Title: P12 Student Learning Under the Tutelage of Clinical Practice Candidates
1P-12 Student Learning Under the Tutelage of
Clinical Practice Candidates
- The University of Portland
- Thomas Greene
- Jacqueline Waggoner
2Objectives
- Understand more about one institutions approach
to monitoring P-12 student learning. - Identify some of the challenges and limitations
in attempting to monitor P-12 student learning. - Identify some of the benefits in monitoring P-12
student learning.
3the work sample is not for the university, the
cooperating teacher, or the supervisor, but for
the students in your classroom and you.UP
student teacher
4The Oregon Work Sample
- Required by law
- One for each level of authorization (ECE, ELEM,
MS, HS) - 10 lessons of at least two weeks duration
- Other elementsdemographics, focused on Oregon
Standards, candidate designed, implemented, and
taught, pre and post assessment, individual
student progress tracked and reported
5Additional University Program Requirements
- Reflection essay on each lesson
- Reflection essay on the entire work sample
- Video documentation
- 20 observations over the clinical practice year
- Tracking NCLB-like categories on individual
students - Variety of instructional methods and formative
and summative assessment practices appropriate
for the development of the students
6How it looks for an individual candidate..
- and our candidates students. . .
7Work Sample
This is a high school Language Arts Work Sample
focused on the novel, The Secret Life of Bees.
The Title I school has an AYP designation of
Not Met for the All Students category in
Language Arts. The student teacher is a Master
of Arts in Teaching candidate.
8The Work Sample in Action
9Observations by Cooperating Teachers and
University Supervisors
- US Observation
- MK, you have learned to articulate high
expectations and to allow some flexibility in how
each student arrives at completion of the
assignment.
10Observations by Cooperating Teachers and
University Supervisors
- CT Observations
- MK has earned the respect and trust of the
students. Directions for the activity were clear
and included goals and assessment points.
Assessment included packet collection and student
polling.
11Work Sample Results
- 21/24 (87) students demonstrated growth between
pre and post assessment. - All the ELL, African American/Black,
Asian/Pacific Islander, and Hispanic students
demonstrated growth - Pre and post assessment were student- constructed
responses targeted at knowledge, reasoning, and
product levels.
12Work Sample Assessments Included
- Formative assessments in the form of packet
check-in dates, and chapter quizzes. - Quiz results show learning is occurring
- Packets check-in dates helped many students be
successful - Homework completion rate before student teacher
20 - After candidate employed packets, expectations,
and reinforcements 80 - (data from the university supervisor)
13Work Sample Results (cont.)
14Reflection on the Work
- While I recognize and respect the uniqueness of
each student, I do not always know the best way
to help them be successfulthroughout the program
I have developed strategies to make learning more
accessible. MK
15Reflection on the Work
- It was a challenge initially to balance
structure and flexibility, content and
instruction for all studentsI realized early on
in my student teaching that what I teach does not
supersede how I teach. These concomitant skills
must complement and support one another for me to
be an effective educator. MK
16Reflection on the Work
- Believing every student had the potential to be
successful was a guiding force in my student
teaching. The goals I set for myself as an
educator and for my students as diverse learners
united the knowledge and theoretical foundations
built at the University of Portland. I am an
advocate for my students and an educational
leader in thought, word and action. MK
17Looking at Work Sample Results Collectively and
the Impact on P-12 Student Learning
18Overview of the Study
- About the University
- Study Questions
- About the Study
- Participants
- Context and Methods
- Results and Implications
- Limitations, Challenges, and Benefits
19About the University
- Private Catholic Institution
- 3000 students
- NCATE Accredited School of Education
- 4 year undergraduate teacher education
- 5th Year/MAT graduate teacher education
20Study Questions
- Do our candidates promote student growth?
- Do our candidates promote growth in all students?
At all grade levels? - Across candidates, are varied instructional
approaches used to promote student growth? - Do candidates use various assessment practices to
capture student growth?
21Study Participants
- 88 candidates
- 32 Undergraduate candidates
- 56 Graduate candidates
- 1907 P-12 students
- 275 ESL
- 163 TAG
- 180 SPED
22More about the Study Participants.
- Race and Ethnicities of the 1907 students
- 8 Asian/ Pacific Islander
- Less than 1 American Indian/Alaskan
- 7 Black/African American
- 13 Hispanic
- 64 White
- 8 Unknown
23More about the Study Participants.
- Grade Levels Collapsed in Authorization Levels
- ECE 35
- ELEM 32
- MS 3
- HS 30
-
-
24Study Context and Methodology
- 88 work samples created and taught in spring
semester 2006 during 15 weeks of full-time
student teaching - Distribution of P-12 Students by Discipline
Taught in these Work Samples - Science 26
- Social Science 24
- World Languages 1
- Health and PE 4
- Language Arts 24
- Math 21
25Study Context and Methodology
- 1/3 of the students were in Title 1 Schools
- Candidates submitted a summary report on the work
sample including grade level, subject matter,
common curriculum objectives, types of
assessments, types of instruction, and student
performance data
26RESULTS
- the 88 candidates and their students collectively
27Do our candidates promote student growth?
- 92 of the P-12 students in the study made
academic growth
28Do our candidates promote growth in all students
?
- 89 of IDEA/SPED students made academic progress
- 89 of ELL students made academic progress
- 92 of TAG students made academic progress
- 92 of the students in Title One Schools made
academic progress
29Do our candidates promote growth in all students ?
- Percentage of Students Making Growth by Race and
Ethnicity - 92 of Asian/Pacific Islander
- 93 of African American/Black
- 90 of Hispanic
- 100 of American Indian/Alaskan
- 92 of White
- 93 of Unknown
30Do our candidates promote growth in all students ?
- Students Making Growth by Level of Authorization
- ECE 89
- ELEM 93
- MS 92
- HS 95
31 Instructional Approaches
- Three instructional approaches
- Teacher-centered (e.g. presentation, lecture,
guided practice) - Student-centered (e.g. cooperative learning,
Think-Pair-Share, experiments, learning centers) - Project-centered (e.g. independent research,
poster boards, portfolios) - More than 90 of students achieved growth across
all instructional strategies.
32Instructional Approaches
- Percent of Students Experiencing Selected
Instructional Approaches - Teacher-centered 27
- Teacher-student centered 6
- Student-centered 62
- Student-project centered 1
- Project-centered 4
33Do candidates use various assessment practices to
capture student growth?
- 100 of the teacher candidates reported using
more than one form of assessment. - Achievement Targets
- Know
- Reason
- Performance Skills
- Products
- Dispositions
-
Assessment Methods Selected/Fixed
Response Student Constructed/Essay Performance
Assessment Personal Communication Adapted from
Richard J. Stiggins, Student Involved Assessment
FOR Learning, 2005.
34Varied Assessment Practices
- The most frequently used forms of summative
assessment were - 1. Selected fixed-choice response at the
knowledge level - 2. Student-constructed response at the knowledge
level - 3. Student-constructed response at the reasoning
level
35Observation and Reflection
- Over 1780 observations of the 88 candidatesdata
still under analysis - Reflections of the 88 students reveal these early
dominate trends - Differentiation is challenging
- Relationship, including classroom and school
climate, is critical - Lifelong learning is essential to maintaining
effective practice
36Implications
- What do these data suggest for program
improvement? - -While roughly 92 of the students in the study
made growth, 8 of students did not progress.
Why? - -Are varied assessments and instructional
approaches varied enough? - - Why greater percentage of students
demonstrated growth in HS than ECE?
37Limitations
- The assessment practices in the Work Sample vary
widely, therefore measures of growth are not
consistent across samples. - The information is self-reported, although it is
consistent with the Work Sample P-12 student
performance data. - Terms for instructional and assessment practices
could be misunderstood by candidates. - Binary assignment of growth
38Some challenges in attempting to monitor P-12
student learning.
- In attempting to secure more quantitative
information, will assessment practices become too
narrow? Will best practice in assessment be
redefined? - Work sample design and quality is compromised by
curriculum, instructional and assessment
limitations in some schools. - How do teacher education units create a culture
of best practice regarding assessment, yet gather
manageable data for meaningful use in program
improvement?
39Benefits of monitoring P-12 student learning
- Benefits for P-12 Students
- Candidates provide their students with clear and
appropriate learning targets - Candidates formative and summative assessments
inform instruction for the benefit of students - Benefits for Candidates
- Creates a climate of clear expectations,
accountability and inquiry for candidates - Helps candidates develop a sense of efficacy
- Benefits to Parents
- Helps parents recognize their childrens academic
growth while building the credibility of the
candidate -
40Benefits (cont.)
- Benefits to the School/Principal
- Accountability for P-12 student learning enhances
relationship between school and university - Unintended staff development for P-12 teachers
- Benefits to the Unit
- Documents value added by teacher education
programs - A consistent element in all Oregon teacher
education programs that facilitates dialog, such
as OCRI. - Using an assessment practice directly related to
authentic teacher work
41- In Oregon
- and at the
- University of Portland,
- its about student learning.
42It is all about assessment!
Which means
- Lyrics and Performance by Michael Connolly, Ph.D.
- Chair, Performing and Fine Arts Department
- The University of Portland
43Comments? Questions?
- Thank you and have a great day.