Title: Working the System: Exemplars from the University of Colorado at Boulder
1Working the SystemExemplars from the
University of Colorado at Boulder
- American Association of Colleges of Teacher
Education - February 21, 2004
- Jennie Whitcomb
- Assistant Dean for Teacher Education
- jennie.whitcomb_at_colorado.edu
2The Colorado Context Performance-Based Standards
- Candidate Knowledge Responsive to K-12 CO Model
Content Standards - Educator Licensing Act outlines standards for
content knowledge for each licensure area - Colorado Commission on Higher Education approves
academic majors for undergraduate candidates and
limits though majors to 126 credits - Candidates must pass licensure exam (PLACE or
PRAXIS) prior to student teaching - Pedagogical Content Knowledge, Professional and
Pedagogical Knowledge Responsive to
Performance-based Standards for Colorado Teachers - 45 standard elements in eight broad areas,
- e.g., 1 Knowledge of Literacy or 6 Knowledge of
Individualization of Instruction - 800 hours supervised field experience
- Teacher Work Sample required of all candidates
before licensure - Electronic Inventory of Satisfied Standards must
be created for each candidate - Schools of Education went through state review
within one year of legislations passage to
ensure full implementation of performance-based
system - Draw upon our conceptual framework and teacher
education program goals to give coherence and
intellectual framing of state standards and
regulations
3Major Components of CUs System Sources of Data
for Each Candidate
4Major Components of CUs System Sources of Data
to Evaluate Programs
5The System at Work Knowledge of Literacy Standard
- Mapping the Performance-Based Standards
- Program Map
- Course Map
- Refining and Aligning Benchmark Assessments in
Courses - Refining and Aligning Student Teaching Assessment
Instruments - Developing an Inventory of Satisfied Standards
- Analyzing First-Year Principal Survey Data
6The System at Work CO Performance-Based
Standards Knowledge of Literacy
- 1.1 Plan and organize reading instruction based
on ongoing assessments. - 1.2 Develop phonological and linguistic skills
related to reading. - 1.3 Develop reading comprehension and promotion
of independent reading. - 1.4 Support reading through oral and written
language development. - 1.5 Utilize Colorado Model Content Standards in
Reading and Writing for the improvement of
instruction.
7The System at Work Program Map for Literacy
Standards
8The System at Work One Course Map Referencing
Literacy Standards
9The System at Work One Benchmark Assignment in a
Course
- Integrated Literature/Social Studies Unit (35)
In addition to ongoing participation in the
class, the team will develop their integrated
literature/social studies unit. The assigned
university mentor will aid teacher education
candidates in thinking about issues of diversity
and social action, specific resources, district
and state standards, and related research that
would enhance the work. The classroom teachers
are invited to add their insights into the
development of the unit. The unit should include
the following - a one to two-page rationale, which explains what
the children will learn by participating in the
unit, with particular attention to the Colorado
Model Content Standards 1.5 S, 3.8 S - a five- to six-page summation of curricular
components in childrens literature and social
studies emphasized in the unit - a calendar describing daily activities of the
unit - three lessons on selected narrative elements
(e.g., character, theme, style) addressed in the
curricular components 1.1 S, 1.3 S, 1.4 S,
1.5 S, 3.1 S, 3.2 S, 3.3 S, 3.6 S, 3.8 S - three specific social studies content lessons
reflected in the curricular components 1.3 S,
1.5 S, 4.2 S, 3.1 S, 3.2 S, 3.3 S, 3.6 S, 3.8 S,
4.3 S, 4.4 S, 7.1 S, 7.5 S, 8.1 S - an annotated bibliography of 3 to 5 books
selected for the unit, featuring a foundation
text along with intertextually related books
1.3 S, 3.8 S - a reference list of all sources in APA style.
10The System at Work Benchmark Assignments in the
Inventory of Satisfied Standards
- Elementary Education Program - University of
Colorado at Boulder - School of Education UCB 249, Boulder CO 80309
- The following Inventory of Satisfied
Standards provides you with a record of how you
have satisfied the required Performance-Based
Standards for Colorado Teachers. Although the
Inventory does not include all teacher education
course assignments that satisfied standards, it
does include selected assignments from your
teacher education courses and student teaching
experience that document how you have satisfied
each standard. You should keep this inventory for
your records along with appropriate class
assignments and your Teacher Work Sample. - Standard One Knowledge of Literacy
- 1.1 Plan and organize reading instruction based
on ongoing assessment. - Performance evidence demonstrating proficiency
- Integrated Literacy Social Studies Unit The
candidate developed an integrated unit to
highlight the content areas of literacy and
social studies as well as to reflect the
particular needs of children in the assigned
elementary practicum classroom. Lessons, based
on Colorado Model Content Standards, were
developed for reading, language arts, social
studies, and literature. One of the lessons was
taught to the class. EDUC 4311 - Literacy Development Portfolio The candidate
interacted with an individual child at least once
a week for a minimum of two hours and kept
detailed notes on the child's reading and
writing. Based on the information gathered and
the Colorado Model Content Standards in Reading
and Writing, the candidate planned and organized
instruction for the child. EDUC 4321 - Source of Evidence Checklist During student
teaching, the candidate planned and organized
reading instruction based on ongoing assessment.
Evidence that this standard was satisfied is on
the Source of Evidence Checklist, compiled during
student teaching. Evidence came from one or more
of the following sources observation by
cooperating teacher or University supervisor,
lesson plans, conference, journal, or TWS. To
satisfy this standard, multiple pieces of
evidence were required to show that the candidate
performed consistently at an acceptable to good
level. EDUC 4513 EDUC 4691
11The System at Work Policies for Syllabi
Benchmark Assignments
- Policies Adopted by Faculty re Syllabi
- Reference all performance-based standards met in
the course by annotating each benchmark
assignment to explain each standard met through
that assignment. - Candidates cannot earn a passing grade in a
course unless all assignments satisfying
relevant standards have been completed at
proficient level. - Practices Followed by Faculty re Syllabi
- Every syllabus is reviewed each semester to
update program and course maps. - Faculty collaborate and deliberate to ensure that
as new faculty teach in the program, curricular
changes are negotiated to ensure program
coherence is maintained.
12The System at Work Literacy Standards in Student
Teaching Assessments (Observation Reports)
- Knowledge of Literacy
- Good Acceptable Needs Improvement
- ? ? ? Bases instruction on content needs and/or
ongoing assessment - ? ? ? Develops reading comprehension and
promotes independent readin g - ? ? ? Uses reading to accomplish a variety of
instructional tasks - ? ? ? Promotes sound writing practices
- Specific Notes/Artifacts
13The System at Work Literacy Standards in Student
Teaching Assessments (Sources of Evidence)
14The System at Work Student Teaching Assessments
in the Inventory of Satisfied Standards
- Elementary Education Program - University of
Colorado at Boulder - School of Education UCB 249, Boulder CO 80309
- The following Inventory of Satisfied
Standards provides you with a record of how you
have satisfied the required Performance-Based
Standards for Colorado Teachers. Although the
Inventory does not include all teacher education
course assignments that satisfied standards, it
does include selected assignments from your
teacher education courses and student teaching
experience that document how you have satisfied
each standard. You should keep this inventory for
your records along with appropriate class
assignments and your Teacher Work Sample. - Standard One Knowledge of Literacy
- 1.1 Plan and organize reading instruction based
on ongoing assessment. - Performance evidence demonstrating proficiency
- Integrated Literacy Social Studies Unit The
candidate developed an integrated unit to
highlight the content areas of literacy and
social studies as well as to reflect the
particular needs of children in the assigned
elementary practicum classroom. Lessons, based
on Colorado Model Content Standards, were
developed for reading, language arts, social
studies, and literature. One of the lessons was
taught to the class. EDUC 4311 - Literacy Development Portfolio The candidate
interacted with an individual child at least once
a week for a minimum of two hours and kept
detailed notes on the child's reading and
writing. Based on the information gathered and
the Colorado Model Content Standards in Reading
and Writing, the candidate planned and organized
instruction for the child. EDUC 4321 - Source of Evidence Checklist During student
teaching, the candidate planned and organized
reading instruction based on ongoing assessment.
Evidence that this standard was satisfied is on
the Source of Evidence Checklist, compiled during
student teaching. Evidence came from one or more
of the following sources observation by
cooperating teacher or University supervisor,
lesson plans, conference, journal, or TWS. To
satisfy this standard, multiple pieces of
evidence were required to show that the candidate
performed consistently at an acceptable to good
level. EDUC 4513 EDUC 4691
15The System at Work Literacy Standards in
First-Year Teacher Surveys
- Items related to specific skills developed in
literacy methods courses - Q22 To what degree did your experiences with the
School of Education enhance your ability to
integrate reading and literacy concepts and
skills into curriculum using standards to guide
instruction - Scale 1not at all, 4moderately, 7extremely
16The System at Work Literacy Standards in
First-Year Teacher Surveys
- Perceived contribution of literacy courses to
teaching effectiveness - Scale 1not at all, 4moderately, 7extremely
17The System at Work Literacy Standards in
Principal Surveys
- Items related to specific skills developed in
literacy methods courses - Q22 Compared to other first-year teachers, how
well does this teacher Integrate reading and
literacy concepts and skills into curriculum
using standards to guide instruction - Scale 1not at all, 4moderately, 7extremely
- Quality Indicator 5.0
18The System at Work Data Driving Program Renewal
- 2002 First-Year Teacher Principal Surveys
19The System at Work Data Driving Programmatic
Changes
- Task Force
- Redesigned curriculum in two courses
- Piloted new syllabi in 2003-2004
- Conducted curriculum survey during pilot
- Will be able to review First-Year Teacher and
Principal Survey data of candidates who took
revised courses as early as 2005-2006
20Working the System What Ive Learned, So Far.
- Assessment systems must be responsive to state
context and mandates - Roll up your sleeves
- Deans leadership and commitment of resources
essential - Values coherence and actively supports policies
that promote coherence - Resources to develop and maintain Access data
base system - Reallocated FTE to create a Coordinator of
Assessment Planning Position - Focuses faculty on addressing one program renewal
effort at a time - Engages publicly in the ongoing challenge to
manage the tension between engaging in this work
with intellectual rigor/passion and engaging in
this work as a bureaucratic task