securing faculty engagement: opportunities for learning and program development
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Securing Faculty Engagement: Opportunities for Learning and Program Development. Chet Laine, University of Cincinnati. introductions. Who is with us today?. Goals. Participants will: Meet with colleagues who are involved in the piloting of the Teacher Performance Assessment - PowerPoint PPT PresentationTRANSCRIPT
Securing Faculty Engagement:
Opportunities for Learning and
Program Development
Chet Laine, University of Cincinnati
introductions
•Who is with us today?
Goals• Participants will:
• Meet with colleagues who are involved in the piloting of the Teacher Performance Assessment
• Explore ways that we can engage our colleagues and candidates in the opportunities that the Teacher Performance Assessment provides
Questions & Concerns• This session is designed to be interactive.• I will share what I have discovered from
others and what I have learned from our three-year pilot experience.
• We will stop from time to time to exchange ideas.
• Stop me at anytime.• Share what most concerns you at your
institution.
Our institution• Research-Intensive University• Urban Mission• Tenure-line, field service & adjunct faculty• Licensure Programs:
• Early Childhood Education• Middle Childhood Education• Secondary Education• Special Education• Art Education• Music Education
top down & bottom up
• Work from the top down & the bottom up
• Involve key individuals• University administrators• Tenure-line faculty• Adjunct and field service faculty• Cooperating teachers• School administrators
Framing• Frame the TPA in terms of inquiry,
program improvement & moving practice forward
not• In terms of fulfilling a mandate;
fulfilling a mandate implies compliance and “getting it done”
communication• Initiate frequent and sustained
communication• Involve as many colleagues as possible• Is it difficult to engage tenure-line faculty
in the work of teacher education?• Don’t leave it up to the university-based
supervisors
communication• During faculty meetings and retreats,
place the TPA within the context of conversations about• Curriculum• Practice• Field placements• Course requirements • Signature assignments, assessments &
rubrics• Program structure
learning about ourselves
• How can you use the TPA to learn about your programs?• Are we willing to critically examine the
competence of our candidates?• Are we willing to be transparent, to uncover
areas that may need improvement?• How can we use the TPA to help us gather
and use evidence of teaching performance?• How can we use the TPA to improve our
teacher preparation programs?
Culture of Evidence• How can you create a culture of
evidence?• Work with the TPA data.• Data may challenge widely held
assumptions about what candidates are learning and can apply from their course work and field experiences.
• “Here’s my syllabus. Here are my assignments. We prepare them for that!”
Data Emersion• Hold Retreats:
• Examine pilot data. What do the data reveal?• Look at areas where the candidates struggle
(e.g., assessment, academic language) • Examine tasks and rubrics • Hold mock scoring sessions• Examine individual cases of candidates’ work• Examine a broad range, including the
exemplary cases • Engage faculty in the analysis and
interpretation of data
An Investment • We are inventing in an assessment that is of
high quality:• A robust, complex, and multifaceted
assessment of teaching candidates in action• A reliable & valid assessment• An assessment that measures our teaching
candidates’ readiness for teaching • An assessment that promotes evidence-based
practice, critical thinking, and reflection • An assessment that reveals our candidates’
impact on student achievement
An Investment • The TPA is:
• Subject-area specific• Performance-based • Centered on student learning • Highlights pedagogical content knowledge• Focuses on instruction that inspires,
engages, and sustains students as learners• Enriches both the student teaching
experience and the quality of instruction for preK-12 students
Not reinventing the wheel
• Help faculty members see that they are not reinventing the wheel• Are you already doing much of what the
TPA asks of us and our candidates?• Are your programs using tools such as the
teacher work sample or the analysis of student work protocol?
• Is systematic reflection embedded in your program?
• Do you expect your candidates to tie objectives to assessments, provide a rationale for their lessons, differentiate instruction, analyze student work?
Program integrity• Attend to maintaining individual
program identity• How do the things that you value in your
program align with the TPA?• Be responsive to concerns• Send feedback to Stanford TPAC team
Break down silos
• Hold broad and collegial conversations across programs.
• How can the faculty who teach critical courses support candidates as they apply knowledge and those skills in the TPA?• Technology• Assessment • Foundations of education• Human development• Special education
Signature Assessments• Do you have stand alone courses that
are marginalized?• Other faculty members may know very
little about these courses.• Are there signature assessments that
can be developed?
candidates who completed the TPA
• Have candidates who piloted & submitted TPA portfolios speak to faculty and new candidates• In pilots our candidates
systematically collected an extensive array of outcome data
• They were positive about the experience and felt that they learned important skills
• Some mentioned their enhanced ability to field interview questions
Interview questions• “How will you individualize instruction?”• “Can you justify forcing your students to
learn?”• “How do you support students who struggle or
who are different than you in race, culture, and ability.”
• How are your assessments related to your objectives?”
• “What have done, not what you will do?
Closing thoughts• Creating “Cultures of Evidence” in
Teacher Education: Context, Policy and Practice in Three High Data Use Programs.
• Cap Peck & Morva McDonald, University of Washington
• 2010