Transcript Professional Teacher Education Unit (PTEU) Professional Teacher Education Unit (PTEU)  5 colleges • • • • •    Bagwell College of Education College of the Arts College of Health and Human Services College.

Professional Teacher
Education Unit (PTEU)
Professional Teacher
Education Unit (PTEU)
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5 colleges
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Bagwell College of Education
College of the Arts
College of Health and Human Services
College of Humanities and Social Sciences
College of Science and Mathematics
14 departments
Teacher education is an all-campus
responsibility
Dean of BCOE is head of the PTEU
KSU: University of Choice for
Educator Preparation
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3rd largest university in the USG
Largest preparer of elementary
teachers
2nd largest preparer of teachers at all
levels
PTEU enrollment has increased by
51% since Fall 2004
Wide array of programs
First degree program beyond a
master’s at KSU
First doctoral degree program at KSU
Responsive to State
Initiatives and K-12
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M.Ed. in Instructional Technology
Birth to Five B.S.
STEM activities
• Online Franchise MAT Program in Science and
Mathematics
• NSF grant – science
• NSF grant -- mathematics
• Georgia DOE grant – science
• Title II through UGA – online world of learning
• Georgia Elementary Science Olympiad (largest in
U.S.)
• Advancing the Teaching of Mathematics in Science
(ATOMS) Center
Responsive to State
Initiatives and K-12
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Performance-based educational leadership
programs
• Ed.S.
• PL-6 Certification Only
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Reading as a critical mission in SREB states
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Reading Endorsement
M.Ed. in Reading
Reading Concentration in Middle Grades
KSU Annual Conference on Literature for Children
and Young Adults
• KSU Annual Conference on English as a Second
Language
• Kennesaw Mountain Writing Project
• Center for Literacy and Learning
Teacher Quality Partnership
Grant -- $8.9 million
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Addressing needs in Area 2 of CCSD
Developing 7 Professional Development
Schools
Developing undergraduate Urban Education
Option
Offering graduate-level work to practicing
teachers
• Coaching Endorsement
• Teacher Leader Endorsement
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Linking achievement of K-12 students
taught by KSU graduates to teacher
education program
KSU Capital Campaign
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Early Learning Center
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New Building Addition
PTEU Conceptual
Framework Overview
Conceptual Framework Theme:
Collaborative Development of
Expertise in
Teaching, Learning and
Leadership
Development of the
Conceptual Framework
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Collaboration with all stakeholders
• Discipline Faculty
• PTEU Faculty
• Candidates (KSU students)
• Graduates of our programs (Alumni)
• Collaborating Teachers and Principals
• Advisory Boards
• Community Partners
What are the KSDs?
Knowledge
 Skills
 Dispositions
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Outcomes
- Initial 
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Subject Matter Expert
Facilitator of Learning
Collaborative Professional
Refer to handout for proficiencies that relate
to each of these three outcomes
Subject Matter Expert
Proficiencies
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1.1. Candidate demonstrates broad, in-depth, and
current knowledge of discipline content.
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1.2: Candidate represents content accurately.
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1.3: Candidate connects content to other disciplines
and applies it to common life experiences.
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1.4: Candidate uses pedagogical content knowledge
effectively.
Facilitator of Learning
Proficiencies
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2.1 Candidate demonstrates knowledge of how
learners develop, learn and think.
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2.2: Candidate successfully motivates students to
learn.
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2.3: Candidate creates and implements instruction
that embodies multiple cultures and a rich, diverse
curriculum.
2.4: Candidate creates effective, well-managed and
active learning environments.
Facilitator of Learning
Proficiencies
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2.5: Candidate creates environments that
reflect high expectations for student
achievement.
2.6: Candidate designs effective instruction.
2.7: Candidate implements effective
instruction that positively impacts the
learning of all students.
2.8: Candidate uses a variety of methods,
materials, and technologies.
Facilitator of Learning
Proficiencies
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2.9: Candidate utilizes a variety
of strategies to assess student
learning.
2.10: Candidate uses the results
of assessments to improve the
quality of instruction.
Collaborative Professional
Proficiencies
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3.1: Candidate communicates effectively orally and in
writing.
3.2: Candidate reflects upon and improves
professional performance.
3.3: Candidate builds collaborative and respectful
relationships with colleagues, supervisors, students,
parents and community members.
3.4: Candidate displays professional and ethical
behavior.
Outcomes
Certificate Only & Endorsements
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Since these are not degree
programs, our outcomes ARE the
PSC standards
 Certificate Only (PL-6)
 Coaching Endorsement
 Teacher Leadership Endorsement
CF Embraces Concepts Inherent
In:
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NCATE/PSC – Unit Standards
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BOR Principles
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Specialized Professional Association (SPA)
Standards
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PSC Program Rules
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GA Framework
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INTASC
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NBPTS/ELCC/GLISI
CF Is Present In:
Curriculum
Syllabi
Assessments
PTEU Assessment
System Overview
PTEU Assessment
System Overview
Common (Unit-level) Assessments
• Candidate Performance Instrument
(CPI)
• Impact on Student Learning
Assignment and Rubric (ISLA)
• Portfolio Narrative and Rubric
(PNR)
Program Specific Assessments
1)
Content (GACE)
2)
Content (2nd content)
3)
Planning Assessment
4)
Implementation (Clinical) Assessment
5)
Student Learning Assessment
6)
Dispositions Assessment
7)
Optional – additional assessment
8)
Optional – additional assessment
Certification & Endorsements
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PL Certification
Only
Coaching
Endorsement
Teacher Leader
Endorsement
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Unit level
Assessments =
Program
Assessments
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External Voices
Feedback From:
1) Student Teachers
2) Collaborating Teachers
3) Collaborating Principals
4) Graduates (Alumni)
5) Employers
6) Advisory Committees (unit &
program levels)
Decision Points in Programs
Acceptance at Decision Points
Initial Programs
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Entry to Teacher Education
Entry to TOSS/Practicum/IDA
Entry to Student Teaching
Exit from Student Teaching
Advanced Programs:
 Entry to Graduate Program
 Mid Review
 Exit from Program
Decision Points in Programs
Acceptance at Decision Points
PL Certification, Coaching &
Teacher Leadership
Programs:
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Entry to Graduate Program
Performance on Unit Level
Assessments within Courses
Exit from Program
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Evidence Room Links
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Unit assessments (see Standards 1 &
2)
Program Specific Assessments (see
PROBE)
Unit Decision Points (see Standard 2)
Program Specific Admission
Requirements (see PROBE)
Unit Operations
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Facilities, Library, Technology
Resources
Support Services (e.g. Advisement,
Admissions, Field Experiences)
Budgets
Personnel (Faculty, Staff,
Administration)
Governance
Unit Operations
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Facilities, Library, Technology
Resources
Support Services (e.g. Advisement,
Admissions, Field Experiences)
Budgets
Personnel (Faculty, Staff,
Administration)
Governance
DATA
SOURC
E
Internal
TIER
Program Assessment
Unit Assessment
Candidate Performance:
Program specific requirements at admission points and exit
Key assessments of professional content standards (SPA &
PSC)
Candidate Performance Assessment Instrument (CPI)
Portfolio Narrative Rubric
Impact on Student Learning Rubric
Infusion of technology
Self assessment
Candidate Performance:
Common requirements at each decision point of admission/exit
Candidate Performance Assessment Instrument (CPI) at Exit
Portfolio Narrative Rubric
Impact on Student Learning Rubric
Field Experiences:
Placements during content area courses
Placements during TOSS/practicum, student teaching,
internships
Observations
Applications in own classroom (advanced)
Field Experiences:
Placements in core courses (EDUC 2110, 2120, 2130, and INED
3304); student teaching; selected MAT courses
Observations
End of Program:
Candidate survey
Faculty:
Biographical information
Vita and supporting documentation
Candidate evaluations
Performance reviews (e.g. annual, T&P, Post-Tenure Review
Diversity:
Candidates
Field Experiences
Faculty
Recruitment & Retention
Resources:
Budget
Facilities
Technology
Unit operations/centers
External
Candidate Performance:
GACE I
GACE II
MAT/GRE
Collaborating teachers
End of Program
Collaborating teachers survey (initial only)
Principal survey (initial only)
Graduates:
First Year Survey
Second Year Survey (initial only)
Comprehensive Process
Collection,
Aggregation,
Analysis, Reporting,
& Reflection Of
Useful Data
Chalk and Wire Portfolio
System
Chalk and Wire
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A digital ePortfolio and assessment
system that can support multiple unit
and program assessment plans
simultaneously.
Our purpose for C&W is to provide
flexible yet connected assessment
options for individual program areas.
The portfolio
includes
candidate
reflections
Candidates can
showcase their
teaching with
videos
Rubric: ECE PNR - ST - KSU Supervisor
Fall 2009
L-1
L-2
L-3
L-4
Total
Little or No
Evidence
Limited Evidence
Clear Evidence
Clear,
Consistent, and
Convincing
Evidence
Elements/ Criteria
%
N
%
N
%
N
%
N
%
N
SUMMARY
RATING FOR
SUBJECT
MATTER
EXPERTS
0%
0
1%
1
20%
29
79%
114
100.00%
144
SUMMARY
RATING FOR
FACILITATORS OF
LEARNING
0%
0
0%
0
18%
26
82%
118
100.00%
144
SUMMARY
RATING FOR
COLLABORATIVE
PROFESSIONALS
0%
0
0%
0
14%
20
86%
124
100.00%
144
Comprehensive Process
Collection,
Aggregation,
Analysis, Reporting,
& Reflection Of
Useful Data
So What?
Systematic Data
Reflections Across the Unit
Form A - Individual Data Reflections
Program:
Semester/Year Evidence Collected:
Name of Evaluator:
*Name of
Evidence
Collected:
[Assessment
1]
[Assessment
2]
[Assessment
3]
[Assessment
4]
Data Analysis - What do the assessment results
say about:
Reflections: What did I learn from the
assessment? What should be changed in the
future?
1) SPA/PSC/Institutional standards met, not
met, or met partially by candidates
1)
2) Instruction
2)
3) Course or curriculum
3)
1) SPA/PSC/Institutional standards met, not
met, or met partially by candidates
1)
2) Instruction
2)
3) Course or curriculum
3)
1) SPA/PSC/Institutional standards met, not
met, or met partially by candidates
1)
2) Instruction
2)
3) Course or curriculum
3)
1) SPA/PSC/Institutional standards met, not
met, or met partially by candidates
1)
2) Instruction
2)
3) Course or curriculum
3)
*Provide the data source or name of assessment tool (e.g. CPI, advisory group, Principal Survey)
Form B - Program Summary Reflections
Name of Program:
Semester/Year Evidence Collected:
From what sources were evidence and/or feedback obtained? (Provide the name(s) of the evidence
source or assessment tool (e.g. CPI, advisory groups, Principal Survey, focus groups)
What do results say about candidate and/or graduate performance related to:
1) Knowledge of Content or Field as delineated in standards:
2)
Professional/Pedagogical Knowledge & Skills including Technology:
Professional/Pedagogical Knowledge & Skills including
technology:
3) Assess/Analyze/Improve Upon Student Learning, Create Positive Learning Environments:
4) Demonstration of Professional Dispositions including fairness and belief that all students can learn:
What steps have been taken to initiate changes in courses, programs (including assessments,
curriculum, requirements, faculty, etc), field experiences & clinical practice as a result of analyzing
evidence?
Electronic Evidence
See Website