Learning to Teach Teaching for Learning:

1
Learning to TeachTeaching for Learning

• The Changing Focus of Accreditation

Donna M. Gollnick, NCATE July 20, 2006
2
Outcomes in Accreditation

• COPA project on outcomes in the early 1990s
• ABET engineering standards
• Regional accreditors

3
Accreditation Interest

• Outcomes emphasis is on learning of college
  students
• Collegiate Learning Assessment
• Survey of Student Engagement
• Education Trust has developed the College
  Results Online to track completion rates
• Not yet used for accreditation

4
Outcomes in Teacher Ed.

• NBPTS in 1987 for advanced certification of
  teachers
• Identified what teachers should know be able to
  do
• INTASC in 1992 for licensure of teachers
• Introduced use of knowledge, performance
  (skills), dispositions
• NCATE in 1995 Standards for professional
  education units
• Incorporated INTASC principles
• NCATE in 2000 Standards
• Incorporated INTASC NBPTS
• Focused on candidate performance
• Required candidate assessments and data
• Included student learning

5
Move to data driven decision making

• Most accreditors are now requiring assessment
  data
• NCATE requires
• Assessments related to standards that are
  consistent, fair, and unbiased
• Scoring guides for assessments
• Assessment data

6
Data on Competent Practice

• Most accreditors depend on follow-up studies of
  graduates and employers
• Public and policy makers are most interested in
  whether a teacher helps students learn
• NCATE is interested in whether completers of
  accredited institutions can help students learn.

7
Who has influenced NCATE?

• Pauletta Bracy, North Carolina Central
• Ted Andrews, Washington Dept. of Ed.
• Emerson Elliott, NCATE
• The Work of Del Schalock and Western Oregon
  University
• The Renaissance Group, INTASC, NBPTS

8
What is taught in teacher education?
9
A little history

• In their 1861 petition, the Committee on State
  Normal Schools urged the California
  Superintendent of Public Instruction to create
  such schools because a very learned man may
  profoundly understand a subject himself, and yet
  fail egregiously in elucidating it to others.

10
Teachers should know

• the powers, capacities, and laws of growth of the
  mind
• the order, as to time, in which the different
  faculties are to be addressed and developed
• the best modes of their development
• the special adaptation of each school study to
  the particular necessities and faculties of the
  juvenile mind

11
and

• the laws of bodily health as to ventilation,
  posture, school calisthenics and gymnastics
• the moral natures of children
• best methods of school organization,
  classification, programmes of daily exercises,
  and modes of teaching, as exemplified in the best
  systems and best schools in the world and
• the knowledge so acquired is practically applied
  in the model or experimental school (a necessary
  part of a Normal School) in the presence of
  competent and experienced teachers.

12
How different are we today?

• Foundations of education
• Educational psychology
• Child/adolescent development
• Methods
• Student Teaching/Internship

13
What do we know about preparing teacher
candidates who know how to help students learn?
14
Not much

• AERA report
• Lack of research that shows teacher education has
  a positive impact on student learning has
  contributed to calls for data on teacher
  education
• Title 2

15
The lack of research has led to calls for

• the elimination of teacher education in colleges
  universities and
• the teaching of pedagogy on-the-job.
• National Center for Teacher Quality
• The Fordham Foundation
• George Will in Newsweek

16
NCATEs Expectations
17
NCATE Standards

• Candidate Performance
• Candidate Knowledge, Skills, Dispositions
• Assessment System and Unit Evaluation
• Unit Capacity
• Field Experiences and Clinical Practice
• Diversity
• Faculty Qualifications, Performance, and
  Development
• Unit Governance and Resources

18
Elements of Standard 1

• Teacher Preparation
• Content knowledge
• Pedagogical content knowledge skills
• Professional pedagogical knowledge skills
• Dispositions
• Student learning

• Other School Professionals
• Content knowledge
• Professional knowledge skills
• Dispositions
• Student learning

19
1. Candidate Knowledge, Skills, and
Dispositions

• Candidates preparing to work in schools as
  teachers or other professional school personnel
  know and demonstrate the content, pedagogical,
  and professional knowledge, skills, and
  dispositions necessary to help all students
  learn. Assessments indicate that candidates meet
  professional, state, and institutional standards.

20
Student Learning for Teacher Candidates
21
Student Learning for Other School Professionals
22
Candidates should demonstrate that they can

• Judge prior learning
• Plan lessons and units
• Assess student learning
• Analyze results of the assessments
• Reflect adjust teaching appropriately for
  student learning

23
Implications for Teacher Ed

• Include assessment literacy in the curriculum.
• Provide opportunities for candidates to develop
  practice teaching so their students learn
• Include student learning in assessment

24
Program Reviews as Evidence of Meeting Standard 1
National Reviews by SPAs (Specialized Professional
Associations)
State Reviews by the State Agency Responsible for
Program Approval
25
Data from national (some-times state) program
reviews

• State licensure exam for program area (if
  availableotherwise another content based
  assessment)
• Content Assessment
• Assessment of Planning (e.g., unit plan)
• Student teaching/internship assessment
• Assessment of candidate impact on student
  learning or providing a supporting learning
  environment
• Assessment of choice

26
How are units assessing student learning?

• In an examination of 58 team reports for fall
  2003 visits, we found that
• 16 used teacher work samples
• 64 used portfolios with samples of student work
  and candidate reflections
• Evaluating what P-12 students learned as a result
  of a lesson
• Case studies with student work
• Essay about how candidates promoted learning
• Assessment data that showed student gains

27

• 64 used performance evidence
• field experiences clinical practice (i.e.,
  student teaching)
• assignments requiring candidates to assess impact
  on student learning
• Pathwise state assessments
• Some used interview data
• Candidates, cooperating teachers, principals
• 22 used survey data

28
The Culture of Evidence
29
2. Assessment System and Unit Evaluation
The unit has an assessment system
that collects and analyzes data on applicant
qualifications, candidate and graduate
performance, and unit operations
to evaluate and improve the
unit and its programs.
30
Element 1 Units assessment system

• Has been developed by professional community
• Reflects the conceptual framework, developed
  collaboratively
• Comprehensive integrated evaluation measures
• Monitors candidate performance and unit
  operations
• Includes multiple assessments at key
  transition/decision points in programs that are
  predictors of candidate success
• Includes fair, accurate, and consistent
  assessments

31
Standards not met in 2005 and 2006
2005 2006 2005
Condition/ 2006 Condition/ Total Provision
Total Provision Std 1 11 5
(45) 2 2 (100) Std 2 39 32
(82) 12 11 (92) Std 3 3 0
(0) 1 1 (100) Std 4 7 4
(57) 6 5 (83) Std 5 4 3
(75) 0 0 Std 6 3 1 (33)
0 0
32
Problems Experienced by Institutions

• Not having a system for aggregating, summarizing,
  analyzing, and using data.
• Not including evaluation of unit operations in
  the assessment system.
• Not reflecting the conceptual framework.
• Not ensuring the fairness, accuracy,
  consistency of assessments.

33
and more

• Not involving the professional community in the
  development of the system.
• Not effectively utilizing information
  technologies to maintain the system.
• Not using data to improve candidate performance
  program quality.

34
Standard 3

• The unit and its school partners

design, implement, and evaluate field
experiences and clinical practice
so that teacher candidates and
other school personnel develop and demonstrate
the knowledge, skills, and dispositions
necessary to help all students learn.
35
Development Demonstration of KSD

• Entry exit criteria exist
• Assessments linked to standards
• Multiple assessments used
• Assessments conducted by candidates, school
  faculty, university faculty
• Time allowed for reflection feedback
• Opportunities exist to develop KSD
• Experiences with exceptional diverse students
  exist.

36
Issues

• Multiple routes or pathways to becoming a teacher
• Baccalaureate
• Post-baccalaureate programs
• Internships
• Learning while teaching, etc.
• Who prepares teachers?
• Alternate routes

37
The possibilities

• Further development of systems to provide
  data-driven decision making
• Making the connection between teacher education
  and successful practice
• Embracing accountability transparency
• Embracing the goal of preparing teachers who
  understand student learning and plan to help
  students learn (including college students)

38
The bottom line

• Do students in the classes of your graduates
  learn?