1. A SSESSMENT A CTIVITIES WITH P URPOSIVE P ARTNERSHIPS : S OLIDIFYING THE M AP FOR C ONTINUOUS I MPROVEMENT

2. University of Connecticut - Neag School of Education Marijke Kehrhahn, Associate Dean Robin Hands, Director of Partnerships Mary E. Yakimowski, Director of Assessments

3. 3 “Partnerships are commonly defined as voluntary and collaborative relationships between various parties in which all participants agree to work together to achieve a common purpose or undertake a specific task and to share risks, responsibilities, resources, competencies and benefits.” Towards Global Partnership Report of the Secretary General United Nations, 2011

4. 4 Multi-Stakeholder Partnerships “require a high level of flexibility, spontaneity and innovation, [and] … a clear “strategic framework” (Malena, 2004) ….a shared goal, empathy, patience, and quick recovery from communication breakdowns! http://scottberkun.com/2013/how-to-survive-and-thrive-with-multiple- stakeholders/

5. 5 Multiple Stakeholders in Assessment Students Alumni University faculty Clinic teachers Cooperating teachers Student teaching supervisors Partner school administrators University administrators Employers Accreditation team State department of education team

6. 6 Research-Based Clear vision of what good teaching is (standards -> outcomes) Rigorous core curriculum Problem-solving methods (case studies, portfolios) 30+ weeks of carefully planned clinical experiences Coherence/connection between coursework/clinic Linda Darling-Hammond CADREI Meeting 10/2010

7. 7 Synergy Assessment --- Evidenced-based Decisions

8. An Assessment Culture Characteristics  Have a key contact who is accessible  Communication is vital  Opportunities provided to discuss assessment  Publications that provide both a local/global context for assessment  Identifying a group who may serve as assessment exemplars  Listen to faculty to find out how they currently assess students  Try to be somewhat pro-active, yet flexible, with assessment planning and initiatives

9. 9 S YNERGY Strategic & Stakeholders Involvement Neag Assessment Committee Subcommittees – e.g., Teacher Education Subcommittee on Assessment Faculty from School and Other Schools Faculty from Other Disciplines Students / Alumni State Department Practitioners

10. 10 S YNERGY Y Your School’s Assessment Plan & Assessment Plan Per Field The 1 st edition: 400 + pages to the assessment plan 95 + % on text/data on Teacher Education Subsequent editions, we strived for: More representative More succinctly articulate plan Take out data Under 30 pages More alignment with accreditation

11. 11 S YNERGY N New knowledge Stakeholder “participatory involvement” Information/Communication  One-on-one Meetings  Program Meetings  Departmental Meetings  Schoolwide Meetings  Colloquia  Conferences/Forums  Committee Meeting  Emails, Web, etc.

12. 12 E Electronicize) S YNERGY

13. Teacher Education Use of Online Application Common Entrance Survey Common Exit Survey Alumni Survey Employer Survey Clinic Evaluations Clinic Feedback Survey PDS Feedback Survey Teacher Interest Survey

14. S YNERGY Research Research Common Core Classroom management ELL Students with disabilities Working with parents Graduate placement/pupil performance

15. S YNERGY Good-natured Good-natured I am learning the wisdom of being a tortoise ….” “Be good-natured and patient --- Try to enact small, incremental steps while keeping your focus on long term goals. Move too fast, too soon and you may overwhelm your participants, support systems, stakeholders, etc. … I am learning the wisdom of being a tortoise ….” Arcuria, 2008

16. S YNERGY Be Strategic Embrace Stakeholders Your A-Plan Counts Electronicize Research Good nature Why?

17. 17 Synergy into Clinic Partnerships

18. 18 Integrated Bachelor’s/Master’s Program (IB/M) Teacher Education Built on Sound Principles Strong Liberal Arts Education Developing Reflective Practitioners Clinic-based Learning Clinic-based Learning Subject and Grade-specific Pedagogy Common core of Pedagogical Knowledge Quality Teacher Preparation

19. 19 Using Data to Inform Clinical Practices Input from partnership schools, teacher candidates and faculty members Exit Surveys Formal and Informal Conversations – Schools as Clinics Committee and Lead Teacher/Site Coordinators Ad Hoc Committees to Revise Evaluation Tools

20. 20 Professional Practices Observed DataObserver’s CommentsCandidate’s Reflection Observer will place name and date in these boxes. 1. Uses engaging ways to begin a new unit of study or lesson. 2. Builds on students’ prior knowledge and experience. 3. Uses instructional technology appropriately. Professional Practices Observation Tool

21. A SSESSMENT A CTIVITIES WITH P URPOSIVE P ARTNERSHIPS : S OLIDIFYING THE M AP FOR C ONTINUOUS I MPROVEMENT