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Its All About Student Learning Assessing Teacher Candidates Ability to Impact P12 Students: Lessons

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Lessons from Three Years of NCATE Reviews. Margaret D. Crutchfield. National Council for Accreditation of Teacher Education. March, 2008 ... – PowerPoint PPT presentation

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Title: Its All About Student Learning Assessing Teacher Candidates Ability to Impact P12 Students: Lessons


1
Its All About Student Learning! Assessing
Teacher Candidates Ability to Impact P-12
Students Lessons from Three Years of NCATE
Reviews
  • Margaret D. Crutchfield
  • National Council for Accreditation of Teacher
    Education
  • March, 2008

2
A Brief Review of Terms
  • Unit School, College, or Department of
    Education plus other entities on campus that
    prepare school personnel
  • Program Specific discipline areas (elementary
    education, English education, etc.)
  • Candidates Preservice teachers
  • Students P-12 students

3
NCATE and Student Learning
  • Explicit component of NCATE Unit Standards since
    2000
  • Candidates preparing to work in schools as
    teachers or other school personnel know the
    content of their fields, demonstrate professional
    and pedagogical knowledge, skills, and
    dispositions and apply them so that students
    learn. Assessments indicate that candidates meet
    professional, state, and institutional standards.

4
NCATE Unit Standard 1 (rev. 2007)
  • Candidates preparing to work in schools as
    teachers or other school personnel know and
    demonstrate, the content knowledge, pedagogical
    content knowledge and skills, pedagogical and
    professional knowledge and skills, and
    professional dispositions necessary to help all
    students learn. Assessments indicate that
    candidates meet professional, state, and
    institutional standards.

5
2004 Change in Requirements for Program Review
  • Programs in states that require national program
    review (n29) now must submit 6 to 8 key
    assessments that indicate that candidates have
    mastered the discipline-specific standards
    developed by the Specialized Professional
    Association (SPA) and approved by NCATE.

6
Required Assessments in National Program Review
  • State licensure exam for content
  • Assessment of content knowledge
  • Assessment of Planning (e.g., lesson plan or unit
    plan)
  • Student teaching/internship assessment
  • Assessment of candidate impact on student
    learning or on providing a supportive learning
    environment
  • Other assessment

7
What does NCATE mean by student learning?
  • Does NOT mean student gain scores in first year
    teachers classrooms
  • DOES mean measuring candidates demonstration of
    appropriate professional practice in this area
  • What does that mean?

8
From the Acceptable Rubric for this element
  • Teacher candidates assess and analyze student
    learning, make appropriate adjustments to
    instruction, and monitor student progress. They
    are able to develop and implement meaningful
    learning experiences for students based on their
    developmental levels and prior experience.

9
The field has identified appropriate practice
specific processes that teachers use to determine
whether student learning has occurred.
10
General consensus around a six-stage model
  • Candidates are able to
  • Judge students prior learning
  • Plan instruction
  • Teach
  • Assess what has been learned
  • Analyze the results
  • Reflect on the findings

11
Over the last two years
  • NCATE has been collecting information on
    assessments being used at the unit and program
    level to evaluate candidates impact on student
    learning
  • Examples from 18 institutions have been selected
    and will be included in a new NCATE publication

12
  • Its All About Student Learning Assessing
    Teacher Candidates Ability to Impact P-12
    Students
  • Will be available 4/15/08
  • 18 assessments that focus on candidate impact on
    student learning
  • From NCATE submissions, presentations at
    AACTE/NCATE conferences, and RFTEN schools

13
Two general categories of assessments included in
the book
  • Assessments Developed by Consortia
  • PACT
  • Performance Assessment for CA Teachers
  • Renaissance Teacher Work Sample
  • Developed by 11 institutions
  • Teacher Quality Partnership
  • Assessment of Ohio Teaching Through State-wide
    Research

14
  • Assessments from Individual Institutions
  • Program-Specific Assessments
  • Teacher Work Sample Methodology
  • Student Teaching Assessments
  • Focused Case Study of a Single Student

15
Most common types of assessments seen in program
review submissions
  • A TWS-like project
  • Clinically based
  • May occur in pre-student teaching and student
    teaching experience
  • Includes pre- and post-assessments
  • Often done several times over program to develop
    candidate competence
  • Student teaching assessment

16
An example of a TWS-like assessment
  • Indiana U of Pennsylvania, Foreign Language
  • Modified TWS, also added specific components to
    meet SPA (ACTFL) standards
  • Project occurs during student teaching
  • Contains 6 components

17
Description of the Learning Environment
  • School setting
  • Demographic information
  • Information about student body
  • Students in their classroom
  • Gender, ethnicity
  • Developmental characteristics
  • Language learning background
  • Academic performance
  • Etc.

18
Develop unit plan of instruction
  • Template provided to candidates
  • Description of critical thinking skills addressed
  • Demonstrates alignment with student standards
  • Incorporates technology
  • 3 complete daily lesson plans illustrating
    instruction/assessment for diverse learners

19
Implementing Instruction
  • One observation evaluation by the cooperating
    teacher that verifies effective instruction
  • One observation evaluation by the university
    supervisor
  • Self-evaluations included on lesson plan
  • A K-12 student survey of candidate teacher
    effectiveness

20
Assessment of Candidates Teaching
  • Pre-test of student knowledge
  • Results compiled, aggregated, and presented
    effectively
  • Two formative assessments
  • One summative oral assessment with rubric and
    samples of student work
  • Post-test instrument and results
  • Comparison of results of pre- and post tests

21
Reflection on Teaching Effectiveness and Plans
for Modifications in Teaching
  • Candidate evaluation of the unit using
    Danielsons four domains
  • Identification of the most successful and least
    successful classroom activity
  • Description of ways to improve student
    performance

22
  • Candidates most significant insight about
    language learning gleaned from this unit, linked
    to theories of second language acquisition
  • Reflection on candidates preparation thus far
  • Identification of the knowledge, skills, and/or
    professional dispositions necessary for improving
    candidates performance

23
Student Teaching Assessment
  • Involve a series of events that occur throughout
    student teaching that usually include the same
    components as described in previous example
  • Not confined to a single project
  • Same type of evidence is collected, sometimes
    compiled in a portfolio
  • Includes self-evaluations, supervisor or
    cooperating teacher evaluations

24
For Example, UNC Wilmington
  • P-12 Learning Impact System
  • Four components
  • Performance Evaluation Scale for Teacher Interns
    (unit-wide)
  • Pre-Internship Initial Self-Assessment
  • Mid-term Formative Assessment
  • Final Summative Performance Evaluation
  • Performance Evaluation Scale Rubric

25
  • Exit Criteria for the Evaluation of Teacher
    Interns (Expanded Criteria Consistent with the
    PES, unit wide)
  • Classroom Assessment Project for Performance
    Evaluation Scale Criteria 5 (elementary, middle
    special education)
  • Components include
  • Classroom demographic data organized into NCLB
    subgroups
  • Student learning impact across NCLB sub-groups
  • Articulated reflection on the results, reasons
    for the results, and implications for future
    teaching
  • Analysis of data by Individual, program, and
    sample unit aggregate analysis across multiple
    programs
  • Coaching Cycle and Plans (unit wide)

26
  • Weakest examples we have seen
  • One or two elements on student teaching rating
    scale asking cooperating teacher did students
    learn.

27
Feedback from Institutions
  • What were the typical challenges you faced?
  • How have candidates reacted to this assessment?
  • What lessons have you learned since developing
    this assessment?

28
Typical Challenges
  • Developing the assessments, and especially the
    rubrics, takes time and faculty collaboration
  • Ensuring faculty buy-in and commitment to using
    common instruments
  • Ensuring that all faculty followed through
  • Helping candidates understand the purpose of the
    assessment

29
  • Ensuring that cooperating teachers understand the
    process
  • Ensuring consistency when there is staff turn
    over
  • Finding enough time to score these comprehensive
    assessments
  • Training raters, supervisors, cooperating teachers

30
  • How to continually refine the assessment
    appropriately
  • Revising curriculum to ensure candidates were
    adequately prepared for the assessment
  • Storing data

31
Candidate reactions?
  • Initial complaints about burdensome paperwork,
    insufficient time, feeling overwhelmed
  • Ability to see actual data on student progress
    appears to change how candidates view the
    assessment
  • Greater candidate understanding and use of
    formative assessment

32
  • Greater understanding by candidates of how data
    can and should inform instructional
    decision-making
  • Move from how well did the lesson go to how
    well did my students do
  • In follow-up studies many candidates say this
    activity was the most valuable experience they
    had in the program

33
  • Helps if candidates are introduced to the
    different parts of the assessment throughout the
    programthen candidates are familiar with it
    during student teaching
  • Candidates feel more confident about their
    teaching competence

34
Lessons Learned
  • Realized that candidates need more instruction in
    assessment
  • And that instruction should not be limited to one
    or two courses but should be integrated
    throughout the curriculum
  • Greater emphasis needed on working with diverse
    students
  • Faculty and supervisors needed professional
    development

35
  • Candidates needed to improve their technical
    writing skills
  • Instructions for teacher candidates need to be
    complete and concrete!
  • Program faculty now have real data to evaluate
    programs effectiveness in preparing teachers
  • Enhance curriculum in some areas, deleted content
    in some areas
  • Good news, not-so-good news

36
What has NCATE learned?
  • Assessment 5 was the assessment most likely NOT
    to be in place in 2004
  • Programs have been able to develop appropriate
    assessments but this has taken time
  • There is a general consensus about the processes
    involved in an appropriate assessment of this type

37
  • Programs need to ensure that this assessment
    addresses institutional and program-specific
    standards
  • Programs are finding that the data generated by
    these assessments is extremely helpful provides
    rich, robust information about how the candidates
    and about the program.
  • As always, there is more work to be done!

38
Questions?
  • My contact information
  • margie_at_ncate.org
  • 202 466 7496
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