1. Let’s Take a Journey… Measuring Success Along the Way

2. Agenda 1.Introduction: – What is assessment? – Why do we need to worry about assessment? 2. Activity: How do we measure success? 3. Assessment Models and Examples 4. Activity: Case Studies for the Struggling Teacher Candidate or Early Career Teacher 5. Activity: – What does a successful teacher look like? – Professional Expectations of Teacher Candidates 6. Survey and Plan of Action: Are you ready to work with an early career or teacher candidate? 7. Evaluation

3. What is assessment? How does it differ from evaluation? Assessment: – Focuses on learning, teaching and outcomes – Provides information for improving learning and teaching – Interactive process – Information is learner-centered; not graded Evaluation: – Focuses on grades or judgment – Is summative and gauges quality – Judgmental and product-oriented Contents adapted from: Angelo, T. and Cross K.P. Classroom assessment techniques; A Duke University “Teaching IDEAS Workshop” presented by Ed Neal, Ph.D. Director of Faculty Development, Center for Teaching and Learning, University of North Carolina

4. Why is assessment important? Assessment … – Makes us set goals – Determines whether or not our goals are being met – Asks us to be accountable – Inspires us to become better! Who are we, as members of the Clinical Faculty, assessing? – Early Career Teachers – Teacher Candidates (student teachers) – Ourselves: are we good mentors, communicators, and models of the best of our profession?

5. Research shows…. Teaching and learning must be interactive. We can learn about progress and difficulties in a variety of ways. – Assessment provides information that should be used as feedback to modify one’s actions Not only should teachers assess their students or the teacher candidates they supervise, but teachers must engage in meaningful reflection—including self-reflection – A disposition toward reflection—and a good sense of when the teacher needs to step back and think deeply—should be part of all teachers' tool boxes! – Research (Constantino & De Lorenzo, 2001; Danielson & McGreal, 2000; Glickman, 2002; Lambert, 2003) substantiates the role of reflection in teachers' professional growth. (In part from Paul Black and Dylan Wiliam, “Inside the Black Box,” Phi Delta Kappan, October 1998 and Lana Danielson, “Fostering Reflection,” Educational Leadership, February 2009)

6. In small groups, have participants brainstorm and generate lists to answer the question(s): “What are ways that we can measure the success of … student teachers beginning teachers students ourselves?” Upon completion, come back and discuss as a larger group Activity: Ways to Measure Success

7. Different methods to measure success: University rubrics for evaluation [insert link here] In-class methods: Observation (focus on one specific objective) Tallies Student progress and understanding Anecdotal notes Administrative evaluations Early Career Teachers could also take the “Teacher Self- Assessment” For Teacher Candidates For Early Career Teachers Self-assessment of mentoring skills Communication inventory Mentor Teacher Beliefs Inventory Am I a model teacher? Teacher Self- Assessment Survey For Ourselves as Mentors

8. Activity: Mentor Teacher Beliefs Inventory

9. Activity: Case Studies--How to work with a struggling teacher candidate or early career teacher? Divide participants into small groups Assign each group one of the case study notecards to generate ideas/discussion on how to help or work with the teacher who needs help After small group discussion, have groups share their case studies and solutions

10. Activity: Case Studies for the Struggling Teacher

11. Activity: What does a Successful Teacher Look Like? Professional Expectations of Teacher Candidates

12. Three Stars and a Wish Are you ready to work with an Early Career Teacher or Teacher Candidate? Directions: 1.Take the survey to assess your own characteristics and skill set as an exemplary teacher. 2.After the survey, complete “Three Stars and a Wish” assignment Three Stars: three things you are exemplary in doing. Wish: what is one thing you need to work on or improve?

13. Module Evaluation