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The CSU Systemwide Evaluation of Teacher Preparation

The CSU Systemwide Evaluation of Teacher Preparation. CSU Systemwide Evaluation. Everything you ever wanted to know , How CSU Stanislaus compares, and what we do with the information?. CSU Center for Teacher Quality. The CSU Systemwide Evaluation. History & purpose

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The CSU Systemwide Evaluation of Teacher Preparation

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  1. The CSU Systemwide Evaluation of Teacher Preparation CSU Systemwide Evaluation Everything you ever wanted to know , How CSU Stanislaus compares, and what we do with the information? CSU Center for Teacher Quality

  2. The CSU Systemwide Evaluation History & purpose A Rich Body of Evidence for Improving Teacher Preparation 2001 2013

  3. Two Sources of Evidence

  4. Locating First-Year Teachers & Supervisors

  5. Data Collection Process • CTQ emails a survey invitation from your Dean to all completers of MS-SS-ES Credential Programs who serve as teachers in public schools, charter schools or private schools in all locations. • CSU asks the school principal to give the evaluation materials to the school manager who is most knowledgeable about the teacher of interest.

  6. Efforts to Maximize Survey Participation • Evaluations are completed using a secure, convenient online website that is available 24/7 for over 2 months. • Each survey invitation includes an encouraging letter from Chancellor White • Respondents are assured anonymity and confidentiality

  7. Reports, Reports, Reports Each Campus Receives Separate Reports about MS, SS and ES Programs. Chancellor and Trustees Each Report Includes Campus-Specific and Systemwide Results. Bakersfield CSUCI Chico CSUDH East Bay Northridge CSULB CSUMB Sonoma Fullerton Humboldt CSULA Fresno Pomona SJSU Sac State CSUSB SDSU CST Program CSUSM SFSU SLO 8 Private IHEs Stanislaus Chancellor’s Office Center for Teacher Quality

  8. Key Features of CTQ Evaluation Reports • Reports include item-level results and composite results for 24 broad domains of the University’s learning-to-teach curriculum • Longitudinal graphs show domain-level changes over time • Reports include program-specific results and cross-program results • Teacher results are juxtaposed with supervisor results for items and domains that are common to both surveys

  9. Intended Uses of the Data

  10. Improvement and Accountability Plan

  11. MSCP • MS Priority Area 1: English Learners • MS Priority Area 2: Special Learners • MS Priority Area 3: At-Risk Students • MS Priority Area 4: Fieldwork School • MS Priority Area 5: Campus-Defined Priorities

  12. At-Risk Students

  13. CSUStan Exit Survey • 77% of end of program candidates (n=61) rated themselves as well or adequately prepared to know about the resources in the school and community for at-risk students and families.

  14. Student Teaching Evaluations • 98% of University Supervisors (n=43) rated student teachers as showing exemplary or significant evidence on TPE 8 Learning about students, which is related to understanding at-risk students; and, • 63% of Credential Candidates (n=89) felt that they received excellent to good preparation in knowing about resources in the school and community for at-risk students/families.

  15. Action Plan • Contact principals to identify programmatic and curricular deficits and work to address these areas. Also make a concerted effort to improve the response rate. • Faculty use a common definition of “at-risk student”: students who are "at risk" of failing academically, for one or more of any several reasons (minority status, economically and academically disadvantaged, family circumstances, and academic standing). • Special emphasis on defining and identifying these students will be covered in each course.

  16. SSCP • SS Priority Area 1: English Learners • SS Priority Area 2: Special Learners • SS Priority Area 3: At-Risk Students • SS Priority Area 4: Content-Area Reading • SS Priority Area 5: Fieldwork Schools • SS Priority Area 6: Campus-Defined Priorities

  17. English Learners

  18. Action Plan • Increase participation in survey • Continue to provide PLCs for faculty and student teachers/interns on SIOP and GLAD • Maintain MediaSite with instructional videos related to instructing English learners • Incorporate CCSS and the new ELD standards into courses for the Fall 2013

  19. EDSE • ES Priority Area 1: English Learners • ES Priority Area 2: At-Risk Students • ES Priority Area 3: Fieldwork Schools • ES Priority Area 4: Campus Defined Priorities

  20. Fieldwork Schools

  21. CSUStan College Wide Survey • On questions related to fieldwork, 75% (n=16) of Spring 2013 respondents rated their preparation to work in multicultural settings as being either excellent or good.

  22. Action Plan • Increase participation from supervisors and teachers • Ensure schools used for fieldwork are diverse • Cooperating teachers, university supervisors, and student teachers meet to ensure valuable experiences

  23. Summary • The CSU Teacher Quality Survey does matter • We would love to increase our participants • Can you offer any suggestions? • We have a variety of data points we use at end of program that also inform our program • All data is used to make program improvements • Thank you for being our partner! 

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