NCATE / DESE Joint Visit March 28, 2009

 Welcome and introductions  Governance  Historical context  Video presentation  Recent developments impacting Educator Preparation  UCM’s assessment system  The Electronic Document Center  The Missouri system – David Adams  Logistics

 NCATE team  DESE team  UCM team  Comments by Dean Wright

 Unit Head (Dean Michael Wright)  Professional Education Faculty (PEF)  Teacher Education Council (TEC) ◦ 17 members, 10 voting ◦ Don Melichar, TEC Chair (English Dept. Chair)  NCATE & Assessment Coordinator (Assoc. Dean Joyce Anderson Downing)  Unit Coordinator for TWS (Nicole Nickens)

 Founded 1871 – Normal School #2  Focus on educator preparation has continued for 138 years  NCATE accreditation achieved in 1954 (continuously accredited since 1954)  Recognized regional leader ◦ Large, loyal alumni base ◦ Strong network of practitioners

 Changes in administration ◦ New President, Provost (3) ◦ 4-year Interim Dean of CEHS ◦ No NCATE Coordinator ◦ Clinical Services & Certification ◦ All dept. chairs new since 2002  Assessment system changes in 2005

 University reorganization effective  Creation of the College of Education provided opportunity! ◦ SWOT analysis ◦ Task Forces  Defining Excellence  Organizational Structure  21 st Century Learning Environment  Joint Appointments ◦ Administrator focus groups

 Meetings with superintendents  College Leadership Team  Reorganization of TEC  K-12 SIG (special interest group) in PEF  Revisions to Conceptual Framework  Curriculum revisions aligned with Conceptual Framework and responsive to PEF  Reorganization of College  Revisions of Elementary and Middle school programs

 Current initiatives ◦ Curriculum revisions focused on Advisory Committee feedback and AAT ◦ Partnerships with community colleges ◦ Teacher Work Sample (TWS) implementation 2009 ◦ Expansion into Kansas City ◦ Revised field experiences  More involvement with Charter Schools  More faculty involved in supervising student teachers ◦ Expansion of Professional Development Schools ◦ AIRE

 A tool for structuring and focusing field experiences  To create a TWS, candidates (student teachers) must design, teach, assess, reflect upon, and revise a unit of instruction  Our current student teacher evaluation has most of the components of a TWS already in place

 “In order for field experiences to have the greatest positive impact on pre-service teachers, the connection between coursework and field experience must be clear” (Willard- Holt & Bottomly, 2000).  TWS can serve as a multi-purpose assessment tool providing an authentic, performance-based, summative assessment of student teachers

 A TWS will… ◦ focus student teaching upon impact on student learning ◦ More fully meet NCATE expectations ◦ Produce more meaningful data to be used in program improvement ◦ Provide for a cohesive, consistent method of unit- wide assessment ◦ Allow for a focus on both pedagogy and content, and promote reflective practice

 Prior to Fall 2005  Common initial benchmarks and assessments  Praxis II examination  Grades in required courses, curriculum aligned  MoSTEP-aligned student teaching observation  Portfolio, standards-based, differed by program  Results shared with candidates, programs

 Assessments provided limited information for differentiation of candidates or program improvement  Assessments did not address lesson planning, impact on learning, or dispositions  Data not aggregated or stored electronically  Data not used systematically  Subject-specific competencies met in a variety of ways by different programs, not coordinated by Unit  Advanced/graduate programs were not included

 Developed by PEF and P-12 representatives  Agreed-upon common benchmarks and assessments  Based on revised MoSTEP and NCATE standards  Better alignment with CF, dispositions  Address candidate ability to design and assess instruction/impact  Provide more useful formative information for candidates  Provide more useful information for program improvement  Systematize data collection, analysis, and dissemination  Include graduate/advanced programs

 Admission to teacher education/program  Entry to clinical practice  Exit from clinical practice  Program completion/graduation  Follow-up See IR – Standard 2, Table 6 for benchmark assessments by program

 Admission to teacher education ◦ 2.5 cumulative GPA ◦ Grade of at least a C in core courses ◦ Pass all parts of CBASE ◦ Pass criminal background check ◦ Faculty recommendation

 Entry to clinical practice/student teaching ◦ Minimum 2.5 GPA ◦ Demonstrated computer proficiency ◦ Formative dispositions assessment ◦ Faculty recommendation ◦ Praxis II taken ◦ Background check must still be current

 Exit from Clinical Practice ◦ Complete required number of hours ◦ Demonstrate competency (score “Meets” or better) on all standards:  Student teacher evaluation (minimum of 3 formatives, 1 summative)  Dispositions assessment  Unit plan and Impact on P-12 learning/assessment ◦ Minimum C grade in student teaching

 Complete program ◦ Complete university requirements for degree  Minimum 2.5 GPA  Grade of C in specific professional education courses ◦ Complete departmental requirements  Complete certification requirements ◦ Complete degree requirements ◦ Pass required Praxis II exam(s) ◦ Complete departmental requirements

 Admission to program ◦ Earned bachelor’s degree with minimum GPA ◦ Complete application, submit transcript and recommendation(s) ◦ Other - varies by program, but may include  GRE  Interview/essay  Performance based teaching evaluation

 Entry to Clinical Practice ◦ Successfully complete 12 graduate hours ◦ Program of study approved by faculty advisor, department and Graduate School  Exit from Clinical Practice ◦ Complete required coursework with minimum GPA of 3.0 ◦ Successfully complete internship and/or capstone project course

 Completion of program/graduation ◦ Complete all courses in program  Minimum GPA of 3.0  Minimum grade of C in all courses ◦ Complete all required clinical practice and capstone experiences (e.g., thesis) ◦ Other - varies by program, but may include:  Exit or licensure exams  Portfolio

 Post-completion (1-2 years) ◦ TEAC Graduate survey ◦ TEAC Administrator survey

 Unit assessments for initial programs are collected and monitored by the Office of Clinical Services and Certification and the Associate Dean  Unit data summaries are reviewed annually by the Teacher Education Council and the Advisory Council

 Graduate and advanced program assessments are collected and monitored by program faculty  Data are reviewed by program faculty and their program advisory board  Data summaries are submitted to the Unit Head when requested

 Praxis II exam(s)  Standards-based, content-specific measure  Planning instruction  Evaluation of clinical practice  Assessment/impact on P-12 learning  Other standards-based measure(s)

 Based on national SPA standards (if applicable)  Aligned with DESE MoSTEP standards  Incorporate UCM Conceptual Framework  Aligned with NBPTS propositions (Programs that do not lead to certification and the Masters of Arts in Teaching - MAT)

 237 MB  1,306 files

David Adams Assistant Director, Educator Preparation, Missouri Department of Elementary and Secondary Education (DESE)

 Transportation  Schedule  Meals

Joyce Kris