Assessment of Student Teaching and Internships Sam Evans Western Kentucky University 9/26/02

Western’s Actions to Become Accountable for Impact on P-12 Learning Shift in focus from teaching to learning – 1998Shift in focus from teaching to learning – 1998 Collaboration with ten Renaissance Group institutions – 1998Collaboration with ten Renaissance Group institutions – 1998 Application and acquisition of a Title II Partnership for Teacher Quality Grant – 1999Application and acquisition of a Title II Partnership for Teacher Quality Grant – 1999 Title II State Teacher Quality Grant Title II State Teacher Quality Grant

Eleven Partnerships

Renaissance Partnership Goals Become accountable for the impact of teacher candidates on P-12 student learningBecome accountable for the impact of teacher candidates on P-12 student learning Improve teacher performance in key areas and show an increase in teacher’s ability to facilitate learning of all studentsImprove teacher performance in key areas and show an increase in teacher’s ability to facilitate learning of all students

The Paradigm Shift from Focus on Teaching to Learning

Partnership Objectives Accountability SystemsAccountability Systems Teacher Work SamplesTeacher Work Samples Team MentoringTeam Mentoring Program RedesignProgram Redesign Business PartnershipsBusiness Partnerships NetworkingNetworking Research and DisseminationResearch and Dissemination

Mandate for Accountability NCATE/Kentucky StandardsNCATE/Kentucky Standards CPE GoalsCPE Goals

NCATE 2000 Standard 1. vCandidate Knowledge, Skills and Dispositions –Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content knowledge, skills and dispositions necessary to work with all students. Assessments indicate that candidates meet professional, state and institutional standards.

NCATE 2000 Standard 2. NCATE 2000 Standard 2. vAssessment System and Unit Evaluation –The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance and unit operations to evaluate and improve the unit and its programs.

CPE Goals for Improving Teacher Quality Goal 1 – Make the improvement of P-12 teacher quality (both at the preparation level and at the practicing teacher level) a top priority in all state supported universities.Goal 1 – Make the improvement of P-12 teacher quality (both at the preparation level and at the practicing teacher level) a top priority in all state supported universities.

CPE Goals for Improving Teacher Quality Goal 2 – Develop accountability systems at each institution to provide credible evidence that candidates can facilitate the learning of all students and that graduates at all levels are making an impact on student learning.Goal 2 – Develop accountability systems at each institution to provide credible evidence that candidates can facilitate the learning of all students and that graduates at all levels are making an impact on student learning.

CPE Goals for Improving Teacher Quality Goal 3 – Develop valid and reliable performance assessments for Kentucky’s New Teacher Standards and Kentucky’s Experienced Teacher Standards that can be used for exit of teacher preparation programs, Rank II and Rank I programs as credible evidence that the benchmarks of performance adopted by the Education Professional Standards Board are met. Goal 3 – Develop valid and reliable performance assessments for Kentucky’s New Teacher Standards and Kentucky’s Experienced Teacher Standards that can be used for exit of teacher preparation programs, Rank II and Rank I programs as credible evidence that the benchmarks of performance adopted by the Education Professional Standards Board are met.

Western’s Components for an Accountability System Comprehensive data management systemComprehensive data management system Ongoing performance assessment system of teacher candidatesOngoing performance assessment system of teacher candidates Mentoring teamsMentoring teams A research program that links teacher performance to student learningA research program that links teacher performance to student learning

Western’s Data Management System Aligned with teacher standardsAligned with teacher standards Multiple measures of performanceMultiple measures of performance Multiple data points (admissions through induction)Multiple data points (admissions through induction) Provides analysis of student, course, program, and facultyProvides analysis of student, course, program, and faculty Performance/ProgressPerformance/Progress

Data Collection Sources Admissions dataAdmissions data Electronic portfolio dataElectronic portfolio data Field experience dataField experience data Exit dataExit data Post-graduation follow-up dataPost-graduation follow-up data

Western’s Performance Assessment System Aligned with Kentucky Teacher Standards Aligned with Kentucky Teacher Standards Based on Four Levels of Critical Performance Based on Four Levels of Critical Performance Uses Electronic Portfolios to record, store, and manage performance data Uses Electronic Portfolios to record, store, and manage performance data Uses Teacher Work Samples in student teaching as evidence of candidate’s ability to facilitate learning Uses Teacher Work Samples in student teaching as evidence of candidate’s ability to facilitate learning

Kentucky New Teacher Standards (1993) Design instructionDesign instruction Create learning climateCreate learning climate Implement instructionImplement instruction Assess learning progressAssess learning progress Reflect on and evaluate teachingReflect on and evaluate teaching Collaborate with parents and professionalsCollaborate with parents and professionals Engage in professional developmentEngage in professional development Demonstrate content knowledgeDemonstrate content knowledge Use technology for instructionUse technology for instruction

Critical Performance Critical Performance Specific descriptions about what teacher candidates must know and be able to do at different levels of growth and development toward one or more teaching standards.Specific descriptions about what teacher candidates must know and be able to do at different levels of growth and development toward one or more teaching standards.

Critical Performance Levels Level IV What candidates are able to do with a class of P-12 students during student teaching Level III What candidates are able to do with students in simulated or limited clinical situations Level II What candidates are able to do with respect to communicating application of knowledge Level I What candidates must know about teaching & learning and how to teach their content area

Backward Mapping Planning Form

Critical Performances for New Teacher Standard IV – Assessment of Student Learning

Electronic Portfolio Data Screen (For Each Course’s Critical Performances) Record of completion of Critical Performances aligned with Kentucky’s New Teacher Standards that includes:Record of completion of Critical Performances aligned with Kentucky’s New Teacher Standards that includes: Performance scores Performance scores Performance exhibits Performance exhibits Time of completion Time of completion Number of attempts toward completion (being added) Number of attempts toward completion (being added)

Critical Performances Profile for an Elementary Education Major

Teacher Work Samples in Student Teaching A major source of data for Level IV critical performances that provide evidence of candidates’ ability to facilitate learning of all students.A major source of data for Level IV critical performances that provide evidence of candidates’ ability to facilitate learning of all students.

Teacher Work Samples A process that enables teacher candidates to demonstrate teaching performances directly related to planning, implementing, assessing student learning and evaluating teaching and learning a four-week standards-based instructional unit.A process that enables teacher candidates to demonstrate teaching performances directly related to planning, implementing, assessing student learning and evaluating teaching and learning a four-week standards-based instructional unit.

Teacher Work Samples Focus on Seven Teacher Processes Use of contextUse of context Learning goalsLearning goals Assessment planAssessment plan Design for instructionDesign for instruction Instructional decision makingInstructional decision making Analysis of student learningAnalysis of student learning Reflection and self-evaluationReflection and self-evaluation

Teacher Work Sample Components Teaching process standardsTeaching process standards Teaching performance promptTeaching performance prompt Scoring rubricScoring rubric Twenty page narrative plus attachments teaching exhibitTwenty page narrative plus attachments teaching exhibit

New Teacher Standards for Preparation and Certification New Teacher Standards

Teacher Work Samples Seven Teaching Processes Time Frame Number of Work Samples Produced Spring Fall Spring Fall 2002 (projected) 1,074 1,074

Candidate Performance of Teacher Work Samples Spring 2001 n=110 Fall 2001 n=134 Spring 2002 n=87 Beginning (1) 16%18%08% Developing (2) 42%48%38% Proficient (3) 35%29%49% Expert (4) 07%05%05% Proficient + 42%34%54%

Benefits of TWS Focus on P-12 student learningFocus on P-12 student learning Focus on development of assessment toolsFocus on development of assessment tools Focus on key standardsFocus on key standards Alignment of standards, curriculum and assessmentsAlignment of standards, curriculum and assessments

Evidence of Student Learning  Seven Performances -Formative findings do provide support for the idea that successful performance on a teacher work sample can be an indication of higher quality assessment of student learning. Salzman & Denner (2002) Salzman & Denner (2002)

Evidence of Student Learning vAccountability System vLongitudinal research linking programs with output data

Evidence of Student Learning  Performance Items -Quality of pre/post assessment -Disaggregated assessment data -Gain scores -Candidate’s ability to communicate results  Evidence from First Year Teachers -Follow-up surveys -Data from first year teachers

Persons to Contact About Western’s Accountability System Sam Evans Tony Norman Tabitha “Toby” Daniel