NCATE / DESE Joint VisitMarch 28, 2009

Welcome and introductions Governance Historical context Video presentation Recent developments impacting Educator

Preparation UCM’s assessment system The Electronic Document Center The Missouri system – David Adams Logistics

NCATE team DESE team UCM team Comments by Dean Wright

Unit Head (Dean Michael Wright) Professional Education Faculty (PEF) Teacher Education Council (TEC)

◦ 17 members, 10 voting◦ Don Melichar, TEC Chair (English Dept. Chair)

NCATE & Assessment Coordinator (Assoc. Dean Joyce Anderson Downing)

Unit Coordinator for TWS (Nicole Nickens)

Founded 1871 – Normal School #2 Focus on educator preparation has

continued for 138 years NCATE accreditation achieved in 1954

(continuously accredited since 1954) Recognized regional leader

◦ Large, loyal alumni base◦ Strong network of practitioners

Changes in administration 2002-2005◦ New President, Provost (3)◦ 4-year Interim Dean of CEHS◦ No NCATE Coordinator 2002-2004◦ Clinical Services & Certification◦ All dept. chairs new since 2002

Assessment system changes in 2005

University reorganization effective 1-1-2007 Creation of the College of Education

provided opportunity!◦ SWOT analysis◦ Task Forces

Defining Excellence Organizational Structure 21st Century Learning Environment Joint Appointments

◦ Administrator focus groups

Meetings with superintendents College Leadership Team Reorganization of TEC K-12 SIG (special interest group) in PEF Revisions to Conceptual Framework Curriculum revisions aligned with

Conceptual Framework and responsive to PEF

Reorganization of College Revisions of Elementary and Middle school

programs

Current initiatives◦ Curriculum revisions focused on Advisory

Committee feedback and AAT◦ Partnerships with community colleges◦ Teacher Work Sample (TWS) implementation

2009◦ Expansion into Kansas City◦ Revised field experiences

More involvement with Charter Schools More faculty involved in supervising student teachers

◦ Expansion of Professional Development Schools◦ AIRE

A tool for structuring and focusing field experiences

To create a TWS, candidates (student teachers) must design, teach, assess, reflect upon, and revise a unit of instruction

Our current student teacher evaluation has most of the components of a TWS already in place

“In order for field experiences to have the greatest positive impact on pre-service teachers, the connection between coursework and field experience must be clear” (Willard-Holt & Bottomly, 2000).

TWS can serve as a multi-purpose assessment tool providing an authentic, performance-based, summative assessment of student teachers

A TWS will…◦ focus student teaching upon impact on student

learning◦ More fully meet NCATE expectations◦ Produce more meaningful data to be used in

program improvement◦ Provide for a cohesive, consistent method of unit-

wide assessment ◦ Allow for a focus on both pedagogy and content,

and promote reflective practice

Prior to Fall 2005 Common initial benchmarks and

assessments Praxis II examination Grades in required courses, curriculum

aligned MoSTEP-aligned student teaching

observation Portfolio, standards-based, differed by

program Results shared with candidates, programs

Assessments provided limited information for differentiation of candidates or program improvement

Assessments did not address lesson planning, impact on learning, or dispositions

Data not aggregated or stored electronically Data not used systematically Subject-specific competencies met in a variety

of ways by different programs, not coordinated by Unit

Advanced/graduate programs were not included

Developed by PEF and P-12 representatives Agreed-upon common benchmarks and

assessments Based on revised MoSTEP and NCATE standards Better alignment with CF, dispositions Address candidate ability to design and assess

instruction/impact Provide more useful formative information for

candidates Provide more useful information for program

improvement Systematize data collection, analysis, and

dissemination Include graduate/advanced programs

Admission to teacher education/program Entry to clinical practice Exit from clinical practice Program completion/graduation Follow-up

See IR – Standard 2, Table 6 for benchmark assessments by program

Admission to teacher education◦ 2.5 cumulative GPA◦ Grade of at least a C in core courses◦ Pass all parts of CBASE◦ Pass criminal background check◦ Faculty recommendation

Entry to clinical practice/student teaching◦ Minimum 2.5 GPA◦ Demonstrated computer proficiency◦ Formative dispositions assessment◦ Faculty recommendation◦ Praxis II taken◦ Background check must still be current

Exit from Clinical Practice◦ Complete required number of hours◦ Demonstrate competency (score “Meets” or

better) on all standards: Student teacher evaluation (minimum of 3

formatives, 1 summative) Dispositions assessment Unit plan and Impact on P-12 learning/assessment

◦ Minimum C grade in student teaching

Complete program◦ Complete university requirements for degree

Minimum 2.5 GPA Grade of C in specific professional education courses

◦ Complete departmental requirements Complete certification requirements

◦ Complete degree requirements◦ Pass required Praxis II exam(s)◦ Complete departmental requirements

Admission to program◦ Earned bachelor’s degree with minimum GPA◦ Complete application, submit transcript and

recommendation(s)◦ Other - varies by program, but may include

GRE Interview/essay Performance based teaching evaluation

Entry to Clinical Practice◦ Successfully complete 12 graduate hours◦ Program of study approved by faculty advisor,

department and Graduate School Exit from Clinical Practice

◦ Complete required coursework with minimum GPA of 3.0

◦ Successfully complete internship and/or capstone project course

Completion of program/graduation◦ Complete all courses in program

Minimum GPA of 3.0 Minimum grade of C in all courses

◦ Complete all required clinical practice and capstone experiences (e.g., thesis)

◦ Other - varies by program, but may include: Exit or licensure exams Portfolio

Post-completion (1-2 years)◦ TEAC Graduate survey◦ TEAC Administrator survey

Unit assessments for initial programs are collected and monitored by the Office of Clinical Services and Certification and the Associate Dean

Unit data summaries are reviewed annually by the Teacher Education Council and the Advisory Council

Graduate and advanced program assessments are collected and monitored by program faculty

Data are reviewed by program faculty and their program advisory board

Data summaries are submitted to the Unit Head when requested

Praxis II exam(s) Standards-based, content-specific measure Planning instruction Evaluation of clinical practice Assessment/impact on P-12 learning Other standards-based measure(s)

Based on national SPA standards (if applicable)

Aligned with DESE MoSTEP standards Incorporate UCM Conceptual Framework Aligned with NBPTS propositions

(Programs that do not lead to certification and the Masters of Arts in Teaching - MAT)

237 MB 1,306 files

David AdamsAssistant Director, Educator Preparation, Missouri Department of Elementary and Secondary Education (DESE)

Transportation Schedule Meals

816-678-4023 Joyce660-580-0509 Kris