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Welcome to the University of Central Missouri

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... 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


1
Welcome to the University of Central Missouri
  • NCATE / DESE Joint Visit
  • March 28, 2009

2
Overview of Session
  • Welcome and introductions
  • Governance
  • Historical context
  • Video presentation
  • Recent developments impacting Educator
    Preparation
  • UCMs assessment system
  • The Electronic Document Center
  • The Missouri system David Adams
  • Logistics

3
Welcome and Introductions
  • NCATE team
  • DESE team
  • UCM team
  • Comments by Dean Wright

4
Governance
  • 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)

5
(No Transcript)
6
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

7
Video presentation
8
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

9
Recent Developments (cont.)
  • University reorganization effective 1-1-2007
  • Creation of the College of Education provided
    opportunity!
  • SWOT analysis
  • Task Forces
  • Defining Excellence
  • Organizational Structure
  • 21st Century Learning Environment
  • Joint Appointments
  • Administrator focus groups

10
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

11
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
    teachers
  • Expansion of Professional Development Schools
  • AIRE

12
WHAT is a Teacher Work Sample (TWS)?
  • A tool for structuring and focusing field
    experiences
  • 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

13
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

14
WHYcontinued
  • A TWS will
  • focus student teaching upon impact on student
    learning
  • 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

15
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

16
Assessment System 2001-2005
  • Assessments provided limited information for
    differentiation of candidates or program
    improvement
  • 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
    Unit
  • Advanced/graduate programs were not included

17
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
    instruction/impact
  • Provide more useful formative information for
    candidates
  • Provide more useful information for program
    improvement
  • Systematize data collection, analysis, and
    dissemination
  • Include graduate/advanced programs

18
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

19
Assessment System Benchmark Assessments
(Initial)
  • 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

20
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

21
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

22
Assessment SystemBenchmark Assessments (Initial)
  • Complete program
  • Complete university requirements for degree
  • Minimum 2.5 GPA
  • Grade of C in specific professional education
    courses
  • Complete departmental requirements
  • Complete certification requirements
  • Complete degree requirements
  • Pass required Praxis II exam(s)
  • Complete departmental requirements

23
Assessment SystemBenchmark Assessments
(Grad/Adv.)
  • Admission to program
  • Earned bachelors degree with minimum GPA
  • Complete application, submit transcript and
    recommendation(s)
  • Other - varies by program, but may include
  • GRE
  • Interview/essay
  • Performance based teaching evaluation

24
Assessment SystemBenchmark Assessments
(Grad/Adv.)
  • 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
    3.0
  • Successfully complete internship and/or capstone
    project course

25
Assessment SystemBenchmark Assessments
(Grad/Adv.)
  • 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

26
Assessment SystemBenchmark Assessments
(Initial Advanced)
  • Post-completion (1-2 years)
  • TEAC Graduate survey
  • TEAC Administrator survey

27
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

28
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

29
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)

30
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)

31
Electronic Document Center
  • 237 MB
  • 1,306 files

32
Missouri State Review Process
  • David Adams
  • Assistant Director, Educator Preparation,
    Missouri Department of Elementary and Secondary
    Education (DESE)

33
Logistics
  • Transportation
  • Schedule
  • Meals

34
Phone Numbers
  • 816-678-4023 Joyce
  • 660-580-0509 Kris
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