/ A 16 ^ Herald & Lantern 1 ^August '84

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State Meets A Challenge

) TRENTON - When classes begin in the fall, school districts statewide will be participating in one of the most comprehensive, coordinated efforts at educational reform ever initiated in New Jersey This .effort addresses many of the concerns discussed in a study released more than a yearxYgo by . the National (,'ommission k on Excellence "mf EducaI tion. which issued one of I the strongest criticisms of I the American /education I system in recent history. ! "A Nation at Risk: the I Imperative for EducaI tional fLetofDU'. and I several companioriyeports I by other prortviffenubducaI tion experts and organizaI tions. decried the "rising I tide of mediocrity" in the I nation's schools and proI vided the impetus for I educational change of maI jor proportions nationwide, j Now. more than a year I later, it is time to review I how New Jersey is addressI ing the challenges posed. I and how the measures it is I taking /Will ensure that our I children are prepared to I meet the demunds^pf an inI creasingly complex and I technological society. Even before "A Nation at I Risk" called attention to I our national plight.. New I Jersey had begun the arI duous task of reform. It I bad already established an I educational agenda designf ed to: raise educational standards; improve teacher training, recruitment. rewards and professionalism: improve educational instruction and services; and provide additional accountability through more effective planning and monitoring. New Jersey also was reevaluating the needs of its cities, minorities and the handicapped to develop initiatives that could realistically address the special problems of each Governor Thomas H Kean set the tone for the state's efforts these past two yfars in his speech. "Education in New Jersey : A Blueprint for Reform" *e De|tortment of Education. in cooperation with all segments of the community. responded with specific proposals for how^uch reforms could be achieved For example, the Depart M ment of Education has proposed revisions to the state s current system of teacher preparation and certification which would -i improve teacher training II adopted by the State Board of Education this fall, it will establish new. : more rigorous re- ! I

quirements for state licensing of teachers It would also offer an alternate niute to certification that youid open the teaching profession to the many qualified, experienced individuals currently barred from teaching because they have not completed college Jeachertraining programs. The proposal would allow local school districts to conduct their own. one-vear. rigorous training programs under state supervision. This alternate route would eliminate the "emergency certification" system that provided no quality controls over the training or performance of teaching candidates. To improve the quality of instruction, the state has created both the Academy for the Advancement of Teaching knd Management and the Pilot Master Teacher Program. The academy will teach teams of experienced teachers aj)(j their building principals instructional and management techniques. The skills learned can be directly applied in the classroom. Participating teachers will receive reinforcement and encouragement from other team members to continue using the skills they have learned. and other teachers not in the program will be able to learn the latest teaching techniques from respected peers. The Pilot Master Teacher Program will be instituted in five selected districts that want to participate. It will provide monetary and professional incentives to outstanding teachers to keep them in the classroom. In addition, the state is currently considering steps to increase the starting salaries of all beginning teachers to continue to attract eligible, qualified and talented persons to the profession But raising teacher stap4' dards and improving teacher performance are only part of the solution Standards for student per formance had to be raised as well. To that end. the State Board adopted a new . statewide testing system that better assesses the Skills students wiW actually need to compete for jobs and be productive members of society The High School Proficiency Test i HSPT) recently developed by the state as pari of that new system is more difficult than the former Minimum Basic Skills (MBS) test because it asks students to apply skills in' a more sophisticated way and includes a test of student writing ability. The HSPT w ill be phased m over time and will eventually replace the MBS test as the new high school graduation standard beginning with the ninth grade class of 1985-86. Other graduation requirements have been set for the graduating class of 1987. These new requirements relate to the more than 6,000 high school students of limited English proficiency i LEPi currently in New Jersey's schools. This action enables local districts to assess whether yEP students entering their schools in the ninth grade or later have rnastered enough English

and basic skills to receive a state-endorsed high school diploma And it will ensure the integrity of that diploma among prospective employers and institutions of higher learning Local districts have been required to raise their standards as well, through a new emphasis on educational planning. Such planning requires districts to define and document their educational needs and objectives and develop specific ways to address them. In addition, the new approach will allow the state to more effectively assist districts in meeting those needs. For instance, the > state has already begun to provide such assistance in the form of curriculum materials, educational resources and staff train- ] ing services delivered N through the three newly 1 created regional cur- : riculum services units i i RCSUs i . v i Information on local needs will also h&lp the ! state identify common i regional and statewide con- I cerns that need to be addressed\ This emniasis on educa- | tional planning goes hand- I in-hand with the newdistrict monitoring process i adopted in 1983. Under the i revisions, monitoring and ; paperwork for school, districts are limited to < essentials Districts that 1 meet state requirements will be I reed of excessive monitoring and certified lor a period" of five years. In this way. the state can target dimited resources to

help districts tn greatest ^ need ^wfcjJe leaving the othersjmlre^imes, to improve th£ educational opportunities available to students] .) ^ Recogtfizing- tfi^pdcia 1 needs and concerns W urban schools. Gov KeafraRd. Commissioner of *EtWcalion Saul CoopeYro.an/w*-^7 recently presented/ their/---plan for renewing the quali/ i ty of urban ^dupation in'v / New Jersey. V The state has committed rift ^ itself to finding- workable \_ \ solutions through a com- t prehensive. long-term collaborative effort between the Department of Educa- ( tion and local school districts. i v Unique in the nation, this / plan has two components. / N The first is a broad-based I assistance effort offering A programs and support ser -J \ v vices to help 56 urb^n VJ districts addiyss ninf~/C issues identified as critical \ to improving urriaaQ education. ; \J The second. Operations. School Renewal ( OSR ) . is a concentrated effort to help trfree urban districts t — Trenton. East Orange and Neptune Tow nship — to implement individualized, three-year renewal plans. These and other inthat have been undertaken in the past two are helping NewJersey to meet the challenges posed by the na-

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