Welcome to the University of Central Missouri

1
Welcome to the University of Central Missouri

• NCATE / DESE Joint Visit
• March 28, 2009

2
Overview of Session

• Welcome and introductions
• Governance
• Historical context
• Video presentation
• Recent developments impacting Educator
  Preparation
• UCMs assessment system
• The Electronic Document Center
• The Missouri system David Adams
• Logistics

3
Welcome and Introductions

• NCATE team
• DESE team
• UCM team
• Comments by Dean Wright

4
Governance

• Unit Head (Dean Michael Wright)
• Professional Education Faculty (PEF)
• Teacher Education Council (TEC)
• 17 members, 10 voting
• Don Melichar, TEC Chair (English Dept. Chair)
• NCATE Assessment Coordinator (Assoc. Dean Joyce
  Anderson Downing)
• Unit Coordinator for TWS (Nicole Nickens)

5
(No Transcript)
6
Historical Context

• Founded 1871 Normal School 2
• Focus on educator preparation has continued for
  138 years
• NCATE accreditation achieved in 1954
  (continuously accredited since 1954)
• Recognized regional leader
• Large, loyal alumni base
• Strong network of practitioners

7
Video presentation
8
Recent Developments Impacting Educator Preparation

• Changes in administration 2002-2005
• New President, Provost (3)
• 4-year Interim Dean of CEHS
• No NCATE Coordinator 2002-2004
• Clinical Services Certification
• All dept. chairs new since 2002
• Assessment system changes in 2005

9
Recent Developments (cont.)

• University reorganization effective 1-1-2007
• Creation of the College of Education provided
  opportunity!
• SWOT analysis
• Task Forces
• Defining Excellence
• Organizational Structure
• 21st Century Learning Environment
• Joint Appointments
• Administrator focus groups

10
Chronology of Change

• Meetings with superintendents
• College Leadership Team
• Reorganization of TEC
• K-12 SIG (special interest group) in PEF
• Revisions to Conceptual Framework
• Curriculum revisions aligned with Conceptual
  Framework and responsive to PEF
• Reorganization of College
• Revisions of Elementary and Middle school programs

11
Positioned for Continued Success

• Current initiatives
• Curriculum revisions focused on Advisory
  Committee feedback and AAT
• Partnerships with community colleges
• Teacher Work Sample (TWS) implementation 2009
• Expansion into Kansas City
• Revised field experiences
• More involvement with Charter Schools
• More faculty involved in supervising student
  teachers
• Expansion of Professional Development Schools
• AIRE

12
WHAT is a Teacher Work Sample (TWS)?

• A tool for structuring and focusing field
  experiences
• To create a TWS, candidates (student teachers)
  must design, teach, assess, reflect upon, and
  revise a unit of instruction
• Our current student teacher evaluation has most
  of the components of a TWS already in place

13
WHY implement a TWS?

• In order for field experiences to have the
  greatest positive impact on pre-service teachers,
  the connection between coursework and field
  experience must be clear (Willard-Holt
  Bottomly, 2000).
• TWS can serve as a multi-purpose assessment tool
  providing an authentic, performance-based,
  summative assessment of student teachers

14
WHYcontinued

• A TWS will
• focus student teaching upon impact on student
  learning
• More fully meet NCATE expectations
• Produce more meaningful data to be used in
  program improvement
• Provide for a cohesive, consistent method of
  unit-wide assessment
• Allow for a focus on both pedagogy and content,
  and promote reflective practice

15
Assessment System 2001-2005

• Prior to Fall 2005
• Common initial benchmarks and assessments
• Praxis II examination
• Grades in required courses, curriculum aligned
• MoSTEP-aligned student teaching observation
• Portfolio, standards-based, differed by program
• Results shared with candidates, programs

16
Assessment System 2001-2005

• Assessments provided limited information for
  differentiation of candidates or program
  improvement
• Assessments did not address lesson planning,
  impact on learning, or dispositions
• Data not aggregated or stored electronically
• Data not used systematically
• Subject-specific competencies met in a variety of
  ways by different programs, not coordinated by
  Unit
• Advanced/graduate programs were not included

17
Assessment System -Intent of 2005 Revision

• Developed by PEF and P-12 representatives
• Agreed-upon common benchmarks and assessments
• Based on revised MoSTEP and NCATE standards
• Better alignment with CF, dispositions
• Address candidate ability to design and assess
  instruction/impact
• Provide more useful formative information for
  candidates
• Provide more useful information for program
  improvement
• Systematize data collection, analysis, and
  dissemination
• Include graduate/advanced programs

18
Assessment System Benchmarks

• Admission to teacher education/program
• Entry to clinical practice
• Exit from clinical practice
• Program completion/graduation
• Follow-up
• See IR Standard 2, Table 6 for benchmark
  assessments by program

19
Assessment System Benchmark Assessments
(Initial)

• Admission to teacher education
• 2.5 cumulative GPA
• Grade of at least a C in core courses
• Pass all parts of CBASE
• Pass criminal background check
• Faculty recommendation

20
Assessment SystemBenchmark Assessments (Initial)

• Entry to clinical practice/student teaching
• Minimum 2.5 GPA
• Demonstrated computer proficiency
• Formative dispositions assessment
• Faculty recommendation
• Praxis II taken
• Background check must still be current

21
Assessment SystemBenchmark Assessments (Initial)

• Exit from Clinical Practice
• Complete required number of hours
• Demonstrate competency (score Meets or better)
  on all standards
• Student teacher evaluation (minimum of 3
  formatives, 1 summative)
• Dispositions assessment
• Unit plan and Impact on P-12 learning/assessment
• Minimum C grade in student teaching

22
Assessment SystemBenchmark Assessments (Initial)

• Complete program
• Complete university requirements for degree
• Minimum 2.5 GPA
• Grade of C in specific professional education
  courses
• Complete departmental requirements
• Complete certification requirements
• Complete degree requirements
• Pass required Praxis II exam(s)
• Complete departmental requirements

23
Assessment SystemBenchmark Assessments
(Grad/Adv.)

• Admission to program
• Earned bachelors degree with minimum GPA
• Complete application, submit transcript and
  recommendation(s)
• Other - varies by program, but may include
• GRE
• Interview/essay
• Performance based teaching evaluation

24
Assessment SystemBenchmark Assessments
(Grad/Adv.)

• Entry to Clinical Practice
• Successfully complete 12 graduate hours
• Program of study approved by faculty advisor,
  department and Graduate School
• Exit from Clinical Practice
• Complete required coursework with minimum GPA of
  3.0
• Successfully complete internship and/or capstone
  project course

25
Assessment SystemBenchmark Assessments
(Grad/Adv.)

• Completion of program/graduation
• Complete all courses in program
• Minimum GPA of 3.0
• Minimum grade of C in all courses
• Complete all required clinical practice and
  capstone experiences (e.g., thesis)
• Other - varies by program, but may include
• Exit or licensure exams
• Portfolio

26
Assessment SystemBenchmark Assessments
(Initial Advanced)

• Post-completion (1-2 years)
• TEAC Graduate survey
• TEAC Administrator survey

27
Assessment SystemData Management

• Unit assessments for initial programs are
  collected and monitored by the Office of Clinical
  Services and Certification and the Associate Dean
• Unit data summaries are reviewed annually by the
  Teacher Education Council and the Advisory Council

28
Assessment SystemData Management

• Graduate and advanced program assessments are
  collected and monitored by program faculty
• Data are reviewed by program faculty and their
  program advisory board
• Data summaries are submitted to the Unit Head
  when requested

29
Assessment SystemProgram Assessments (Initial)

• Praxis II exam(s)
• Standards-based, content-specific measure
• Planning instruction
• Evaluation of clinical practice
• Assessment/impact on P-12 learning
• Other standards-based measure(s)

30
Assessment SystemProgram Assessments (Advanced)

• Based on national SPA standards (if applicable)
• Aligned with DESE MoSTEP standards
• Incorporate UCM Conceptual Framework
• Aligned with NBPTS propositions (Programs that do
  not lead to certification and the Masters of Arts
  in Teaching - MAT)

31
Electronic Document Center

• 237 MB
• 1,306 files

32
Missouri State Review Process

• David Adams
• Assistant Director, Educator Preparation,
  Missouri Department of Elementary and Secondary
  Education (DESE)

33
Logistics

• Transportation
• Schedule
• Meals

34
Phone Numbers

• 816-678-4023 Joyce
• 660-580-0509 Kris