Professional Teacher Professional Teacher Education Unit (PTEU)Education Unit (PTEU)

Professional Teacher Professional Teacher Education Unit (PTEU)Education Unit (PTEU)

5 colleges5 colleges• Bagwell College of EducationBagwell College of Education• College of the ArtsCollege of the Arts• College of Health and Human ServicesCollege of Health and Human Services• College of Humanities and Social SciencesCollege of Humanities and Social Sciences• College of Science and MathematicsCollege of Science and Mathematics

15 departments15 departments Teacher education is an all-campus Teacher education is an all-campus

responsibilityresponsibility Dean of BCOE is head of the PTEUDean of BCOE is head of the PTEU

KSU: University of Choice for KSU: University of Choice for Educator PreparationEducator Preparation

3rd largest university in the USG3rd largest university in the USG Largest preparer of elementary Largest preparer of elementary

teachersteachers 2nd largest preparer of teachers at all 2nd largest preparer of teachers at all

levelslevels PTEU completers have increased by PTEU completers have increased by

59% since Fall 200559% since Fall 2005 Wide array of programsWide array of programs First degree program beyond a First degree program beyond a

master’s at KSUmaster’s at KSU First doctoral degree program at KSUFirst doctoral degree program at KSU

Responsive to State Responsive to State Initiatives and K-12Initiatives and K-12

Birth to Five B.S.Birth to Five B.S.• TraditionalTraditional• MontessoriMontessori

M.Ed. in Instructional TechnologyM.Ed. in Instructional Technology STEM activitiesSTEM activities

• Online Franchise MAT Program in Science and Online Franchise MAT Program in Science and MathematicsMathematics

• NSF grant – scienceNSF grant – science• NSF grant - mathematicsNSF grant - mathematics• Georgia DOE grant – scienceGeorgia DOE grant – science• Title II through UGA – online world of learningTitle II through UGA – online world of learning• Georgia Elementary Science Olympiad (largest in Georgia Elementary Science Olympiad (largest in

U.S.)U.S.)• Advancing the Teaching of Mathematics in Advancing the Teaching of Mathematics in

Science (ATOMS) Center Science (ATOMS) Center

Responsive to State Responsive to State Initiatives and K-12Initiatives and K-12

Performance-based educational leadership Performance-based educational leadership programsprograms• Ed.S.Ed.S.• PL-6 Certification (non-degree)PL-6 Certification (non-degree)

Reading as a critical mission in SREB statesReading as a critical mission in SREB states• Reading EndorsementReading Endorsement• M.Ed in ReadingM.Ed in Reading• Reading Concentration in Middle GradesReading Concentration in Middle Grades• KSU Annual Conference on Literature for Children KSU Annual Conference on Literature for Children

and Young Adultsand Young Adults• KSU Annual Conference on English as a Second KSU Annual Conference on English as a Second

LanguageLanguage• Kennesaw Mountain Writing ProjectKennesaw Mountain Writing Project• Center for Literacy and LearningCenter for Literacy and Learning

Teacher Quality Partnership Teacher Quality Partnership Grant - $8.9 millionGrant - $8.9 million

Addressing needs in Area 2 of CCSDAddressing needs in Area 2 of CCSD Developing 7 professional Developing 7 professional

development schoolsdevelopment schools Developing undergraduate urban Developing undergraduate urban

education optioneducation option Offering graduate level work to Offering graduate level work to

practicing teacherspracticing teachers• Coaching EndorsementCoaching Endorsement• Teacher Leader EndorsementTeacher Leader Endorsement

Linking achievement of K-12 students Linking achievement of K-12 students taught by KSU graduates to teacher taught by KSU graduates to teacher education programeducation program

KSU Capital CampaignKSU Capital Campaign

Early Learning CenterEarly Learning Center

New Building AdditionNew Building Addition

PTEU Conceptual PTEU Conceptual Framework OverviewFramework Overview

Collaborative Development of Collaborative Development of Expertise inExpertise in

Teaching, Learning and Teaching, Learning and LeadershipLeadership

Conceptual Framework Theme:

Development of the Development of the Conceptual FrameworkConceptual Framework

Collaboration with all stakeholdersCollaboration with all stakeholders• Discipline FacultyDiscipline Faculty• PTEU FacultyPTEU Faculty• Candidates (KSU students)Candidates (KSU students)• Graduates of our programs (Alumni)Graduates of our programs (Alumni)• Collaborating Teachers and PrincipalsCollaborating Teachers and Principals• Advisory BoardsAdvisory Boards• Community PartnersCommunity Partners

What are the KSDs?What are the KSDs?

KnowledgeKnowledge SkillsSkills DispositionsDispositions

OutcomesOutcomes- Initial -- Initial -

Subject Matter ExpertSubject Matter Expert Facilitator of LearningFacilitator of Learning Collaborative ProfessionalCollaborative Professional

Refer to handout for proficiencies that relate to Refer to handout for proficiencies that relate to each of these three outcomeseach of these three outcomes

HIERARCHYHIERARCHY

Theme of Unit

Outcome 1Subject Matter

Expert

Outcome 2Facilitators of

Learning

Outcome 3CollaborativeProfessional

4 Proficiencies 10 Proficiencies 4 Proficiencies

Subject Matter Expert Subject Matter Expert ProficienciesProficiencies

1.1. Candidate demonstrates broad, in-depth, and 1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content.current knowledge of discipline content.

1.2: Candidate represents content accurately.1.2: Candidate represents content accurately.

1.3: Candidate connects content to other disciplines 1.3: Candidate connects content to other disciplines and applies it to common life experiences.and applies it to common life experiences.

1.4: Candidate uses pedagogical content 1.4: Candidate uses pedagogical content knowledge effectively.knowledge effectively.

Facilitator of Learning Facilitator of Learning ProficienciesProficiencies

2.1: Candidate demonstrates knowledge of how 2.1: Candidate demonstrates knowledge of how learners develop, learn and think.learners develop, learn and think.

2.2: Candidate successfully motivates students to 2.2: Candidate successfully motivates students to learn.learn.

2.3: Candidate creates and implements instruction 2.3: Candidate creates and implements instruction that embodies multiple cultures and gives all that embodies multiple cultures and gives all students fair access to high quality education in a students fair access to high quality education in a rich, diverse curriculum. rich, diverse curriculum.

2.4: Candidate creates effective, well-managed and 2.4: Candidate creates effective, well-managed and active learning environments.active learning environments.

Facilitator of Learning Facilitator of Learning ProficienciesProficiencies

2.5: 2.5: Candidate creates a contextually-appropriate Candidate creates a contextually-appropriate supportive environment where all students have an supportive environment where all students have an equitable opportunity for high achievement.equitable opportunity for high achievement.

2.6: Candidate designs effective instruction that 2.6: Candidate designs effective instruction that reflects high expectations for all students and the reflects high expectations for all students and the belief that all students can learn. belief that all students can learn.

2.7: Candidate varies instructional strategies in 2.7: Candidate varies instructional strategies in response to individual needs of students. response to individual needs of students.

2.8: Candidate uses a variety of methods, materials, 2.8: Candidate uses a variety of methods, materials, and technologies.and technologies.

Facilitator of Learning Facilitator of Learning ProficienciesProficiencies

2.9: Candidate utilizes a variety 2.9: Candidate utilizes a variety of strategies to assessof strategies to assess student student learning.learning.

2.10: Candidate uses the results 2.10: Candidate uses the results of assessments to improve the of assessments to improve the quality of instruction.quality of instruction.

Collaborative Professional Collaborative Professional ProficienciesProficiencies

3.1: Candidate communicates effectively orally and in 3.1: Candidate communicates effectively orally and in writing.writing.

3.2: Candidate reflects upon and improves 3.2: Candidate reflects upon and improves professional performance.professional performance.

3.3: Candidate builds collaborative and respectful 3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, relationships with colleagues, supervisors, students, parents and community members.parents and community members.

3.4:3.4: Candidate displays professional and ethical Candidate displays professional and ethical behavior.behavior.

Birth to 5 Program (Traditional)Birth to 5 Program (Traditional)

Preparation to work with children ages Preparation to work with children ages birth through kindergarten in a variety birth through kindergarten in a variety of settingsof settings

Global and diversity focusGlobal and diversity focus Focus on infant and toddler instructionFocus on infant and toddler instruction Aligned with P-5 programAligned with P-5 program Emphasis on families and children with Emphasis on families and children with

special needsspecial needs Developmental and diverse effective Developmental and diverse effective

practices in the field of early care and practices in the field of early care and learninglearning

Birth to 5 Program (Montessori)Birth to 5 Program (Montessori)

Preparation via research based education system to work effectively with children ages birth through kindergarten;

Sensori-motor preparation for cognitive development;

Individualized instruction to typically and atypically developing children;

Early learning during critical periods of development;

Global and diverse curriculum in a carefully prepared learning environment;

Aligned with the P-5 program.

CF Embraces Concepts Inherent CF Embraces Concepts Inherent In:In:

NCATE/PSC – Unit StandardsNCATE/PSC – Unit Standards

BOR PrinciplesBOR Principles

Specialized Professional Association (SPA) Specialized Professional Association (SPA) StandardsStandards

PSC Program RulesPSC Program Rules

GA FrameworkGA Framework

INTASCINTASC

NBPTS/ELCC/GLISINBPTS/ELCC/GLISI

CF Is Present In:CF Is Present In:

CurriculumCurriculum

SyllabiSyllabi

AssessmentsAssessments

PTEU Assessment PTEU Assessment System OverviewSystem Overview

Common (Unit-level) AssessmentsCommon (Unit-level) Assessments

• Candidate Performance Instrument Candidate Performance Instrument (CPI)(CPI)

• Impact on Student Learning Impact on Student Learning Assignment and Rubric (ISLA)Assignment and Rubric (ISLA)

• Portfolio Narrative and Rubric Portfolio Narrative and Rubric (PNR)(PNR)

Program Specific AssessmentsProgram Specific AssessmentsInitial ProgramsInitial Programs

1)1) Content (GACE)Content (GACE)

2)2) Content (2Content (2ndnd content) content)

3)3) Planning AssessmentPlanning Assessment

4)4) Implementation (Clinical) AssessmentImplementation (Clinical) Assessment

5)5) Student Learning AssessmentStudent Learning Assessment

6)6) Dispositions AssessmentDispositions Assessment

7)7) Optional – additional assessmentOptional – additional assessment

8)8) Optional – additional assessmentOptional – additional assessment

External VoicesExternal VoicesFeedback From:Feedback From:

1)1) Student TeachersStudent Teachers

2)2) Collaborating TeachersCollaborating Teachers

3)3) Collaborating PrincipalsCollaborating Principals

4)4) Graduates (Alumni)Graduates (Alumni)

5)5) EmployersEmployers

6)6) Advisory Committees (unit & Advisory Committees (unit & program levels)program levels)

Decision Points in ProgramsDecision Points in Programs

Acceptance at Decision PointsAcceptance at Decision PointsInitial ProgramsInitial Programs

Admission to Teacher EducationAdmission to Teacher Education Admission to TOSS/Practicum/IDAAdmission to TOSS/Practicum/IDA Admission to Student TeachingAdmission to Student Teaching Exit from Student TeachingExit from Student Teaching

Advanced Programs:Advanced Programs: Admission to Graduate ProgramAdmission to Graduate Program Mid ReviewMid Review Exit from ProgramExit from Program

Decision Points in ProgramsDecision Points in Programs

Acceptance at Decision PointsAcceptance at Decision PointsBirth to 5 Program - Traditional:Birth to 5 Program - Traditional:

Admission to Teacher EducationAdmission to Teacher Education Admission to Methods CoursesAdmission to Methods Courses Admission to Student TeachingAdmission to Student Teaching Exit from Student TeachingExit from Student Teaching

Birth to 5 Program – Montessori:Birth to 5 Program – Montessori: Admission to UniversityAdmission to University Admission to Teacher EducationAdmission to Teacher Education Admission to ECE 4355: Admission to ECE 4355:

Observation and Supervised Observation and Supervised Practice Teaching – Early Practice Teaching – Early Childhood IIChildhood II

Exit from ProgramExit from Program2828

Evidence Room LinksEvidence Room Links

Unit Assessment System & Unit Unit Assessment System & Unit Assessments (see Standards 1 & 2)Assessments (see Standards 1 & 2)

Program Key Assessments (see Program Key Assessments (see PROBE)PROBE)

Unit Decision Points (see Standard 2)Unit Decision Points (see Standard 2) Program Specific Admission Program Specific Admission

Requirements (see PROBE)Requirements (see PROBE)

Unit OperationsUnit Operations

Facilities, Library, Technology Facilities, Library, Technology ResourcesResources

Support Services (e.g. Advisement, Support Services (e.g. Advisement, Admissions, Field Experiences)Admissions, Field Experiences)

BudgetsBudgets Personnel (Faculty, Staff, Personnel (Faculty, Staff,

Administration)Administration) GovernanceGovernance

DATA SOURCE

TIER

Program Assessment Unit Assessment

Internal Candidate Performance:Program specific requirements at admission points and exitKey assessments of professional content standards (SPA & PSC)Candidate Performance Assessment Instrument (CPI)Portfolio Narrative RubricImpact on Student Learning RubricInfusion of technologySelf assessment

Candidate Performance:Common requirements at each decision point of admission/exitCandidate Performance Assessment Instrument (CPI) at ExitPortfolio Narrative RubricImpact on Student Learning Rubric

Field Experiences:Placements during content area coursesPlacements during TOSS/practicum, student teaching, internshipsObservationsApplications in own classroom (advanced)

Field Experiences:Placements in core courses (EDUC 2110, 2120, 2130, and INED 3304); student teaching; selected MAT courses Observations

Diversity:CandidatesField ExperiencesFacultyRecruitment & Retention

End of Program:Candidate survey

Faculty:Biographical informationVita and supporting documentationCandidate evaluationsPerformance reviews (e.g. annual, T&P, Post-Tenure Review

Resources:BudgetFacilitiesTechnologyUnit operations/centers

External Candidate Performance:GACE IGACE II MAT/GRECollaborating teachers

End of ProgramCollaborating teachers survey (initial only)Principal survey (initial only)

Graduates:First Year Survey Second Year Survey (initial only)

Employers:Surveys

Comprehensive ProcessComprehensive Process

Collection, Collection, Aggregation, Aggregation,

Analysis, ReportingAnalysis, Reporting, , & Reflection Of & Reflection Of

Useful DataUseful Data

Chalk and Wire Portfolio Chalk and Wire Portfolio SystemSystem

Chalk and WireChalk and Wire

A digital ePortfolio and assessment A digital ePortfolio and assessment system that can support multiple unit system that can support multiple unit and program assessment plans and program assessment plans simultaneously. simultaneously.

Our purpose for C&W is to provide Our purpose for C&W is to provide flexible yet connected assessment flexible yet connected assessment options for individual program areas. options for individual program areas.

The portfolio includes candidate reflections

Candidates can Candidates can showcase their showcase their teaching with teaching with

videosvideos

Rubric: ECE PNR - ST - KSU Supervisor Fall 2009  L-1 L-2 L-3 L-4 Total

  Little or No Evidence 

Limited Evidence  Clear Evidence  Clear, Consistent, and Convincing Evidence 

 

Elements/ Criteria % N % N % N % N % N

SUMMARY RATING FOR SUBJECT MATTER EXPERTS                                

0% 0 1% 1 20% 29 79% 114 100.00% 144

SUMMARY RATING FOR FACILITATORS OF LEARNING                            

0% 0 0% 0 18% 26 82% 118 100.00% 144

SUMMARY RATING FOR COLLABORATIVE PROFESSIONALS                  

0% 0 0% 0 14% 20 86% 124 100.00% 144

Comprehensive ProcessComprehensive Process

Collection, Collection, Aggregation, Aggregation,

Analysis, ReportingAnalysis, Reporting, , & Reflection Of & Reflection Of

Useful DataUseful Data

So What?So What?Systematic Data Systematic Data

Reflections Across the UnitReflections Across the Unit

Form A - Individual Data ReflectionsProgram:Semester/Year Evidence Collected:Name of Evaluator:

*Name of Evidence Collected:

Data Analysis - What do the assessment results say about:

Reflections: What did I learn from the assessment? What should be changed in the future?

[Assessment 1]

1) SPA/PSC/Institutional standards met, not met, or met partially by candidates

1)

2) Instruction 2)

3) Course or curriculum 3)

[Assessment 2]

1) SPA/PSC/Institutional standards met, not met, or met partially by candidates

1)

2) Instruction 2)

3) Course or curriculum 3)

[Assessment 3]

1) SPA/PSC/Institutional standards met, not met, or met partially by candidates

1)

2) Instruction 2)

3) Course or curriculum 3)

[Assessment 4]

1) SPA/PSC/Institutional standards met, not met, or met partially by candidates

1)

2) Instruction 2)

3) Course or curriculum 3)*Provide the data source or name of assessment tool (e.g. CPI, advisory group, Principal Survey)

Form B - Program Summary Reflections

Name of Program:

Semester/Year Evidence Collected:

From what sources were evidence and/or feedback obtained? (Provide the name(s) of the evidence source or assessment tool (e.g. CPI, advisory groups, Principal Survey, focus groups)

What do results say about candidate and/or graduate performance related to:

1) Knowledge of Content or Field as delineated in standards:

2) Professional/Pedagogical Knowledge & Skills including Technology: Professional/Pedagogical Knowledge & Skills including technology:

3) Assess/Analyze/Improve Upon Student Learning, Create Positive Learning Environments:

4) Demonstration of Professional Dispositions including fairness and belief that all students can learn:

What steps have been taken to initiate changes in courses, programs (including assessments, curriculum, requirements, faculty, etc), field experiences & clinical practice as a result of analyzing evidence?

Electronic EvidenceElectronic Evidence

See WebsiteSee Website