1. Teachers for a New Era: Evidence Study at California State University, Northridge Beverly Cabello Evidence Co-Leader, Teachers for a New Era James David Ballard Evidence Research Team, TNE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION SAN DIEGO, CALIFORNIA JANUARY 30, 2006

2. Creating a Culture of Evidence University –Administration –College of Education Faculty –Arts and Sciences Faculty –Institutional Research Outside partners – CSU Chancellor Los Angeles Unified School District

3. Evidence Goals: –To locate the connections between teacher education and pupil learning –To create a permanent viable system of data gathering, data analysis, and data sharing. –To inform our programs and improve teacher education, pupil learning, and program efficacy

4. Continued What is involved: –Audit availably of data, quality of data, location of data, and access to data: College level, University sources, System wide sources, and District sources. Lessons learned from these data sources: What is there and not there Aggregate possibilities Types of variables, fields, and definitions Identifiers and confidentiality Various data programs, dirty data, and data conflicts Existing and needed data sharing agreements, Union issues, privacy, etc.

5. Continued Catalysts for the culture of evidence 1.University and college missions 2.Internal assessment by programs and departments 3.NCATE/CTC 4.TNE Demonstration of the impact of teacher education on pupil learning based on evidence. Stimulate research on teacher education within the institution. 5.Other initiatives Some tensions faced –Different agendas from outside agencies. –Internal goals and driving perspectives of programs. –Overcoming resistance to change and using data for decisions. –Qualitative v. quantitative data; test scores v. student work; process v. outcomes; etc.

6. Emergent Products: Three of Many Conceptual Modeling Data Warehouse Pilot Study Data Mapping short term & longitudinally

7. CSUN’s Conceptual Framework of TNE Evidence Components Teacher Indicators Other than CSUN : formal education outside of CSUN, personal experiences, personal characteristics, & teaching experiences (if Interns, or former paraprofessionals); knowledge & beliefs about teaching & learning. Teacher Indicators within CSUN Formal University Preparation : Undergraduate preparation (at CSUN or elsewhere), Pathway, credential coursework & fieldwork. Indicators Related to Teaching Quality of CSUN credential recipients: teaching practices & how these are affected by district policies as well as school policies & context. Contextual Factors : (including district policies, school context, peers Individual Pupil Characteristics : previous educational experiences, English language proficiency, disabilities, etc.) Pupil learning & achievement (a subset of which is measured by test scores)

8. CSUN PATHWAYS Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Integrated Teacher Education Program – (ITEP) Freshman Integrated Teacher Education Program (ITEP) - Junior Multiple Subjects Intern Program Traditional Program Accelerated Collaborative Teacher (ACT) Preparation Program Single Subject Credential Programs 826 Candidates recommended in 2004/5 Single Subject Internship Program Four Year Integrated in English or Mathematics Traditional ACT

9. Data Warehouse Variables Teacher pre-program –Demographic variables –Knowledge –Dispositions –Prior academic experiences –Prior teaching experiences

10. DATA WAREHOUSE VARIABLES Teacher preservice preparation –knowledge, skills, dispositions at transition points as measured by: course grades test scores student teaching evaluations portfolio ratings of Teacher Performance Expectations Induction –practices –contextual variables –impact on pupil learning (P-12) (qual. and quant.

11. Quantitative Study Categories of Variables Pupil –Personal demographic –Family demographic (parents) –English Language fluency –All test scores School context – Participation in Title 1 – Participation in Meal Program – Class size

12. Teachers (district information) –Number of years teaching –Number of years teaching in district –Levels of education –Type of credential –Emergency or intern –Demographics Quantitative Study Categories of Variables

13. Teachers (CSUN Preparation Data) –Pathway –Credential awarded –Level (elementary, secondary) –Demographics –Grades in professional courses Quantitative Study Categories of Variables

14. Initial Analyses Describing the data set Looking for relationships: In relation to pupil test scores in reading & math, grades 1-5 - Differences between pathways - Differences between CSUN Teacher graduates and other universities

17. Redesignated FEP Limited English Proficient Fluent English Proficient English Only 50 40 30 20 10 0 Percent Students' English Language Fluency

18. Declined/ Unknown Grad School Post Grad College Grad Some College HS Grad Not HS Grad 50 40 30 20 10 0 Percent Parent Education

23. More questions than answers Need more data on non-CSUN candidates to find out what accounts for differences. What accounts for differences by pathway? Influence of other teacher, pupil, contextual factors on results

24. Next Steps Explore VAM & HLM analytical alternatives Continue build the data base in partnership with LAUSD, Chancellor