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Using PACT Data for National Accreditation

This presentation explores the integration of PACT data into the accreditation process at the Gladys L. Benerd School of Education, University of the Pacific. Led by Betsy Keithcart and Claudia Schwartz, the session outlines how PACT data is used to assess student proficiency on key transition point assessments. The continuous improvement model integrates both formative and summative assessments while addressing candidate support and programmatic revisions. The discussion emphasizes the alignment of data with CTC/NCATE standards to foster student success and enhance teacher education programs.

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Using PACT Data for National Accreditation

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  1. Using PACT Data for National Accreditation Gladys L. Benerd School of Education University of the Pacific Presenters: Betsy Keithcart, Assessment Coordinator Claudia Schwartz, Director of Professional Practice

  2. Who We Are as Teacher Educators: • Fully Accredited by CTC & NCATE 2004 • Four-Year Undergraduate • M.Ed. Program • PACT 2005 • Orange Cohort • Joint Team Visit Spring 2011

  3. Development of Proposal • CTC / NCATE / PACT • Voluntary Pilot • Orange Cohorts • Proposal to CTC • Letter to NCATE • AACTE Conference

  4. Session Question #1: How are teacher education institutions incorporating PACT in NCATE's new transformation initiative?

  5. Pacific’s Proposal: Continuous Improvement • Coursework & fieldwork • Professional belief system • Multiple opportunities to: • Observe • Understand • Demonstrate • Reflective Habits of Mind

  6. Guiding Concepts

  7. BSE Assessment System • Tier 1: • Coursework • PACT • ESAs • CATs • Teaching Event • Tier 2: • Key Transition Point Assessments • Tier 3: • Other Considerations

  8. Proficiencies • Four-Point Rubric 1 = Not Passing 2 = Approaching Standard 3 = Meets Standard Fully 4 = Meets Standard with Distinction

  9. Research Focus • Proficiency of Students • Students Not Meeting Proficiencies • Student Remediation • Programmatic Changes

  10. Rationale • Data Analysis • Program Improvement • Design Changes • Summative Assessments • Formative Assessments • Assessment System • Alternative Considerations

  11. Research Questions Overarching Research Question: Are Benerd School of Education (BSE) students/candidates performing proficiently on key transition point assessments?

  12. Research Sub-Questions Research Sub-Question #1: If a student/candidate is not performing proficiently, what remediation is provided? Research Sub-Question #2: If students are not performing proficiently, what programmatic revisions are implemented to foster student success?

  13. PACT Data Collection

  14. Data Analysis • Quantitative Analysis • Aggregating Candidates’ Scores • Organizing / Disaggregating • Qualitative Analysis • Work Sample Analysis • Constant Comparative Analysis (Glaser & Strauss, 1967) • Other Forms of Analysis • Understanding Candidate Learning • Impact of Instructional Strategies

  15. Session Question #2: In what ways are PACT data informing and/or supporting national accreditation?

  16. Standards Addressed by the Proposed Focused Inquiry • All CTC/NCATE Common Standards • NCATE Unit Standards (2006) • Specific Standards from Crosswalk: • NCATE Unit Standard 1: Candidate Knowledge, Skills, & Professional Dispositions • NCATE Unit Standard 2: Assessment & Unit Evaluation • NCATE Unit Standard 3: Field Experiences & Clinical Practice • NCATE Unit Standard 4: Diversity

  17. Benerd School of Education: Proposed Process • Programs • Continuous Improvement for Continuing Accreditation • Time Line • References • Resources

  18. * PACT Data

  19. BSE Assessment System Model University & BSE Goals Initial Programs Goals/SLOs Teacher Education • Data • Collection Advanced Programs Goals/SLOs MA Doctoral Data Analysis Decision Making Continuous Improvement

  20. Using PACT Data forNational Accreditation University of the Pacific Betsy Keithcart: ekeithcart@pacific.edu Claudia Schwartz: cschwartz@pacific.edu

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