Measurement: Regional PDS Network Assessment System

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Carol Wood, PhD, Star Weaver, PhD& Stacie Siers, MEd

1Data reported from University Assessment, Reporting, and Analysis

SU partners with seven Maryland

counties and 34 schools

MD PDS StandardsI. Learning CommunityThe PDS recognizes and supports the distinct learning needs of faculty/staff, interns, students, parents, and community members.

II. CollaborationPDS partners work together to carry out the collaboratively defined mission of the PDS.

III. AccountabilityThe PDS accepts the responsibility of and is accountable for upholding professional standards for preparing and renewing teachers in accordance with the Redesign of Teacher Education.

IV. Organization, Roles and Resources Partner institutions allocate resources to support the continuous improvement of teaching and learning.

V. Diversity and EquityThe PDS supports equitable involvement of PreK-16 faculty/staff and interns to support equitable outcomes for diverse learners.

Adapted from the Maryland Redesign of Teacher Education , 2008

Assessment Strategy

• The Challenge:

Frequent inputs

Tied to Outcomes

Repeated over Time

Multiple sources of data

• The Payoff:

– Data driven decision making

Data Sources

• Candidates– Evaluation of School Site– Program Exit

• Alumni• Faculty

– Evaluation of Mentor and Supervisor effectiveness

• The RPDS Council – PDS Site Assessment

• Focus Groups– Local School System (system office personnel)– RPDS Council – Employers

• Employers– Satisfaction Surveys

Evaluation Tools

The Question- “How Effectively Do Candidates Adapt Instruction and Adjust Instruction for ALL learners?”

Adapt Instruction Adjust Learning0

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2

3

4Program ExitAlumniEmployer

Very well prepared = 4, well prepared = 3, prepared = 2, somewhat prepared = 1, not prepared = 0

TARGETED FOR IMPROVEMENT ACROSS ALL PROGRAMS IN THE UNIT

The Question- How does the unit ensure that teacher candidates have opportunities to collaboratively plan and teach with specialized resource personnel?

• The Results– Over the last three years 55.56% of candidates reported that he/she

reviewed and IEP with the mentor teacherThe Council indicated in the “TOP 10” that candidates needed more “Familiarity with Special Ed/ IEP/ 504”

– Employers in Focus Groups indicated in the “TOP 3” wishes for better prepared candidates that “more advanced study into differentiation” AND ability to ”use data to design groups and instruction for those groups, create or find authentic, appropriate and to the point assessments”…

• The Solution– Faculty were given the task to improve the opportunities for candidates in

their program to gain more knowledge about IEPs/504s/• Faculty targeted specific courses to build assignments with outcomes related to IEPs

– Local School System group strategized solutions to improving candidate access to IEPs within their schools

SALISBURYA Maryland University of National Distinction

Questions