Teacher Education at Teacher Education at Purdue Purdue Gate C & Gate D Gate C & Gate D Teaching Performances Teaching Performances Portfolio Assessments Portfolio Assessments Program Conveners Council Program Conveners Council August 30, 2005 August 30, 2005
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Teacher Education at Purdue Gate C & Gate D Gate C & Gate D Teaching Performances Portfolio Assessments Program Conveners Council August 30, 2005.
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Teacher Education at PurdueTeacher Education at Purdue
Program Conveners CouncilProgram Conveners CouncilAugust 30, 2005August 30, 2005
The Task at HandThe Task at Hand
Develop, Pilot and ImplementDevelop, Pilot and ImplementGate C and Gate D Portfolio AssessmentsGate C and Gate D Portfolio AssessmentsBased on 2005 UAS Task Force RecommendationsBased on 2005 UAS Task Force Recommendations
• Cover Standards-Based Teaching PerformancesCover Standards-Based Teaching Performances• For Methods & Student Teaching CoursesFor Methods & Student Teaching Courses• Using Indiana Teacher Induction Style AssessmentsUsing Indiana Teacher Induction Style Assessments• With a Common Core and Subject-Specific OptionsWith a Common Core and Subject-Specific Options• Measuring a Developmental Continuum of ExpertiseMeasuring a Developmental Continuum of Expertise• Managed via TaskStreamManaged via TaskStream• Piloted Fall 2005 and Spring 2006Piloted Fall 2005 and Spring 2006• Implemented by Spring 2006 and Fall 2006Implemented by Spring 2006 and Fall 2006
Guiding PrinciplesGuiding Principles
All Candidate and Program Evaluations Should Be…All Candidate and Program Evaluations Should Be…
• Useful – Informs stakeholders and helps their workUseful – Informs stakeholders and helps their work
• Feasible – Can be implemented in the real worldFeasible – Can be implemented in the real world
• Proper – Adheres to professional, legal, regulatory, Proper – Adheres to professional, legal, regulatory, and contractual principlesand contractual principles
• Accurate – Reliable and valid in its descriptions, Accurate – Reliable and valid in its descriptions, inferences and conclusionsinferences and conclusions
– – Joint Committee on Standards for Educational Joint Committee on Standards for Educational EvaluationEvaluation
Gate D Assessment OverviewGate D Assessment Overview
• Uses Indiana Teacher Induction-Style Uses Indiana Teacher Induction-Style Assessments Based on Four Teaching Assessments Based on Four Teaching Performances AreasPerformances Areas
• Contains a Set of 14 Required, Core CriteriaContains a Set of 14 Required, Core Criteria
• Allows for Optional, Subject-Specific CriteriaAllows for Optional, Subject-Specific Criteria
• Ratings Based on a 4-point Continuum of Ratings Based on a 4-point Continuum of ExpertiseExpertise
Gate D Assessment OverviewGate D Assessment Overview
• Each Criterion-Rating Includes Narrative Each Criterion-Rating Includes Narrative DescriptorDescriptor
• Performance Area Ratings are for Formative Performance Area Ratings are for Formative Feedback OnlyFeedback Only
• ““Pass/Fail” Decision is Based on a Final Pass/Fail” Decision is Based on a Final Holistic Summative Assessment of Overall Holistic Summative Assessment of Overall PerformancePerformance
Everything’s Related to Everything ElseEverything’s Related to Everything ElseGates C & D Portfolio Assessments Mapping GuideGates C & D Portfolio Assessments Mapping Guide
Gate D FeaturesGate D Features
Gate D FeaturesGate D Features
Four Teaching Performances AreasFour Teaching Performances Areas
• I. Planning InstructionI. Planning Instruction
• II. Teaching and Learning ExperiencesII. Teaching and Learning Experiences
• III. Assessing LearnersIII. Assessing Learners
• IV. Reflecting on Learning and TeachingIV. Reflecting on Learning and Teaching
• II. Teaching and Learning ExperiencesII. Teaching and Learning Experiences Sound Instructional Strategies, Including Use of Sound Instructional Strategies, Including Use of
• IV. Reflecting on Learning and TeachingIV. Reflecting on Learning and Teaching Teacher’s Analysis of Student Learning and Support for Teacher’s Analysis of Student Learning and Support for
ConclusionsConclusions
Teacher’s Reflection on PracticeTeacher’s Reflection on Practice
Gate D FeaturesGate D Features
Option for Discipline-SpecificOption for Discipline-SpecificFormative Feedback CriteriaFormative Feedback Criteria
• Can be Related to Specific Course Can be Related to Specific Course Assignments or TasksAssignments or Tasks
• Will be Included as Separate Course Will be Included as Separate Course Assignments in TaskStream Assignments in TaskStream
• Can Have Their Own RubricsCan Have Their Own Rubrics
Gate D FeaturesGate D Features
A 4-Point Developmental Rating ScaleA 4-Point Developmental Rating Scale
• Beginning – Little or No EvidenceBeginning – Little or No Evidence
• Rates the Overall Teaching Performance Rates the Overall Teaching Performance Based on the Evidence Provided in the Four Based on the Evidence Provided in the Four Teaching AreasTeaching Areas
• One Level of “Does Not Pass” – BeginningOne Level of “Does Not Pass” – Beginning
• Three Levels of “Passes Portfolio Three Levels of “Passes Portfolio Assessment” – Developing, Proficient, ExpertAssessment” – Developing, Proficient, Expert
Gate C Assessment OverviewGate C Assessment Overview
• Same Basic Structure as Gate D Assessment Except Same Basic Structure as Gate D Assessment Except Uses Indiana Teacher Induction-Style Assessments Uses Indiana Teacher Induction-Style Assessments Based on One Teaching Performances AreaBased on One Teaching Performances Area
Planning InstructionPlanning Instruction
• Five Main Criteria are Identical to Gate D CriteriaFive Main Criteria are Identical to Gate D Criteria
• Includes OPTIONAL Supporting Criteria for Each of Includes OPTIONAL Supporting Criteria for Each of the Main Criteriathe Main Criteria
The Pilot StudyThe Pilot Study
• Involves Faculty Teaching Methods and Student Involves Faculty Teaching Methods and Student Teaching CoursesTeaching Courses
• Will Integrate Gate Assessments with Existing Will Integrate Gate Assessments with Existing DesignsDesigns
• Includes Optional Templates for Course AssignmentsIncludes Optional Templates for Course Assignments
• Will Begin Collecting Candidate Work Samples for Will Begin Collecting Candidate Work Samples for Developing Benchmarks and Assessment Training to Developing Benchmarks and Assessment Training to Establish Reliability and Validity EvidenceEstablish Reliability and Validity Evidence
Timetable for ImplementationTimetable for Implementation
• Fall 2005 – First Group of PilotsFall 2005 – First Group of Pilots
• Spring 2006 – Fall Pilots Implement, All Others Spring 2006 – Fall Pilots Implement, All Others PilotPilot
• Fall 2006 – All Gate C and Gate D Portfolio Fall 2006 – All Gate C and Gate D Portfolio Assessments Fully ImplementedAssessments Fully Implemented
• Contact: Richard Frisbie Contact: Richard Frisbie [email protected]
• TaskStream: Christian Mattix TaskStream: Christian Mattix [email protected]