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Welcome to the University of Central Missouri


... system David Adams. Logistics. NCATE team. DESE team. UCM team. Comments by Dean Wright. Unit Head (Dean Michael Wright) Professional ... David Adams ... – PowerPoint PPT presentation

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Title: Welcome to the University of Central Missouri

Welcome to the University of Central Missouri
  • NCATE / DESE Joint Visit
  • March 28, 2009

Overview of Session
  • Welcome and introductions
  • Governance
  • Historical context
  • Video presentation
  • Recent developments impacting Educator
  • UCMs assessment system
  • The Electronic Document Center
  • The Missouri system David Adams
  • Logistics

Welcome and Introductions
  • NCATE team
  • DESE team
  • UCM team
  • Comments by Dean Wright

  • Unit Head (Dean Michael Wright)
  • Professional Education Faculty (PEF)
  • Teacher Education Council (TEC)
  • 17 members, 10 voting
  • Don Melichar, TEC Chair (English Dept. Chair)
  • NCATE Assessment Coordinator (Assoc. Dean Joyce
    Anderson Downing)
  • Unit Coordinator for TWS (Nicole Nickens)

(No Transcript)
Historical Context
  • Founded 1871 Normal School 2
  • Focus on educator preparation has continued for
    138 years
  • NCATE accreditation achieved in 1954
    (continuously accredited since 1954)
  • Recognized regional leader
  • Large, loyal alumni base
  • Strong network of practitioners

Video presentation
Recent Developments Impacting Educator Preparation
  • Changes in administration 2002-2005
  • New President, Provost (3)
  • 4-year Interim Dean of CEHS
  • No NCATE Coordinator 2002-2004
  • Clinical Services Certification
  • All dept. chairs new since 2002
  • Assessment system changes in 2005

Recent Developments (cont.)
  • University reorganization effective 1-1-2007
  • Creation of the College of Education provided
  • SWOT analysis
  • Task Forces
  • Defining Excellence
  • Organizational Structure
  • 21st Century Learning Environment
  • Joint Appointments
  • Administrator focus groups

Chronology of Change
  • Meetings with superintendents
  • College Leadership Team
  • Reorganization of TEC
  • K-12 SIG (special interest group) in PEF
  • Revisions to Conceptual Framework
  • Curriculum revisions aligned with Conceptual
    Framework and responsive to PEF
  • Reorganization of College
  • Revisions of Elementary and Middle school programs

Positioned for Continued Success
  • Current initiatives
  • Curriculum revisions focused on Advisory
    Committee feedback and AAT
  • Partnerships with community colleges
  • Teacher Work Sample (TWS) implementation 2009
  • Expansion into Kansas City
  • Revised field experiences
  • More involvement with Charter Schools
  • More faculty involved in supervising student
  • Expansion of Professional Development Schools
  • AIRE

WHAT is a Teacher Work Sample (TWS)?
  • A tool for structuring and focusing field
  • To create a TWS, candidates (student teachers)
    must design, teach, assess, reflect upon, and
    revise a unit of instruction
  • Our current student teacher evaluation has most
    of the components of a TWS already in place

WHY implement a TWS?
  • In order for field experiences to have the
    greatest positive impact on pre-service teachers,
    the connection between coursework and field
    experience must be clear (Willard-Holt
    Bottomly, 2000).
  • TWS can serve as a multi-purpose assessment tool
    providing an authentic, performance-based,
    summative assessment of student teachers

  • A TWS will
  • focus student teaching upon impact on student
  • More fully meet NCATE expectations
  • Produce more meaningful data to be used in
    program improvement
  • Provide for a cohesive, consistent method of
    unit-wide assessment
  • Allow for a focus on both pedagogy and content,
    and promote reflective practice

Assessment System 2001-2005
  • Prior to Fall 2005
  • Common initial benchmarks and assessments
  • Praxis II examination
  • Grades in required courses, curriculum aligned
  • MoSTEP-aligned student teaching observation
  • Portfolio, standards-based, differed by program
  • Results shared with candidates, programs

Assessment System 2001-2005
  • Assessments provided limited information for
    differentiation of candidates or program
  • Assessments did not address lesson planning,
    impact on learning, or dispositions
  • Data not aggregated or stored electronically
  • Data not used systematically
  • Subject-specific competencies met in a variety of
    ways by different programs, not coordinated by
  • Advanced/graduate programs were not included

Assessment System -Intent of 2005 Revision
  • Developed by PEF and P-12 representatives
  • Agreed-upon common benchmarks and assessments
  • Based on revised MoSTEP and NCATE standards
  • Better alignment with CF, dispositions
  • Address candidate ability to design and assess
  • Provide more useful formative information for
  • Provide more useful information for program
  • Systematize data collection, analysis, and
  • Include graduate/advanced programs

Assessment System Benchmarks
  • Admission to teacher education/program
  • Entry to clinical practice
  • Exit from clinical practice
  • Program completion/graduation
  • Follow-up
  • See IR Standard 2, Table 6 for benchmark
    assessments by program

Assessment System Benchmark Assessments
  • Admission to teacher education
  • 2.5 cumulative GPA
  • Grade of at least a C in core courses
  • Pass all parts of CBASE
  • Pass criminal background check
  • Faculty recommendation

Assessment SystemBenchmark Assessments (Initial)
  • Entry to clinical practice/student teaching
  • Minimum 2.5 GPA
  • Demonstrated computer proficiency
  • Formative dispositions assessment
  • Faculty recommendation
  • Praxis II taken
  • Background check must still be current

Assessment SystemBenchmark Assessments (Initial)
  • Exit from Clinical Practice
  • Complete required number of hours
  • Demonstrate competency (score Meets or better)
    on all standards
  • Student teacher evaluation (minimum of 3
    formatives, 1 summative)
  • Dispositions assessment
  • Unit plan and Impact on P-12 learning/assessment
  • Minimum C grade in student teaching

Assessment SystemBenchmark Assessments (Initial)
  • Complete program
  • Complete university requirements for degree
  • Minimum 2.5 GPA
  • Grade of C in specific professional education
  • Complete departmental requirements
  • Complete certification requirements
  • Complete degree requirements
  • Pass required Praxis II exam(s)
  • Complete departmental requirements

Assessment SystemBenchmark Assessments
  • Admission to program
  • Earned bachelors degree with minimum GPA
  • Complete application, submit transcript and
  • Other - varies by program, but may include
  • GRE
  • Interview/essay
  • Performance based teaching evaluation

Assessment SystemBenchmark Assessments
  • Entry to Clinical Practice
  • Successfully complete 12 graduate hours
  • Program of study approved by faculty advisor,
    department and Graduate School
  • Exit from Clinical Practice
  • Complete required coursework with minimum GPA of
  • Successfully complete internship and/or capstone
    project course

Assessment SystemBenchmark Assessments
  • Completion of program/graduation
  • Complete all courses in program
  • Minimum GPA of 3.0
  • Minimum grade of C in all courses
  • Complete all required clinical practice and
    capstone experiences (e.g., thesis)
  • Other - varies by program, but may include
  • Exit or licensure exams
  • Portfolio

Assessment SystemBenchmark Assessments
(Initial Advanced)
  • Post-completion (1-2 years)
  • TEAC Graduate survey
  • TEAC Administrator survey

Assessment SystemData Management
  • Unit assessments for initial programs are
    collected and monitored by the Office of Clinical
    Services and Certification and the Associate Dean
  • Unit data summaries are reviewed annually by the
    Teacher Education Council and the Advisory Council

Assessment SystemData Management
  • Graduate and advanced program assessments are
    collected and monitored by program faculty
  • Data are reviewed by program faculty and their
    program advisory board
  • Data summaries are submitted to the Unit Head
    when requested

Assessment SystemProgram Assessments (Initial)
  • Praxis II exam(s)
  • Standards-based, content-specific measure
  • Planning instruction
  • Evaluation of clinical practice
  • Assessment/impact on P-12 learning
  • Other standards-based measure(s)

Assessment SystemProgram Assessments (Advanced)
  • Based on national SPA standards (if applicable)
  • Aligned with DESE MoSTEP standards
  • Incorporate UCM Conceptual Framework
  • Aligned with NBPTS propositions (Programs that do
    not lead to certification and the Masters of Arts
    in Teaching - MAT)

Electronic Document Center
  • 237 MB
  • 1,306 files

Missouri State Review Process
  • David Adams
  • Assistant Director, Educator Preparation,
    Missouri Department of Elementary and Secondary
    Education (DESE)

  • Transportation
  • Schedule
  • Meals

Phone Numbers
  • 816-678-4023 Joyce
  • 660-580-0509 Kris
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