1/13/2019 New Directions in Pupil Learning Assessment: Emerging Models from the Teachers for a New Era Initiative California State University, Northridge.

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1/13/2019 New Directions in Pupil Learning Assessment: Emerging Models from the Teachers for a New Era Initiative California State University, Northridge Beverly Cabello Evidence Co-Leader, Teachers for a New Era James David Ballard Evidence Research Team, TNE "Extending the Culture of Evidence: Teacher Work Samples and other Promising Practices" to be held in Portland, Oregon, on July 19 - 21. Cabello 2006 Beverly Cabello Ph.D.

Evidence Goals: To locate the connections between teacher education and pupil learning To create a permanent viable system of data gathering, data analysis, and data sharing. To inform our programs and improve teacher education, pupil learning, and program efficacy To develop and test a theory of teacher change and impact Cabello 2006

CSUN’s Conceptual Framework of TNE Evidence Components Contextual Factors: (including district policies, school context, peers Teacher Indicators Other than CSUN: formal education outside of CSUN, personal experiences, personal characteristics, & teaching experiences (if Interns, or former paraprofessionals); knowledge & beliefs about teaching & learning. Indicators Related to Teaching Quality of CSUN credential recipients: teaching practices & how these are affected by district policies as well as school policies & context. Pupil learning & achievement (a subset of which is measured by test scores) Teacher Indicators within CSUN Formal University Preparation: Undergraduate preparation (at CSUN or elsewhere), Pathway, credential coursework & fieldwork. Individual Pupil Characteristics: previous educational experiences, English language proficiency, disabilities, etc.) Cabello 2006

What is there and not there Aggregate possibilities What is involved: Audit availably of data, quality of data, location of data, and access to data: College level, University sources, System wide sources, and District sources. Lessons learned from these data sources: What is there and not there Aggregate possibilities Types of variables, fields, and definitions Identifiers and confidentiality Various data programs, dirty data, and data conflicts Existing and needed data sharing agreements, Union issues, privacy, etc. Cabello 2006

CSUN Pilot Study Research Questions Do significant differences exist between the reading and math achievement of pupils in grades K - 12 and the specific CSUN teacher preparation programs their teachers experienced? Does a significant relationship exist between teacher preparation program indicators of candidates‘ knowledge, skills & dispositions (e.g. course grades) and pupil learning indicators? Cabello 2006

Quantitative Study Categories of Variables Pupil Personal demographic Family demographic (parents) English Language fluency All test scores School context Participation in Title 1 Participation in Meal Program Class size Cabello 2006

Teachers (district information) Number of years teaching Number of years teaching in district Levels of education Type of credential Emergency or intern Demographics Teachers (CSUN Preparation Data) Pathway Credential awarded (Ed. Specialist, other) Level (elementary, secondary) Grades in professional courses Cabello 2006

CSUN PATHWAYS Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Integrated Teacher Education Program – (ITEP) Freshman Program (ITEP) - Junior Multiple Subjects Intern Program Traditional Program Accelerated Collaborative Teacher (ACT) Preparation Program Single Subject Credential 826 Candidates recommended in 2004/5 Single Subject Internship Program Four Year Integrated in English or Mathematics Traditional ACT Cabello 2006

Estimated Marginal Means of CST Augmented Math Total Score at Grade Level = yrs1 & 2 PATH 60 B-MS C-MS C-SS 40 Estimated Marginal Means 20 1999 2000 2001 2002 FileYr Cabello 2006

Estimated Marginal Means of CST Augmented Math Total Score at Grade Level = yrs 3 & 4 PATH 100 B-MS C-MS C-SS 80 60 Estimated Marginal Means 40 20 1999 2000 2001 2002 FileYr Cabello 2006

Estimated Marginal Means of CST Augmented Math Total Score at Grade Level = yrs 5 & 6 PATH B-MS 80 C-MS C-SS 60 40 Estimated Marginal Means 20 1999 2000 2001 2002 FileYr Non-estimable means are not plotted Cabello 2006

Estimated Marginal Means of SAT9 Math NCE 2003 2002 2001 2000 1999 FileYr 55.0 50.0 45.0 40.0 35.0 Estimated Marginal Means C-SS C-MS B-MS PATH at Grade Level = yrs1 & 2 Estimated Marginal Means of SAT9 Math NCE Cabello 2006

Estimated Marginal Means of SAT9 Math NCE 2003 2002 2001 2000 1999 FileYr 55.0 50.0 45.0 40.0 35.0 30.0 25.0 Estimated Marginal Means C-SS C-MS B-MS PATH at Grade Level = yrs 3 & 4 Estimated Marginal Means of SAT9 Math NCE Cabello 2006

Estimated Marginal Means of SAT9 Math NCE 2003 2002 2001 2000 1999 FileYr 60.0 55.0 50.0 45.0 40.0 35.0 30.0 25.0 Estimated Marginal Means C-SS C-MS B-MS PATH Non-estimable means are not plotted at Grade Level = yrs 5 & 6 Estimated Marginal Means of SAT9 Math NCE Cabello 2006