Assessment of Student Teaching and Internships

Sam Evans Sam Evans Western Kentucky UniversityWestern Kentucky University

9/26/02

Western’s Actions to Become Western’s Actions to Become Accountable for Impact on P-12 LearningAccountable for Impact on P-12 Learning

• Shift in focus from teaching to learning – 1998Shift in focus from teaching to learning – 1998

• Collaboration with ten Renaissance Group Collaboration with ten Renaissance Group institutions – 1998institutions – 1998

• Application and acquisition of a Title II Application and acquisition of a Title II Partnership for Teacher Quality Grant – 1999Partnership for Teacher Quality Grant – 1999

• Title II State Teacher Quality Grant - 2002Title II State Teacher Quality Grant - 2002

Eleven PartnershipsEleven Partnerships

Renaissance Partnership GoalsRenaissance Partnership Goals

• Become accountable for the impact Become accountable for the impact of teacher candidates on P-12 of teacher candidates on P-12 student learningstudent learning

• Improve teacher performance in key Improve teacher performance in key areas and show an increase in areas and show an increase in teacher’s ability to facilitate learning teacher’s ability to facilitate learning of all studentsof all students

The Paradigm Shift from The Paradigm Shift from Focus on Teaching to LearningFocus on Teaching to Learning

Defining Attribute Focus on Teaching Focus on Learning

Mission or purpose

Offer instruction Produce learning

Expectations Different for different students

High standards for all

Progress in the system Grade to grade accumulation of course completions

Performance related to defined standards

Nature of instruction Same for all Varies based on the learner, learning target and learning context

Time for teaching and learning

Same for all Flexible

Nature of assessment Local Single form Teacher’s objectives

Public Multiple forms State or national standards

Partnership ObjectivesPartnership Objectives

• Accountability SystemsAccountability Systems• Teacher Work SamplesTeacher Work Samples• Team MentoringTeam Mentoring• Program RedesignProgram Redesign• Business PartnershipsBusiness Partnerships• NetworkingNetworking• Research and DisseminationResearch and Dissemination

Mandate for AccountabilityMandate for Accountability

• NCATE/Kentucky StandardsNCATE/Kentucky Standards

• CPE GoalsCPE Goals

NCATE 2000 Standard 1.NCATE 2000 Standard 1. Candidate Knowledge, Skills and Candidate Knowledge, Skills and

DispositionsDispositions

– Candidates preparing to work in schools Candidates preparing to work in schools as teachers or other professional school as teachers or other professional school personnel know and demonstrate the personnel know and demonstrate the contentcontent knowledge, skills and dispositions knowledge, skills and dispositions necessary to work with all students. necessary to work with all students. Assessments indicate that candidates Assessments indicate that candidates meet professional, state and institutional meet professional, state and institutional standardsstandards..

NCATE 2000 StandardNCATE 2000 Standard 2.2. Assessment System and Unit Assessment System and Unit

EvaluationEvaluation– The unit has an assessment system that The unit has an assessment system that

collects and analyzes data on applicant collects and analyzes data on applicant qualifications, candidate and graduate qualifications, candidate and graduate performance and unit operations to performance and unit operations to evaluate and improve the unit and its evaluate and improve the unit and its programs.programs.

CPE Goals for Improving CPE Goals for Improving Teacher QualityTeacher Quality

• Goal 1Goal 1 – Make the improvement of – Make the improvement of P-12 teacher quality (both at the P-12 teacher quality (both at the preparation level and at the preparation level and at the practicing teacher level) a top practicing teacher level) a top priority in all state supported priority in all state supported universities.universities.

CPE Goals for Improving CPE Goals for Improving Teacher QualityTeacher Quality

• Goal 2Goal 2 – Develop accountability – Develop accountability systems at each institution to provide systems at each institution to provide credible evidence that candidates can credible evidence that candidates can facilitate the learning of all students and facilitate the learning of all students and that graduates at all levels are making that graduates at all levels are making an impact on student learning.an impact on student learning.

CPE Goals for Improving CPE Goals for Improving Teacher QualityTeacher Quality

• Goal 3Goal 3 – Develop valid and reliable – Develop valid and reliable performance assessments for Kentucky’s performance assessments for Kentucky’s New Teacher Standards and Kentucky’s New Teacher Standards and Kentucky’s Experienced Teacher Standards that can Experienced Teacher Standards that can be used for exit of teacher preparation be used for exit of teacher preparation programs, Rank II and Rank I programs programs, Rank II and Rank I programs as credible evidence that the benchmarks as credible evidence that the benchmarks of performance adopted by the Education of performance adopted by the Education Professional Standards Board are met.Professional Standards Board are met.

Western’s Components for Western’s Components for an Accountability Systeman Accountability System

• Comprehensive data Comprehensive data management systemmanagement system

• Ongoing performance Ongoing performance assessment system of teacher assessment system of teacher candidatescandidates

• Mentoring teamsMentoring teams

• A research program that A research program that links teacher performance to links teacher performance to studentstudent learninglearning

Western’s Data Western’s Data Management SystemManagement System

• Aligned with teacher standardsAligned with teacher standards

• Multiple measures of Multiple measures of performanceperformance

• Multiple data points (admissions Multiple data points (admissions through induction)through induction)

• Provides analysis of student, Provides analysis of student, course, program, and facultycourse, program, and faculty

• Performance/ProgressPerformance/Progress

Data Collection SourcesData Collection Sources

• Admissions dataAdmissions data

• Electronic portfolio dataElectronic portfolio data

• Field experience data Field experience data

• Exit data Exit data

• Post-graduation follow-up dataPost-graduation follow-up data

Western’s Performance Western’s Performance Assessment SystemAssessment System

• Aligned with Aligned with Kentucky Teacher StandardsKentucky Teacher Standards

• Based on Based on Four Levels of Critical PerformanceFour Levels of Critical Performance

• Uses Uses Electronic PortfoliosElectronic Portfolios to record, store, to record, store, and manage performance dataand manage performance data

• Uses Uses Teacher Work SamplesTeacher Work Samples in student in student teaching as evidence of candidate’s ability to teaching as evidence of candidate’s ability to facilitate learningfacilitate learning

Kentucky New Teacher Kentucky New Teacher Standards (1993)Standards (1993)

• Design instructionDesign instruction

• Create learning Create learning climateclimate

• Implement instructionImplement instruction

• Assess learning Assess learning progressprogress

• Reflect on and evaluate Reflect on and evaluate teachingteaching

• Collaborate with parents Collaborate with parents and professionalsand professionals

• Engage in professional Engage in professional developmentdevelopment

• Demonstrate content Demonstrate content knowledgeknowledge

• Use technology for Use technology for instructioninstruction

Critical Performance Critical Performance

• Specific descriptions about what Specific descriptions about what teacher candidates must know and teacher candidates must know and be able to do at different levels of be able to do at different levels of growth and development toward one growth and development toward one or more teaching standards.or more teaching standards.

Critical Performance LevelsCritical Performance Levels

Level IVLevel IVWhat candidates are able to do with a class of What candidates are able to do with a class of P-12 students during student teachingP-12 students during student teaching

Level IIILevel IIIWhat candidates are able to do with students in What candidates are able to do with students in simulated or limited clinical situationssimulated or limited clinical situations

Level IILevel IIWhat candidates are able to do with respect to What candidates are able to do with respect to communicating application of knowledgecommunicating application of knowledge

Level ILevel IWhat candidates must know about teaching & What candidates must know about teaching & learning and how to teach their content arealearning and how to teach their content area

Backward Mapping Planning Backward Mapping Planning FormForm

Backward Mapping Planning Form Teaching Process: Assessment Plan Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction Level I Level II Level III Design an assessment plan to monitor student

progress toward learning goals

Design pre- and post-assessments that are aligned to the learning goals

Plan for formative assessment to determine student progress during the unit of study

Construct a table

Analyze the results of the pre-assessment

Depict the pre-assessment results in a graph or chart

Technical soundness of assessment plan

Adaptations based on the individual needs of the students

Critical Performances for New Teacher Critical Performances for New Teacher Standard IV – Assessment of Student LearningStandard IV – Assessment of Student Learning

Level Setting Critical Performance 4.

Real World Performance in student teaching on seven teaching processes

Present an analysis of student growth for a class over a six week unit in student teaching

3. Simulation

Performance on key teaching processes in clinical setting

Conduct an analysis of student growth on several sets of data collected from classrooms

2. Application

Application - synthesis of knowledge and skills

Given multiple sets of performance data on a student, analyze student progress and present results using two different methods

1. Knowledge

Awareness and understanding of basic concepts and principles

Describe four types of assessment measures and how they are used in teaching and learning

Electronic Portfolio Data Screen Electronic Portfolio Data Screen (For Each Course’s Critical Performances)(For Each Course’s Critical Performances)

• Record of completion of Record of completion of Critical Performances Critical Performances aligned with aligned with Kentucky’s Kentucky’s New Teacher StandardsNew Teacher Standards that includes: that includes:

• Performance scoresPerformance scores

• Performance exhibitsPerformance exhibits

• Time of completionTime of completion

• Number of attempts Number of attempts toward completion toward completion (being added) (being added)

Critical Performances Profile for an Critical Performances Profile for an Elementary Education MajorElementary Education Major

Teacher Work Samples in Teacher Work Samples in Student TeachingStudent Teaching

• A major source of data for Level IV A major source of data for Level IV critical performances that provide critical performances that provide evidence of candidates’ ability to evidence of candidates’ ability to facilitate learning of all students.facilitate learning of all students.

Teacher Work SamplesTeacher Work Samples

• A process that enables teacher A process that enables teacher candidates to demonstrate teaching candidates to demonstrate teaching performances directly related to performances directly related to planning, implementing, assessing planning, implementing, assessing student learning and evaluating student learning and evaluating teaching and learning a four-week teaching and learning a four-week standards-based instructional unit.standards-based instructional unit.

Teacher Work Samples Focus Teacher Work Samples Focus on Seven Teacher Processeson Seven Teacher Processes

• Use of contextUse of context

• Learning goalsLearning goals

• Assessment planAssessment plan

• Design for instructionDesign for instruction

• Instructional decision makingInstructional decision making

• Analysis of student learningAnalysis of student learning

• Reflection and self-evaluationReflection and self-evaluation

Teacher Work Sample Teacher Work Sample ComponentsComponents

• Teaching process standardsTeaching process standards

• Teaching performance promptTeaching performance prompt

• Scoring rubricScoring rubric

• Twenty page narrative plus Twenty page narrative plus attachments teaching exhibitattachments teaching exhibit

New Teacher Standards for New Teacher Standards for Preparation and CertificationPreparation and Certification New Teacher StandardsNew Teacher Standards

Components I II III IV V VI VII VIII IX

Contextual Factors

Learning Goals

Assessment Plan

Design for Instruction

Instructional Decision Making

Analysis of Learning Results

Reflection and Self-Evaluation

Teacher Work Samples Teacher Work Samples Seven Teaching ProcessesSeven Teaching Processes

Time FrameTime Frame Number of Work Number of Work Samples ProducedSamples Produced

Spring 2001Spring 2001 198198

Fall 2001Fall 2001 534534

Spring 2002Spring 2002 964964

Fall 2002 Fall 2002 (projected)(projected) 1,0741,074

Candidate Performance of Candidate Performance of Teacher Work SamplesTeacher Work Samples

Spring 2001Spring 2001

n=110n=110

Fall 2001Fall 2001

n=134n=134

Spring 2002Spring 2002

n=87n=87

Beginning (1)Beginning (1) 16%16% 18%18% 08%08%Developing (2)Developing (2) 42%42% 48%48% 38%38%Proficient (3)Proficient (3) 35%35% 29%29% 49%49%Expert (4)Expert (4) 07%07% 05%05% 05%05%Proficient +Proficient + 42%42% 34%34% 54%54%

Benefits of TWSBenefits of TWS

• Focus on P-12 student learningFocus on P-12 student learning

• Focus on development of assessment Focus on development of assessment toolstools

• Focus on key standardsFocus on key standards

• Alignment of standards, curriculum Alignment of standards, curriculum and assessmentsand assessments

Evidence of Student Evidence of Student LearningLearning

Seven PerformancesSeven Performances

- Formative findings do provide support Formative findings do provide support for the idea that successful for the idea that successful performance on a teacher work sample performance on a teacher work sample can be an indication of higher quality can be an indication of higher quality assessment of student learningassessment of student learning..

Salzman & Denner (2002)Salzman & Denner (2002)

Evidence of Student Evidence of Student LearningLearning

Accountability SystemAccountability System

Longitudinal research linking Longitudinal research linking programs with output dataprograms with output data

Evidence of Student Evidence of Student LearningLearning

Performance ItemsPerformance Items- Quality of pre/post assessmentQuality of pre/post assessment

- Disaggregated assessment dataDisaggregated assessment data

- Gain scoresGain scores

- Candidate’s ability to communicate resultsCandidate’s ability to communicate results

Evidence from First Year TeachersEvidence from First Year Teachers- Follow-up surveysFollow-up surveys

- Data from first year teachersData from first year teachers

Persons to Contact About Persons to Contact About Western’s Accountability SystemWestern’s Accountability System

Sam Evans Sam Evans sam.evans@wku.edusam.evans@wku.edu

Tony Norman Tony Norman antony.norman@wku.eduantony.norman@wku.edu

Tabitha “Toby” Daniel Tabitha “Toby” Daniel tabitha.daniel@wku.edutabitha.daniel@wku.edu