Paris, N.A. (2006) AACTE Session #334 V Conspicuous Excellence: Embracing Accountability, Documenting Impact & Building Trust Nita A. Paris, PhD, Associate Professor Kennesaw State University Kennesaw State University NCATE Strategic Action Team Member, MEd in Adolescent Education Program Coordinator

Paris, N.A. (2006) AACTE Session #334 V Organizing Themes ► Responsibility that is Shared ► Relationships that Sustain ► Relevancy of Program ► Recognition of Impact ► Revelation of Excellence ► Reflection that Refines & Renews

Paris, N.A. (2006) AACTE Session #334 V Responsibility that is Shared Professional Teacher Education Unit (PTEU) College of Education College of Humanities College of Science and Mathematics P-12 Partners Excellence In Teacher Education

Paris, N.A. (2006) AACTE Session #334 V P-12 Partners ► Serve on Advisory Boards  Provide input into program design  Provide input into course offerings  Provide feedback ► Serve as mentors for current students ► Serve as liaison between university and schools ► Engage in scholarship with faculty ► Provide feedback on program impact

Paris, N.A. (2006) AACTE Session #334 V College of Science & Mathematics, College of Humanities ► Collaboratively develop performance standards consistent with accrediting agencies (content focused and education) ► Develop course content and assignments consistent with these standards – supporting and linking to education course content. ► Collaboratively plan course schedules and offerings in four content areas (18 hrs)  English  Mathematics  Sciences  Social Sciences

Paris, N.A. (2006) AACTE Session #334 V Responsibility (cont.) ► Team-teach, cross-teach with education faculty ► Education faculty teach “content” courses ► Design and embed standards based assessments into content courses ► Share data collection, data analysis, data reflection responsibilities ► Serve on and have a voice on governance committees and search committees in College of Education

Paris, N.A. (2006) AACTE Session #334 V Relationships that Sustain ► Valuing & honoring expertise ► Pulling together not pulling apart ► Working for consensus ► Courageous advocates for one another ► Lots of juice and cookies

Paris, N.A. (2006) AACTE Session #334 V Relevancy of Program ► M.Ed in Adolescent Education ► For certified middle grades and secondary teachers ► Content and pedagogy focused (18 hours in each) ► Aligned with NBPT Standards in 7 certification areas ► Performance standards collaboratively developed

Paris, N.A. (2006) AACTE Session #334 V Relevancy (cont.) ► Course assignments directly linked to classroom practice. ► Improving teaching in P-12 classrooms explicit focus. ► Improving P-12 student learning most important measure of program impact.

Paris, N.A. (2006) AACTE Session #334 V Recognizing Impact ► Accrediting agencies require the systematic collection of data documenting program effectiveness and impact. ► Build the collection of data into longitudinal design ► Combination of two designs  Trend study of M.Ed candidates and graduates (Fall 2003) ► Yearly collection of data on current candidates and those graduating & from their employers  Panel study (Began fall 2005) ► Collection of data at set intervals on previous M.Ed. graduates

Paris, N.A. (2006) AACTE Session #334 V Impact (cont.) ► Trend Study  Data sources (Aligned with Candidate Performance Outcomes) ► Surveys (Graduate Diversity, Program Evaluation, Professional Accomplishments) ► E-portfolio evaluation (Portfolio Narrative Rubric) ► Impact on Student Learning ► Disposition Measures

Paris, N.A. (2006) AACTE Session #334 V Sample Data Sources and Collection What is It?In What Course? Where Do I Find it? Who Completes It? Submitted Online? When? Portfolio Narrative Rubric Portfolio classOnlineProfessorsYesBy end of Semester Impact on Student Learning Analysis Rubric EDUC and/or Content course OnlineProfessors completes Rubric Candidate also complete rubric as part of narrative YesBy end of Semester Diversity Survey Portfolio classOnlineCandidateYesBy end of Semester Disposition Measure 7703 or 7704WebsiteCandidateNoEnd of Semester

Paris, N.A. (2006) AACTE Session #334 V Impact on P-12 Student Learning (n= 123, Fall 05 preliminary data) ProficiencyL1L2L3L4 1.12%0%46%52% 2.22%0%33%65% 2.51%0%39%60% 2.51%0%37%62% 2.61%1%38%60% 2.61%1%38%60% 3.22%0%32%66%

Paris, N.A. (2006) AACTE Session #334 V Sample Results- Disposition Measure Question Pretest Mean Posttest Mean t-test*Significance I can relate to Hispanic males who are at risk of dropping out of school p <.001 I can related to students who are gay or lesbian p =.005 I can relate to students from lower socio-economic families p =.008 Paired Samples t-test, n = 32

Paris, N.A. (2006) AACTE Session #334 V M.Ed. In Adolescent Education Candidate Professional Accomplishments ( )

Paris, N.A. (2006) AACTE Session #334 V Employers Evaluation of M.Ed. In Adolescent Education Graduates (2003) Question: How well does the teacher demonstrate the following Average Ranking* Adjust practice to assess and evaluate all learners 4.43 Teach well because of deep understanding of content 4.51 Overall ability to increase student achievement and positively impact student learning 4.60 *5 = Very Well Prepared, 1 = Very Poorly Prepared, n = 15

Paris, N.A. (2006) AACTE Session #334 V Revelation of Excellence ► Sharing findings with P-12 partners  Recognition of excellence results in deepening partnerships and increased involvement in schools and districts ► specialized cohorts, grant opportunities ► individualization of program of study ► Sharing findings with candidates  Recognition of excellence spreads and deepens influence ► Best sales persons- recruiting colleagues ► Builds teams of influence within schools and districts ► Sharing findings with professional colleagues  Recognition of excellence raises visibility and spreads influence beyond institution and its own graduates ► Professional conferences, publications, awards

Paris, N.A. (2006) AACTE Session #334 V Reflection that Refines and Renews ► Annual, comprehensive and systematic ► Involves representatives from all faculty groups and partners ► Data based revisions and changes ► Reinforces the sense of shared responsibility ► And strengthens sustaining relationships between and among all stakeholders. ► Completes the circle!

Paris, N.A. (2006) AACTE Session #334 V Program Revisions Revision Data Source Program level Admission Requirements changed to require certification in level and content area Feedback from content faculty on candidate performance. Candidates who were ECE certified had much difficulty with advanced content courses in math and science. Added required course in Advanced Assessment and Evaluation Advisory board members from P-12 schools indicted need for teachers to be more knowledgeable of assessment in the current climate of accountability. Candidates expressed need for more background in assessment.

Paris, N.A. (2006) AACTE Session #334 V What’s Next ► Formalize Panel Study design ► Incorporate final Fall 2005 data into Trend Study ► Share with Advisory Board- Feb ► Share with candidates- Spring 2006 ► Monitor, reflect, refine, revise, and repeat ► Publish

Paris, N.A. (2006) AACTE Session #334 V Contact information ► ►