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CSU Center for Teacher Quality

CSU Center for Teacher Quality. Assessing Teacher Preparation Outcomes for Program Improvement and Institutional Accountability. CSU Academic Council Meeting Burlingame, California November 30, 2006. The CSU Mosaic:. Center for Teacher Quality The California State University System.

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CSU Center for Teacher Quality

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  1. CSU Center for Teacher Quality Assessing Teacher Preparation Outcomes for Program Improvement and Institutional Accountability CSU Academic Council Meeting Burlingame, California November 30, 2006

  2. The CSU Mosaic: Center for Teacher Quality The California State University System Assessing and Improving Multiple Significant Outcomes of Teacher Preparation Longitudinally. Question A: Should other important outcomes of teacher education programs be added to the CSUMosaic? Question B: Should the outcomes in the Mosaic be modified to make it more valuable for other institutions? 1

  3. The CSU Mosaic: 2

  4. Evaluating CSU’s Teacher Preparation Programs:The Exit Survey Key features: Campus administrators have real-time, online access to campus data Campus administrators can add own questions to the base survey 6,000+ graduates from 22 campuses participated in 2006 3

  5. The CSU Mosaic: 4

  6. 5

  7. The CSU Mosaic: 6

  8. 7

  9. The CSU Mosaic: 8

  10. Teacher Candidate Performance Assessments in CaliforniaSoon, the State will Require Each Institution to Assess Each Candidate’s Performance Using Option One or Two: (1) Option One is Called TeachingPerformanceAssessment (TPA) ► Based on State-Adopted Teaching Performance Expectations ► Developed by Educational Testing Service under a State Contract ► Each Candidate will Perform in Relation to Four Complex Pedagogical Tasks ► Candidate Responses will be Assessed by Institutional Faculty and Guest Assessors ► Institutional Faculty are Being Trained to Score Performances Validly and Reliably ► Candidate Responses will be Assessed by Institutional Faculty and Guest Assessors ► Institutional Faculty are Being Trained to Score Performances Validly and Reliably ► ► Based on the Same State-Adopted Teaching Performance Expectations as TPA ► Developed by Stanford University in a Consortium of 12 Universities ► Each Candidate’s Performance Tasks will Resemble the TPA Pedagogical Tasks ► Candidate Responses will be Assessed by Institutional Faculty and Guest Assessors (2) Option Two is PerformanceAssessmentfor California Teaching (PACT) ►Institutional Faculty are Being Trained to Score Performances Validly and Reliably 9

  11. The CSU Mosaic: 10

  12. CSU Evaluations of Graduates’ Retention in Teaching CSU has Two Evaluations in Progress -- (1) A Large-Scale Evaluation of Teachers’ Reasons for Staying or Leaving ► Based on a Large-Scale Survey of Teachers Who Stayed and Who Left Teaching ► Focus of the Evaluation was on Teachers’ Reasons for Staying or Leaving ► Working Conditions in K-12 Schools Were the Primary Reasons Cited by Teachers ► Teacher Preparation was a Less-Important Factor in Decisions to Stay or Leave (2) An Analysis of State Data on CSU Teacher Employment Patterns ► A CSU Proposal is Pending Before the California Department of Employment. ► This Analysis will Include All of CSU’s Teaching Graduates Since 1999. ► Analysis will Focus on Patterns of Retention, Transfer and Attrition from Teaching. ► CSU is Waiting for Data Files from the California Department of Employment. 11

  13. What role did teacher education play in teachers’ decisions to leave? A Study of Teacher Retention in California Finding: Teacher preparation ranked 33rd and 34th among 35 factors What role did teacher education play in teachers’ decisions to stay? Finding: Teacher preparation ranked 9th among 35 factors 12

  14. The CSU Mosaic: 13

  15. Teaching English Learners Effectively: Effectiveness of CSU Prepared Teachers and Other Teachers in Terms of Academic Learning by Their Students Who are English Learners in California Schools Teaching Math in Grade 5 Teaching Literacy in Grade 5 Teaching Language Skills in Grade 5 Start of Grade 5 End of Grade 5 Start of Grade 5 End of Grade 5 Start of Grade 5 End of Grade 5 Similarities Between the Two Groups of Teachers ► The two groups of teachers had from one to four years of teaching experience. ► The two groups taught in the same urban schools in a large California district. ► This analysis focuses on English Learners taught by the new CSU Teachers (N=1,297) or by the other Teachers (N=9,846). Preliminary Findings  ►   Posttest score differences between two groups of English learners were statistically significant (.05), but the groups began the fifth grade at equivalent levels of proficiency. ►   In language, literacy and math instruction for ESL students in grade 5, new teachers from CSU were prepared to be more effective than a matched group of teachers from outside the CSU. 14

  16. Teaching Low-Income Students Effectively: Effectiveness of CSU Prepared Teachers and Other Teachers in Terms of Academic Learning by Their Students Who are Low Income in California Schools Teaching Language Skills in Grade 5 Teaching Literacy in Grade 5 Teaching Math in Grade 5 Start of Grade 5 End of Grade 5 Start of Grade 5 End of Grade 5 Start of Grade 5 End of Grade 5 Similarities Between the Two Groups of Teachers ► The two groups of teachers had from one to four years of teaching experience. ► The two groups taught in the same urban schools in a large California district. ► This analysis focuses on students from low-income families taught by the new CSU Teachers (N=1,297) or by the other Teachers (N=9,846). Preliminary Findings ►   Two groups of low-income students were significantly different in pretest scores (.05) and posttest scores (.05).   Low-income children taught by new CSU teachers were less proficient when the year began.  ►   The increased effectiveness of new CSU teachers enabled a low-performing group of low-income students to become more proficient than their counterparts at the end of the instructional year. 15

  17. The CSU Mosaic: Center for Teacher Quality The California State University System Assessing and Improving Multiple Significant Outcomes of Teacher Preparation Longitudinally. Question A: Should other important outcomes of teacher education programs be added to the CSUMosaic? Question B: Should the outcomes in the Mosaic be modified to make it more valuable for other institutions? 16

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