Policymakers/The Field of Education focused on educators ability to impact P12 student learning

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Current Context

• Policymakers/The Field of Education focused on
  educators ability to impact P12 student learning
• All program areas are tasked with providing
  evidence our candidates can impact P12 student
  learning.
• New SoE mission is focused on the impact of our
  graduates in the field
• .to promote the growth, education and
  development of all.
• In meeting our mission, we want our graduates to
  be able to hit the ground running to make an
  impact on all learners

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Dr. Susan B. Nolen, CoE, University of Washington
Assessment Literacy

• Assessment literacy is the knowledge and skills
  educators need to
• ---identify, select, or create assessments
  optimally designed for different purposes
• ---analyze, evaluate, and use the evidence from
  different kinds of assessments to improve
  instruction - to impact P12 Student Learning

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Take a few minutes to talk at your table --What
does a teacher and principal who is assessment
literate look like? --What does a teacher or
principal do to demonstrate assessment literacy
on a daily, semester, year basis?
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• What can Educator Prep Programs do to ensure
  teachers and principal are assessment literate?
• Education programs can foster assessment literacy
  by
• encouraging/requiring separate course work in
  assessment,
• embedding assessment topics in subject-specific
  curriculum and methods courses,
• providing candidates with real-world
  opportunities to apply the assessment knowledge
  and skills they have acquired.

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• Programs can create assessment literacy
  objectives and learning targets to use in
  designing integrative, comprehensive and
  effective
• curricula,
• instructional materials,
• practica/field experiences,
• formative summative performance
• measures,
• graduation requirements.

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ASSESSMENT LITERACY as part of a program
continuum Example of 4 year teacher preparation
program
Intro to Education Content Gen Ed
Child/Adolescent Development Learning
Motivation Socio/Historical Content
Digital Media/Learning/Technology Literacy Metho
ds Practicum Content
Practicum Methods Literacy Student
Teaching Content
Can you visualize what this looks like for your
program?
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CLEMSON TEACHER DATA
Candidate Feedback
Principals Feedback
Supervisor/ Cooperating Teacher Feedback
2014 Candidate Exit Survey ---Ability to create
interpret assessments 57 SA, 35 Agree, 8
Disagree ---Ability to alter instruction after
assessing/analyzing stud learning 62 SA, 36
Agree, 2 Disagree ----Many open ended comments
identifying desire for more in area of assessment
literacy
2014 Candidate Alumni Survey ---Ability to
create, interpret assessments and alter
instruction as result 44 SA, 47 Agree, 9
Disagree
2013 Principal Survey of Clemson
Graduates ---Ability of graduates to create
interpret assessments 47 SA, 47 Agree, 5
Disagree
Before - 2014 Theme of candidate weaknesses
identified in comments by CT/US in surveys and
meetings ---Creating assessments, evaluating
assessments, use for data for planning instruction
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More CLEMSON DATA
Teacher Candidate Performance
Leader Candidate Performance
Program SPA Assessment-Candidate Impact on
Student Learning ---SPA reviewers indicate need
for most programs to strengthen assessment of
candidate impact on student learning and
2014 data show higher of candidates scoring
developing or meets in some programs
2012-13, 2013-14 ADEPT State Teaching Standards
final student teaching evaluation performance
dimensions related to assessment
literacy ---More candidates scoring developing
rather than proficient than on other
performance dimensions
2012, -13, -14 In-service ADEPT formal eval data
2nd year teachers ---Non-passers show pattern of
not met scores similar to ADEPT candidate exit
scores lower scores
Program SPA Assessment-Candidate Impact on
Student Learning ---SPA data show high
percentage of principal candidates below target
for spring 2014 while all at target for fall
2013
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Are Clemson candidates prepared to meet our
mission - .to promote the growth, education and
development of all.? Are Clemson candidates
assessment literate?
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Student Learning Outcome Activity

• Individually read through SLO example
• Group discussion
• Is this a good SLO?
• Teacher Prep - Do you think your teacher
  candidates are currently being prepared to create
  a good SLO?
• Leader Prep - Do you think your leader candidates
  are currently being prepared to know how SLOs are
  created and support teachers to create a good
  SLO?
• Could this SLO template be used in course
  assignments?
• Share out

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What are We Currently Doing to Ensure our
Candidates are Assessment Literate?
Teacher Preparation Common Coursework across
undergraduate programs

• EDF 3020
• EDF 3080 (Elementary only)
• Student Teaching

Principal Preparation

• EDL 7300, 7350, 7400

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Program Activity
Look at common assignments -- EDF 302 and 308
(teacher prep) EDL courses (ed leadership) --
Student teaching/ internship lesson plans, unit
plans, evals
Look at data provided -- ADEPT, SPA, survey
feedback
Look at other program specific assignments --
SPA assmt. 5 - candidate impact on P12 student
learning -- other program courses/assignments
(MAT foundations/literacy/methods/internships/
other)
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Program Discussion Questions
Electronic copy on flash drive
Discussion Questions please complete and turn
in form --What are we currently doing to ensure
graduate success in the Expanded Educator
Evaluation System? --How well do these common
assignments ensure that our candidates are
assessment literate? --How is your program
addressing and assessing candidate impact on
student learning in program-specific
assignments? --What improvements to common
assignments and program specific assignments can
be made to ensure our candidates are assessment
literate? --Could your program collaborate with
other programs - the foundations and literacy
areas, or with educational leadership - to
determine ways programs can ensure all graduates
are assessment literate? --What place does/can
digital applications/media have in common
assignments and program specific assignments?
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Remainder of Afternoon Program Response Report
Work

• Form Improvements
• Within each 2013-14 objective an identification
  of where data is located in LiveText Exhibit
  Center
• SPA assessments have been preloaded in the
  2014-15 objectives
• The reflection on SPA data each year can be
  copied/pasted to SPA report. This will cut down
  on work when SPA reporting cycle arrives.
• Please align the three CU distributed
  competencies with a SPA assessment. (We are
  moving away from CF this year once replace with
  new core values and professional dispositions.)
• Form Addition
• Midsection program area discussion questions that
  need to be addressed this year for accreditation
  and SoE mission-related activities.
• Notes
• Form due October 1.