the North Dakota Education Asso-ciation (NDEA) June 4-8, 2001 in Bismarck, based on the Educa-tional Testing Service (ETS) Path-wise model (Charlotte Danielson's Framework for Teaching). Thirty individuals were trained as men-tors to assist new teachers during the coming year. The training focused on Charlotte Danielson's four Domains of Teaching; planning & preparation, the classroom environment, instruction, and professional responsibilities. Linda Edwards from NDEA and Sally Jenkins from Minot also went on to complete the Pathwise trainer of trainers session in July. They are now qualified to serve as instructors for the initial mentor training.

ESPB Model for Professional Development

The ESPB continues to provide training on its Professional Devel-opment Guidelines: Effective Prac-tices model, first published in 1996. An additional 105 ND teach-ers and administrators were trained during the spring of 2001 when the ESPB and the Depart-ment of Public Instruction (DPI) held collaborative workshops to assist schools in developing one plan to meet common professional development needs of licensure, educational improvement, accreditation, and Title programs. The training sessions included a morning presentation by Deb Jen-sen on the PD Guidelines, using the Third Year Evaluation Report as a training tool, and presenta-tions in the afternoon from DPI field reviewers on the DPI ele-ments and rubrics. Beverly Fischer from DPI, Lois Myran (Dickinson PS), Jill Skarvold (DPS), Jim Blomberg (Minot PS), Deb Severtson (Peace Garden Constortium), Janet Edlund (Dakota Prairie HS), and Gary Jackson (Valley Elementary in Crystal) assisted with the afternoon presentations. Comments from the session participants were positive, expressing a greater understand-ing of the use of purposeful professional development to drive identified education improvement goals. Breakout sessions will be offered this fall during the DPI Education Improvement Confer-ence September 17-18 and the NCA State Conference September 27-28, 2001.


Janet Welk and Deb Jensen at-tended the National Symposium for the National Association of State Directors of Special Educa-tion (NASDSE) in Washington, DC as part of the State Improvement Grant (SIG) team, along with Cindy Wilcox (SIG Director) and Marge Boch from UND. The team at-tended sessions and worked on goals for coordinating communica-tion, professional development, and licensure and credentialing requirements. The SIG activities have been instrumental in assist-ing the revision of the ESPB stan-dards for the preparation of special education teachers.

Deb Jensen has been re-appointed to a second term as the Central States representative to the National Association of State Directors of Teacher Education and Certification (NASDTEC) Interstate Committee. The Interstate Committee is responsi-ble for periodic updates of the NASDTEC reciprocity contract and information on jurisdictional agreements and levels of licensure among states.

Performance Standards Begin Implementation

In August 2000 the ND Education Standards and Practices Board (ESPB) adopted the performance-oriented standards of the National Council for the Accreditation of Teacher Education (NCATE 2000) for approval of all teacher educa-tion units (school, college, or de-partment of education) in the state.

In addition, the Board has revised its North Dakota standards for sub-ject matter areas which require colleges of education to include multiple performance assessments of those moving through their programs and to show that all pro-grams incorporate the use of ap-propriate technologies as they ap-ply to teaching and to specific con-tent material. The new standards solidify a change to performance accountability that the colleges of teacher education have been dili-gently working toward throughout this five-year change process.

Training was conducted on the new standards for institutions and review team members in April 2001. The new NCATE 2000 per-formance oriented standards for the teacher education colleges and the new ND content area performance standards will begin to be used for the accreditation of teacher preparation programs beginning in the Fall Semester 2001.

The NCATE standards pertain to the education unit's assessment plan, governance, resources, etc., and also incorporate the Interstate New Teacher Assessment and Support Consortium (INTASC) standards of the Council of Chief State School Officers (CCSSO) as a major component of teaching performance, as well as the recommended standards of pro-fessional associations such as the Council for Exceptional Children or National Council of Teachers of Mathematics.

Members of the ESPB Program Approval Advisory Committee have the Board's appreciation for their hard work during this revision process. They are:

Members of the ESPB

Staff of the ESPB

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