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Assessment I -

Assessment I -. ACCREDITATION & Teacher Candidate PERFORMANCE Anne Gallegos. National council for accreditation of teacher education ( ncate ). Purposes – E stablish high quality teacher preparation Create systems of accountability

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Assessment I -

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  1. Assessment I - ACCREDITATION & Teacher Candidate PERFORMANCE Anne Gallegos

  2. National council for accreditation of teacher education (ncate) • Purposes – • Establish high quality teacher preparation • Create systems of accountability • Work with states to combine national & state professional standards

  3. 2008 NCATE Standards • Standard 1: Candidate Knowledge, Skills, and Professional DispositionsCandidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all studentslearn. Assessments indicate that candidates meet professional, state, and institutional standards.

  4. Ncate • Standard 2:Assessment System and Unit Evaluation The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs.

  5. NCATE • Standard 3: Field Experiences and Clinical Practice The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.

  6. NCATE • Standard 4: Diversity The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools.

  7. NCATE • Standard 5: Faculty Qualifications, Performance & Development Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.

  8. NCATE • Standard 6: Unit Governance and Resources The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.

  9. Ncate focus on performance • Recognizing need to improve P-12 student learning • Assessing & addressing critical needs of schools • Researching & evaluating what works in teacher education to improve P-12 student outcomes • Revising teacher preparation programs to reflect those needs

  10. Ncate – focus on clinical practice model • Blue Ribbon Panel Report • Turn teacher preparation “upside down” • There must be an intense focus on developing teaching practice and P-12 student learning • Higher education and school districts must share accountability and responsibility with P-12 schools

  11. Blue Ribbon Panel • Teacher-training programs must attract more academically prepared and more diverse cohorts of students. • The reward structure in academe and P-12 schools' staffing models must shift to value learning to teach, and to support placing clinical practice at the center of teacher preparation.

  12. Blue ribbon panel • States and accreditation agencies must strengthen their scrutiny, and preparation programs must become more accountable for meeting school needs and improving P-12 student learning. • States should help ensure that future teachers are prepared to fill the staffing needs of P-12 schools

  13. Blue Ribbon Panel • Federal agencies should support a clearly defined research agenda to document and provide evidence of the impact of practices in clinical preparation on teacher effectiveness.

  14. Interstate New Teacher Assessment & Support Consortium (INTASC) • Purpose • Core teaching standards that outline what teachers should know and be able to do to ensure every K-12 student reaches the goal of being ready to enter college or the workforce in today’s world. • New emphasis on effective teaching that leads to improved student achievement • Focuses on • CRITICAL KNOWLEDGE, • PERFORMANCE • DISPOSITIONS

  15. INTASC • Focuses on • CRITICAL KNOWLEDGE • PERFORMANCE • DISPOSITIONS

  16. INTASC • Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

  17. Intasc • Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

  18. Intasc • Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation .

  19. Intasc • Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

  20. intasc • Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

  21. intasc • Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

  22. Intasc • Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

  23. Intasc • Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

  24. intasc • Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

  25. Intasc • Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

  26. Accreditation goals:Transforming programs through use of performance data • Moving to clinical practice where academic content is is interwoven with professional practice • Partnering with schools to determine what conditions support student learning • Measuring application of discipline-specific content in field based assignment

  27. Accreditation goal: Improvement of outcomes for P – 12 students • Evaluating effectiveness of teacher candidates (TC) in affecting student learning • Assessing and measuring student growth • Assessing students’ readiness for postsecondary education or for a career • Evaluating TC ability to recognize & address needs of diverse students

  28. Authentic Assessment – Measuring TC & Student growth Authentic Assessment – • A process that involves multiple forms of performance measurement reflecting the student's learning, achievement, motivation, and attitudes on instructionally-relevant activities • An evaluation of students' abilities in 'real-world’ contexts

  29. Authentic Assessment (Darling-Hammond) • Assessments sample the actual knowledge, skills, and dispositions desired of teachers as they are used in teaching and learning contexts, rather than relying on more remote proxies

  30. Authentic Assessment – Darling-Hammond (2000) • Assessments require the integration of multiple kinds of knowledge and skill as they are used in practice • Multiple sources of evidence are collected over time and in diverse contexts

  31. Authentic Assessment – Portfolios (Darling-Hammond) • Portfolios are means by which teachers select and reflect upon artifacts of their practice collected over time and from multiple sources and diverse contexts to provide evidence of their thinking, learning, and performance. • Portfolios connect thinking & performance with multiple sources viewed through multiple lenses

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