1. 2012 Regional Assessment Workshops Session 2 Dr. Maryellen Cosgrove, Dean School of Business, Education, Health and Wellness Gainesville State University Facilitator: Ms. Nikki Mouton Gwinnett County Public Schools GaPSC Staff: Dr. Fran Jackson

2. Outcomes for this session: You will … Understand how the Conceptual Framework is reflected in the Assessment System Learn how Standard Two impacts all other Standards Learn how program assessment fits into the unit assessment system Be able to locate helpful resources related to the assessment system

3. Key Ideas/Concepts Write three ideas or key concepts you think about when you think about the Assessment System.

4. Assessment – Setting the Stage NCATE Standard 2 stipulates that the unit must have an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs.

5. Assessment – Setting the Stage An effective assessment system ensures that multiple assessments are used to generate data for informing program and unit changes. Both qualitative and quantitative date provide information that can be used for instituting changes where necessary.

6. Continuous Improvement Model Ongoing assessment is the basis of the new Continuous Improvement process. This process involves the continuous collection and analysis of data in order to make informed decisions for program and unit improvement.

8. Reflection of the Conceptual Framework in the Assessment System

9. The Conceptual Framework What is the Conceptual Framework?

10. The Conceptual Framework Reflects the unit’s: Conceptual Framework missionVision Candidate proficiencies Philosophical underpinnings Unit Values Knowledgebase scholarshipService

11. The Conceptual Framework Distinguishes the completers of one unit from another Establishes a shared vision Provides direction Knowledge-based Articulated Shared Coherent Consistent with the unit mission

12. Conceptual Framework Themes The Transforming Practitioner: To Know, To Do, To Be (Mercer University) Developers of Human Potential – Educating the Head, Heart, and Hands (Berry College) Reflective Educators for Diverse Learners (Georgia Southern) The Proficient Educator (Fort Valley State University)

13. Conceptual Framework Themes Preparing informed, empowered, committed, and engaged educators (Georgia State University) Collaborative Development of Expertise in Teaching and Learning (Kennesaw State University) Preparing Critical Thinking Change Agents to Improve Academic Outcomes in Diverse Schools and Communities (Clark Atlanta University) Positively Impacting Learning Through Evidence-Based Practice (Valdosta State University)

14. Standard Two’s Impact

15. Standard 4 Diversity Standard 1 Candidate Knowledge, Skills, and Dispositions Standard 6 Unit Governance and Resources Standard 5 Faculty Qualifications, Performance, and Development Standard 3 Field Experiences and Clinical Practices Standard 2 Assessment System and Unit Evaluation Conceptual Framework Standard 7 Standard 8 Candidate Performance Expectations DATA

17. Standard Two’s impact on Standard One Evidence of candidate mastery of: Content knowledge Pedagogical content knowledge and skills Professional and Pedagogical knowledge and skills Impact on student learning Knowledge and skills for other school professionals Dispositions

18. Standard Two’s impact on Standard Three Accountability for clinical practice includes: The application of both entry and exit requirements for candidates Candidates’ demonstration of content, pedagogical, and professional knowledge aligned with standards Candidates’ demonstration of proficiencies in early field experiences Candidates’ application of the skills, knowledge, and professional dispositions defined by the unit in its conceptual framework, including the capacity to have a positive effect on P-12 student learning Candidates’ demonstration of skills for working with colleagues, parents and families, and communities.

19. Standard Two’s impact on Standard Four The assessment system will: Assess proficiencies related to professional dispositions and diversity Monitor the level of diversity among peers, professional education faculty, school-based faculty and faculty from other units

20. Standard Two’s impact on Standard Five The assessment system will: Include systematic and comprehensive evaluations of the professional education faculty.

21. Standard Two’s impact on Standard Six Unit administrators are responsible for the development, operations and evaluation of an assessment system that will monitor and assess candidate performance, program efficacy and unit operations.

22. Standard Two’s Impact on Standard Seven Monitors data collection on: Admission and program exit Field and clinical experiences Technology integration

23. Standard Two’s Impact on Standard Eight Professional Content Standards for the Program –State and/or National Standards –Educator Preparation Standards Early Childhood Education 505-3-.16 Mathematics (6-12) 505-3-.25 Science (6-12) 505-3-.28 Special Education General Curriculum 505-3-.30 Educational Leadership PL6 505-3-.58 How does the unit know? 1 KEY assessment: What other KEY assessments may also be included?

24. Program and Unit Assessment

25. Assessment of the Program and the Unit A Program is defined as… …a discipline-specific component within a unit that provides a planned sequence of courses and experiences for preparing P-12 teachers and other professionals.

26. Program Assessment Candidate Efficacy Alignment with Appropriate Standards Employer Satisfaction Course Effectiveness Field/Clinical Experiences Diversity of Candidates

27. Unit Assessment The Unit is defined as…. …the RESA, LEA, school, college or department of education the entity with the responsibility for managing or coordinating all programs offered for the initial and continuing preparation of teachers and other school personnel.

28. Unit Assessment Assessment of Candidates Assessment of Programs Assessment of Faculty/Supervisors Assessment of Governance

29. Things you may want to consider… Appoint an assessment committee and assessment coordinator. Hold a semi-annual or annual assessment retreat. Maintain an assessment database. Publish pertinent assessment results. Document changes made based on assessment results. Establish procedure for implementing change.

30. An Effective Assessment System Results in: Meaningful information for….. Ensuring successful graduates and their impact on student learning Enhancing faculty development –Teaching effectiveness, scholarship, service Improving structures and operations Expanding partnerships with P-12 and community

31. Locating Resources

32. Resources NCATE Website  Publications  Web seminars Education Specialist Colleagues

33. A Frequently Asked Question What is a sufficient amount of evidence to demonstrate meeting the standard?

34. How much Evidence? We seek to triangulate evidence Three sources may derive from: –Data associated with the key assessments –Interviews with candidates, faculty, program coordinators, school partners, others –Other performance data such as candidate artifacts, faculty evaluations, program evaluations, surveys of employers

35. Data from Key Assessments How much is enough? The answer depends upon a number of factors:  Review TYPE  Status of the assessment system  Status of the conceptual framework  Assessment Type/Format  Program type

36. Data from Key Assessments Developmental Review = No data Initial Performance Review = Ideally three years of data; perhaps less depending upon the circumstances Continuing Review = Ideally three years of data Focused Review = Depends upon the Standard under review and other factors Probationary Review – No data (just like a developmental)

37. Why is this important? It’s all about Student Learning…

38. Key Ideas/Concepts Revisited Look at the three key ideas/concepts you wrote at the beginning of this session. What revisions or refinements will you make to your list?

39. 5-MINUTE BREAK