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EVIDENCE

Educational policy and the social backgrounds of teachers and pupils have major impacts. We, though, place a premium on teachers’ learning, as that is affected by academic and clinical programming and, further, as it is validated in pupil learning. . EVIDENCE. ACCOUNTABILITY MODEL: EV>ACTION

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EVIDENCE

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  1. Educational policy and the social backgrounds of teachers and pupils have major impacts. We, though, place a premium on teachers’ learning, as that is affected by academic and clinical programming and, further, as it is validated in pupil learning.

  2. EVIDENCE • ACCOUNTABILITY MODEL: EV>ACTION • ALIGN PRINCIIPLES AND OUTCOMES WITH PARTNERS • ESTABLISH VALID AND RELIABLE MEASURES • CREATE SYSTEMS AND INFRASTRUCTURE • TRAIN • GATHER EVIDENCE • ROUTE THROUGH CONSULTATION • CHANGE

  3. MULTIPLE WAYS OF VALIDATING TEACHER PREPARATION PROGRAM EFFECTIVENESS: • PUPIL TEST SCORES, LINKED TO CSUN PREP’D TEACHERS • CSUN PILOT….MINIMAL CONTROLS • CSU LARGE SCALE PILOT…..MINIMAL CONTROL • CSUN/CRESST HLM (NESTED) AND VAM (DEVIATION) • STUDIES OF CAND. LEARNING • STUDIES OF CLINICAL SITE COORD • OBSERVATIONS AND INTERVIEWS OF CANDIDATES, ESPECIALLY AT CLINICAL SITES AND CSUN “NETWORK” • OBSERVATIONS AND INTERVIEWS OF BEGINNING TEACHERS; INTERVIEWS OF GRADS

  4. K-12 PUPIL LEARNING AS EV OF PROGRAM: • LAUSD, CSU-CO, CSUN, CRESST, SRI • WAREHOUSE: LAUSD, CMS, DARS • (STAGED ESCALATION) • PILOT—200 K12 TEACHERS; CONTROL FOR API AND FED LUNCH; FOCUS ON COHORTED, INTERN, TRADITIONAL PROGRAMS; RELIANCE ON PUPIL STANDARDIZED TEST SCORES—SUGGESTIVE RESULTS • CSU-CO ALIGNED STUDY—11,000 PUPILS; TAUGHT BY CSU AND NON-CSU TRAINED TEACHERS—PERCEPTIBLE DIFFERENCES N EFFECT OF CSU-TRAINED ON ENGL LEARNERS AND LOW-INCOME STUDENTS IN LANGUAGE, READING, MATH • CRESST STUDY OF EFFECT OF 500 CSUN-TRAINED (SEVERAL PROGRAMS) VS NON-CSU—HLM AND VAM ANALYSES: GRADE TO GRADE DIFFERENTIALS APPARENT: OVER 25,000 RECORDS

  5. COMMITMENT TO STUDIES PAST 5TH YR

  6. DO OBSERVATIONAL AND INTERVIEW DATA ON C L SUPPORT THESE INFERENCES? (MIXED METHODS “VS.” QUANT. LNGTDNL) DISPOSITIONS: SURVEYS ON SELF CONFIDENCE AFTER SCI FIELD EXP: POSITIVE; DITTO LITERACY TUTORING PCK: MATH AND BALL INSTRUMENT ON PCK MPROVEMENT ON TESTS; CORREL WITK K12 LEARNING: POSITIVE PCK AND WRITING CANDIDATE LEARNING ABT SURFACE VS DEPTHCSU-LEVEL DISPOSITIONS: INTERVIEWS AND EXITS WITH ADMINS, SUPERVISORS, TEACHERS KNOWLEDGE: ACT TESTS IN PHYS SCI; CLA IN LS; GR>TPE

  7. YET . . .PARADOX • SRI STUDY OF CLINICAL SITES—LESSON DESIGN GAP • INTERNAL OBSERVATIONS OF 200 CANDIDATES IN THE FIELD— • GAPS IN EVALUATORS AND CANDS’ ON PCK, • ASSESSMENT; CONTRADICTIONS ON LESSON DESIGN • CSU INTERVIEW DATA: RELATIVE WEAKNESS OF FIELD EXPERIENCE • SO, WHY HAPPY WITH PARADOX?

  8. EFFECTS AT CSUN, DESPITE PARADOX: • CULTURE OF EVIDENCE: DATAW, LAUSD DATA, RSEARCH PARTNERS IN SRI, CRESST, MBR ASSOC • ACCOUNTABILITY AND ASSESSMENT ACROSS CSUN • SOPHISTICATED-WE HOPE—REPAIR OF INSTRUMENTS AND PROTOCOLS: IT IS CULTURE!!!! • JOINT INDUCTION FOCUSING ON K12-CSUN REPAIR OF GAPS SUCH AS LESSON-PL • DISTILLATION FROM CLINICAL SITES: PORTING ELEMENTS FROM FULL-TIME TO PART TIME SITES

  9. MORE EFFECTS AT CSUN: • TYPOLOGY OF SUCCESSFUL CLINICAL SITES • PCK RE-DESIGN OF COURSES IN ENGL AND MATH • LITERACY OPTION IN LIB STUDIES (EL ED) • TWO TEACHING SCI SEMINARS (CF. SCALE) • FACULTY APPOINTEES IN SCHOOLS; FACULTY-TNE APPTS; TEACHERS IN RES (ACROSS SEGS AND SILOS) • CPRE AND CSU DEANS’ SURVEYS • EDD VS RANDOM ACTS OF DISSERTATION--MISSION

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