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The Regis GATE System

The Regis GATE System. History and Background. The Electronic Portfolio. People & Process. Benefits & Limitations. Next Steps. History and Background. Portfolio prior to 2007. Created during Student Teaching/Professionalism Class. Lack of Standardization. History and Background.

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The Regis GATE System

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  1. The Regis GATE System History and Background The Electronic Portfolio People & Process Benefits & Limitations Next Steps

  2. History and Background Portfolio prior to 2007 Created during Student Teaching/Professionalism Class Lack of Standardization

  3. History and Background Information from accreditation report and self study Needed a new means to collect evidence on student learning and growth Means of evaluating the effectiveness based upon a universal standard

  4. Development of A-Team Accreditation Team A cross-section of support staff, administrators, undergraduate faculty, and graduate faculty were selected to serve on the team The A-Team met at least monthly for full day sessions. It was at this time that rather than trying to fix an inadequate and outdated system, a completely new system was warranted

  5. Result of A-Team’s Efforts • New evaluation system was created: • To identify early, students who: • may fail in their program remediation • should not be teachers counsel out • To provide accrediting bodies with evidence that our students meet standards and are ready to teach.

  6. New Process Students contribute specific course-basedartifacts to their electronic portfolios that address required proficiencies. Significant re-design of the portfolio development and review process via an electronic portfolio and Gates system.

  7. Contents of Electronic Portfolio GATE 1 GATE 2 GATE 3 Student artifacts evaluated at three gates during the course of their program

  8. Gate Contents Gate 1 Course 1 Course 2 Course 3 Prerequisites Transcripts PLACE or PRAXIS Professional Dispositions Gate 3 Student Teaching Professional Dispositions Gate 2 Course 1 Course 2 Course 3 Course 4 Course 5 Course 6 Professional Dispositions

  9. Professional Disposition Report (PDR) Professional Disposition The PDR is used to document outstanding or unprofessional behavior The PDR is completed for all licensure students at each gate in the Education program

  10. Artifacts During the course of their programs, students submit identified assignments (artifacts) to their electronic portfolios. The artifacts address the nine Regis universal proficiencies as well as professional dispositions. Each proficiency is assessed through artifacts from two different courses.

  11. People • People • Gatekeeper: an affiliate faculty member selected to review students’ portfolios • Gate Coordinator: staff member dedicated to the administration of the Gate rubrics, Gate emails, etc. • Gatekeeper Trainers: members of the Assessment team and faculty who prepare the Gatekeepers for their role

  12. Process Student is notified of results by GATE Coordinator GATE Coordinator assigns artifacts to a Gatekeeper who evaluates and returns them to GATE Coordinator Student uploads artifacts and rubrics and emails GATE Coordinator Instructor evaluates artifacts

  13. Passing Through the GATES Fail a Gate a 2nd Time Pass a GATE Fail a GATE If a student successfully passes a GATE, they move to the next GATE If a student fails a GATE a 2nd time, the case goes to Faculty Committee If a student fails a GATE, the student meets with Advisor to discuss Growth Plan

  14. How is the system working? Adjustments Benefits Limitations

  15. Adjustments • Number of artifacts has been narrowed to reflect meeting each proficiency twice. • Support documents have been revised and created for instructors of Gate courses. • Revised remediation plan to a growth plan to allow students to improve their skills and then attempt the gate a second (and final) time.

  16. Benefits • additional student data to support evaluation • students complete missing pre-requisites before student teaching • students can be remediated or counseled into an alternative professional track.

  17. Limitations • Instructors: • need to provide descriptive feedback • need to submit artifacts promptly • need further faculty development • Gatekeepers: • are difficult to recruit • are not providing sufficient feedback • Students: • confused by process • delay submitting gate materials

  18. Next Steps Address Limitations Simplify Process Evaluate System for Efficacy

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