1 / 28

George N. Noell, Ph.D. Louisiana State University and A&M College &

USING THE LOUISIANA DATA LONGITUDINAL SYSTEM TO IMPROVE TEACHER PREPARATION . George N. Noell, Ph.D. Louisiana State University and A&M College & Louisiana Department of Education Jeanne M. Burns, Ph.D. Louisiana Board of Regents Office of Special Education Programs

oceana
Download Presentation

George N. Noell, Ph.D. Louisiana State University and A&M College &

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. USING THE LOUISIANA DATA LONGITUDINAL SYSTEM TO IMPROVE TEACHER PREPARATION George N. Noell, Ph.D. Louisiana State University and A&M College & Louisiana Department of Education Jeanne M. Burns, Ph.D. Louisiana Board of Regents Office of Special Education Programs Annual Directors’ Conference July 18, 2011

  2. What has Louisiana learned about teacher effectiveness and data systems (2000 – 2011)? Teacher preparation IS important

  3. . . . especially when examining the achievement of exceptional students.

  4. How does Louisiana know this is true? • Louisiana can now link teacher preparation programs to the new special education and regular teachers they prepared to the students that the new teachers taught • Louisiana can provide teacher preparation programs with relevant data pertaining to their effectiveness in preparing new special education and regular teachers • (October 2006) By content areas (Reading, Mathematics, Science, Social Studies, English/language arts) • (March 2011) By grade spans within content areas (Grades 1-5, Grades 4-8, Grades 6-12, & Special Education) • (Fall 2011) By student performance subsets within content areas (Low, Middle, and High) • (Fall 2011) By individual teacher actual student achievement, predicted student achievement, and content standards breakdowns for achievement tests

  5. Why Louisiana? • Louisiana has had the political will (1999– Present) • Blue Ribbon Commission for Educational Excellence (1999 – Present) • Commissioners of Higher Education (2000-Present) (Current: Dr. Jim Purcell; Past: Dr. Sally Clausen & Dr. E. Joseph Savoie) • State Superintendents (2000-Present) (Current Acting: Ollie Tyler; Past: Paul Pastorek & Cecil Picard) • Governors (2000 – 2011) (Current: Bobby Jindal; Past: Kathleen Blanco & Mike Foster) • Louisiana has had researchers who possess the knowledge and expertise to create a Value-Added Teacher Preparation Assessment and change agents at the State level (Louisiana Board of Regents and Louisiana Department of Education) to implement and support the use of the assessment

  6. Four Levels of Effectiveness forTeacher Preparation Programs in Louisiana Level 4: Effectiveness of Growth in Student Learning (Value Added Teacher Preparation Program Assessment) Level 3: Effectiveness of Impact (Teacher Preparation Accountability System) Level 2: Effectiveness of Implementation (NCATE/TEAC – Comprehensive Assessment System) Level 1: Effectiveness of Planning (Redesign of Teacher Preparation Programs)

  7. Redesign of Special Education Programs • Guidelines and Evaluation – Redesign of Teacher Preparation Programs • October 1, 2001 – June 30, 2003 (New Programs: July 1, 2003) • Baccalaureate and Alternate: Grades PK-3, 1-5, 4-8, 6-12, and Mild/Moderate Special Education (Grades 1-12) • Evaluation by National Experts • Guidelines and Evaluation - Redesign of Special Education Programs • April 20, 2005 – December 30, 2006 (New Programs: Jan. 1, 2007) • Baccalaureate: Early Interventionist (Birth – Five Years) (Note: Special Education Mild/Moderate Blended Program Withdrawn due to problems with structure) • Alternate : Early Interventionist (Birth – Five Years); Deaf/Hard of Hearing (Grades K-12); Visual Impairments/Blind (Grades K-12); and Significant Disabilities (Grades 1-12); • Advanced Masters – Add on Certification: Deaf/Hard of Hearing; Educational Diagnostician; Gifted; Inclusive Practices; Instructional and Assistive Technology; Learning Disabilities; Mild/Moderate Special Education; Significant Disabilities; and Visual Impairments • Evaluation by National Experts

  8. Redesign of Integrated to Merged Special Education Programs • Guidelines & Evaluation - Redesign of General-Special Education Mild/Moderate: An Integrated to Merged Approach for Grades 1-5, Grades 4-8, & Grades 6-12 • August 23, 2009 – June 30, 2010 (New Programs: July 1, 2010) • Baccalaureate: General-Special Education Mild/Moderate: An Integrated to Merged Approach (Grades 1-5; Grades 4-8; and Grades 6-12) • Alternate: General-Special Education Mild/Moderate: An Integrated to Merged Approach (Grades 1-5; Grades 4-8; and Grades 6-12) • All teacher preparation programs were asked to use the document Collaborative Programs in General and Special Teacher Education: An Action Guide for Higher Education and State Policymakers (2007) that was developed by Linda Blanton and Marleen C. Pugach to guide them as they developed their programs • Teams from universities met with national experts at statewide meetings sponsored by the LA Department of Education to develop a better understanding of integrated to merged approaches • Evaluation by National Experts

  9. Four Levels of Effectiveness forTeacher Preparation Programs in Louisiana Level 4: Effectiveness of Growth in Student Learning (Value Added Teacher Preparation Program Assessment) Level 3: Effectiveness of Impact (Teacher Preparation Accountability System) Level 2: Effectiveness of Implementation (NCATE/TEAC – Comprehensive Assessment System) Level 1: Effectiveness of Planning (Redesign of Teacher Preparation Programs)

  10. Challenges in Assessing Teacher Preparation • The challenge of measures • Achievement versus opinions • Geography • Heterogeneous schools & classes • Data management • Technical issues • The plausible counter factual (Rubin)

  11. Value-Added Teacher PreparationAssessment Model • Predict achievement of individual students based on prior achievement, demographics, and attendance • Assess actual student achievement • Link growth of student achievement to new teachers and teacher preparation programs that taught the new teachers • Calculate degree to which students taught by new teachers met achievement of similar students taught by experienced teachers • Act on results

  12. Nesting Structure of Students with Teachers Within Schools

  13. Actual Achievement Illustration of the Impact of Teacher Preparation on Average Student Test Performance 310 Strong Result Prior Achievement Demographics Expected Achievement Average outcome 300 300 Weak Result 290

  14. Tests and Teachers • Tests - State Achievement Tests (Math, Science, Social Studies, Reading, & Language Arts - Grades 3-9) • New Teachers: • 1st and 2nd year teachers with teaching certificates • Teaching within area of certification • Experienced Teachers • 3rd or subsequent year teachers with teaching certificates • Teaching within area of certification

  15. Criteria for Inclusion of Programs in the Assessment • Inclusion for each content area • Redesigned programs only • 25 or more new teachers in grades 4-9 • Teaching within certification • Remained with student full academic year • 10 universities and 2 private providers are included in the 2009-2010 results • 9 universities lacked a sufficient number of new teachers in the content areas to be included – they will be included in the future once they meet the criteria for inclusion

  16. 2009-2010 Value-Added Teacher Preparation Assessment Results EXAMPLE: NORTHWESTERN STATE UNIVERSITY ALTERNATE CERTIFICATION PROGRAM (2005-09 Data)

  17. State Research Teams and Universities Using Data to Create Effective New Teachers Dr. Vickie Gentry, Dean College of Education and Human Development Northwestern State University Dr. Gerald Carlson, Dean College of Education University of Louisiana at Lafayette

  18. Longitudinal Assessment Results NORTHWESTERN STATE UNIVERSITY ALTERNATE CERTIFICATION PROGRAM SCIENCE

  19. Longitudinal Assessment Results NORTHWESTERN STATE UNIVERSITY ALTERNATE CERTIFICATION PROGRAM LANGUAGE ARTS READING

  20. Longitudinal Assessment Results NORTHWESTERN STATE UNIVERSITY ALTERNATE CERTIFICATION PROGRAM SOCIAL STUDIES

  21. Example of Longitudinal Assessment Results NORTHWESTERN STATE UNIVERSITY ALTERNATE CERTIFICATION PROGRAM MATHEMATICS

  22. Example of Grade Span Results (2009-2010 Report) NORTHWESTERN STATE UNIVERSITY ALTERNATE CERTIFICATION PROGRAM MATHEMATICS Mean Effect Estimate for All New Teachers for Mathematics = -3.1 Strength CURRENT QUESTION: Are students of new teachers performing equally as well in all mathematical content standard areas on the achievement test (e.g., Number and number relations; algebra; measurement; geometry; data analysis, probability, & discrete math; and patterns, relations, & functions)?

  23. 2009-2010 Value-Added Teacher Preparation Assessment Results EXAMPLE: UNIVERSITY OF LOUISIANA AT LAFAYETTE ALTERNATE CERTIFICATION PROGRAM (2005-09 Data)

  24. Example of Grade Span Results (2009-2010 Report) UNIVERSITY OF LOUISIANA AT LAFAYETTE ALTERNATE CERTIFICATION PROGRAM LANGUAGE ARTS Mean Effect Estimate for All New Teachers for Language Arts = -2.7 Strength

  25. Example of Content & Achievement Test Breakdown UNIVERSITY OF LOUISIANA AT LAFAYETTE ALTERNATE CERTIFICATION PROGRAM LANGUAGE ARTS (Grade 4 Achievement Test) 14 out of 31 new teachers (45%) met their predicted student growth targets for the Grade 4 achievement test .

  26. Example of Content, Achievement Test, & Content Standard Breakdown UNIVERSITY OF LOUISIANA AT LAFAYETTE ALTERNATE CERTIFICATION PROGRAM LANGUAGE ARTS (GRADE 4) DATA DRIVEN FINDING BY UL-L: Writing competently is a need of students taught by new teachers from UL-L.

  27. Considerations in Making Assessment of Teacher Preparation Programs Work • Data quality issues & what do the data mean • Who taught vs. who tested the student • Modeling issues: who, how, and where? • Is it complicated enough yet or too complicated? • The time to action in the information feedback loop

  28. What do you need to do to make this happen in your states? George N. Noell george.noell@la.gov Jeanne M. Burns jeanne.burns@la.gov http://www.regents.la.gov/Academic/TE/Value%20Added.aspx

More Related