Assessment of Student Teaching and Internships

1. Assessment of Student Teaching and Internships Sam Evans Western Kentucky University 9/26/02

2. Western’s Actions to Become Accountable for Impact on P-12 Learning • Shift in focus from teaching to learning – 1998 • Collaboration with ten Renaissance Group institutions – 1998 • Application and acquisition of a Title II Partnership for Teacher Quality Grant – 1999 • Title II State Teacher Quality Grant - 2002

3. Eleven Partnerships

4. Renaissance Partnership Goals • Become accountable for the impact of teacher candidates on P-12 student learning • Improve teacher performance in key areas and show an increase in teacher’s ability to facilitate learning of all students

5. The Paradigm Shift from Focus on Teaching to Learning

6. Partnership Objectives • Accountability Systems • Teacher Work Samples • Team Mentoring • Program Redesign • Business Partnerships • Networking • Research and Dissemination

7. Mandate for Accountability • NCATE/Kentucky Standards • CPE Goals

8. NCATE 2000 Standard 1. • Candidate Knowledge, Skills and Dispositions • Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content knowledge, skills and dispositions necessary to work with all students. Assessments indicate that candidates meet professional, state and institutional standards.

9. NCATE 2000 Standard2. • Assessment System and Unit Evaluation • The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance and unit operations to evaluate and improve the unit and its programs.

10. CPE Goals for Improving Teacher Quality • Goal 1 – Make the improvement of P-12 teacher quality (both at the preparation level and at the practicing teacher level) a top priority in all state supported universities.

11. CPE Goals for Improving Teacher Quality • Goal 2 – Develop accountability systems at each institution to provide credible evidence that candidates can facilitate the learning of all students and that graduates at all levels are making an impact on student learning.

12. CPE Goals for Improving Teacher Quality • Goal 3 – Develop valid and reliable performance assessments for Kentucky’s New Teacher Standards and Kentucky’s Experienced Teacher Standards that can be used for exit of teacher preparation programs, Rank II and Rank I programs as credible evidence that the benchmarks of performance adopted by the Education Professional Standards Board are met.

13. Western’s Components for an Accountability System • Comprehensive data management system • Ongoing performance assessment system of teacher candidates • Mentoring teams • A research program that links teacher performance to studentlearning

14. Western’s Data Management System • Aligned with teacher standards • Multiple measures of performance • Multiple data points (admissions through induction) • Provides analysis of student, course, program, and faculty • Performance/Progress

15. Data Collection Sources • Admissions data • Electronic portfolio data • Field experience data • Exit data • Post-graduation follow-up data

16. Western’s Performance Assessment System • Aligned with Kentucky Teacher Standards • Based on Four Levels of Critical Performance • Uses Electronic Portfolios to record, store, and manage performance data • Uses Teacher Work Samples in student teaching as evidence of candidate’s ability to facilitate learning

17. Design instruction Create learning climate Implement instruction Assess learning progress Reflect on and evaluate teaching Collaborate with parents and professionals Engage in professional development Demonstrate content knowledge Use technology for instruction Kentucky New Teacher Standards (1993)

18. Critical Performance • Specific descriptions about what teacher candidates must know and be able to do at different levels of growth and development toward one or more teaching standards.

19. Critical Performance Levels

20. Backward Mapping Planning Form

21. Critical Performances for New Teacher Standard IV – Assessment of Student Learning

22. Electronic Portfolio Data Screen (For Each Course’s Critical Performances) • Record of completion of Critical Performances aligned with Kentucky’s New Teacher Standardsthat includes: • Performance scores • Performance exhibits • Time of completion • Number of attempts toward completion (being added)

23. Critical Performances Profile for an Elementary Education Major

24. Teacher Work Samples in Student Teaching • A major source of data for Level IV critical performances that provide evidence of candidates’ ability to facilitate learning of all students.

25. Teacher Work Samples • A process that enables teacher candidates to demonstrate teaching performances directly related to planning, implementing, assessing student learning and evaluating teaching and learning a four-week standards-based instructional unit.

26. Teacher Work Samples Focus on Seven Teacher Processes • Use of context • Learning goals • Assessment plan • Design for instruction • Instructional decision making • Analysis of student learning • Reflection and self-evaluation

27. Teacher Work Sample Components • Teaching process standards • Teaching performance prompt • Scoring rubric • Twenty page narrative plus attachments teaching exhibit

28. New Teacher Standards for Preparation and CertificationNew Teacher Standards

29. Teacher Work Samples Seven Teaching Processes

30. Candidate Performance of Teacher Work Samples

31. Benefits of TWS • Focus on P-12 student learning • Focus on development of assessment tools • Focus on key standards • Alignment of standards, curriculum and assessments

32. Evidence of Student Learning • Seven Performances • Formative findings do provide support for the idea that successful performance on a teacher work sample can be an indication of higher quality assessment of student learning. Salzman & Denner (2002)

33. Evidence of Student Learning • Accountability System • Longitudinal research linking programs with output data

34. Evidence of Student Learning • Performance Items • Quality of pre/post assessment • Disaggregated assessment data • Gain scores • Candidate’s ability to communicate results • Evidence from First Year Teachers • Follow-up surveys • Data from first year teachers

35. Persons to Contact About Western’s Accountability System Sam Evans sam.evans@wku.edu Tony Norman antony.norman@wku.edu Tabitha “Toby” Daniel tabitha.daniel@wku.edu