|
Renaissance Partnership Project Goal: To become accountable for the impact of teacher candidates on P-12 student learning.
Renaissance Partnership Project Five Year Objective: All institutions will fully implement an accountability system that regularly collects and reports data on the performance of graduates, including their impact on student learning.
Renaissance Partnership institutions are committed to systematically improving the performances of teacher candidates they prepare and providing evidence that their graduates can facilitate the learning of all students. This implies that all partner institutions along with their partner schools have adopted a proactive stance towards standards-based teaching and learning for P-12 schooling and teacher preparation programs.
To ensure that all project partners have the capacity to achieve the above project goals and five-year objective, all project sites are working both collectively and individually to develop accountability and data management systems that have five critical elements:
- A unit-wide commitment to accountability and data-based decision making
- An accountability system coordinator with released time designated responsibilities and the authority to provide leadership for developing and managing all components of the system
- An on-going collaborative process for developing and refining performance assessments linked to P-12 student learning
- An electronic data system that can collect, process and store data over time and can provide performance results at the individual candidate, group, program and institution levels for a variety of audiences and purposes
- A formal process for regularly examining performance data and making program improvements.
To assist partnership members assess their progress toward development of the above five critical elements, the project has developed the rubric shown below:
Rubric for Institutional Accountability System Development:
Standard: Development of the system reflects a unit-wide commitment to
accountability and data management demonstrated by designation of an
accountability system coordinator with released time, faculty involvement,
accrual of resources for system development, and an on-going process of
analyzing, reporting, and making data based decisions for program improvement.
|
|
1
Beginning
|
2
Developing
|
3
At
Standard
|
4
Above
Standard
|
Score
|
|
Unit-wide
commitment to accountability
|
Commitment to
accountability, use of data, and data management is limited to those
administrators directly responsible for NCATE (deans, assistant deans,
department heads).
|
Commitment to
accountability, use of data, and data management include both
administrators and some faculty.
|
Unit-wide commitment
to accountability, use of data, and development of a data management
system.
|
Commitment to
accountability, use of data, and data management include unit and other
faculty outside the unit who are involved in preparing future teachers.
|
|
|
Accountability
system coordinator
|
The institution has
assigned several individuals to develop and manage its accountability
system, but no one person is ultimately responsible.
|
The institution has
appointed an accountability system coordinator, but this role is added
to an individual's present duties.
|
The institution has
appointed an accountability system coordinator and has provided ¼ to ½
released time for this responsibility.
|
The institution
appointed an accountability system coordinator and has provided more
than ½ released time for
this responsibility.
|
|
|
Process
for performance assessment development
|
One-time decisions
about developing, implementing, and improving the accountability system
are made by those administrators directly responsible for NCATE (deans,
assistant deans, department heads).
|
Decisions about
developing and refining a system of candidate performance assessment are
made by administrators and some faculty.
Some assessments are standards based.
|
An ongoing,
collaborative process is in place for developing and refining a
standards based system of candidate performance assessment.
|
An ongoing,
collaborative process, both within and outside the unit, is in place for
developing and refining a standards based system of candidate
performance.
|
|
|
Electronic
data system
|
An electronic data
system is in place that collects and stores data but does not have the
capacity to store and analyze data from all candidates over time.
|
An electronic data
system is in place that can store and process most candidate performance
data over time.
|
An electronic data
system is in place that can store and process all candidate performance
data over time. Data are
regularly collected and stored for all candidates and analyzed and
reported in user-friendly formats.
|
An electronic data
system is in place that can store and process all candidate performance
data over time. Maintenance
and enhancement needs have been anticipated.
|
|
|
Process
for using data for program improvement
|
Data are only
generated for external accountability reports (NCATE, AACTE, State), are
not used for program improvement, and are available only to
administrators.
|
Some generated data
are based on internal standards and used for program improvement, but
are available only to administrators "as needed".
|
An ongoing,
systematic, standards based process is in place for reporting and using
data to make decisions and improve programs within the unit.
|
An ongoing,
systematic, standards based process is in place for reporting and using
data to make decisions and improve programs both unit and
university-wide.
|
|
TOP
Common Data Collection Points:
From the beginning of the Renaissance Partnership Project, all members
agreed to collect and report performance data at a minimum of four points in the
professional development of new teacher candidates’:
-
admission
to the program,
-
prior to student teaching,
-
exit
from the program, and
-
during the first year of classroom teaching.
Most member institutions have expanded these data points
and have tailored their performance evaluation systems to respective state and
local institution needs.
All project institutions are collecting common data of candidate performance
on teacher work samples during student teaching.
Also, all member institutions are collecting similar survey data on
first-year teachers. Institutions
are working collectively to conduct research that links measures of teacher
candidate performance to teachers’ impact on learning of their students in
their first and second year of teaching.
Three project institutions have taken leadership roles to develop, pilot test
and share the results of their development efforts.
These are Idaho State University, Western Kentucky University and
Longwood University in Virginia. All
three are state-supported institutions that produce about 200+, 400+ and 170+
student teachers each year respectively.
Click on any of the three institutions below to view a short slide summary
presentation of progress on an accountability/data management system.
- Idaho State University – Larry Harris <harris@isu.edu>
Presents key items in Idaho State’s system of multiple
assessments with examples of data entry pages using the Cognos Impromptu
electronic data base
- Western Kentucky University
– Sam Evans <sam.evans@wku.edu>
Presents characteristics of Western’s performance
accountability system, including data collection sources, summary of progress
and challenges for next steps in the development of the institution’s data
base
- Longwood University – Sue McCullough <slmccullo@ongwood.edu>
Presents summary data from Longwood’s electronic data system specifically
related to the seven teaching processes addressed in the teacher work sample
TOP
PowerPoint
Presentations
Western’s Performance Accountability System: Using Electronic Portfolios and Teacher Work Samples to Provide
Evidence of Teacher Graduates’ Ability to Impact P-12 Student Learning
Author:
Roger Pankratz and Sam Evans
Description:
An overview of key components of Western Kentucky University’s
performance assessment and data management system, including its newly
developed electronic portfolio system
Number of slides: 88
Title: The Longwood Teacher Candidate Data Base
Authors:
Patty Whitfield
Description:
An overview of Longwood University’s data management system to track
and report teacher candidate performance. A presentation by Patricia Whitfield, Associate Dean, School of
Education and Human Services
Number of slides: 14
TOP
Papers & Publications
TOP
Assessment
Coordinators
TOP
|