NCATE Professional Development Web Conference Series

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NCATE Professional DevelopmentWeb Conference
Series

• NCATE Standards 1 and 2 for Arts and Science
  Faculty,
• Part II Assessing and Reporting Teacher
  Education Candidate Performance
• September 20, 2007

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Welcome
Dr. Boyce Williams Ph.D. Vice
President for Institutional Relations, NCATE
Dr. Jeri Carroll Ph.D. Wichita State
University Featured Series Presenter

• Arts and Sciences Faculty

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• Please remember to set-up your audio
• 145 p.m. - First audio sound check
• 155 p.m. - Final audio sound check
• 200 p.m. - Session will begin.

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Becoming an Active Participant at Todays
Conference

• Welcome to our virtual classroom!
• Before we begin, we will go over
• Tthe set up of our classroom
• Uuser icons in the classroom

We invite and encourage you to participate with
us and each other !
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(No Transcript)
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Elluminate Icon Review

• Remember these icons, too
• Clapping Happy face Sad face

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Elluminate Icon Review

• To use this web conference tool, remember these
  icons
• Raise hand Yes, No Mic
• Accept, Reject

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More instructions!

• Click in the rectangular box to key in a text
  message.
• Text message us if you experience technical
  difficulties.
• All messages and NCATE responses can be viewed by
  all participants.

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NCATE Web Conference Assessing and Reporting
Candidate Performance

• 145 1st Audio Check
• 155 Final Audio Check
• 200 205 Welcome, Introductions, Purpose,
  Overview
• 205 215 Review of First Web Conference
• 220 255 Development of Assessments and Data
  Reports
• 255 300 Summary, Questions, and Next Steps

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Questions?

• What questions do you have?
• Post your questions on the message board.
• The NCATE staff will
• Answer questions on the message board during the
  conference.
• Summarize questions at the end of the conference.

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NCATE Staff on the Web Conference

• Boyce C. Williams, Vice President
• Jeri A. Carroll, WSU Faculty, NCATE BOE Chair
• Donna Gollnick, Senior Vice President
• Deidre Alves, Accreditation Associate, Program
  Review
• Julien Goichot, Webmaster

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Purpose and Overview

• Review of Web Conference I
• http//www.ncate.org/public/artsScience.asp
• Web Conference II
• Examine ways to assess candidate performance in
  terms knowledge, skills, and dispositions
  required of all teachers.
• Development of the assessments
• Development of the scoring guides
• Reporting of the data

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Assessing Candidate Performance NCATE

• Content
• Pedagogical Content Knowledge
• Professional and Pedagogical Knowledge and Skills
• Dispositions
• Student Learning

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Assessing Candidate Performance Specialized
Professional Associations

• 6-8 assessments
• Five required assessments
• Content (State Licensure Tests)
• Content
• Planning for Instruction
• Field Experience Observation Form
• Student Learning

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NCATE Elements with SPA Assessments
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At Multiple Transition Points

• Entrance to the Program
• Entrance to Clinical Practice
• Exit from Clinical Practice
• Exit from the Program

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Accuracy in Assessment

• Key assessments are of the appropriate type and
  content such that they measure what they purport
  to measure.
• Assessments should be aligned with the standards
  and/or learning proficiencies that they are
  designed to measure.

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Fairness in Assessments

• The assurance that candidates have been exposed
  to the knowledge, skills, and dispositions that
  are being evaluated in key assessments and
  understand what is expected of them to complete
  the assessments.
• Instruction and timing of the assessments should
  be clearly stated and shared with candidates.
• Candidates should be given information on how the
  assessments are scored and how they count toward
  completion of programs.

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Program Assessments

• The assessment is given to ALL candidates in the
  program
• When given a choice of 2-3 courses, will all
  candidates take the same assessment?
• When different instructors teach the course, will
  all candidates take the same assessment?

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Scoring Guides

• The tool used by faculty to evaluate an
  assessment such as a rubric, evaluation form,
  etc. Scoring guides should differentiate varying
  levels of proficiency.

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Content

• Standardized Tests
• PRAXIS II Content Tests Overall Scores
• PRAXIS II Content Tests Category Scores
• Grades
• Comprehensive Exams

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Content Grades

• Allowed by some SPAs, not others.
• Allowed by some states, not others.
• Grades alone are iffy.

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Content Grades

• Description

Norfolk State University
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Content Grades
Norfolk State University
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Content Grades
Norfolk State University
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Content Grades
Norfolk State University
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Content Comprehensive Exam
Norfolk State University
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Content Comprehensive Exam
Norfolk State University
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Content Comprehensive Exam
Norfolk State University
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Content Other Possibilities

• Standardized Tests
• Match the elements of the tests to the standards.
  Report data by standard.
• Final Exam
• Given outside of a course
• Covers all content courses
• Explain the number and types of questions for
  each standard.
• Report the data by standard.

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Content Other Possibilities

• At this time, well turn the microphone over to
  take a couple of samples of content assessments
  that you may have used successfully in your
  programs.
• Or
• Use the direct messaging tool to provide other
  assessments of content you have used or seen
  used.

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Pedagogical Content Knowledge

• Lesson Plans
• Unit Plans
• Sections of a Teacher Work Sample
• IFSPs and/or IEPs

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Pedagogical Content KnowledgeLesson Plans
Step 1--What goes into a good lesson plan?
Wichita State University
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Pedagogical Content KnowledgeLesson Plans
Step 2. Identify the content standard to be
addressed. ? Step 3. Remove absolutes from
the rubric. ?
Wichita State University
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Pedagogical Content KnowledgeLesson Plans
Step 4. Create the criteria for developing,
meets, and exceeds the standard For each part of
the standard. ?
Wichita State University
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Pedagogical Content KnowledgeLesson Plans--Data
Table
Wichita State University
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Pedagogical Content KnowledgeUnit Plan--Rubric
Slippery Rock University
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Pedagogical Content Knowledge Other Possibilities

• At this time, well turn the microphone over to
  take a couple of assessments that you may have
  used successfully in your programs for
  pedagogical content knowledge.
• Or
• Use the direct messaging tool to provide other
  assessments of pedagogical content knowledge you
  have used or seen used.

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Professional and Pedagogical Knowledge and Skills

• Student teaching or internship observation form
• Portfolios
• Lesson Plans (non content-specific items)

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Professional and Pedagogical Knowledge and Skills
Slippery Rock University
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Professional and Pedagogical Knowledge and
Skills Observation
Wichita State University
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Professional and Pedagogical Knowledge and
Skills Observation Addendum
Wichita State University
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Professional and Pedagogical Knowledge and
Skills English Addendum
Slippery Rock University
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Professional and Pedagogical Knowledge and
Skills Portfolios

• Collection
• Selection
• Required, self-selected, or a combination?
• Reflection
• Professional and Pedagogical Knowledge and Skills
• Connection
• To content standards
• To units conceptual framework
• To NCATE
• Standard 1 (1a, 1b, 1c, 1d, 1e)
• Standard 4 (4a)

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Professional and Pedagogical Knowledge and
Skills Portfolios

• Artifacts
• Resume
• Philosophy of education
• Plan of study
• Documentation of meeting standards, 2-3 artifacts
  per standard

• Questions
• Consistent across all candidates?
• Reflective of content standards?
• Reflective of INTASC Principles?
• Reflective of NBPTS Standards?
• How are data reported?
• By artifact?
• By portfolio?

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Professional and Pedagogical Knowledge and
Skills Portfolio Tips

• Consistent across candidates
• Artifacts not graded a second time
• Use the original grade
• Grade the reflection
• Connect each entry to units conceptual framework
• Connect each entry to elements of Standard 1 4
  of NCATE
• Construct a section on content with required
  items
• Content-specific rubric

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Professional and Pedagogical Knowledge and
Skills Other Possibilities

• At this time, well turn the microphone over to
  take a couple of assessments that you may have
  used successfully in your programs for
  professional and pedagogical knowledge and skills
  
• Or
• Use the direct messaging tool to provide other
  assessments of professional and pedagogical
  knowledge and skills you have used or seen used.

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Professional Dispositions

• The behaviors demonstrated as educators interact
  with students, families, colleagues and
  communities, which are expected of professionals
  and support student learning and development.
  NCATE expects candidates to demonstrate classroom
  behaviors that are consistent with the ideas of
  fairness and the belief that all students can
  learn. Based on their mission, professional
  education units may determine additional
  professional dispositions they want candidates to
  develop. NCATE expects institutions to assess
  professional dispositions based on observable
  behavior in educational settings.

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Professional Dispositions
Wichita State University
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Student Learning Initial Candidates

• Assess and analyze student learning,
• Make appropriate adjustments to instruction, and
• Monitor student progress.
• Develop and implement meaningful learning
  experiences
• developmental levels
• prior experience.

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Student Learning Advanced Candidates

• Have a thorough understanding of the major
  concepts and theories related to assessing
  student learning
• Regularly apply these concepts and theories
• Analyze student, classroom, and school
  performance data.
• Make data-driven decisions about strategies for
  teaching and learning so that all students learn.
• Aware of and utilize school and community
  resources that support student learning.

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Student Learning Analysis of Student Work
Norfolk State University
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Student Learning Analysis of Student Work
Norfolk State University
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Student Learning Teacher Work Sample

• Provides seven performance areas that if improved
  will significantly increase the ability of
  teacher candidates and school practitioners to
  facilitate learning of all P-12 students.
• Contextual Factors
• Learning Goals
• Assessment
• Design for Instruction
• Instructional Decision Making
• Analysis of Student Learning
• Self-Evaluation and Reflection

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Student Learning Teacher Work Sample

• Caution The TWS is generic (based in INTASC
  Principles) in nature, not content specific.
• Solutions
• Add a section VIII that outlines how content
  might be used.
• Make the TWS content specific intertwine the
  language of the content standards throughout.
• Integrated unit could be the key for elementary,
  social studies, general science licenses

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Student Learning Other Possibilities

• Pre-test/Post-test
• Case Study
• IEPs

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Student Learning Other Possibilities

• At this time, well turn the microphone over to
  take a couple of assessments that you may have
  used successfully in your programs for student
  learning.
• Or
• Use the direct messaging tool to provide other
  assessments of student learning you have used or
  seen used.

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Recap

• Accountable to many masters
• Professorial expertise
• Institutional standards
• Unit conceptual framework
• Professional program standards
• College or unit accreditation processes

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Recap

• Align assessments to program standards, unit
  conceptual framework, NCATE elements of Standard
  1 and the first element of Standard 4.

Start with the Standard
Start with the Assessment
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Recap

• Report data for program reports by program
  standards. Also report it by candidate
  proficiency (from the conceptual framework) and
  the appropriate NCATE standards/elements.

Start with the Standard
Start with the Assessment
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Resources

• NCATE Unit Standards (2006)
• http//www.ncate.org/public/unitStandardsRubrics.a
  sp?ch4
• NCATE Unit Standards (2008)
• http//www.ncate.org/documents/standards/UnitStand
  ardsMay07.pdf
• Program Standards (SPAs) and Report Forms
• http//www.ncate.org/public/programStandards.asp?c
  h4
• Sample SPA Reports
• http//www.ncate.org/public/programReportSamples.a
  sp?ch37
• NCTE Report Slippery Rock University
• http//academics.sru.edu/Education/COE/Accreditati
  on/SPA/English/English.htm
• Teacher Work Sample
• http//www.uni.edu/itq/ProjectOverview/index.htm

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Next Steps
Next Steps
Webcast Three Monday September 24, 2007 on-line
at 200pm (eastern) Using Data to Inform
Practice, Change and Modify Programs
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Now its your turn

• Please provide feedback on the questions located
  on the next slide.

Please briefly answer the questions in the text
message window and include the number of the
question you are referring to. We will compile
them as part of our internal assessment of the
the web conference.
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Questions for Consideration

• What is one main idea that you can take away from
  this conference and put into use at your
  institution?
• How do you see Arts and Science faculty working
  with Education faculty in candidate assessment
  and program improvement?
• What one question still remains in your minds
  related to assessment of candidate performance?

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Thank You for Your Participation

• Still More Questions?
• Please feel free to send questions about this
  session and the next scheduled in the Arts
  Sciences Web Conference Series to
• Dr. Boyce Williams (boyce_at_ncate.org)