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Understanding the Impact of Higher Education Coursework on Teacher Preparation. Leigh Kale D’Amico, Ed.D . Center of Excellence to Prepare Teachers of Children of Poverty Francis Marion University. TCOP Standards. Teaching Children of Poverty Standards Six Standards.

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understanding the impact of higher education coursework on teacher preparation

Understanding the Impact of Higher Education Coursework on Teacher Preparation

Leigh Kale D’Amico, Ed.D.

Center of Excellence to Prepare Teachers of Children of Poverty

Francis Marion University

tcop standards
TCOP Standards
  • Teaching Children of Poverty Standards
    • Six Standards
tcop attitudes and beliefs survey
TCOP Attitudes and Beliefs Survey
  • Developed in 2005; redesigned in 2009
  • 13-item survey administered at end-of-course
  • Explores student perceptions related to three areas:
    • Course (7 items)
    • Instructor (4 items)
    • Preparedness (1 item)
  • High correlation among three constructs
  • No significant correlation among constructs and # of courses with TCOP standards completed
tcop attitudes beliefs survey
TCOP Attitudes & Beliefs Survey

Sample Items

Scale of 1 (Strongly Disagree) to 4 (Strongly Agree)

  • This course improved my understanding of teaching children of poverty. (Course Item)
  • I would recommend this course to other students interested in teaching children of poverty. (Course Item)
  • The instructor effectively presented material related to teaching children of poverty. (Instructor Item)
  • I am better prepared to teach children of poverty as a result of this course. (Preparation Item)
tcop attitudes beliefs survey1
TCOP Attitudes & Beliefs Survey

Fall 2009 (n=407 students; 20 courses)

*Scale: 1 (Strongly Disagree) to 4 (Strongly Agree)

Spring 2010 (n=433 students; 25 courses)

tcop attitudes beliefs survey2
TCOP Attitudes & Beliefs Survey

Sample Faculty Report

tcop longitudinal survey
TCOP Longitudinal Survey
  • Developed in 2006; redesigned in 2009 (maintained intent of seven original items)
  • 14-item survey administered at beginning of Fall & Spring semesters: nine items use Likert scale, three items use yes/no, two items request demographic information
  • Explores students’ perceived
    • knowledge
    • skills
    • confidence
    • preparation
    • ability to use diverse instructional methods
    • ability to accommodate instructional barriers
tcop longitudinal survey1
TCOP Longitudinal Survey

Sample Items

Scale of 1 (Strongly Disagree) to 5 (Strongly Agree)

  • I have the knowledge I need to teach children of poverty.
  • I am confident in my ability to effectively teach children of poverty.
  • I am prepared to teach using diverse instructional methods for children of poverty.
tcop mastery assessment
TCOP Mastery Assessment
  • Developed in Spring 2009 by assessment experts with input from content specialists
  • 48-item, multiple-choice assessment
    • 8 items per standard
    • Majority of items are at application level of Bloom’s Revised Taxonomy
  • Administered via LiveText on the final day of student teaching seminar
tcop mastery assessment1
TCOP Mastery Assessment

Descriptive Statistics: 48 items, 1 point per item

tcop mastery assessment2
TCOP Mastery Assessment

Fall 2009 (n=21)

tcop mastery assessment3
TCOP Mastery Assessment

Spring 2010 (n=35)

tcop mastery assessment4
TCOP Mastery Assessment

Bookmarking

  • Items within each standard ranked by difficulty
    • Faculty members individually ranked items from easiest to hardest
    • Items were averaged to determine final rank
    • Meetings occurred to determine final ranking; areas of disagreement were discussed and explored
  • Bookmark placed at level at which one would deem a student proficient in material
  • Statistics were provided related to percent of students deemed proficient based on bookmark level
tcop student teacher focus group
TCOP Student Teacher Focus Group
  • Conducted annually with random sample of students
  • Spring 2009
    • 53% of student teachers selected to participate
    • 41% of those selected participated
tcop student teacher focus group1
TCOP Student Teacher Focus Group
  • Spring 2010
    • 62% of student teachers selected to participate
    • 42% of those selected participated
tcop student teacher focus group2
TCOP Student Teacher Focus Group

Findings

  • Use common lesson plan format and more closely aligned ideals in all certification areas
  • Provide more site-based experiences (e.g., observing and working in actual classrooms and/or simulation)
  • 2010 student teachers indicated need for more preparation related to working with students with special needs
  • 2009 student teachers indicated need for a better screening process for supervising teachers
tcop teacher focus group
TCOP Teacher Focus Group
  • Conducted at the 2010 Summer Institute; 2 sessions
  • 12 participants (4 at first session, 8 at second session)
    • 5 current teachers
    • 1 former teacher
    • 2 administrators
    • 3 pre-service teachers
    • 1 higher education faculty member
  • Themes analyzed across both sessions
tcop teacher focus group1
TCOP Teacher Focus Group

Findings

  • Include more hands-on, classroom-based experiences in pre-service programs
    • Engage in student teaching process earlier
    • Increase intensity/length of student teaching
  • Prepare students for realities of teaching: time management, negative dispositions of colleagues, challenging family situations, communication with families, student assessment
  • Facilitate more collaborative relationships between higher education faculty and PK-12 schools/teachers
future evaluation ideas
Future Evaluation Ideas
  • Survey faculty members who embed TCOP standards
  • Track retention of Francis Marion University graduates and non-FMU graduates at schools in Pee Dee region
  • Interview principals related to teacher preparation and student/school needs
  • Survey teachers related to perceptions of preparation
  • Explore PASS/MAP scores of randomly selected FMU graduates and control group of non-FMU graduates in same grades and schools
    • Issues: PK-12 preparation; participation in professional development
utilization focused evaluation
Utilization Focused Evaluation

What does a high-quality, effective

teacher education program look like?

How do we evaluate it?