University of the Pacific: PACT Implementation Claudia Schwartz, Director of Professional Practice Elizabeth Keithcart, Assessment Coordinator Gladys L. Benerd School of Education PACT Seminar, November 13-14, 2008

PACT 101: Strategies for Supporting Candidates Focus Questions: 1. In what ways has the Benerd School of Education (BSE) managed the dilemma between preparing candidates for the PACT assessment without PACT colonizing the curriculum? 2. In what ways is the BSE integrating strategies to help candidates develop the knowledge and skills assessed by PACT into coursework and supervision? University of the Pacific

Overview of Presentation History of PACT Selection Program Revision Current PACT Implementation Examples of Strategies in Coursework Our Next Steps

PACT Selection at the Benerd School of Education (BSE) : –Faculty Field Trips –Panel Discussion – Cal TPA vs. PACT –Faculty Vote and Buy-in Summer 2006: –Planning for ESAs –Mini-PACT in Fall –ID Areas of Strength & Improvement –Pilot TE in Spring –More Formal Assessment of TE –Identified Areas to Strengthen

Program Revision 1.Based on BSE Big Roadmap: –Conceptual Framework, CTC, NCATE Standards –Faculty-Identified Goals for Student Outcomes 2.Based on Varied Forms of Assessment –Surveys of Graduates, Cooperating Teachers, University Supervisors –PACT Pilot Study Determined by Faculty: –Academic Pillars and Threads for Spiraling Concepts –Course Objectives –Dove-tailing PACT into Coursework PACT Was Not an Add-on PACT Does Not Drive Curriculum Existing and Revised Program Features Were Identified as Compatible with PACT

BSE Program Revision Model BSE Conceptual Framework CTCNCATE Program Revisions Philosophy:Process: Academic Pillars Faculty Contributions Threads for Spiraling Concepts PACT Considerations BSE Curriculum and Assessments: - Course Requirements - Student Outcomes - PACT - On-going Assignments and Assessments

Essential Elements for PACT Implementation Faculty Buy-In from Inception –Informed Choice of 2 programs (Cal TPA & PACT) –Selection of Supporting Technology (TaskStream) –Pivotal: PACT Supports BSE Curriculum and Assessment PACT Pilot for 2 Years ( & ) –PACT Pointers –Camera & TaskStream Instruction –Student Success Rate BSE Program Requirements PACT Community Support –Students, Cooperating Teachers, Principals Excellent Support from PACT & TaskStream

BSE Curriculum Map: Spiraling Concepts and PACT Assessments Embedded in Coursework TermPACT Assessments Junior Fall Pre-Professional - Ethnography Junior Spring Pre-Professional - Lesson Plan Narrative Senior Fall Professional - Math/Science Assessment Case Study - Integrated Lesson Plan - Individual Assessments Senior Spring Professional Practice - Reflective Lesson Plan - PACT Teaching Event Spiraling Concepts:  Academic Language  Lesson Planning  Theories of Development  Learning Theory  Personal Philosophy of Education  Reflective Practitioner  Learning Environment/ Motivation  Assessment  Diversity  Technology  Professionalism  Pedagogical/ Content Knowledge  Historical/ Political Knowledge of Education  Social/ Emotional Awareness  Fieldwork

Level 1: Pre-Professional Strategies Assignment Task 1: Context Task 2: Planning Task 3: Instruction Task 4: Assessing Task 5: Reflection Ethnography X Lesson Plan Narrative XX

Level 2: Professional Strategies Assignment Task 1: Context Task 2: Planning Task 3: Instruction Task 4: Assessing Task 5: Reflection Math/ Science Assessment Case Study XX Integrated Lesson Plan XX Individual Assessments XXX

Level 3: Professional Practice Strategies Assignment Task 1: Context Task 2: Planning Task 3: Instruction Task 4: Assessing Task 5: Reflection Reflective Lesson Plan XXX

Next Steps Refine Curriculum Map / Assessment Map Coordinate Student Teaching Placement with PACT TE Identify Supplemental PACT Tasks in Courses Provide On-going Support for Students Continue with On-going Programmatic Assessment Support On-going Faculty Collaboration Photographs by Elizabeth Keithcart