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TQP Update

TQP Update. Columbus Airport Marriott Columbus, Ohio April 21, 2006. Today’s Agenda. Brief overview of TQP Sample findings from Cohorts I and II Benefits to IHEs Dissemination of data to IHEs and public Time for discussion. TASK FORCE COMMITMENT TO QUALITY OHIO TEACHER EDUCATION.

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TQP Update

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  1. TQP Update Columbus Airport Marriott Columbus, Ohio April 21, 2006

  2. Today’s Agenda • Brief overview of TQP • Sample findings from Cohorts I and II • Benefits to IHEs • Dissemination of data to IHEs and public • Time for discussion

  3. TASK FORCE COMMITMENT TO QUALITY OHIO TEACHER EDUCATION • “Charged with the responsibility for preparing individuals to become teachers for Ohio’s children, we express our long standing and enduring commitment to ensure that every teacher licensed in Ohio is prepared to be competent, caring and committed to student learning. Recognizing and valuing our differing missions, sizes, locations, and students, we who are educators in both public and independent colleges and universities alike have used and will continue to use data, Ohio teacher licensure standards, systemic reviews, guidelines of learned societies, wisdom of practice, and other evidence to evaluate and strive to maintain high quality teacher education programs in this state.” Signed by Public and Private Chairs for All 50 Institutions

  4. TQP Research Questions 1. Do variables of teacher background, initial preparation, and on-going professional learning relate to teacher practices, student learning and achievement? 2. How do specific elements of teacher preparation and aspects of school contexts impact novice teachers’ development during their first three years of teaching? 3. Do HVATs have characteristics, instructional practices, and understandings that differ from other teachers along the value-added continuum? 4. What specific school contexts are associated with HVA novice and experienced teachers?

  5. TQP Leadership Team William Loadman, Ph.D Ohio State University Sandra Stroot, Ph.D Ohio State University Ohio Teacher Education Graduates Kent Seidel, Ph.D. University of Cincinnati SEM Sample AEL Stephanie Cappel, Ed.D. University of Cincinnati Judith Wahrman, Ph.D. University of Findlay Novice Patricia Hart, Ph.D University of Dayton Robert Yinger, Ph.D University of Cincinnati Sonja Smith, Ph.D Mount Vernon Nazarene University

  6. Ohio teacher preparation programs are attracting academically talented students

  7. Cohort I and II Teacher Completers GPA Scores 4.00 3.50 3.47 3.46 3.50 3.00 2.50 GPA Scores 2.00 1.50 1.00 0.50 0.00 GPA Private Public Total

  8. Most Ohio teacher preparation graduates are still white and female

  9. Finding 1: Teacher preparation graduates feel well prepared to assess student learning

  10. Finding 2: Teacher preparation graduates feel less prepared to work with special needs and minority children

  11. Finding 3: Teacher preparation graduates feel well prepared to teach reading…less so in mathematics

  12. Finding 4: Teacher preparation graduates report positive clinical teaching experiences

  13. Finding 5: New Ohio teachers rate highly the work of teaching… but not their working conditions

  14. Finding 6: New Ohio teachers report that their mentors spend little time observing in their classrooms

  15. Finding 7: New Ohio teachers spend little time with their mentors

  16. Institutional Representatives – TQP and IHE Liaisons • Fall OCTEO – share reports on all data collected to date • Spring OCTEO – progress reports and interaction with TQP leadership team

  17. Dissemination of Findings • IHE reports • NCATE/survey data • Longitudinal report/Cross sectional report • District reports • Inform mentorship and PD programs • Correlate with other data from ODE/district • Statewide reports • http://www.tqpohio.org • Share at state and national conferences

  18. Comments? Questions? Suggestions?

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