Reports from work completed at Faculty Retreat August 18, 2005
NBPTS
Alice Merz, Joe Nichols, Jane Leatherman, and Nancy Hebel
Combined Assessment of DMS and Narrative Reports
1.
What does the data tell us about our candidates’ performances?
a. When it comes to being committed to their students and their learning, our
candidates, worked on content, teaching methods, students’ assessment,
and classroom culture. They primarily targeted “how students learn.”
However, the developmental, individual, equitable, and holistic needs of
the students need to be considered in more depth through multiple
perspectives and then how to use that information to inform their teaching.
b. The candidates articulated their knowledge of and methods for the subject
by putting together lessons and stating their resources, tools, process and
benefits. However, the candidates need to be encouraged to think and talk
about their pedagogical content knowledge and how they are keeping their
particular students in mind.
c. The candidates focused on different ways to guide their students’ work.
However, the candidates need to be encouraged to think and talk more
about the multiple ways that they are monitoring the students’ learning
and how that is informing their teaching.
d. When the candidates reflected on how they think systematically and learn
from their experiences, they wrote about revising activities, managing the
class, monitoring students, keeping current, collaborating, implementing
new ideas, and reflecting. However, the candidates need to be encouraged
to think and talk about their pedagogical content knowledge and its impact
on the teaching and learning process. The candidates also need to be
encouraged to address the tensions in the teaching and learning process.
e. Candidates articulated that they use resources and communicate with
others. However, the candidates need to be encouraged to think and talk
about how they are participants in the learning community and how they
are involved in reciprocal sharing and not just users in the community.
In General…
f. The candidates’ reflections were of minimal detail and did not focus
clearly on what they were learning about the different core propositions.
There was an impression that by doing it and stating what they did, they
were learning something.
g. The main propositions were addressed by the candidates, even though
many of the sub-components were not addressed by the individual.
However, when the results were compiled, many of the sub-components
were addressed. Even so, some sub-components still were not addressed
even after the compilation.
2.
What does this data tell us about the assessment assignment and rubric?
Reports from work completed at Faculty Retreat August 18, 2005
a. With the elaboration of each proposition, we are able to see our
candidates’ from multiple perspectives with regards to how they think and
approach their teaching.
b. It was difficult to know what aspect(s) of the reflection was illustrated
with the ratings. As candidates and the faculty become more familiar with
the different aspects, the rubric may need to be revised to that more
clearly.
c. With the elaboration of the propositions, we are also getting a clearer
picture of what our program needs to help the candidates think and write
more about.
3.
What, if any, implications are there for program or curriculum changes?
a. Unknown at this time.
b. How are we modeling and making the core positions visible in our own
teaching for the candidates? What do they mean for us in our journey of
teaching? As we grow in our journey, how does that get shared with our
colleagues and candidates?
4.
What implications does this have for the UAS of the program(s) in which this
assessment is used?
a. Unknown at the time.
5.
In not more than 3 sentences, write a summary statement about this report:
a. When compiled, our students’ work represents a variety of aspects of
teaching. Not everyone was trying to do or articulate the same ideas. So,
this reflection and artifact, provides legitimate points of entry for
participation for most, if not all, candidates.
b. While there are still areas that we can target for improvement, the
reflection provides different perspectives, through the different
propositions, for getting to know our students’ teaching.
c. The narrative information is much more informative about what the
candidates did and thought about than the ratings from the rubrics.
d. There were several reoccurring issues that arose for areas to focus on.
i. Using multiple perspectives of the students to inform one’s
teaching
ii. Equity for getting to know the students and making the teaching
appropriate and meaningful for more
iii. The use and impact of Pedagogical content knowledge
iv. The tensions of teaching and learning.