pteu conceptual framework overview. collaborative development of expertise in teaching, learning and...

PTEU Conceptual PTEU Conceptual Framework OverviewFramework Overview

Collaborative Development of Collaborative Development of Expertise inExpertise in

Teaching, Learning and Teaching, Learning and LeadershipLeadership

Conceptual Framework Theme:

Development of the Development of the Conceptual FrameworkConceptual Framework

Collaboration with all stakeholdersCollaboration with all stakeholders• Discipline FacultyDiscipline Faculty• PTEU FacultyPTEU Faculty• Candidates (KSU students)Candidates (KSU students)• Graduates of our programs (Alumni)Graduates of our programs (Alumni)• Collaborating Teachers and PrincipalsCollaborating Teachers and Principals• Advisory BoardsAdvisory Boards• Community PartnersCommunity Partners

What are the KSDs?What are the KSDs?

KnowledgeKnowledge SkillsSkills DispositionsDispositions

OutcomesOutcomes- Initial -- Initial -

Subject Matter ExpertSubject Matter Expert Facilitator of LearningFacilitator of Learning Collaborative ProfessionalCollaborative Professional

Refer to handout for proficiencies that relate to Refer to handout for proficiencies that relate to each of these three outcomeseach of these three outcomes

Subject Matter Expert Subject Matter Expert ProficienciesProficiencies

1.1. Candidate demonstrates broad, in-depth, and 1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content.current knowledge of discipline content.

1.2: Candidate represents content accurately.1.2: Candidate represents content accurately.

1.3: Candidate connects content to other disciplines 1.3: Candidate connects content to other disciplines and applies it to common life experiences.and applies it to common life experiences.

1.4: Candidate uses pedagogical content knowledge 1.4: Candidate uses pedagogical content knowledge effectively.effectively.

Facilitator of Learning Facilitator of Learning ProficienciesProficiencies

2.1 Candidate demonstrates knowledge of how 2.1 Candidate demonstrates knowledge of how learners develop, learn and think.learners develop, learn and think.

2.2: Candidate successfully motivates students to 2.2: Candidate successfully motivates students to learn.learn.

2.3: Candidate creates and implements instruction 2.3: Candidate creates and implements instruction that embodies multiple cultures and a rich, diverse that embodies multiple cultures and a rich, diverse curriculum.curriculum.

2.4: Candidate creates effective, well-managed and 2.4: Candidate creates effective, well-managed and active learning environments.active learning environments.

Facilitator of Learning Facilitator of Learning ProficienciesProficiencies

2.5: Candidate creates environments that 2.5: Candidate creates environments that reflect high expectations for student reflect high expectations for student achievement.achievement.

2.6: Candidate designs effective instruction.2.6: Candidate designs effective instruction.

2.7: Candidate implements effective 2.7: Candidate implements effective instruction that positively impacts the instruction that positively impacts the learning of all students.learning of all students.

2.8: Candidate uses a variety of methods, 2.8: Candidate uses a variety of methods, materials, and technologies.materials, and technologies.

Facilitator of Learning Facilitator of Learning ProficienciesProficiencies

2.9: Candidate utilizes a variety 2.9: Candidate utilizes a variety of strategies to assessof strategies to assess student student learning.learning.

2.10: Candidate uses the results 2.10: Candidate uses the results of assessments to improve the of assessments to improve the quality of instruction.quality of instruction.

Collaborative Professional Collaborative Professional ProficienciesProficiencies

3.1: Candidate communicates effectively orally and in 3.1: Candidate communicates effectively orally and in writing.writing.

3.2: Candidate reflects upon and improves 3.2: Candidate reflects upon and improves professional performance.professional performance.

3.3: Candidate builds collaborative and respectful 3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, relationships with colleagues, supervisors, students, parents and community members.parents and community members.

3.43.4: : Candidate displays professional and ethical Candidate displays professional and ethical behavior.behavior.

CF Embraces Concepts Inherent CF Embraces Concepts Inherent In:In:

NCATE/PSC – Unit StandardsNCATE/PSC – Unit Standards

BOR PrinciplesBOR Principles

Specialized Professional Association (SPA) Specialized Professional Association (SPA) StandardsStandards

PSC Program RulesPSC Program Rules

GA FrameworkGA Framework

INTASCINTASC

NBPTSNBPTS

CF Is Present In:CF Is Present In:

CurriculumCurriculum

SyllabiSyllabi

AssessmentsAssessments

MAT Programs Approved by PSCMAT Programs Approved by PSC

Bagwell Bagwell College of College of EducationEducation

College of College of the Artsthe Arts

College of College of Humanities Humanities

& Social & Social ScienceScience

College of College of Science & Science &

MathematicsMathematics

TESOLTESOL ArtArt EnglishEnglish BiologyBiology

ChemistryChemistry

MathematicsMathematics

PhysicsPhysics

Endorsements Approved by PSCEndorsements Approved by PSC

Bagwell Bagwell College of College of EducationEducation

College of College of the Artsthe Arts

College of College of Humanities Humanities

& Social & Social ScienceScience

College of College of Science & Science &

MathematicsMathematics

ESOLESOL

ReadingReading

PTEU Assessment PTEU Assessment System OverviewSystem Overview

Common (Unit-level) AssessmentsCommon (Unit-level) Assessments

• Candidate Performance Instrument Candidate Performance Instrument (CPI)(CPI)

• Impact on Student Learning Impact on Student Learning Assignment and Rubric (ISLA)Assignment and Rubric (ISLA)

• Portfolio Narrative and Rubric (PNR)Portfolio Narrative and Rubric (PNR)

Program Specific AssessmentsProgram Specific Assessments

1)1) Content (GACE)Content (GACE)

2)2) Content (2Content (2ndnd content) content)

3)3) Planning AssessmentPlanning Assessment

4)4) Implementation (Clinical) AssessmentImplementation (Clinical) Assessment

5)5) Student Learning AssessmentStudent Learning Assessment

6)6) Dispositions AssessmentDispositions Assessment

7)7) Optional – additional assessmentOptional – additional assessment

8)8) Optional – additional assessmentOptional – additional assessment

External VoicesExternal VoicesFeedback From:Feedback From:

1)1) Student TeachersStudent Teachers

2)2) Collaborating TeachersCollaborating Teachers

3)3) Collaborating PrincipalsCollaborating Principals

4)4) Graduates (Alumni)Graduates (Alumni)

5)5) EmployersEmployers

6)6) Advisory Committees (unit & Advisory Committees (unit & program levels)program levels)

Decision Points in ProgramsDecision Points in Programs

Acceptance at Decision PointsAcceptance at Decision PointsInitial ProgramsInitial Programs

Entry to Teacher EducationEntry to Teacher Education Entry to TOSS/Practicum/IDAEntry to TOSS/Practicum/IDA Entry to Student TeachingEntry to Student Teaching Exit from Student TeachingExit from Student Teaching

Advanced Programs:Advanced Programs: Entry to Graduate ProgramEntry to Graduate Program Mid ReviewMid Review Exit from ProgramExit from Program

Evidence Room LinksEvidence Room Links

Unit assessments (see Standards 1 & Unit assessments (see Standards 1 & 2)2)

Program Specific Assessments (see Program Specific Assessments (see PROBE)PROBE)

Unit Decision Points (see Standard 2)Unit Decision Points (see Standard 2) Program Specific Admission Program Specific Admission

Requirements (see PROBE)Requirements (see PROBE)

Unit OperationsUnit Operations

Facilities, Library, Technology Facilities, Library, Technology ResourcesResources

Support Services (e.g. Advisement, Support Services (e.g. Advisement, Admissions, Field Experiences)Admissions, Field Experiences)

BudgetsBudgets Personnel (Faculty, Staff, Personnel (Faculty, Staff,

Administration)Administration) GovernanceGovernance

DATA SOURCE

TIER

Program Assessment Unit Assessment

Internal Candidate Performance:Program specific requirements at admission points and exitKey assessments of professional content standards (SPA & PSC)Candidate Performance Assessment Instrument (CPI)Portfolio Narrative RubricImpact on Student Learning RubricInfusion of technologySelf assessment

Candidate Performance:Common requirements at each decision point of admission/exitCandidate Performance Assessment Instrument (CPI) at ExitPortfolio Narrative RubricImpact on Student Learning Rubric

Field Experiences:Placements during content area coursesPlacements during TOSS/practicum, student teaching, internshipsObservationsApplications in own classroom (advanced)

Field Experiences:Placements in core courses (EDUC 2110, 2120, 2130, and INED 3304); student teaching; selected MAT courses Observations

Diversity:CandidatesField ExperiencesFacultyRecruitment & Retention

End of Program:Candidate survey

Faculty:Biographical informationVita and supporting documentationCandidate evaluationsPerformance reviews (e.g. annual, T&P, Post-Tenure Review

Resources:BudgetFacilitiesTechnologyUnit operations/centers

External Candidate Performance:GACE IGACE II MAT/GRECollaborating teachers

End of ProgramCollaborating teachers survey (initial only)Principal survey (initial only)

Graduates:First Year Survey Second Year Survey (initial only)

Employers:Surveys

Comprehensive ProcessComprehensive Process

Collection, Collection, Aggregation, Aggregation,

Analysis, ReportingAnalysis, Reporting, , & Reflection Of & Reflection Of

Useful DataUseful Data

Education Information Education Information Center (EIC)Center (EIC)

Phasing OutPhasing Out

Chalk and Wire Portfolio Chalk and Wire Portfolio SystemSystem

Chalk and WireChalk and Wire

A digital ePortfolio and assessment A digital ePortfolio and assessment system that can support multiple unit system that can support multiple unit and program assessment plans and program assessment plans simultaneously. simultaneously.

Our purpose for C&W is to provide Our purpose for C&W is to provide flexible yet connected assessment flexible yet connected assessment options for individual program areas. options for individual program areas.

ePortfolio ApplicationePortfolio Application

ePortfolio for Program CompletionePortfolio for Program Completion

Chalk and Wire ePortfolioChalk and Wire ePortfolio

Rubric Based AssessmentsRubric Based Assessments

Sample ePortfolioSample ePortfolio

Data AnalysisData Analysis

CW ReporterCW Reporter

Data ReflectionsData Reflections

Comprehensive ProcessComprehensive Process

Collection, Collection, Aggregation, Aggregation,

Analysis, ReportingAnalysis, Reporting, , & Reflection Of & Reflection Of

Useful DataUseful Data

So What?So What?Systematic Data Systematic Data

Reflections Across the UnitReflections Across the Unit

Electronic EvidenceElectronic Evidence

See WebsiteSee Website