Paris, N.A. (2006) AACTE Session #334 V Conspicuous Excellence: Embracing Accountability, Documenting Impact & Building Trust Nita A. Paris, PhD, Associate

Paris, N.A. (2006) AACTE Session #334 VParis, N.A. (2006) AACTE Session #334 V

Conspicuous Excellence: Conspicuous Excellence: Embracing Accountability, Embracing Accountability,

Documenting Impact & Building Documenting Impact & Building TrustTrust

Nita A. Paris, PhD, Associate ProfessorNita A. Paris, PhD, Associate Professor Kennesaw State University Kennesaw State University

NCATE Strategic Action Team Member, NCATE Strategic Action Team Member, MEd in Adolescent Education Program MEd in Adolescent Education Program

CoordinatorCoordinator

Paris, N.A. (2006) AACTE Session #334 V

Organizing ThemesOrganizing Themes

►Responsibility that is SharedResponsibility that is Shared►Relationships that SustainRelationships that Sustain►Relevancy of ProgramRelevancy of Program►Recognition of ImpactRecognition of Impact►Revelation of ExcellenceRevelation of Excellence►Reflection that Refines & RenewsReflection that Refines & Renews


Responsibility that is SharedResponsibility that is SharedProfessional Teacher Education Unit Professional Teacher Education Unit

(PTEU)(PTEU)College of Education

College of Humanities

College of Science and Mathematics

P-12 Partners

ExcellenceIn TeacherEducation


P-12 PartnersP-12 Partners

► Serve on Advisory BoardsServe on Advisory Boards Provide input into program designProvide input into program design Provide input into course offeringsProvide input into course offerings Provide feedbackProvide feedback

► Serve as mentors for current studentsServe as mentors for current students► Serve as liaison between university and Serve as liaison between university and

schoolsschools► Engage in scholarship with facultyEngage in scholarship with faculty► Provide feedback on program impactProvide feedback on program impact


College of Science & College of Science & Mathematics, College of Mathematics, College of

HumanitiesHumanities► Collaboratively develop performance standards Collaboratively develop performance standards

consistent with accrediting agencies (content consistent with accrediting agencies (content focused and education)focused and education)

► Develop course content and assignments consistent Develop course content and assignments consistent with these standards – supporting and linking to with these standards – supporting and linking to education course content.education course content.

► Collaboratively plan course schedules and offerings Collaboratively plan course schedules and offerings in four content areas (18 hrs)in four content areas (18 hrs) EnglishEnglish MathematicsMathematics SciencesSciences Social SciencesSocial Sciences


Responsibility (cont.)Responsibility (cont.)

► Team-teach, cross-teach with education Team-teach, cross-teach with education facultyfaculty

► Education faculty teach “content” coursesEducation faculty teach “content” courses► Design and embed standards based Design and embed standards based

assessments into content coursesassessments into content courses► Share data collection, data analysis, data Share data collection, data analysis, data

reflection responsibilities reflection responsibilities ► Serve on and have a voice on governance Serve on and have a voice on governance

committees and search committees in committees and search committees in College of EducationCollege of Education


Relationships that SustainRelationships that Sustain

► Valuing & honoring Valuing & honoring expertise expertise

► Pulling together not Pulling together not pulling apartpulling apart

► Working for consensus Working for consensus ► Courageous advocates Courageous advocates

for one anotherfor one another► Lots of juice and Lots of juice and

cookiescookies


Relevancy of ProgramRelevancy of Program

► M.Ed in Adolescent M.Ed in Adolescent EducationEducation

► For certified middle For certified middle grades and secondary grades and secondary teachersteachers

► Content and pedagogy Content and pedagogy focused (18 hours in each)focused (18 hours in each)

► Aligned with NBPT Aligned with NBPT Standards in 7 Standards in 7 certification areascertification areas

► Performance standards Performance standards collaboratively developedcollaboratively developed


Relevancy (cont.)Relevancy (cont.)

►Course assignments directly linked to Course assignments directly linked to classroom practice.classroom practice.

► Improving teaching in P-12 classrooms Improving teaching in P-12 classrooms explicit focus.explicit focus.

► Improving P-12 student learning most Improving P-12 student learning most important measure of program impact.important measure of program impact.


Recognizing ImpactRecognizing Impact► Accrediting agencies require the systematic Accrediting agencies require the systematic

collection of data documenting program collection of data documenting program effectiveness and impact. effectiveness and impact.

► Build the collection of data into longitudinal Build the collection of data into longitudinal designdesign

► Combination of two designs Combination of two designs Trend study of M.Ed candidates and graduates (Fall Trend study of M.Ed candidates and graduates (Fall

2003)2003)► Yearly collection of data on current candidates and those Yearly collection of data on current candidates and those

graduating & from their employersgraduating & from their employers Panel study (Began fall 2005)Panel study (Began fall 2005)

► Collection of data at set intervals on previous M.Ed. Collection of data at set intervals on previous M.Ed. graduatesgraduates


Impact (cont.)Impact (cont.)

►Trend StudyTrend Study Data sources (Aligned with Candidate Data sources (Aligned with Candidate

Performance Outcomes)Performance Outcomes)►Surveys (Graduate Diversity, Program Surveys (Graduate Diversity, Program

Evaluation, Professional Accomplishments) Evaluation, Professional Accomplishments) ►E-portfolio evaluation (Portfolio Narrative E-portfolio evaluation (Portfolio Narrative

Rubric)Rubric)►Impact on Student LearningImpact on Student Learning►Disposition MeasuresDisposition Measures


Sample Data Sources and Collection Sample Data Sources and Collection

What is It? In WhatCourse?

Where Do I Find it?

Who Completes It?

Submitted Online?

When?

Portfolio Narrative Rubric

Portfolio class Online Professors Yes By end of Semester

Impact on Student Learning Analysis Rubric

EDUC and/or Content course

Online Professors completes RubricCandidate also complete rubric as part of narrative

Yes By end of Semester

Diversity Survey

Portfolio class Online Candidate Yes By end of Semester

DispositionMeasure

7703 or 7704 Website Candidate No End of Semester


Impact on P-12 Student LearningImpact on P-12 Student Learning2004-2005 2004-2005

(n= 123, Fall 05 preliminary data)(n= 123, Fall 05 preliminary data)

ProficiencProficiencyy

L1L1 L2L2 L3L3 L4L4

1.11.1 2%2% 0%0% 46%46% 52%52%

2.22.2 2%2% 0%0% 33%33% 65%65%

2.52.5 1%1% 0%0% 39%39% 60%60%

2.52.5 1%1% 0%0% 37%37% 62%62%

2.62.6 1%1% 1%1% 38%38% 60%60%

2.62.6 1%1% 1%1% 38%38% 60%60%

3.23.2 2%2% 0%0% 32%32% 66%66%


Sample Results- Disposition MeasureSample Results- Disposition MeasureQuestionQuestion Pretest Pretest

MeanMeanPosttest Posttest MeanMean

t-test*t-test* SignificanceSignificance

I can relate to Hispanic males I can relate to Hispanic males who are at risk of dropping who are at risk of dropping out of school.out of school.

3.03.0 5.65.6 -6.20-6.20 p < .001p < .001

I can related to students who I can related to students who are gay or lesbian.are gay or lesbian.

4.14.1 6.16.1 -3.79-3.79 p = .005p = .005

I can relate to students from I can relate to students from lower socio-economic lower socio-economic families.families.

4.24.2 5.85.8 -3.5-3.5 p = .008p = .008

Paired Samples t-test, n = 32


M.Ed. In Adolescent Education M.Ed. In Adolescent Education Candidate Candidate

Professional AccomplishmentsProfessional Accomplishments(2003-2004)(2003-2004)

M.Ed. in AdEd Candidate Professional Accomplishments (2003-04)

0

10

20

30

40

50

60

70

1

Accomplishment

Pe

rce

nta

ge

of

ca

nd

ida

tes

Leadership Role

Awards

State/Local Presentation

National Presentation

International Presentation

Published Original Work


Employers Evaluation of Employers Evaluation of M.Ed. In Adolescent Education M.Ed. In Adolescent Education

GraduatesGraduates(2003)(2003)

Question:Question:

How well does the teacher demonstrate the How well does the teacher demonstrate the followingfollowing

Average Average Ranking*Ranking*

Adjust practice to assess and evaluate all learnersAdjust practice to assess and evaluate all learners 4.434.43

Teach well because of deep understanding of Teach well because of deep understanding of contentcontent

4.514.51

Overall ability to increase student achievement Overall ability to increase student achievement and positively impact student learningand positively impact student learning

4.604.60

*5 = Very Well Prepared, 1 = Very Poorly Prepared, n = 15


Revelation of ExcellenceRevelation of Excellence

► Sharing findings with P-12 partnersSharing findings with P-12 partners Recognition of excellence results in deepening partnerships and Recognition of excellence results in deepening partnerships and

increased involvement in schools and districtsincreased involvement in schools and districts► specialized cohorts, grant opportunitiesspecialized cohorts, grant opportunities► individualization of program of studyindividualization of program of study

► Sharing findings with candidatesSharing findings with candidates Recognition of excellence spreads and deepens influenceRecognition of excellence spreads and deepens influence

► Best sales persons- recruiting colleaguesBest sales persons- recruiting colleagues► Builds teams of influence within schools and districtsBuilds teams of influence within schools and districts

► Sharing findings with professional colleaguesSharing findings with professional colleagues Recognition of excellence raises visibility and spreads influence Recognition of excellence raises visibility and spreads influence

beyond institution and its own graduatesbeyond institution and its own graduates► Professional conferences, publications, awardsProfessional conferences, publications, awards


Reflection that Refines and Reflection that Refines and RenewsRenews

►Annual, comprehensive and systematicAnnual, comprehensive and systematic► Involves representatives from all faculty Involves representatives from all faculty

groups and partnersgroups and partners►Data based revisions and changesData based revisions and changes►Reinforces the sense of shared Reinforces the sense of shared

responsibilityresponsibility►And strengthens sustaining relationships And strengthens sustaining relationships

between and among all stakeholders.between and among all stakeholders.►Completes the circle!Completes the circle!


Program Revisions Program Revisions RevisionRevision Data Source Data Source Program level Admission Program level Admission Requirements changed to require Requirements changed to require certification in level and content certification in level and content area area

Feedback from content faculty on Feedback from content faculty on candidate performance. candidate performance. Candidates who were ECE Candidates who were ECE certified had much difficulty with certified had much difficulty with advanced content courses in advanced content courses in math and science. math and science.

Added required course in Added required course in Advanced Assessment and Advanced Assessment and EvaluationEvaluation

Advisory board members from P-Advisory board members from P-12 schools indicted need for 12 schools indicted need for teachers to be more teachers to be more knowledgeable of assessment in knowledgeable of assessment in the current climate of the current climate of accountability. Candidates accountability. Candidates expressed need for more expressed need for more background in assessment.background in assessment.


What’s NextWhat’s Next► Formalize Panel Study Formalize Panel Study

designdesign► Incorporate final Fall 2005 Incorporate final Fall 2005

data into Trend Studydata into Trend Study► Share with Advisory Share with Advisory

Board- Feb. 2006Board- Feb. 2006► Share with candidates- Share with candidates-

Spring 2006Spring 2006► Monitor, reflect, refine, Monitor, reflect, refine,

revise, and repeatrevise, and repeat► Publish Publish


Contact informationContact information

►http://ksuweb.kennesaw.edu/~nparis/http://ksuweb.kennesaw.edu/~nparis/

►[email protected]@kennesaw.edu

Documents

Paris, N.A. (2006) AACTE Session #334 V Conspicuous Excellence: Embracing Accountability, Documenting Impact & Building Trust Nita A. Paris, PhD, Associate