Transcript Mining the Data in Teacher Candidate Assessment and in Professional Development Schools

Mining the Data in Teacher
Candidate Assessment and in
Professional Development
Schools
Linda Oliva
Assistant Clinical Professor
[email protected]
Turning lens on ourselves.
How are we using data to design
and revise our program?
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NCATE
Reflection on data
provides basis for
program improvement
Driven by FELT NEED
Performance
Assessment
FiveBenchmark
Model
Courtesy Dr. Yi-Ping Huang,
Director of Assessment
Sample rationale from teacher candidate’s
website
TESOL Professional Standard
The Data Drive Electronic
Portfolio Development Project
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Goals
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To provide workshops and resources that support preservice teacher candidates and mentor teachers to
demonstrate their competencies various standards
through the construction of electronic portfolios.
To provide training to pre-service candidates and mentor
teachers on principles of student assessment, data
analysis and the effective use of data in instructional
processes.
To conduct ongoing evaluation and improvement of
technology competencies, instructional processes and
student achievement through the use of the Information
and Assessment Systems. Sponsored from grant from MSDE
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The value of ESSENTIAL data to
Professional Development
Schools
 Supplements teachers’ observations
of students
 Facilitates clarity and specificity about
students’ performance
 Gives clear focus for effective
problem solving and decision making
 Facilitates collaboration and action
research
The value of ESSENTIAL data to
Professional Development Schools
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DRIVES instructions
Provides reason for trip, map, road signs,
crew members, mile markers, basis for
correction when there are detours, micro
and macro management, and destination.
Data Reflections Meetings
Discussion Questions for Team
Using your team summary data comparing Quarter 2 and
Quarter 3, please answer the following questions:
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Is the Quarter 3 AGL, OGL, BGL what you expected for:
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Girls
African American girl
Caucasian girls
Asian girls
Boys
African American boys
Caucasian boys
Asian boys
Discussion Questions for Team
What patterns, trends, or gaps do you see in the AGL,
OGL, BGL data when you compare Qtr. 2 and Qtr. 3
data summaries?
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If you have achievement gaps in any of your subgroup
data, what strategies or interventions can we
brainstorm to try to eliminate the gaps?
Using the team database information for reading
(BMBL, Cluster 2 Score,CTBS-R), which students in
your team are not achieving as you would expect?
Discussion Questions for Team
For each child, how will you change his/her
instruction or grouping, based on this
information?
Using the team database information for math
(Unit tests, CTBS-M), which students in your
team are not achieving as you would expect?
For each child, how will you change his/her
instruction or grouping, based on this
information?
Used with permission from Ms. Cynthia Hankin, Principal, Thunder Hill Elementary
Completing the Data Cycle with the
Student in the Center
Instructional
practices that
optimize student
achievement
Continuous
Assessment
Community of
Inquiry
School priorities
Teachers and
students engaged in
the processes
and resources
aligned
Technology tools
that effectively
analyze, display
and disseminate
data
Have important
questions that
need information
that can become
knowledge
Multiple
Sources of
Trusted Data
School personnel
are comfortable
with research
methodologies and
statistical concepts
Completing the Data Cycle with the
Student in the Center
Instructional
practices that
optimize student
achievement
Continuous
Assessment
Community of
Inquiry
School priorities
Teachers and
students engaged in
the processes
and resources
aligned
Technology tools
that effectively
analyze, display
and disseminate
data
Have important
questions that
need information
that can become
knowledge
Multiple
Sources of
Trusted Data
School personnel
are comfortable
with research
methodologies and
statistical concepts