1. Using Evidence to Refine a Partnership
Debra Patterson, Kinesiology
Sandy Ritter, Special Education
Robert Kladifko, Educational Leadership
and Policy Studies

2. Clinical Site Overview
Elementary
Middle School
High School
Demographics
Site Leadership
Successes
Overall Progress
Areas for Improvement
Setting Goals for Year Three

3. Evaluation of Year Two Evidence from multiple data-gathering measures
Development and refinement of assessment tools
Need to “process” year two for setting year three goals
Internal evaluators: SRI

4. Assessment Measures NCATE PDS Standards Mentor Teachers
Student Teachers
Site Administrators

5. NCATE PDS Standards Standard I: Learning Community
Standard 2: Accountability & Quality Assurance
Standard 3: Collaboration
Standard 4: Diversity & Equity
Standard 5: Structures, Resources, & Roles
National Council for Accreditation of Teacher Education (NCATE).
Standards for Professional Development Schools. (2001).

6. NCATE PDS Standards
Need to assess status of each site after year two and set goals for year three
Standards used in matrix format
Provided unique process for qualitative evidence
Comparison of all three sites (evidence of change)

7. NCATE PDS Standards, continued
Site Directors responsible for assembling the evidence for their matrix
Rated their site in terms of partnership implementation
Discussion of process at each site
Sites set goals for year three partnership implementation

8. Results Overview of NCATE PDS Matrix (HANDOUT) Standards 1-5
Beginning, Developing, At Standard, Leading
Majority of responses for Year Two indicated
sites at “Developing” stage
NCATE PDS Matrix with Anecdotal Notes (HANDOUT)
Year One and Year Two Results

9. Mentor Teachers Questionnaires Refinement of the process
About their second year experiences with the PDS partnership
Development
Gathering evidence
Site Team and Mentor Teacher responses
Refinement of the process
STICC Student Teaching, Intern Committee for College of Education
Version for student teachers and a version for mentor teachers implemented Year Three

10. Student Teachers Questionnaires Development
Quantitative analysis and results (scale 1-4)
e.g. advantages to being in a cohort :
enough background knowledge : 3.4
had influence on Mentor teacher:
contributions to students at site: 3.7
support from TNE site coordinator: 3.1

11. Qualitative Analysis
Give examples of some of the challenges you experienced in the Fall: in the Spring.
Give examples of some of the highlights of your experiences in Fall: in the Spring.
What is your commitment to teaching in an urban school?

12. Journal Entries From Seminar
Completed at the conclusion of every week.
Reflections on “learning about yourself as an educator.”
Data collected on both cohort and non-cohort groups

13. Prompts for Journal Reflections (Fall)
1. What is happening?
2. What are you doing in the classroom?
3. How did you deliver a memorable lesson this week?
4. What made the lesson good or great? Successful?
5. What would you do differently?
7. What TPE’s did you address in particular?
8. How could you extend this lesson to include another academic area?
9.What area(s) did you see this week which show(s) need for further growth?

14. Prompts for Journal Reflections (Spring)
1. How did I communicate the standards and benchmarks to my students?
2. Did I use an appropriate assessment tool on which to base my instruction?
3. Did I use modifications effectively?
4. What did I learn from teaching this (these) lesson(s)?
5. How did I encourage accountable talk and collaboration?
6. Was my lesson appropriate to my students’ learning needs and prior knowledge?
7. What would I do differently for my next lesson?

15. Site Administrators
Semi-structured interview with one administrator from each site
Challenges for the Principal
Included questions on:
TNE Goals established prior to implementation year
Unique opportunities for cohort of student teachers
Site logistics and developing committees
School district support

16. Conclusion
Based on evidence gathered from year one and two TNE has implemented the following to refine the PDS Partnership
Maintain contact with Cohort groups from year one and two
CSUN has developed a “Data Warehouse” used to collect and store evidence from all quantitative data sources; working toward qualitative coding
Continue to develop and refine data gathering tools

17. Future Directions
Continue refinement of assessment tools used to gather ‘hard’ evidence of PDS model and set goals
Use of evidence to identify areas of improvement needed to sustain PDS model at all sites
Investigating ways to collect specific information for tracking pupil achievement and learning with cohort of student teachers