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ASSESSING CANDIDATE PERFORMANCE
William SharptonRichard HallUniversity of New OrleansProject Directors’ MeetingJuly 2007
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Context
Shift to a performance-based model of teacher preparation
Increased accountability for PK-12 and higher education systems
OSEP personnel preparation project in low incidence disabilities (significant disabilities)
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Shift in Preparation Model
From linearRecruitmentPreparationPlacement InductionRetention
To concurrent
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Our Goal
Collaborate with PK-12 school partners and other stakeholders to extend knowledge and skills learned in preparation program into teaching practices
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Key Program Components
CourseworkDivided into three levels
Field workOrganized within job-embedded format
Candidate assessmentAlignment with national and state standardsShift from “collection” of work to sustainable
model of performance review
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Assessment Issues
Levels (depth) Standards based Multiple perspectives Alignment with induction needs Shift from university (short term) to
candidate/district (long term) use of model Adoption of reflection model that improves
practice
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Levels
Initial – focus on student impact and candidate professional development
Intermediate – focus on student impact, classroom operation and candidate professional development
Advanced – focus on student impact, classroom operation, campus/district impact and candidate professional development
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Standards Based
NationalCouncil for Exceptional Children (NCTAE
SPA)National Board (Advanced level)
StateLa Components of Effective TeachingCompetencies for teachers serving students
with significant disabilities
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Multiple Perspectives
Reviews involve four partiesUniversity FacultyCohort Leader (Masters level teacher)Building administratorFamily member (supported by grant)
University is the “short term” partner
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Induction Needs
Reorganization of coursework to focus on “layers” rather than specific topic
Design of field activities to match needs of classroom
Field activities include required and elective options
Elective activities are selected based on assessment of student/classroom/campus needs
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Shift to Candidate Use of Model
Initial review – almost all artifacts in portfolio can result from assigned field activities
Intermediate review – 75% of artifacts can result from assigned field activities
Advanced review – A maximum of 50% of artifacts can result from assigned field activities
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Reflection Model
Role focused Roles used in cohort groups to:
Determine progress to date in terms of teaching Identify next steps to take
Initial level field activities support engagement in small number of roles
Advanced field activities require engagement in 5-6 roles to product desired outcome(s)
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Teacher Roles
Design and deliver instructionManage time, tasks, & environmentsCollaborate to support group practiceAdvocate for children, services, &
supportsUse inquiry to inform practiceImprove classroom & system practice