using longitudinal data systems for program improvement, accountability, and research
DESCRIPTION
Using Longitudinal Data Systems for Program Improvement, Accountability, and Research. CADREI, October 19, 2010. AACTE. members. Higher Education Task Force on Teacher Preparation. American Association of Colleges for Teacher Education - PowerPoint PPT PresentationTRANSCRIPT
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Using Longitudinal Data Systems for
Program Improvement,
Accountability,and ResearchCADREI, October 19,
2010
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AACTE
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Higher Education Task Force on Teacher Preparation
• American Association of Colleges for Teacher Education• American Association of State Colleges and Universities• American Council on Education• Association of American Universities• Association of Jesuit Colleges and Universities• Association of Public Land Grant Universities• National Association of Independent Colleges
and Universities
mem
bers
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High quality and rigor are essential for effective professional educator preparation programs.
Higher Education Task Force on Teacher Preparation:
Principles of ESEA & Tittle II HEA Reauthorization and Educator Preparation
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All providers of educator preparation should adhere to the same standards.
Higher Education Task Force on Teacher Preparation
1
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Findings of unbiased research should guide policy development.
Three aspects of teacher preparation that are likely to have the strongest effects: content knowledge, field experience, and the quality of the teacher candidates.
2Higher Education Task Force on Teacher
Preparation
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Rich and rigorous preparation that is school embedded.
3Higher Education Task Force on Teacher
Preparation
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All teacher candidates complete a performance assessment.
4Higher Education Task Force on Teacher
Preparation
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Every type of preparation program should have access to the information by which they are being judged.
5Higher Education Task Force on Teacher
Preparation
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Multiple measures.
6Higher Education Task Force on Teacher
Preparation
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Underperforming preparation programs should be given the opportunity to improve.
7Higher Education Task Force on Teacher
Preparation
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Florida
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What we Know
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Multiple Pathways
Larry G. Daniel, UNF
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What we Know:
We won... RTTT
so...
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• 50% of a teacher's evaluation must be based on student growth
• 40% state VA model• 10% local
We won…RTTT so...
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• Assessments must consider students with special needs, absenteeism, mobility
• 8 Committees being organized• Standards Instructional Teacher
Tool• Formative and Interim Assessment
Design• District-Developed Student
Assessments for Instructional Effectiveness
• Portal, Dashboards, and Reports
We won…RTTT so...
• Single Sign-On Implementation• Local Systems• Student Growth Implementation
Work Group• Teacher and Leader Prep
Implementation Work Group
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PREVIOUS DATA RELEASE PROBLEMATIC
WHAT WE KNOW:
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FDOE:• Revising FEAPs • Renegotiating NCATE state
agreement while considering implications of CAEP
WHAT WE KNOW:
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SCHOOL SUPERINTENDENTS STRUGGLING TO DEVISE PAY FOR PERFORMANCE PLANS
WHAT WE KNOW:
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TBD
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TBD • Data for non-FCAT programs:80% in 4 years
• District plans for RTTT• Overall funding for teacher
pay:Will the shift towards merit based structures erode teacher salary funds?
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• The impact of teacher performance assessment on collaborative education preparation activities.
• Future of accreditation- NCATE partnership state
• Impact of community colleges becoming state colleges
• Outcome of Governor’s race
TBD
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ACTIONS
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ACTIONS• Collaboration among public and
private higher educational institutions: FACTE
• Tallahassee Day on the Hill• Economic impact statements• Faculty volunteers for RTTT
committees• Managing the message
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“The big take away is that the kind of work that we are
engaged in is giving teacher prep programs information that they have never had that they can ACT ON to make targeted
improvements. All of the data analysis etc.
doesn't mean much unless we can act on it to
improve outcomes.”
George Noell
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