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Systemwide Evaluation of Teacher Preparation in the California State University System: A Comprehensive Look at the Outcomes of Teacher Preparation that is Uniform Throughout a University System
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Purposes of the Systemwide Evaluation ► To see how well recent reforms in teacher preparation are working in practice. ► To provide information that campuses can use to strengthen programs for teachers. ► To compile systemwide data that addresses popular criticisms of teacher preparation.
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How the Systemwide Evaluation Was Initiated and Funded ► The Deans of Education wanted to see how well their reforms were “paying off.” ► The Chancellor of the CSU System wanted to respond to state-level critics. ► Consultations with the Academic Senate were open, inclusive and “up front.” ► Chancellor Reed provided discretionary funding to get the evaluation started.
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Self-Evaluation or Independent Evaluation? ► An Independent Contractor provides technical expertise to a university and credibility in political circles. ► A Self-Evaluation addresses better evaluation questions and is more cost-effective in actual practice.
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Indicators of Effectiveness in the Preparation of Teachers ► Reports of Program Effectiveness by Teaching Graduates and K-12 Principals. ► Direct Evidence of Teaching Practices by Observing or Interviewing Graduates. ► K-12 Student Achievement Data that are Validly Linked to the Preparation of Beginning Teachers.
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Two Populations Respond to Evaluation Surveys In California ► Graduates of CSU Teacher Preparation Who are Fully Certificated and Have One Year of Teaching Experience. ► School Principals Who Are Not Part of the CSU and Who Actively Supervise the Program Graduates for One Year.
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How the University Locates Its Teaching Graduates ► School districts provide the names and addresses of schools where CSU graduates are teaching. ► The State Department of Education and the State Teachers Retirement System also provide teacher employment information. ► This help is provided because one request comes from a central office that represents 21 large institutions. ► In 2001 the University located 94 percent of its graduates in this way. In 2002, the CSU found 89 percent of its graduates.
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How the CSU Surveys Its Teaching Graduates and Their Principals ► The CSU randomly selects a sample of graduates from those who were located. ► The CSU mails a survey to each sampled graduate, addressed to the teacher at school. ► The CSU mails a second survey with similar questions to each sampled school’s principal. ► The principal’s packet includes the name of the teacher whose preparation the principal is asked to evaluate.
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Responses by CSU Graduates and Their Principals ► Last year the CSU sent questions to 4,436 teaching graduates and received responses from 2,442 of them for a 55 percent return. ► We sent surveys to 4,012 principals and received responses from 2,002 of them for a response rate of 50 percent. ► Data analysis showed that answers given by graduates and their principals were significantly correlated with each other.
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Figure 1: Teaching Participation Rate Among CSU Credential Graduates 10,457 = Total Number of CSU Credential Graduates in 2000-01 Teachers for One Full Year Right After CSU Graduation Teachers for Less Than One Year Not Teachers in First Year After Graduation 9,944 = 95 % 2%3% 160353
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79% 80% 81% 85% 74% 73% 50% 60% 70% 80% 90% Figure 5: CSU Preparation to Teach Reading in California's Urban, Metropolitan, Suburban and Rural Schools Principal Evaluations of 1999-00 Graduates Principal Evaluations of 2000-01 Graduates Evaluations by 2000-01 Graduates Percentages of CSU Teaching Graduates Who Were Well- or Adequately- Prepared to Teach Reading-Language Arts in Two Groups of K-8 California Schools: Gold: Urban and Metropolitan Schools Yellow: Suburban and Rural Schools
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79% 81% 68% 75% 67% 68% 55% 65% 75% 85% Figure 6: Conventional vs. Alternative CSU Preparation to Teach Reading-Language Arts in Grades K-8 Former Student Teachers Former Intern Teachers Former Emergency Teachers Blue: Evaluations by 1999-2000 Graduates Red: Evaluations by 2000-2001 Graduates
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Figures 7-10: Percentages of School Principals (K-8) Who Reported that Particular CSU Teaching Graduates Under Their Active Supervision Were Well Prepared or Adequately Prepared to Teach Four Core Subjects in Multiple-Subject Teaching Assignments (Grades K-8) Legend for Figures 7-10: Orange: Percentage Earned by the Entire CSU System in Each Year Blue: Percentages Earned by Specific Campus in Each Year 83% 81% 91% 95% 50% 60% 70% 80% 90% 100% 1999-20002000-2001 Figure 7: Preparation to Teach Reading-Language Arts 83% 80% 89% 88% 50% 60% 70% 80% 90% 100% 1999-20002000-2001 Figure 8: Preparation to Teach Mathematics (K-8) 74% 85% 78% 87% 50% 60% 70% 80% 90% 100% 1999-20002000-2001 Figure 9: Pedagogical Preparation to Teach Science 77% 80% 91% 50% 60% 70% 80% 90% 100% 1999-20002000-2001 Figure 10: Preparation to Teach History-Social Science
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Reported for the California State University System By Teacher Education, Evaluation and Assurance Office of the Chancellor January 2003
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