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Measurement: Regional PDS Network Assessment System

Measurement: Regional PDS Network Assessment System. Carol Wood, PhD, Star Weaver, PhD & Stacie Siers, MEd. SU partners with seven Maryland counties and 34 schools. 1 Data reported from University Assessment, Reporting, and Analysis.

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Measurement: Regional PDS Network Assessment System

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  1. Measurement: Regional PDS Network Assessment System Carol Wood, PhD, Star Weaver, PhD & Stacie Siers, MEd

  2. SU partners with seven Maryland counties and 34 schools 1Data reported from University Assessment, Reporting, and Analysis

  3. Adapted from the Maryland Redesign of Teacher Education , 2008

  4. AssessmentStrategy • The Challenge: Frequent inputsTied to Outcomes Repeated over TimeMultiple sources of data • The Payoff: • Data driven decision making

  5. Data Sources • Candidates • Evaluation of School Site • Program Exit • Alumni • Faculty • Evaluation of Mentor and Supervisor effectiveness • The RPDS Council • PDS Site Assessment • Focus Groups • Local School System (system office personnel) • RPDS Council • Employers • Employers • Satisfaction Surveys

  6. Evaluation Tools

  7. The Question- “How Effectively Do Candidates Adapt Instruction and Adjust Instruction for ALL learners?” Targeted for Improvement across all Programs in the Unit Very well prepared = 4, well prepared = 3, prepared = 2, somewhat prepared = 1, not prepared = 0

  8. The Question- How does the unit ensure that teacher candidates have opportunities to collaboratively plan and teach with specialized resource personnel? • The Results • Over the last three years 55.56% of candidates reported that he/she reviewed and IEP with the mentor teacherThe Council indicated in the “TOP 10” that candidates needed more “Familiarity with Special Ed/ IEP/ 504” • Employers in Focus Groups indicated in the “TOP 3” wishes for better prepared candidates that “more advanced study into differentiation” AND ability to ”use data to design groups and instruction for those groups, create or find authentic, appropriate and to the point assessments”… • The Solution • Faculty were given the task to improve the opportunities for candidates in their program to gain more knowledge about IEPs/504s/ • Faculty targeted specific courses to build assignments with outcomes related to IEPs • Local School System group strategized solutions to improving candidate access to IEPs within their schools

  9. Questions SALISBURY A Maryland University of National Distinction

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