TEC AGENDA
November 25, 2013
1:00 pm to 3:00 pm
Exhibition Lounge, Corey Union
Data Discussion
Reflections on SPA Report Writing
 Michele Gonzales
Literacy (Birth - 6)
Literacy (5 – 12)
Prior to the data analysis for the SPA, what did
you think you knew about the strengths and
weaknesses of your program?
Strengths:
Faculty are knowledgeable about federal and state
mandates and instructional practices;
The overall program meets the needs of full-time
teachers and full-time students;
Upon leaving the program, candidates are
knowledgeable about the practices, roles, and
responsibilities of literacy specialists and literacy
coaches.
Prior to the data analysis for the SPA, what
did you think you knew about the strengths
and weaknesses of your program?
 Weaknesses:
Writing – research paper and case study
Data analysis
What did the data actually reveal about
your program?
 Data revealed that students’ ability to write, in various
forms, is weak (research papers, reporting of data, and
in reporting on their work with children in the form of
a case study).
What did the data actually reveal about
your program?
 For example: Assessment #2
 B-6 Total 2013-2013 academic year: No. of candidates: 42
IRA Standards addressed in
assessment
No. of
candidates
Target
No. of
candidates
Acceptable
No. of candidates
Unacceptable
1.1 Understand major theories and empirical
research that describe the cognitive, linguistic,
motivational, and sociocultural foundations of
reading and writing development, processes, and
components, including word recognition,
language comprehension, strategic knowledge,
and reading-writing connections.
6
30
6
What did the data actually reveal about
your program?
 For example: Assessment #2
 B-6 Total 2013-2013 academic year: No. of candidates: 42
IRA Standard
addressed in
assessment
No. of
candidates
Target
No. of
candidates
Acceptable
No. of candidates
Unacceptable
1.2 Understand the
historically shared
knowledge of the profession
and changes over time in the
perceptions of reading and
writing development,
6
31
5
processes, and components.
What did the data actually reveal about
your program?
 Data from assessments 2, 3, 5, 6, and 7 support our
thinking that our students’ writing ability is weaker
than we would like it to be.
What did the data actually reveal about
your program?
 Data revealed that students’ ability to analyze data was
not as strong as we would like it to be.
What did the data actually reveal about
your program?
 For example: Assessment #3
 B-6 Total 2013-2013 academic year: No. of candidates: 52
IRA
Standards
addressed in
assessment
No. of
candidates
Target
No. of
candidates
Acceptable
No. of
candidates
Unacceptabl
e
3.1 Understand types of
30
19
3
19
30
3
3.3 Use assessment
information to plan and
evaluate instruction
18
31
3
3.4 Communicate
assessment results and
implications to a variety
of audiences
29
20
3
assessments and their
purposes, strengths and
limitations
3.2 Select, develop,
administer, and interpret
assessments, both
traditional print and
electronic, for specific
purposes
What did the data actually reveal about
your program?
 Data from assessments 3, 4, 5 6, and 7 revealed that
candidates are weak in the skills to carefully analyze
and assess data.
How was the faculty involved in the data
review and analysis?
 Full-time faculty were responsible for the data review
and analysis of assessments that corresponded with the
course they taught.
The graduate coordinator and department
chair were responsible for the data review and
analysis for those courses taught by part-time
faculty, although some part-time faculty provided
their analysis.
How were the faculty involved in the data
review and analysis?
 Initially, as faculty completed their data review and
analysis, we met to review each report. After several
review sessions, faculty worked independently to
complete their reports.
Based on the review and analysis of your data,
what changes did you (or do you hope to) make
to your program?
 Writing:
 The first modification is the addition of a course on the
teaching of writing that will not only focus on how to
teach writing but take the perspective of the National
Writing Project and be a course that facilitates
candidates’ writing ability as well.
Based on the review and analysis of your
data, what changes did you (or do you hope
to) make to your program?
 Data analysis:
 Faculty have determined that data analysis needs to be
emphasized more in several courses spread out over the
program rather than just in the 3 clinical courses in the
program.
 Faculty in LIT 528, 540, 682/83/84, and LIT 669 will
utilize a combination of vignettes, writing samples,
running records, and other authentic data for candidates
to use to develop their skills in this area.
Data Discussion
Reflections on SPA Report Writing
 Paulo Quaglio
 TESOL
edTPA DISCUSSION
 How will we support Spring 2014
implementation of edTPA?
 How will we support candidates who
need to re-take one or more of the
tasks in edTPA?
edTPA Support Proposal
 edTPA Coordinator – Chris Widdall
 Oversees the coordination of all efforts supporting candidates’ successful
completion of the edTPA.
 edTPA Advisors – One per school
 Works with program coordinators to support the school’s candidates’
successful completion of the edTPA.
 One course release spring 2014 semester and stipend to work over winter
session to plan activities.
 Planned edTPA supports/interventions






Survey of current students preparedness
One credit course for re-takes
On-going workshops
Support groups
Open Lab Hours/Tech Support
Re-take advisement seminars
NY Cut Scores and
National Field Test Report
 4055 Submissions in 2013 field test across 23 fields
 Score Range from 15 to 75 based on 15 rubrics with 5 levels of
performance
 Supported the use of one total score for a pass/fail decision
 Guiding Question: What score represents the level of
performance that would be achieved by a candidate just at the
level of knowledge and skills required to perform effectively as a
new teacher in U.S. Public Schools
 National pass range suggested to be 37 to 42 with
adjustments for credential areas having more or fewer
than 15 rubrics (World Languages & Elementary
Education)
NATIONALLY
New York Cut Score Announcement
 For Most Disciplines, the passing score will be 41.
 For Elementary Education, which has more rubrics, the
passing score will be 49.
 And for World and Classical Languages, which have
fewer rubrics, the passing score will be 35.
 These cut scores translate to 62% passing rate.
 For a complete review of the press release from Dr. King
go to: http://www.highered.nysed.gov/pdf/edtpastatement.pdf
Other edTPA Updates
 Only two of our candidates have submitted and received scores for
this semester; both passed.
 Updates from NYSED re: edTPA
 Some districts in Long Island (11) and Western NY (4) have concerns
re: permission for edTPA videotaping.
 Concerns stem from use of edTPA portfolios for research purposes.
 NYSED has reached an agreement with Pearson to exclude NYS
edTPA submissions for certification purposes from any validation
studies or other research conducted by SCALE and/or Pearson.
 A statement to this effect should be out by the first week in
December.
Educating All Students Update
 Standards setting group met last week.
 Group involves both P-12 and IHE representatives.
 Group took test.
 Consensus was content was rigorous but appropriate and covered




diverse student populations in NYS schools.
Constructed response items do NOT have to be in essay form.
Recommendation to extend testing time 15 minutes (from 210
minutes to 225 minutes) to allow for extended writing.
Extending time will increase cost by $8-10.
Further discussion on this issue is planned.
Proposal to Retire TEC-CC
Proposal: Due to our campus’ growth in knowledge and
understanding of teacher education regulations and
guidelines, the members of the Teacher Education Council
believe that there is no longer a need for a separate level of
curricular review specifically related to teacher education
programs. Therefore, the TEC membership proposes
retiring the Teacher Education Council’s Curriculum
Committee (TEC-CC) from SUNY Cortland’s curricular
review process.
Proposed Process to Retire the TEC
Curriculum Committee - Update
1. We conducted an electronic vote of TEC
members to endorse (or not) the proposal to
retire the TEC Curriculum Committee from
the SUNY Cortland Curriculum Process.
2. The proposal passed with 34 in favor and 4
against.
3. The proposal has been forwarded to the
college’s Educational Policy Committee for its
review and action.
UPDATE: TEC Bylaws
John Cottone, Sub-committee Chair
 Updates to current language and titles
 Remove language related to the TEC
Curriculum Committee
 Identify and Propose Membership Models for
consideration by the full council in January,
2014
UPDATE: SPA Report Readiness
 All but 2 SPA Reports have been submitted for review by the
deans
 12 Reports were submitted using Form A
11 Reports were submitted using Form C
Educational Leadership and Literacy submitted totally new
reports in September and we are awaiting results of those
national reviews
 SPA Writers should look for feedback on December 2.
UPDATE: DASA
 Workshops by TC-3 and OCM BOCES have been very




successful and well attended.
Our curriculum proposal has been completed by Judy Johns,
Mary Reagan and Tracey Messinger.
The Proposal has been submitted to NYSED OTI for
consideration and approval.
The approved curriculum must be in place by December 31,
2013
An announcement will be forthcoming with regard to
upcoming stand alone session for DASA, as well as bundled
offerings for all workshops.
Campus Teacher Education Network
(C-TEN)
 Our network, consisting of representatives from LEAs, met 4
times during the Spring, 2013 Semester to discuss: Common
Core, Clinically-Rich Field Experiences, Data-driven
Instruction, and Assessment of Teacher Preparation
 In Summer, 2013 we met again to brainstorm and develop a
plan for addressing the four target areas above using a
$40,000 grant from state RTTT revenues.
 In September, 2013 our plan was submitted to the state for
approval.
 Explanation of Plan Basics – 3 Activities Sponsored
Regional Workshop on Creating a Data
Culture
 Integrate themes of : Culture, Data and
Standards, Use of PLCs to ground decisions and
plans in data
 Develop, organize and conduct a major, 1-day
facilitated workshop on creation of a dataculture for the improvement of teacher
education practices
 Partner with OCM BOCES (already working with
K-12 schools to develop PLCs)
Implementation of Professional
Learning Communities
 recruit and train eight faculty leaders to facilitate
PLC’s in reviewing data from certification testing
sources, local program assessments, and candidate
observations/evaluations
 PLC’s will analyze data and make recommendations
with regard to needed revisions in coursework,
curriculum, assessment development and instruction
to improve candidate performance based on data
 PLC will have unique data sets to examine, likely
dictated by program area (Childhood Education,
Adolescent Education, Special Education, etc.)
PLC Structure
 1 consultant for a focused 1-day training on PLC
Leadership
 8 Professional Learning Communities consisting of:
o One trained leader/facilitator from faculty ($1500
each/$12,000 total)
o 5 members for each PLC drawn from the C-TEN
Partners ($250 each/$10,000 total)
o Each PLC will explore a unique data set, likely
dictated by program area (Childhood/EC Education,
Adolescent Education, Special Education, etc.
Pilot of Clinically-Rich Model in Early
Childhood Education
 Broome CC will collaborate with OCC, TC-3, and SUNY
Cortland ECE faculty to develop and implement a clinically-rich
UPK pilot project
 Activities will include:
 Videotaping candidate work with students for discussion in class
 Develop PD in data-driven instruction, early childhood settings,
Intentional Teaching in clinically rich settings, NYS Pre-K
Foundations for the Common Core, Successful Teacher-Child
Interactions
 developing, through a PLC, an Early Childhood Mentor Teacher
training module based on pilot results which can help host teachers
prepare for hosting candidates in a more clinically rich setting
ANNOUNCEMENTS
 As approved at the last TEC Meeting in October, Gigi
Peterson, Bill Buxton, Susana Davidenko, Tim Gerhard, and
Rena Janke have written a statement on edTPA outlining in
great detail SUNY Cortland faculty concerns with regard to
design flaws and other issues. (See notes below for a
complete copy of the statement.)