5 years later: tracking graduates into the field
TRANSCRIPT
Five Years Later: Tracking Graduates into the
Field
AACTE 2016
East Carolina University, College of EducationUniversity of North Carolina- Chapel Hill, Education Policy Initiative at Carolina
KRISTEN CUTHRELL JOY STAPLETONLIZ FOGARTY
ANN BULLOCK
ADRIENNE SMITH AUBREY COMPERATORE
Presentation Goals
● Challenges in efficiently evaluating COE innovations○ Following graduates○ Robust measurements and pertinent outcomes○ Effective partnerships with external evaluators
● Results of our evaluations● Lessons learned
COE Innovations
Challenge #1
How do we follow our pre-service teachers into the field?
● Partnered with Educational Policy Initiative at Carolina (EPIC) ● access to large, longitudinal datasets● ability to track all ECU graduates teaching
in NC public schools
Challenge #2
How can we look at effectiveness across a wide range of outcomes?
● Collaborated with EPIC to explore○ ways graduates teach ○ how much their students academically gain ○ how graduates feel about their preparation ○ how long graduates intend to stay in the
teaching profession
Challenge #3
How do we know if some of the innovations are more effective than others?
● Established a data system to track each pre-service teacher’s exposure to individual reforms
● Designed mini-pilots to explore the effectiveness of individual reforms
● Formed research groups to grow internal research capacity and promote faculty buy-in
● Developed explicit descriptions of the innovations to clearly define treatment for replication
Results
● CLASS and Instructional Strategies● Student Achievement● Perceptions of Self-Confidence and Job
Satisfaction● Retention
CLASS
Positive Climate
Negative Climate
Teacher Sensitivity
Respect for Student Perspective
Classroom Organization
Productivity
Content Understanding
Instructional Learning FormatsAnalysis and Problem Solving
Quality of Feedback
Instructional DialogueStudent Engagement
Instructional Strategies
Thinking Maps
Advanced Maps
Examples & Non-examples
Compare & Contrast
Games
Higher-level Questioning
Think, Pair, Share
Jigsaw
Formative Assessment
Summative Assessment
The difference in teacher EVAAS scores (generated using student achievement scores) between ECU and UNC non-ECU comparison sample teachers is not statistically significant for any subject-grade combination.–Results do not change even after controlling for school level covariates
We looked at:
Elementary Grades Math
Elementary Grades Reading
Elementary Grades Science
Middle Grades Math
Middle Grades Reading
Middle Grades Science
Student Achievement
The difference in scores between ECU and UNC non-ECU comparison sample teachers is not statistically significant for self-confidence or job satisfaction composites.
–Results do not change even after controlling for school level covariates
We looked at:
Perceptions of Self-Confidence
(e.g., I feel confident in my ability to differentiate instruction based on student needs)
Job Satisfaction
(e.g., I consider teaching to be my ideal career)
Graduate Perceptions of Self-Confidence and Job Satisfaction
Retention
95%
92% 92%
91%
*
**
Retention
ECU nonECU
**
*
**
*
ECU non ECU
**
* *
*
Retention
Lessons Learned
What did we learn?
● Gather and use actionable data to drive reflection and program improvement.○ teach strategies graduates can use once in the
classroom● Develop innovations across program areas:
○ create consistency in program○ systemic and longstanding
• sustain and measure impact ● Continue to implement the innovations and track
graduates. ● Maintain momentum.
Questions?●Questions,
Concerns, Ideas, Suggestions…
●Ask now or
●Send an email○ Kristen Cuthrell
[email protected]○ Adrienne [email protected]