Title: How Are Teacher Education Institutions Using Data to Improve Programs?
1How Are Teacher Education Institutions Using Data
to Improve Programs?
Lessons Learned from the SUNY Teacher Education
Program Assessment FIPSE Project, 2003-07 A
presentation at the Carnegie Roundtable
Discussion Improving New Yorks Teacher
Education Programs Through Evidence-Based
Decision Making April 18, 2007 Albany, New
York Suzanne Weber, Project Director Associate
Dean School of Education, SUNY Oswego
2How Are Teacher Education Institutions Using Data
to Improve Programs?
- 3 big ideas for my remarks (3 handouts with more
information) - Describe collaborative SUNY FIPSE Project
- Illustrate typical data now available and used by
the SUNY colleges to improve programs - Describe a framework for a new educational
quality information system that could provide
data to NYSED, colleges and the schools to
improve PK-12 student achievement
3SUNY Teacher Education Program Assessment FIPSE
Project
- Purpose of SUNY FIPSE project is to create
campus-level assessment systems that support
data-driven program improvements to increase
beginning teacher competency - Involves all 16 teacher education institutions in
the SUNY System - Includes a wide variety of institutions and
programs - SUNY prepares about 30 of college-recommended
teachers in New York State - Involves high level of collaboration across
campuses and with SUNY System
4SUNY Teacher Education Program Assessment FIPSE
Project
- About 2/3 of the SUNYs are NCATE, 1/3 TEAC, no
RATE - Whatever the accreditation agency, all SUNYs are
collecting and analyzing data in five major
categories Candidate Content Knowledge
Performance Candidate Curriculum Development
Performance Candidate Teaching Performance
Candidate Impact on PK-12 Student Learning
Program Operational Effectiveness - Usually includes assessment of Candidate Ability
to Meet Needs of Diverse Learners, Instructional
Technology Skills, and/or Professional
Dispositions - Provide selected examples in each category
(complete set in handout)
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9Teacher Candidate Performance Lesson/Unit
PlanningImpact on P-12 Student Learning
Example 9. Teacher Work Sample
Requires analysis of pre/post test data (and
assessment of higher order thinking skills)
Traditional lesson unit plan objectives
embedded in TWS
X Axis Class Goals Assess
Instruct Anal Student Reflection
Context Plan
Sequence Learning Y
Axis 2Met But Needs Development, 3Met
(Target), 4Met with Distinction
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11Teacher Candidate Performance Program
Effectiveness
Example 13. Candidate Exit Survey
X Axis Overall Career Student Fellow Support
Admin Fac Assess Educ Equity
Student Res Teach Qual
Serv Teach Cand Serv
Serv Courses Constit
Diversity Dev Prof Dev Strat Instruct Y
Axis 4Good, 5Very Good, 6Excellent
12Toward a New York State PK-16 Educational
Quality Information System
13Toward a New York State PK-16 Educational
Quality Information System
- Teacher education institutions are already using
data to improve programs - Candidate Content Knowledge
- Curriculum Development Performance
- Teaching Performance
- Impact on PK-12 Student Learning and
- Program Operational Effectiveness
- 2. A PK-16 educational quality information system
is needed in New York State to - Understand teachers career paths and
performance, and - Enhance PK-12 student achievement
14How Are Teacher Education Institutions Using Data
to Improve Programs?
Lessons Learned from the SUNY Teacher Education
Program Assessment FIPSE Project, 2003-07 A
presentation at the Carnegie Roundtable
Discussion Improving New Yorks Teacher
Education Programs Through Evidence-Based
Decision Making April 18, 2007 Albany, New
York Suzanne Weber, Project Director Associate
Dean School of Education, SUNY Oswego
www.oswego.edu/educate/fipse
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17Pass Rate 100 100 97 97 100 100 100 100 100 100 99
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20Pass Rate 100 100 98 100 100 100 100
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