1. Identifying State Level Assessment Data to Tell Your Story
Michigan CAEP Workshop
March 26, 2015

2. Learning Outcomes
Increase understanding of what assessment data is collected by the state
Increase understanding of what (and whom) is measured by state administered assessments
Consider how state data may be used to tell an EPI’s story in the context of the CAEP standards

4. What data does the state have?
Michigan Test for Teacher Certification (MTTC)
Annual surveys
Student teacher exit survey
Student teacher supervisor survey
Graduate (Year Out) survey
Educator effectiveness labels
MI School Data

5. Context Pyramid (Mosenthal, 1982)

6. MTTC Who? What? Which standards?
Program completers (>=90% coursework)
What?
Content knowledge
(Pedagogical content knowledge)
Which standards?
1 & 3

7. Surveys Who? What? Which standards? Program completers (PC)
Student teacher supervisors (SU)
Mentor teachers (MT)
Graduates (YO)
What?
Perceptions/Observations of Preparation in …
Designing high-quality learning experiences
Applying critical thinking
Connecting real-world problems and local and global issues
Addressing the needs of special populations
Organizing the learning environment
Using technology to maximize student learning
Effective use of assessments and data
PC & YO – Quality of field experiences and clinical practices
PC – Knowledge of state and federal policy initiatives
YO – Employment & job search
Which standards?
1, 2, 3, 4

8. Effectiveness Labels Who? What? Which standards?
Graduates (new teachers, 1st three years, MI public)
What?
Job placement context
District
Assignment
Effectiveness ratings
(Observation)
(Student performance)
(Other factors)
Which standards? 4

9. MI School Data Who? What? Which standards? K-12 students K-12 teachers
School demographics
K-12 achievement
Teacher evaluations
Which standards?
2, 4

10. Context Pyramid for Telling Your Institution’s Story
Effectiveness
Credential
Assignment
Alignment?
Pre-Service
Performance/
Perceptions

11. Building a Case Study with State Data
Cohort of graduates from EPI X employed at PSA 1 for 3 years
What do we know about the cohort?
Rated EPI X’s program highly in addressing needs of special populations in Exit & Year-Out surveys, relative to state mean
Most rated Effective, with a few Minimally Effective
Minimally Effective teachers assigned to minor fields or out-of-field
What do we know about PSA 1?
Has high proportion of students in poverty and linguistic diversity, average M-STEP achievement
Most teachers rated Minimally Effective, with few Effective and Ineffective; no Highly Effective