Welcome to UC Santa Barbara & the PACT Implementation Conference Mix it up! Please have at least 3 institutions represented at your table

PACT as an Educative Assessment Tine Sloan UC Santa Barbara Tine Sloan UC Santa Barbara

PACT as an educative assessment Focus on Faculty Learning Faculty: combination of supervisors, instructors & researchers working in a Teacher Education Program

PACT as an Educative Process How do we do X How do we meet the Challenges Of Y How do I cash in on my PACT prowess & retire in Fiji

This could be you

PACT as an Educative Process Goals  Explore what’s possible  Learn from one another  Leave with concrete ideas

 Small cohesive program, cohort, 100 students  13 mos credential & M.Ed.  In K-12 schools 9 mos  Faculty (41) (all but 2 part time)  13 doctoral students  20 instructors/supervisors  8 research faculty  Small cohesive program, cohort, 100 students  13 mos credential & M.Ed.  In K-12 schools 9 mos  Faculty (41) (all but 2 part time)  13 doctoral students  20 instructors/supervisors  8 research faculty Who are we?

Moving from compliance to inquiry

Put the student work on the table Inquiry and engagement “One of the most pivotal days in the history of the Program.”

Holistic, integrated assessment We cannot disengage from the process

Time for sense making  Of the tasks, the policies, the rubrics  Dissenting voices have a place  Feedback loops are essential  For growth  For collaboration  For identity  For adopting an inquiry stance  Of the tasks, the policies, the rubrics  Dissenting voices have a place  Feedback loops are essential  For growth  For collaboration  For identity  For adopting an inquiry stance

Clickers  Open the envelope and pass out clickers  Make sure all institutions at your table are represented with a clicker  Take clicker out of it’s box and pull out the 2 plastic tabs on the back  Open the envelope and pass out clickers  Make sure all institutions at your table are represented with a clicker  Take clicker out of it’s box and pull out the 2 plastic tabs on the back

Who scores in your program? A. Supervisors B. Mix of faculty = to less than half the total faculty C. Mix of faculty = to more than half the total faculty D. Almost all faculty A. Supervisors B. Mix of faculty = to less than half the total faculty C. Mix of faculty = to more than half the total faculty D. Almost all faculty Q1

In your program, do k-12 cooperating teachers score? A. Yes B. No A. Yes B. No Q2

Scoring as an educative process  Video clip of scoring conversation

TABLE TALK & Panel Discussion  What is (or can be) educative about the scoring process above and beyond learning to score?  What is required (or desired) if this is to improve programs?  What is (or can be) educative about the scoring process above and beyond learning to score?  What is required (or desired) if this is to improve programs?

Examining PACT Data 3 levels of data:  Overall pass or average score  Rubric level scores  Student documents 3 levels of data:  Overall pass or average score  Rubric level scores  Student documents

Have you ever examined PACT data for a group of students in your program (either numeric scores or samples of student documents)? A. Yes B. No A. Yes B. No Q3

Have you ever done a collaborative analysis of any type of PACT data? A. No B. Yes - with a small group of colleagues C. Yes - within a structure that included most faculty in my program D.Yes - C above plus k-12 cooperating teachers A. No B. Yes - with a small group of colleagues C. Yes - within a structure that included most faculty in my program D.Yes - C above plus k-12 cooperating teachers Q4

How often do you sit down with other faculty to examine PACT student work (actual documents)? A. Never B. Once a year C. Twice a year D. More than twice a year A. Never B. Once a year C. Twice a year D. More than twice a year Q5

Examining PACT data as an educative process

TABLE TALK What is the value of working with each of these types of data? What are the limitations of each?  Overall pass rates or average scores for candidates across your program  Rubric level scores for all or subgroups of candidates  Student documents for a small sample of candidates What is the value of working with each of these types of data? What are the limitations of each?  Overall pass rates or average scores for candidates across your program  Rubric level scores for all or subgroups of candidates  Student documents for a small sample of candidates

PACT Implementation Conference

Quiet free write  What’s possible? What are possible forums in your program for getting faculty together to discuss PACT data?  Who can participate?  What are the challenges?  What’s possible? What are possible forums in your program for getting faculty together to discuss PACT data?  Who can participate?  What are the challenges?

*Pass your pad to your right *Read your neighbor’s work & write a response in the middle column  What’s possible? What are possible forums in your program for getting faculty together to discuss PACT data?  Who can participate?  What are the challenges?  What’s possible? What are possible forums in your program for getting faculty together to discuss PACT data?  Who can participate?  What are the challenges?

*Pass pad to your right *Read your neighbor’s work & write a response in the right column  What’s possible? What are possible forums in your program for getting faculty together to discuss PACT data?  Who can participate?  What are the challenges?  What’s possible? What are possible forums in your program for getting faculty together to discuss PACT data?  Who can participate?  What are the challenges?

Pass pad back to original owner

Panel Discussion: Implementers with experience in analyzing PACT data  What forums have you participated in to examine PACT data? What types of data have you used?  What did you learn?  Advice for programs?  What forums have you participated in to examine PACT data? What types of data have you used?  What did you learn?  Advice for programs?

Implementation as an educative process

To what extent did you learn something valuable from engaging in the following? Learning the requirements for each Teaching Event task 1 Learned little of significance 4 Changed Something major in my practice for the better 2-3 Learned new Concepts/skills & tweaked my practice as a result 5 = did not engage in this process Q6

To what extent did you learn something valuable from engaging in the following? Learning to use PACT rubrics 1 Learned little of significance 4 Changed Something major in my practice for the better 2-3 Learned new Concepts/skills & tweaked my practice as a result 5 = did not engage in this process Q7

To what extent did you learn something valuable from engaging in the following? Developing formative experiences to prepare candidates for PACT 1 Learned little of significance 4 Changed Something major in my practice for the better 2-3 Learned new Concepts/skills & tweaked my practice as a result 5 = did not engage in this process Q8

To what extent did you learn something valuable from engaging in the following? Scoring 1 Learned little of significance 4 Changed Something major in my practice for the better 2-3 Learned new Concepts/skills & tweaked my practice as a result 5 = did not engage in this process Q9

To what extent did you learn something valuable from engaging in the following? Examining PACT data 1 Learned little of significance 4 Changed Something major in my practice for the better 2-3 Learned new Concepts/skills & tweaked my practice as a result 5 = did not engage in this process Q10

Replace Clickers  Return to box  Return to envelope with correct #s  See Jan if any are missing  Return to box  Return to envelope with correct #s  See Jan if any are missing