slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Dr. Mike Alfano, Dr. Michael Faggella-Luby , Dr . Rachael Gabriel, Dr. Marijke Kehrhahn, PowerPoint Presentation
Download Presentation
Dr. Mike Alfano, Dr. Michael Faggella-Luby , Dr . Rachael Gabriel, Dr. Marijke Kehrhahn,

Loading in 2 Seconds...

play fullscreen
1 / 89

Dr. Mike Alfano, Dr. Michael Faggella-Luby , Dr . Rachael Gabriel, Dr. Marijke Kehrhahn, - PowerPoint PPT Presentation


  • 139 Views
  • Uploaded on

Assessment of Teacher Education Programs in Higher Education: Alumni/Employer Survey Results, K-12 Achievement Research Findings, and What Remains to be Investigated. Dr. Mike Alfano, Dr. Michael Faggella-Luby , Dr . Rachael Gabriel, Dr. Marijke Kehrhahn, Dr . Mary Yakimowski

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Dr. Mike Alfano, Dr. Michael Faggella-Luby , Dr . Rachael Gabriel, Dr. Marijke Kehrhahn,' - beau-wells


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Assessment of Teacher Education Programs in Higher Education: Alumni/Employer Survey Results, K-12 Achievement Research Findings, and What Remains to be Investigated

Dr. Mike Alfano, Dr. Michael Faggella-Luby,

Dr. Rachael Gabriel, Dr. Marijke Kehrhahn,

Dr. Mary Yakimowski

University of Connecticut

Transition to the Connecticut State Standards and System of Assessments

Third Annual Connecticut Assessment

Crown Plaza, Cromwell

Rocky Hill, CT

August, 2012

PowerPoint available at: http://www.education.uconn.edu/assessment/

slide2

Assessment of Teacher Education Programs in Higher Education: Alumni/Employer Survey Results, K-12 Achievement Research Findings, and What Remains to be Investigated

  • This panel from UConn’s Neag School of Education will discuss major findings from research on their teacher preparation programs. This session will include a description of the Neag School of Education’s Assessment Plan and an overview of studies that have been completed recently. Specifically, panelists will describe major findings from our alumni and employee surveys, staffing research, and K-12 studies (including recent results from studies of student achievement in math and reading). Then, with audience participation, we will open a discussion of possible directions for future research to meet CT’s K-12 district needs.
slide3

Introducing … Mary E. YakimowskiNeag School of EducationDirector of AssessmentThe Neag Assessment PlanThe Alumni SurveysThe Employer Surveys

slide4

Introducing … Michael AlfanoFormally, UConn Neag School of EducationExecutive Director of Teacher EducationCurrently, Southern CT State UniversityProfessor & Chair, Dept. of Sp Ed & ReadingThe Placement of Alumni

slide5
Introducing … Michael Faggella-LubyNeag School of EducationAssociate Professor, Special EducationThe Evidence-based Survey Studies
slide6
Introducing … Dr. Rachael GabrielNeag School of EducationAssistant Professor, Reading/Language ArtsThe Pupil Performance Studies
slide7
Introducing … Dr. Marijke KehrhahnNeag School of EducationAssociate DeanWhere This Leads Us &Generating Ideas from You
slide8
Mary E. YakimowskiNeag School of EducationDirector of AssessmentThe Neag Assessment PlanThe Alumni SurveysThe Employer Surveys
purpose of assessment plan
Purpose of Assessment Plan
  • Assessment/Evidence-based
  • culture leading to continuous improvement
  • Accreditation
neag assessment plan highlights
Neag Assessment Plan Highlights

Incorporated many best practices including:

  • Focus on facilitating an assessment culture.
  • A system of participatory participation in assessment development and reporting.
  • Formative and summative assessments at both the candidate and program level to embrace ongoing feedback.
  • Efforts made to ensure that assessments are credible, fair, consistent, accurate, and unbiased, allowing for multiangulation.
continued
(continued)
  • Information available from external sources such as state licensing exams, evaluation through clinic experiences, employer reports, and alumni studies.
  • Alignment of all accreditation processes from the university to program levels.
  • A concerted effort to provide a spotlight on assessment.
  • A system for reviewing and approving the assessment plan.
  • Assessment-related research opportunities.
alumni and employer surveys
Alumni and Employer Surveys
  • Every 2 years for select programs, every 4 years by school
purpose
Purpose
  • Collect information from stakeholders (10 years of alumni) for:
    • Continuous improvement of the Neag School
    • Dissemination to school, depts, unit, programs
  • Commitment to “high quality programs of study and to conduct meaningful research that speaks to the critical issues in education, technology, sports, and health and wellness” (http://www.education.uconn.edu)

4,244 total alumni identified

3,818 of those had valid addresses

758 responded

17% of total identified alumni

20% response rate from contacted alumni

29 reports
29 Reports

School-wide, Each Department, and Teacher Education Report

School-wide Report

Department of Curriculum & Instruction

Bilingual Education

Elementary Education

English/Language Arts

Mathematics

Music

Science

Social Studies

World Language

Department of Educational Leadership

Ed Leadership Education Admin

Ed Leadership Executive Leadership

Ed Leadership UCAPP

Department of Educational Psych

Cognition and Instruction

Counseling Education

Gifted & Talented

School Psychology

Special Education

Department of Kinesiology

Athletic Training

Exercise Science

Physical Therapy

Sports Management

Teacher Education Unit

IB/M

TCPCG

satisfaction and importance
Satisfaction and Importance
  • Six-point Likert-type scale
teacher education satisfaction with educational quality
Teacher Education: Satisfaction with Educational Quality
  • Educational Quality

Two highest items

      • accessibility of faculty
      • overall quality of instruction

Three lowest items

      • range of courses
      • course content
      • challenged to meet academic potential
what would you consider the most valuable experience offered by the nsoe
What would you consider the most valuable experience offered by the NSoE?

Top 3 themes:

Clinical

My student teaching experience changed my life and affected my teaching more than I ever thought possible. I was able to implement many of the teaching strategies that I learned at NEAG during this experience. Having spent the first half of the year visiting the classroom, and the second half student teaching in that same classroom was incredibly beneficial.

Courses

The individual methods courses offered for each content area during the TCPCG program has been the most relevant and useful of all courses. Furthermore, the courses on Multicultural education and Students with special needs continue to be important in my career and I often refer to materials for information.

Faculty

  • I think the most valuable experiences I had in the Neag School were the connections I made with my professors. I always felt well-supported and mentored by the professors I had, and I still e-mail with several of them for advice and help. These professors are not only experts in their fields, but valuable resources and friends to all students in the Neag School.
what did you find least valuable
What did you find least valuable?

Top 3 themes:

  • Courses
    • The course about special education was not effective in preparing me for the teaching field. While this is an important topic to be aware of, the material was not presented in a manner that I was able to retain information, and I did not feel prepared to handle situations involving special education upon entering the teaching field.
  • Clinical
    • The clinicals that were outside of your concentration-- for me, high school social studies did not help me much with elementary school. Instead give us time in primary vs. intermediate elementary.
  • Technology
    • During my time there, the technology component was least valuable. We basically just demonstrated proficiency with Microsoft Office programs.
recommend nsoe
Recommend NSoE?

95.9% of respondents would recommend graduate study at the

Neag School of Education to others

summary
Summary
  • Positive responses to survey regarding alumni perceptions of the Teacher Education programs
  • Most are employed in field for which they received training and satisfied with their employment
  • Parts of Teacher Education to improve were most often identified as courses and clinical experiences
slide28

Michael AlfanoFormally, UConn Neag School of EducationExecutive Director of Teacher EducationCurrently, Southern CT State UniversityProfessor & Chair, Dept. of Sp Ed & ReadingThe Placement of Alumni(via district and CSDE records)

slide31

Alumni Teachers Employed by Connecticut School Districts (map does not include related services and administrators)

slide33

Orange= alumni

Alumni Secondary Teachers Employed by Connecticut School Districts

slide37

Alumni Employed as School Counselors in 2009-2010 by Connecticut School Districts

Yellow = alumni

slide42

Alumni Employed as Elementary Administrators by Connecticut School Districts

Asst. Principals

Principals

Areas shaded represent alumni

slide43

Areas shaded represent alumni.

Principals

Asst. Principals

  • Alumni Employed as Middle School Administrators
  • by Connecticut School Districts
slide44

Alumni Employed as High School Administrators

  • by Connecticut School Districts

Asst. Principals

Principals

Areas shaded represent alumni.

slide45

Alumni Employed as Central Office Personnel

  • by Connecticut School Districts

Pink = alumni

slide50
Michael Faggella-Luby Neag School of EducationAssociate Professor, Special EducationThe Evidence-based Survey Studies
slide51

Evidence-based Examination of Classrooms:

Do Pre- or In-service Teachers and Your Field Make a Difference?

purpose research question
Purpose & Research Question
  • Purpose: to examine whether variations in response to an evidence-based instrument can be attributed to:
      • group membership (pre- on in-service teacher),
      • field (elementary, secondary, special; education), and/or
      • the interaction between group membership and field.
  • Research Question:
  • Is there a significant interaction between group (pre- and in-service teachers) and field (elementary, secondary, special education) with respect to the overall score and factor scores on an instrument designed to measure confidence of evidence-based practice use?
srbi rti framework
SRBI/RTI Framework

Tier 3:

Specialized, Individualized

Intervention for Students at High Risk

5%

15%

Tier 1:

Comprehensive &

Coordinated

Instruction

for All Students

Tier 2:

Supplemental

Instruction for Students at Some Risk

80% of Students

5 domains of special education teacher preparation
5 domains of special education teacher preparation
  • Planning and Preparation
  • Evidence-based Classroom and Behavior Management
  • Evidence/standards-based Instruction
  • Evaluation
  • Professional Behaviors and Responsibilities
method
Method
  • Subjects: n=484
  • 282 Pre-service IBM & 202 In-service TCPCG
  • Procedures:
  • Online survey
  • NSOE Current and Alumni students invited participation
  • Measure: The Student Teaching Evaluation and/or Self-Assessment Survey (STE-SAS)
  • 21-item instrument
  • Six-point Likert rating scale on STE-SAS, with “1” indicating Not At All Confident to “6” indicating Very Confident
  • Intended to provide common language for professional conversations with the university faculty about evidence-based teaching, learning, and assessment
  • Examination of the technical properties of the STE-SAS including reliability and evidence-based four-factor structure
results
Results
  • Mean total STE-SAS was 5.39 (SD = 0.56)indicating overall confidence
  • Respondents highest in:
  • professional standard and responsibilities (M = 5.65, SD = 0.56), followed by
  • maintaining classroom control (M = 5.47, SD = 0.62),
  • general teaching/assessment tasks (M = 5.42, SD = 0.59), and
  • Least confident in individualizing their teaching (large SD)
  • instructional flexibility/individualization (M = 4.90, SD = 0.96).
results1
Results
  • ANOVA to test significant interaction between group and field
  • significant main effect for field [F (2, 450) = 13.791, p =.000]
  • neither significant effect for type of service, nor interaction effect between field and type.
  • Scheffee’s analysis yielded special education exhibited significantly higher global scores than other respondent groups
  • Secondary Analysis also demonstrated:
  • Special education rated general teaching/assessment tasks and instructional flexibility/individualization higher than both elementary and secondary respondents
  • Secondary education reported significantly less confidence than either elementary or special education respondents
slide65

ANOVA Results for STE-SAS Total Score for Group Membership (Pre- vs. In-Service) and Field (Elem, Secondary, Special Education)

significance and future research
Significance and Future Research
  • Respondents in special education feel significantly more confident than respondents in both elementary and secondary education, irrespective of type of service, in their knowledge of and confidence for these factors
    • Could this be the result of the redesign of the Special Education Program?
    • Perhaps special education teachers practice in each of the four factors relates to higher levels of confidence?
  • Given the significant main effect for type and the positive correlation results, it could be implied that there may exist more complicated relationship in specific areas such as instructional flexibility/individualization or general teaching/assessment tasks. More research is necessary
  • Findings are significant as teacher education programs reevaluate curricula toward evidence-based models of service delivery such as RtI.
    • How does the teacher education program use this data to drive course revision?
    • How might qualitative examination of students in individual programs yield deeper understanding?
    • How are practitioners implementing evidence-based practices in relationship to confidence?
  • The findings raise important questions about the changing role of the special educator in K-12 schools, signaling a potential change in how schools leverage interventionists to support multiple tiers of school-wide support.
slide67
Dr. Rachael GabrielNeag School of EducationAssistant Professor, Reading/Language ArtsThe Pupil Performance Studies
our teacher education program
Our Teacher Education Program

Integrated Bachelors/Masters (IB/M) ProgramEntering students in the Junior year

Exiting with a Masters

Special feature - Students participate in 1,200 hours in Clinics, Student Teaching, and Internship

Teacher Certification Program for College Graduates (TCPCG) Program

Masters level students

Training for Secondary Education

Special feature - Shortages areas (Mathematics, Science, Special Education) is a focus

slide71

Examining K-12 performance to inform teacher preparation

These studies examine achievement patterns of 3rd-8th grade pupils of graduates of our Teaching Education Program in Reading and in Mathematics

literature review
Literature Review
  • High-quality teacher education programs take on an
  • important role (Bransford, Darling-Hammond & LePage, 2005; Darling-Hammond, 2006)
  • Lack of empirical evidence connecting teacher education programs with student outcomes (Crowe, 2010; Grossman, 2008)

There are significant interests in examining growth achievement models (e.g., Barone, 2009)

purpose of these studies
Purpose of These Studies
  • Examine the impact of teacher education programs on pupil performance in content areas (i.e., reading, mathematics)
  • Compare a program of interest (that is UConn Neag School of Education) with other programs to investigate the impact of unique characteristics
sampling
Sampling

Instrumentation

  • The fourth generation of Connecticut Mastery Test (CMT-4)
  • Grades 3 through 8 in the spring at each year
  • 5 public school districts in Connecticut
  • Approximately 12,00 students from grades 3 through 8
data analyzed
Data Analyzed
  • Total (Raw) Score
  • Domain Scores
  • Strand Scores
  • Proficiency Level Scores
  • Vertical Scale Scores
slide77

Overall Score in MathematicsUConn Alumni Pupil Performance Overall Mean was 106 (SD = 22.8)Those not taught from UConn Overall Mean was 95.3 (SD = 26.8)

slide78
Domain1 – Numerical / Proportional Similar results attained across each domain in mathematicsWe also looked at strands within domain
slide82

Overall and Strands Scores in Reading

Strand 1: Forming a General Understanding, 2: Developing Interpretation, 3: Making Reader/Text Connections, 4: Examining the Content and Structure

slide86

ANCOVA Results: Reading Pupil Performance on the Adjusted Vertical Scale Scores Based on Initial Differences

R Squared = .607 (Adjusted R Squared = .607)

slide87
Dr. Marijke KehrhahnNeag School of EducationAssociate DeanWhere This Leads UsGenerating Ideas from You
slide88

Where we have beenAlumni SurveyEmployer SurveyDistrict/CSDE ExaminationEvidence-based StudiesPupil Performance StudiesWhere we think we have more to doHelp us determine what we should further explore

slide89

As Education Secretary Duncan discussed the goal from Obama administration’s Race to the Top legislation at an annual meeting of the American Association of College of Teacher Education in February of 2010 in Atlanta, “To put it in the simplest terms, we believe teacher-preparation programs should be focused on results.”

  • We continue to strive to build an evidence-based teacher preparation model for our own teacher preparation program directly linked to pupil academic performance.