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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
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 knowledge 1.4: Candidate uses pedagogical content knowledge effectively.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 a rich, diverse that embodies multiple cultures and a rich, diverse curriculum.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: Candidate creates environments that 2.5: Candidate creates environments that reflect high expectations for student reflect high expectations for student achievement.achievement.
2.6: Candidate designs effective instruction.2.6: Candidate designs effective instruction.
2.7: Candidate implements effective 2.7: Candidate implements effective instruction that positively impacts the instruction that positively impacts the learning of all students.learning of all students.
2.8: Candidate uses a variety of methods, 2.8: Candidate uses a variety of methods, materials, and technologies.materials, 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.
3.43.4: : Candidate displays professional and ethical Candidate displays professional and ethical behavior.behavior.
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
NBPTSNBPTS
CF Is Present In:CF Is Present In:
CurriculumCurriculum
SyllabiSyllabi
AssessmentsAssessments
MAT Programs Approved by PSCMAT Programs Approved by PSC
Bagwell Bagwell College of College of EducationEducation
College of College of the Artsthe Arts
College of College of Humanities Humanities
& Social & Social ScienceScience
College of College of Science & Science &
MathematicsMathematics
TESOLTESOL ArtArt EnglishEnglish BiologyBiology
ChemistryChemistry
MathematicsMathematics
PhysicsPhysics
Endorsements Approved by PSCEndorsements Approved by PSC
Bagwell Bagwell College of College of EducationEducation
College of College of the Artsthe Arts
College of College of Humanities Humanities
& Social & Social ScienceScience
College of College of Science & Science &
MathematicsMathematics
ESOLESOL
ReadingReading
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 (PNR)Portfolio Narrative and Rubric (PNR)
Program Specific AssessmentsProgram Specific Assessments
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
Entry to Teacher EducationEntry to Teacher Education Entry to TOSS/Practicum/IDAEntry to TOSS/Practicum/IDA Entry to Student TeachingEntry to Student Teaching Exit from Student TeachingExit from Student Teaching
Advanced Programs:Advanced Programs: Entry to Graduate ProgramEntry to Graduate Program Mid ReviewMid Review Exit from ProgramExit from Program
Evidence Room LinksEvidence Room Links
Unit assessments (see Standards 1 & Unit assessments (see Standards 1 & 2)2)
Program Specific Assessments (see Program Specific 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
Education Information Education Information Center (EIC)Center (EIC)
Phasing OutPhasing Out
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.
ePortfolio ApplicationePortfolio Application
ePortfolio for Program CompletionePortfolio for Program Completion
Chalk and Wire ePortfolioChalk and Wire ePortfolio
Rubric Based AssessmentsRubric Based Assessments
Sample ePortfolioSample ePortfolio
Data AnalysisData Analysis
CW ReporterCW Reporter
Data ReflectionsData Reflections
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
Electronic EvidenceElectronic Evidence
See WebsiteSee Website