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
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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.
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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%
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
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!
Paris, N.A. (2006) AACTE Session #334 V
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.
Paris, N.A. (2006) AACTE Session #334 V
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
Paris, N.A. (2006) AACTE Session #334 V
Contact informationContact information
►http://ksuweb.kennesaw.edu/~nparis/http://ksuweb.kennesaw.edu/~nparis/
►[email protected]@kennesaw.edu