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Iowa State Board of Education adopts policy development priorities

Members of the Iowa State Board of Education on Thursday approved their 2012-13 policy development priorities.

Policy development priorities are established as part of the State Board of Education’s strategic plan each year. These priorities are education issues that the State Board intends to research and discuss throughout the following year.

“These priorities provide a clear path and focus for our work,” said State Board of Education President Rosie Hussey of Clear Lake. “We also must engage educators, education leaders, policymakers, parents and communities in a shared effort to elevate Iowa’s standing as a leader in education and to ensure Iowa students are prepared for college and careers in a globally competitive economy.”

The 2012-13 policy development priorities are as follows:

Competency-Based Education
Collaborate with the legislative task force and other sectors
Track the ongoing grassroots networking around competency-based education
Track a school engaging in competency-based education
Engage educator preparation programs to consider potential implications
Communicate with stakeholders and the public
Advocate for a school funding formula that supports policy

Online Learning and Other Technological Advances
Advocate for Iowa Learning Online
Gather information on one-to-one schools, flipped classrooms, and other technological advances for impact on student achievement
Highlight ways educators use technology for learning, teaching, and leading
Engage preparation programs on the use of technology in teaching and leading
Communicate with stakeholders and the public
Continue to review best practices
Monitor current programs
Support a requirement that all students take at least one class online
Explore the teacher licensure requirements for online courses
Advocate for a school funding formula that supports policy

Reducing Achievement Gaps
Study root causes of, and current efforts to, address disparities

  • Recognize and address racial disparities, define cultural competency, and examine systemic conditions
  • Current efforts: Federal funding, alternative schools, etc.

Study schools that have been effective
Promote collaboration toward eliminating achievement gaps
Consider relationship of Response to Intervention (RtI) to closing gaps – utilize Area Education Agencies to support RtI
Communicate with stakeholders and the public

Improving Teacher and Leader Preparation
Study program approval process

  • Review current criteria/standards for approval
  • Study best practices in other states and nations
  • Consider possibility of blue ribbon distinctions

Study related policies and practices

  • Accountability (especially use of student achievement data)
  • Recruitment
  • Teaching standards
  • Clinical practice
  • Performance assessment
  • Induction

Collaborate with the Board of Educational Examiners for alignment with certification
Engage stakeholders

  • Convene a work group or join other work groups
  • Convene a day-long event/symposium/conversation
  • Communicate with stakeholders and the public
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