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Claim 2: Knowledge of Pedagogy

Claim 2: Knowledge of Pedagogy. Initial Certification Completers have pedagogical knowledge. They organize for effective instruction by establishing a safe and orderly environment that is conducive to learning and creative and critical thinking. They utilize school, community, and

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Claim 2: Knowledge of Pedagogy

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  1. Claim 2:Knowledge of Pedagogy Initial Certification Completers have pedagogical knowledge. They organize for effective instruction by establishing a safe and orderly environment that is conducive to learning and creative and critical thinking. They utilize school, community, and technological resources and integrate content across the curriculum. They use a range of assessment strategies to inform ongoing instruction.

  2. Competencies & Data Sources • Competencies: 2, 3, 4, 8, 9 • Data Sources: Community Observation, District School Curriculum Analysis, Classroom Management Plan, Lesson Plan, Unit Plan, and Case Study, Cooperating Teacher’s Final Assessment and the Supervisor’s Final Assessment, Student Entry Survey, Student Teacher Exit Survey, and the Supervisor Exit Survey

  3. Performance Assessments and Observation Data *Indicates assessments given early in the program where a score of basic is considered acceptable.

  4. Claim 2 Findings • Higher percentages of proficient or exemplary ratings are found in assessments that take place later in the program. • Highest ratings (Lesson/Unit Plan) and Cooperating Teacher and Supervisor assessments indicate that candidates exit the program pedagogically well prepared. • The assessments with lower percentages bear further analysis.

  5. Discussion: Pedagogical Knowledge THESE HAVE TO BE LINKED TO THE DATA. WHAT DOES THE DATA TELL US? • CO, DSC, and CMP, with only 37 – 48% showing proficient and above performance are indicative of early learning when content is introduced. • Data from 2010-2011 reflect the work of many candidates who were not exposed to the service learning component that is designed to give candidates experience working with children and community organizations. • It will be important to analyze data from these assessments in future audits.

  6. Discussion (con’t) • CMP is assessed when candidates have little exposure to the classroom. • However, informal analysis of SED candidates show stronger performance on CMP.

  7. Discussion (con’t) • The low Case Study score is of more concern since it is assessed later in the program.

  8. Cross-Cutting Themes • Many pedagogically related assessments reflect Learning to Learn and Multicultural themes. • Learning to Learn: CO, CS, DSC, LP, UP and CTF and SFA • Multicultural: CO, CS, CMP, DSC, LP, UP and CTF, SFA • Evidence for Technology theme is thin. • DSC, LP

  9. IMPLICATIONS • Therefore, modules developed by SED may be useful to all initial certification candidates. • These results suggest modifications to our program, e.g. to incorporate into methods classes additional experiences involving formulating instructional decisions based on ongoing observational assessment. • Recommendation: Revise rubrics to make explicit more of the elements of the assessments that reflect technology.

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