Annual Teacher Education Evaluation

Dr. Beverly Young

Assistant Vice Chancellor, Academic AffairsThe California State University System

CSU Effects on K-12 Student Learning

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

84%

74%79%

71%

Each Year, How Many Students Make Grade-Level Progress in Mathematics?

New Teachers in Grades 3-6 New Teachers in Grades 7-11

CSUTeachers CSU

TeachersNon-CSUTeachers Non-CSU

Teachers

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

81% 80%83%

74%78%

70%

How Many Students Make Grade-Level Progress in Reading-Language Arts?

Grade 3-6Reading

Instruction

Grade 7-11LanguageClasses

Grade 7-11EnglishClasses

CSUTeachers

CSUTeachers CSU

TeachersNon-CSUTeachers

Non-CSUTeachers Non-CSU

Teachers

Professional Judgments aboutCSU Effectiveness

65%

70%

75%

80%

85%

90%

95%

82%

87% 88%

83%

86%

88%

84%85%

86%

Continuing Progress Toward the Chancellor's Teacher-Quality Priorities:Percentages of New CSU Teachers Who Were Well-Prepared or Adequately-Prepared to Teach Effectively

First CSU Evaluation Year Last Year This Year | | |

Reading K-8Math K-8

All Subjects 7-12

55%

60%

65%

70%

75%

80%

85%

71%

73%74%

68%69%

71% 71%

74%

78%

70%

72%

74%

The Chancellor's Teacher-Quality Priorities Set 2:Percentages of New CSU Teachers Who Were Well-Prepared or Adequately-Prepared to Teach

First CSU Evaluation Year Last Year This Year | | |

Reading 7-12

At-Risk Pupils

EnglishLearners Special

Learners

50%

55%

60%

65%

70%

75%

80%

85%

90%

80%79%

78%

75%

77% 77% 78%

82%

Build onEnglish

Learners'Backgroundsand Abilities

|

Communicatewith English

Learners'Parents

|

Use PupilData fromMultipleSources

|

DifferentiateInstructionBased onEnglish

Proficiency|

DevelopStudents'

Knowledgeof AcademicTerminology

|

Develop Students'EnglishLiteracy

Skills|

Manage aMultiple-

Language-Group

Classroom|

ImplementLaws on theEducationof EnglishLearners

|

Preparing New Teachers to Teach English Learners (K-12):Information by Experienced School Principals that

Pinpoints Areas of CSU Strength and Needed Improvement

50%

55%

60%

65%

70%

75%

80%

85%

90%

82%

77% 76% 76%75%

74%73%

76%

80%

82%

Createa Good

LearningClimate

for SpecialLearners

|ImplementIndividualEducation

PlansEffectively

|

UseMaterialsthat areSuitable

for SpecialLearners

|

ImplementComplexInterven-tions forSpecial

Learners|

DifferentiateInstructionfor SpecialLearners

|

Assess theLanguage &

LearningSkills ofSpecial

Learners|

Monitorthe Prog-

ress ofSpecial

Learners|

Use PupilData fromMultipleSources

|

ImplementLaws on theEducationof SpecialLearners

|

WorkEffectively

with Parents& DisabilitySpecialists

|

Preparing Mainstream Teachers to Teach Special Learners:Information by Experienced School Principals that

Pinpoints Areas of CSU Strength and Needed Improvement

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