Standard 5
The collection of data for standard 5 had been put on hold until the purpose could be
better clarified. The collection of student samples is valuable for peer modeling practices,
calibration between instructors, and review of assessment bias and farness. The collection of
student work samples would not be valuable for the site review without these pieces. Corll will
be sending out a survey for input regarding if/how the collection of student work meets this
requirement.
The purpose for using the student work samples would be to offer an example of data
driven decision making and instructor collaboration.
Standard 5 documentation of evidence is within the education department, not the
individual endorsement areas. Students will be meeting this standard through their portfolio
assignment. The endorsement areas have the main responsibility of teaching the content area.
The education majors are being instructed to focus their portfolios upon the core education
classes; if they wish, they may cover method and content classes in addition.
It will help students to offer a clear view of the portfolio project. If students do not
complete work for EDUC 420, they will not pass and will not be able to advance to student
teaching. The reasoning behind this decision is based on candidate disposition.
During the education department meeting, a vote will be taken to no longer allow out of
area student teaching. Students who have been completing their student teaching from a long
distance location have been struggling with the edTPA as they are unable to attend seminars
and may not be able to speak with a mentor who is informed about the edTPA.
There is a discussion to limit students to a sixty mile radius.
What are the responsibilities of endorsement areas?
The responsibilities include alignment to endorsement competencies as well as giving
attention to re-approval timelines for each area. Another element which needs attention is
instruction in academic language.
Standard 4 program design. This will be discussed throughout the quarter, though this
meeting will be focused upon collaboration.
Standard 4B
The admissions committee of the education department has been evaluating admission
requirements. The minimum grades in English and Math may be increased as well as increasing
the minumun GPA requirement. The minimum for math and English maybe a 2.5 or a 3.0. The
minimum GPA will be a 2.8. Janolov have been calculating the percentage of students who
complete the program based on GPAs. The most significant contributing factor appears to be
math. Adopting these practices would affect the number of students who enter into and
graduate from the program. 2.8 would likely be the GPA for math, English and the cumulative
GPA. The West-B is required by the state.
Student teaching cannot be one quarter in length. The education sequence will be
adjusted so student complete EDUC 200 before student teaching. Fall quarter and half of winter
quarter will contain field experience and pedagogy. For the other half of winter quarter and
spring quarter students will enter into their field experience. This will allow for students to
meet the 450 hour requirement.
There is a tension between students with higher GPAs and students with a checkered
past who have struggled academically. The GPA is currently the leading consideration, however
data does not support that higher GPAs translate into individuals remaining in the profession
longer or being better teachers. Data does support that those with higher GPAs do better meet
standards such as retention. This is being actively discussed at the state and federal levels.
A committee will be formed to assess writing prompts; there will be a technical writing
component as well as evaluation of the students’ dedication to the field. Justin Young would be
valuable to include on this committee. The West-E will also be required before student
teaching.
Central has a committee designated to aid a student who is struggling. The student may
refer themselves or may be referred by a mentor or instructor. Eastern is looking to adopt this
process as well.
The exact order has not yet been determined. A concern could be a student entering
into a methods class without knowledge of the content areas. This has been observed in the
schools during a student’s field experience.
A database is under construction as the state requires for mentors to be trained. PESB is
continuing to develop this database. It is helpful to teachers to rotate, though, so that the same
teachers are not used time and time again and become overwhelmed. Additionally, there are
very talented teachers who are not included on the list. Another consideration is to allow
students to work with more than one teacher as each teacher may offer a different school
environment as well as different strengths.
The three hours per week in a school limit the content which a student will acquire; for
instance a math major would choose to experience math and reading to experience reading. If
students experience an entire cycle, they would have a more rounded experience.
As this requires a deeper discussion, this can be continued during the next meeting.
The admissions requirements are to be mended by Fall 2014. If there are concerns
specific to admissions, please contact Marion Moore. The decision will need to be made shortly.
However, the other issues can be discussed at a later date.
edTPA
Content areas and the edTPA. The Professional Standards Board has set a cut score
which affects the first fifteen criteria of the rubric for all content areas except for modern
language. Modern language is not evaluated upon academic language. If a student does not
pass the assessment, they will need to retake the entire assessment. Furthermore, students are
not allowed to use anything from a previous assessment other than the context for learning.
Deadlines are set by Pearson, though students may enroll. Currently, students must take the
edTPA during the first five weeks of student teaching.
Dale recommends having candidates in spring quarter submit the edTPAs by the fifth of
may so that the scores will be returned by June. In the event a student does not meet the
deadline, they will need to stay for another quarter.
The cost will still be $300.
The retake policies may be revised, though the changes will not be implemented until
fall or perhaps the following winter.
Students will not be allowed to take other courses during student teaching due to the
time available for the edTPA.
Students must show connections between tasks and knowledge. There must also be at
least a minimum of a surface discussion regarding research or theory. The last piece is academic
language; the content areas will be crucial regarding this element. The student self-reflection
would be improved by using academic language. Academic language should be a common
theme. Assessment is currently the area where students are struggling the most. edTPA.com
has further information.
Standard 4 will be documented by education department. The edTPA and portfolio will
document this.
Dean’s Office
Structure to support program’s work. The certification office has been changed to
Dean’s office. An interim is currently in the position and a job search has begun to find a
permanent. There is an interim assessment director as well. Platforms for site review
documentation.
Fall quarter: self-studies and plans. Building systems for input. Hire assessment director.
Winter quarter: Articulate practices aligned with standards. Name evidence. Implement
assessment plans.
Spring and Summer quarters: upload and link evidence. Build website.
Determining what is useful. Janolov can help with this.
Next year:
Fall quarter: faculty review web materials. Submit to PESB by11/1.
Report between November and January. Will be a list.
Winter quarter: review and collect “evidence still needed”
Spring quarter: plan for May 3-7 onsite review. Schedule interviews.
Group Activity:
Standard 4B program design. How does the program design reflect and been informed by
mutually beneficial communication?
1.
2.
3.
4.
5.
For continuous improvement
With content specialists
With P12 schools (workforce, student learning, PD).
With broader professional community.
With members of under-represented populations.
EMAIL TO JAMIE CHAVLIN