The College of Saint Rose School of Education Department of Literacy and Special Education Teacher Candidate Assessment

Early Childhood Education / Special Education B-2  College of Saint Rose Conceptual Framework  The National Council for the Accreditation of Teacher Education  Council for Exceptional Children  National Association for the Education of Young Children CSR CEC NAEYC NCATE

Childhood Education / Special Education 1-6 CSR CEC ACEI NCATE  College of Saint Rose Conceptual Framework  The National Council for the Accreditation of Teacher Education  Council for Exceptional Children  Association for Childhood Education International

Formative and Summative Assessments for Teacher Candidates  Formative Course-embedded projects Course-embedded field experience evaluations Professional Qualities Assessment  Summative Student Teaching Evaluations Portfolio Evaluation

Student Teaching Evaluations  Completed at the end of each of two eight week student teaching placements.  Candidates rated at one of four levels based upon level of support required for candidate’s successful demonstration of the competency. * Distinguished *Proficient *Novice *Unsatisfactory  Completed independently by cooperating teacher, supervisor and student.  Evaluations discussed at the final 3-way conference held during the last week of each eight week placement.

Student Teacher Evaluations Strengths  Evaluation rates candidate on 59 areas of teaching competency.  Observation evaluation form is directly aligned with final evaluation form.  Supports conversation at 3-way conference about candidate performance related to CSR program standards. Challenges  Different placement settings provide varied opportunities to demonstrate competencies.  Difficult to achieve common interpretation of competencies and ratings among evaluators.

Components of Student Teaching Portfolio  Philosophy of Education  Collection of artifacts which the candidate has selected from his/her body of work to represent specific teaching competencies.  Rationale statements written to describe how artifact represents competency.

Student Teaching Portfolio Development  Orientation to Portfolio Taken along with first course in the major. Provides introduction to portfolio rubric. Provides encouragement to students to save work.  Portfolio Class Taken along with student teaching. Guides student in the selection and organization of artifacts for the portfolio. Aids in preparation for the portfolio presentation.

Portfolio Evaluation  Stage 1 Competencies related to teaching performance evaluated by supervisor at the end of first student teaching placement. (B-2 program 10 elements) ( 1-6 program 20 elements)  Stage 2 Formal portfolio presentation to two reviewers at the end of the student teaching semester.  Early Childhood Education / Special Education on-line format  Childhood Education / Special Education paper document format Reviewers evaluate portfolio artifacts according to a common rubric. (B-2 program 23 elements) (1-6 Program 24 elements)

Portfolio Presentation  Teacher candidate presents portfolio to a team of two reviewers.(20 minutes) Faculty and professionals from the field  Reviewers then use rubric to collaboratively evaluate the competencies documented by portfolio evidence.(60 minutes)  Reviewers meet with candidate to provide feedback. (10 minutes)

Portfolio Evaluation Strengths  Student reflection on comprehensive body of work.  Collaborative review representing higher education and professionals from the field.  Presentation challenges students to speak about their learning. Challenges  Workload during the student teaching semester.  Inter-rater reliability.  Scheduling review to maximize faculty participation.  ECE digital format influenced by differing levels of comfort among students in using technology and access to technology.  Much of student work is currently submitted as paper copy, thereby requiring the scanning of large projects.  Need for tech support.

Future Goals  Move all portfolio evaluation to on-line format using iWebfolio as platform.  Increase student engagement with portfolio development throughout the program. Create an opportunity early in the program where students would purchase on-line account. Upload all assignments and graded rubrics as they are completed in each class.  Revise and reflect on assignment based on faculty feedback.  Align each assignment with portfolio principles and elements. Select artifacts for final portfolio from digital file cabinet during the student teaching semester.