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November 25, 20131:00 pm to 3:00 pmExhibition Lounge, Corey UnionTEC AGENDAThe November meeting of the Teacher Education Council was called to order with the following members in attendance: A. Thomas; B. Klein; B. Hodges; C. Moriarity; D. Brown; K. Mack; E. Gravani; G. Peterson; M. Moyer; J. OCallaghan; J. Kim; J. Bailey, J. Cottone, D. Kilpatrick, K. Rombach, L. Couturier, M. Voltura, M. Gonzales, P. Quaglio, R. Grantham, R. Janke, R. Casella, T. Gerhard, W. Buxton, C. Temple, S. Davidenko, L. Scott-Mack, E. Merson, L. Czirr, J. Mosher, J. Galbraith, C. Benton, A. Lachance,D. Farnsworth

Andrea opened the meeting by introducing Michele Gonzales, Chair of the Literacy Department, and Paulo Quaglio, representing the TESOL area, both of whom were scheduled to present the process that their respective departments employed in writing their most recent SPA submissions. 1Data DiscussionReflections on SPA Report WritingMichele GonzalesLiteracy (Birth - 6)Literacy (5 12)

Michele focused on the following areas in presenting the SPA process employed by the Literacy Department, as they prepared their most recent SPA reports to the IRA:Prior to the data analysis for the SPA - what did you think you knew about the strengths and weaknesses of your program?What did the data actually reveal about your program?How was the faculty involved in the data review and analysis?Based on the review and analysis of your date, what changes did you (or do you hope to) make to your program?The process was the same for both Literacy reports and the following questions/comments arose during the course of the presentation: The data do not show the whole picture

2Prior to the data analysis for the SPA, what did you think you knew about the strengths and weaknesses of your program?Strengths:Faculty are knowledgeable about federal and state mandates and instructional practices;The overall program meets the needs of full-time teachers and full-time students;Upon leaving the program, candidates are knowledgeable about the practices, roles, and responsibilities of literacy specialists and literacy coaches.Prior to the data analysis for the SPA, what did you think you knew about the strengths and weaknesses of your program?Weaknesses:Writing research paper and case studyData analysis

What did the data actually reveal about your program?Data revealed that students ability to write, in various forms, is weak (research papers, reporting of data, and in reporting on their work with children in the form of a case study).

What did the data actually reveal about your program?For example: Assessment #2B-6 Total 2013-2013 academic year: No. of candidates: 42

IRA Standards addressed in assessmentNo. of candidates TargetNo. of candidates AcceptableNo. of candidates Unacceptable1.1 Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections. 6306What did the data actually reveal about your program?For example: Assessment #2B-6 Total 2013-2013 academic year: No. of candidates: 42

IRA Standard addressed in assessmentNo. of candidatesTargetNo. of candidates AcceptableNo. of candidates Unacceptable1.2 Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. 6315What did the data actually reveal about your program?Data from assessments 2, 3, 5, 6, and 7 support our thinking that our students writing ability is weaker than we would like it to be.What did the data actually reveal about your program?Data revealed that students ability to analyze data was not as strong as we would like it to be. What did the data actually reveal about your program?For example: Assessment #3B-6 Total 2013-2013 academic year: No. of candidates: 52IRA Standards addressed in assessmentNo. of candidates TargetNo. of candidates AcceptableNo. of candidates Unacceptable3.1 Understand types of assessments and their purposes, strengths and limitations301933.2 Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes193033.3 Use assessment information to plan and evaluate instruction 183133.4 Communicate assessment results and implications to a variety of audiences 29203What did the data actually reveal about your program?Data from assessments 3, 4, 5 6, and 7 revealed that candidates are weak in the skills to carefully analyze and assess data.How was the faculty involved in the data review and analysis?Full-time faculty were responsible for the data review and analysis of assessments that corresponded with the course they taught.The graduate coordinator and department chair were responsible for the data review and analysis for those courses taught by part-time faculty, although some part-time faculty provided their analysis.How were the faculty involved in the data review and analysis?Initially, as faculty completed their data review and analysis, we met to review each report. After several review sessions, faculty worked independently to complete their reports.Based on the review and analysis of your data, what changes did you (or do you hope to) make to your program?Writing:The first modification is the addition of a course on the teaching of writing that will not only focus on how to teach writing but take the perspective of the National Writing Project and be a course that facilitates candidates writing ability as well.Based on the review and analysis of your data, what changes did you (or do you hope to) make to your program?Data analysis:Faculty have determined that data analysis needs to be emphasized more in several courses spread out over the program rather than just in the 3 clinical courses in the program.Faculty in LIT 528, 540, 682/83/84, and LIT 669 will utilize a combination of vignettes, writing samples, running records, and other authentic data for candidates to use to develop their skills in this area.Data DiscussionReflections on SPA Report WritingPaulo Quaglio TESOL

Paulos presentation also focused on the four target areas outlined in Micheles presentation. The TESOL SPA data is copied below. In most cases the data uncovered in the SPA reporting process reinforced what the faculty already knew and it was also interesting to note that patterns seemed to emerge from data discussions about the planning abilities and writing abilities of our candidates, both of which seem to be in need of remediation.Paulo mentioned that his candidates have been required to engage in a number of focused writing activities over the course of the last couple of semesters that have been designed to improve candidate ability to critically reflect on and write about their experiences, cite resources and texts, prepare better, more complete lesson plans, identify appropriate theory and cite it in their work, etc. (the TESOL program employs a template for planning purposes)

TESOL Program: Teaching English to Speakers of Other LanguagesASSESSMENT #1: Content Specialty Test (CST)Total: 15 candidates --- 100% pass rate.ASSESSMENT #2: Course Assessment of Content Knowledge in English as a Second Language(2.1, 2.2, 2.3, & 2.4 combined; total of 105 scores): 95% either met or exceeded; 5% approached standards(6.6% exceeded)Concerns: Ability to explain English language structures for pedagogical purposes Academic writing skills (including basic punctuation)ASSESSMENT #3: Lesson, Unit, and Assessment Plans(3.1, 3.2, 3.3, 3.4, & 3.5 combined; total of 80 scores): 95% either met or exceeded; 5% approached standards(27.5% exceeded standards)Concerns: Ability to explain English language structures for pedagogical purposes (seen in LPs involving writing and grammar instruction) Academic writing skills (including basic punctuation) seen in LPs, especially in rationale sectionsASSESSMENT #4: Student Teaching Evaluation Report & Addendum (included after last NCATE review) Since 2011: 10 candidates were rated target or at least acceptable on all the criteria by both supervisors and cooperating teachers.Concern: Ability to adapt and differentiate instruction, materials, and assessments to meet varied student needs ASSESSMENT #5: Student Teaching Portfolio (added after last NCATE review)Since 2011: 10 candidates either met or exceeded standardsConcern: Ability to adapt and differentiate instruction, materials, and assessments to meet varied student needsASSESSMENT #6: Philosophy of Teaching StatementSince 2011: all of the 13 candidates have met the standardsConcern: Academic writing skills (including basic grammar & punctuation)ASSESSMENT #7: Assessment of Teaching Skills-Written (ATS-W) (Additional Assessment)Test and subtests are scored on a 100-300 range; minimum passing score: 220Since 2009/2010: All of the students have passed (17 candidates)Lowest mean scores (including one fail): section that includes writingUse of Results to Improve Candidate & Program Performance1. ESL 303 (English grammar for TESOL): elective in 2010; required as of spring 2011; minimum grade of B as a requirement for student teaching, as of fall 20132. Passing score on new ALST as a requirement for admission into the TESOL program (cert & noncert)3. ICC 145/146 (Academic writing for international students): adapted to include TESOL majors (experimental basis)4. Concerted effort (all classes): more emphasis on feedback on writing5. Ref: ability to adapt materials, instruction, & assessment to the needs of diverse students SPE 275; more emphasis in AED 437/438; discussions with student-teaching supervisors.

16edTPA DISCUSSIONHow will we support Spring 2014 implementation of edTPA?How will we support candidates who need to re-take one or more of the tasks in edTPA?

Andrea then invited all of the SPA writers and contributors present at the meeting to share what they are currently doing to support candidates in the edTPA preparation process. Activities and Initiatives that commonly emerged were as follows:Most programs are engaged in assisting their candidates to read critically and write from sourcesMeeting with clinical supervisors to work through issues and rough spots in the preparation processConducting or encouraging weekly workshops for candidates to mentor one another next semesterConsidering the adoption of a one credit hour workshop for candidates involved in retakesClosely reading the content area handbooks to highlight critical materials and activities leading to successful completionSome programs are seeing a reduction in the number of candidates who will pursue teaching cert in NYSDeveloping practice assignments for methods classes with feedback to candidatesWriting to specific prompts in the handbooksFocusing on an additional task in the Childhood edTPA. Specifically this fourth task calls for observation but it is noted that we dont have an observation model in placePlanning for course/curriculum enhancements and other informal curriculum changesHaving past completers mentor current completersFocusing on assignments that will mirror the technology components of the edTPAConsidering the use of edTPA lesson plan templatesTransitioning from a current TWS to the edTPAConducting a crash course on reading and research (2 courses in Modern Languages taken concurrently with varying degrees of success)Focus on written planning commentary that cites research and theoryRequiring candidates to peer teach a lesson and do an instruction commentary follow-upEach of the 3 tasks will be focused on and targeted in different courses so that the brunt of preparing candidates for successful completion does not fall on one instructor in one course.

There were also some common areas of concern that emerged across programs including:Constant changes and updates in handbooks without notice Concerns about what the edTPA adds to student teachingMany concerns related to the re-take process including the one credit workshopWho should be responsible for improved candidate ability in critical reading and writingTime (general concerns over)Programs where student teaching takes place only once per year Concern that candidates are using worksheet assessments more as they are easier to work with and not varied assessment types.Generally, candidates do not know how to support their statements and commentaries with dataFewer candidates will be paying the edTPA fee and submitting to Pearson for certification purposes.17edTPA Support ProposaledTPA Coordinator Chris WiddallOversees the coordination of all efforts supporting candidates successful completion of the edTPA. edTPA Advisors One per schoolWorks with program coordinators to support the schools candidates successful completion of the edTPA.One course release spring 2014 semester and stipend to work over winter session to plan activities.Planned edTPA supports/interventionsSurvey of current students preparednessOne credit course for re-takesOn-going workshopsSupport groupsOpen Lab Hours/Tech SupportRe-take advisement seminars

Andrea reviewed unit plans supporting edTPA including the appointment of a Coordinator and school advisors who will work with the programs within each school to support that schools candidates successful completion of edTPA and the our ability, as a unit, to remediate those candidates who do not successfully complete the assessment.The general consensus of the full TEC was that the proposal was complete and sustainable. There was concern about whether or not the plan would be supported by the Provost. Andrea indicated that, although formal approval is not yet complete, her feeling is that the provost will support the plan as written.

Esa Merson spoke about her department being able to offer a writing program in late Spring, 2014 and offered that service to programs in support of our edTPA efforts across programs.

Concern was voiced over whether we would offer any support to candidates over the winter break and members also wondered what should be targeted for support other than reading, writing and assessment. Andrea reviewed the supports that are currently in place and also mentioned that she would be amenable to offering some support sessions over the break for those candidates who will be high stake completers.

Andrea also mentioned that Dennis is preparing a survey for this Springs edTPA candidates to get a feel for where they feel they have been well prepared and where they feel additional support or training would produce the greatest benefit. We hope to have that survey operational by the end of the semester before students leave for the break.18NY Cut Scores and National Field Test Report4055 Submissions in 2013 field test across 23 fieldsScore Range from 15 to 75 based on 15 rubrics with 5 levels of performanceSupported the use of one total score for a pass/fail decisionGuiding Question: What score represents the level of performance that would be achieved by a candidate just at the level of knowledge and skills required to perform effectively as a new teacher in U.S. Public SchoolsNational pass range suggested to be 37 to 42 with adjustments for credential areas having more or fewer than 15 rubrics (World Languages & Elementary Education)

In addition to highlighting the above elements of the National Field Test Summary Andrea highly recommended that all programs read the summary document, as there is a lot of great data included in the report.19NATIONALLY

Andrea used this slide to reinforce that the national cut scores would be consistent with SUNY Cortland results (and very encouraging) if adopted by NYS, particularly as current candidates completing the edTPA are working much harder and seem to be taking the assessment more seriously as we approach high stakes status. 20New York Cut Score Announcement For Most Disciplines, the passing score will be 41.For Elementary Education, which has more rubrics, the passing score will be 49.And for World and Classical Languages, which have fewer rubrics, the passing score will be 35.These cut scores translate to 62% passing rate.For a complete review of the press release from Dr. King go to: http://www.highered.nysed.gov/pdf/edtpa-statement.pdf Other edTPA UpdatesOnly two of our candidates have submitted and received scores for this semester; both passed.Updates from NYSED re: edTPASome districts in Long Island (11) and Western NY (4) have concerns re: permission for edTPA videotaping.Concerns stem from use of edTPA portfolios for research purposes.NYSED has reached an agreement with Pearson to exclude NYS edTPA submissions for certification purposes from any validation studies or other research conducted by SCALE and/or Pearson.A statement to this effect should be out by the first week in December.Educating All Students UpdateStandards setting group met last week.Group involves both P-12 and IHE representatives.Group took test.Consensus was content was rigorous but appropriate and covered diverse student populations in NYS schools.Constructed response items do NOT have to be in essay form.Recommendation to extend testing time 15 minutes (from 210 minutes to 225 minutes) to allow for extended writing.Extending time will increase cost by $8-10.Further discussion on this issue is planned.

Proposal to Retire TEC-CC

Proposal: Due to our campus growth in knowledge and understanding of teacher education regulations and guidelines, the members of the Teacher Education Council believe that there is no longer a need for a separate level of curricular review specifically related to teacher education programs. Therefore, the TEC membership proposes retiring the Teacher Education Councils Curriculum Committee (TEC-CC) from SUNY Cortlands curricular review process.

Proposed Process to Retire the TEC Curriculum Committee - UpdateWe conducted an electronic vote of TEC members to endorse (or not) the proposal to retire the TEC Curriculum Committee from the SUNY Cortland Curriculum Process. The proposal passed with 34 in favor and 4 against.The proposal has been forwarded to the colleges Educational Policy Committee for its review and action.

UPDATE: TEC BylawsJohn Cottone, Sub-committee Chair

Updates to current language and titlesRemove language related to the TEC Curriculum CommitteeIdentify and Propose Membership Models for consideration by the full council in January, 2014John will bring a listing of all changes to the next TEC meeting, as well as recommendation for an attendance model for consideration by the full TEC.26UPDATE: SPA Report ReadinessAll but 2 SPA Reports have been submitted for review by the deans12 Reports were submitted using Form A 11 Reports were submitted using Form C Educational Leadership and Literacy submitted totally new reports in September and we are awaiting results of those national reviewsSPA Writers should look for feedback on December 2.UPDATE: DASAWorkshops by TC-3 and OCM BOCES have been very successful and well attended.Our curriculum proposal has been completed by Judy Johns, Mary Reagan and Tracey Messinger.The Proposal has been submitted to NYSED OTI for consideration and approval.The approved curriculum must be in place by December 31, 2013An announcement will be forthcoming with regard to upcoming stand alone session for DASA, as well as bundled offerings for all workshops.Campus Teacher Education Network (C-TEN)Our network, consisting of representatives from LEAs, met 4 times during the Spring, 2013 Semester to discuss: Common Core, Clinically-Rich Field Experiences, Data-driven Instruction, and Assessment of Teacher PreparationIn Summer, 2013 we met again to brainstorm and develop a plan for addressing the four target areas above using a $40,000 grant from state RTTT revenues.In September, 2013 our plan was submitted to the state for approval.Explanation of Plan Basics 3 Activities Sponsored

Dennis Farnsworth reviewed the recent work by the Cortland Teacher Education Network, as well as explaining the C-TEN plan for utilization of the $40,000 grant to the campus teacher education network that will be implemented over the next several months with a completion date of August 2014.29Regional Workshop on Creating a Data CultureIntegrate themes of : Culture, Data and Standards, Use of PLCs to ground decisions and plans in dataDevelop, organize and conduct a major, 1-day facilitated workshop on creation of a data-culture for the improvement of teacher education practicesPartner with OCM BOCES (already working with K-12 schools to develop PLCs)Implementation of Professional Learning Communitiesrecruit and train eight faculty leaders to facilitate PLCs in reviewing data from certification testing sources, local program assessments, and candidate observations/evaluationsPLCs will analyze data and make recommendations with regard to needed revisions in coursework, curriculum, assessment development and instruction to improve candidate performance based on dataPLC will have unique data sets to examine, likely dictated by program area (Childhood Education, Adolescent Education, Special Education, etc.)PLC Structure1 consultant for a focused 1-day training on PLC Leadership8 Professional Learning Communities consisting of:One trained leader/facilitator from faculty ($1500 each/$12,000 total)5 members for each PLC drawn from the C-TEN Partners ($250 each/$10,000 total)Each PLC will explore a unique data set, likely dictated by program area (Childhood/EC Education, Adolescent Education, Special Education, etc.

Pilot of Clinically-Rich Model in Early Childhood EducationBroome CC will collaborate with OCC, TC-3, and SUNY Cortland ECE faculty to develop and implement a clinically-rich UPK pilot projectActivities will include:Videotaping candidate work with students for discussion in classDevelop PD in data-driven instruction, early childhood settings, Intentional Teaching in clinically rich settings, NYS Pre-K Foundations for the Common Core, Successful Teacher-Child Interactionsdeveloping, through a PLC, an Early Childhood Mentor Teacher training module based on pilot results which can help host teachers prepare for hosting candidates in a more clinically rich settingANNOUNCEMENTSAs approved at the last TEC Meeting in October, Gigi Peterson, Bill Buxton, Susana Davidenko, Tim Gerhard, and Rena Janke have written a statement on edTPA outlining in great detail SUNY Cortland faculty concerns with regard to design flaws and other issues. (See notes below for a complete copy of the statement.)The meeting was adjourned by consensus at 3:04pm. The next meeting of the TEC is tentatively scheduled for December 16, 2013. A decision will be made by the steering committee as to whether or not the meeting will take place (based on unit needs).

The full edTPA Statement is attached immediately below the PP Presentation for 11/25/13.

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