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1.CONFIDENCE—DARE WE INFER? 2.CAPACITY—CAN WE DARE INFER? 3.COMPARABILITY—CAN WE DARE INFER BY COMPARING? 4.CONVERGENCE—CAN WE DARE INFER BY COMPARING.

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Presentation on theme: "1.CONFIDENCE—DARE WE INFER? 2.CAPACITY—CAN WE DARE INFER? 3.COMPARABILITY—CAN WE DARE INFER BY COMPARING? 4.CONVERGENCE—CAN WE DARE INFER BY COMPARING."— Presentation transcript:

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2 1.CONFIDENCE—DARE WE INFER? 2.CAPACITY—CAN WE DARE INFER? 3.COMPARABILITY—CAN WE DARE INFER BY COMPARING? 4.CONVERGENCE—CAN WE DARE INFER BY COMPARING USING MULTIPLE MEASURES? (TEACHING EFFECTS+LEARNING EXPLANATIONS) 5.CULTURE—CAN/DARE WE BUILD A CAMPUS CULTURE THAT SUSTAINS INFERENCE, BASED ON COMPARISON AND COVERGENCE? 6.CHANGE—FROM INFERENCE TO ACTION 7.CHALLENGE: COI VEY! TOPICS--HH

3 PHASE 1: CONFIDENCE? A SYLLOGISM FOR TNE--HH. 3 TNE PRINCIPLES—MAJOR PREMISE CSUN DEFINITION OF EFFECTIVE TEACHING— MINOR PREMISE PILOT STUDY OF PATHWAYS— MIDDLE TERM ANSWERS BUT DOUBTS

4 PHASE 2. SUFFICIENCY FOR INFERENCE- -HH LIKE CROWE-MAGNON IN SEARCH OF EVIDENCE CAPACITY ISSUES CHALLENGED CONFIDENCE ROBUST THEORY? BREADTH OF DATA—SIZE, CONTROLS, COMPARISONS? MULTIPLE MEASURES? LONGITUDINAL STUDIES? PATHWAYS….OR CAPILLARIES? EXPERTISE: IR, dB, THEORIES?

5 EFFECTIVE TEACHING CSU HLM/VAM LAUSD DATA CSU-CO DATA CSU SURVEY DATA CRESST HLM/VAM CSUN MIXED METHOD DATA PATHWAY STUDY: PILOT CSUN WAREHOUSE LAUSD MIXED METHOD DATA VALUE ADDED CHANGE PATHWAY PILOT: LESSONS CSUN WAREHOUSE LAUSD DATA SRISRI 3. CAPACITY+COMPARABILITY+CONVERGENCE CONFIDENCE--HH

6 BUILDING CAPACITY, TESTING COMPARABILITY: PILOT STUDY--BC

7 EFFECTIVE TEACHNG PATHWAY STUDY: PILOT TEACHER DOMAINS FIELDS FOR DATA BASE PROGRAMS CANDIDATE INDICATORS K12 PERFORMANCE INDICATORS INFERENCES

8 Pilot Pathways--BC A—Traditional: university courses + early fieldwork + 2 semesters of student teaching. B—Cohorted + school site university courses + university & district faculty team teaching + concurrent daytime teaching supervised by district & university supervisors + heavy advising & monitoring. C—District emergency hired teachers + evening university courses + strong advising.

9 Pilot Analyses & Findings Multivariate analyses comparing (grades 1 – 5) pupil learning from 1999 through Controlled for Academic Performance Indicator + proportion of pupils on the free-lunch program Learning = scores in reading, math, language arts, and writing on standardized tests, performance- based tests designed to align with state content standards (California Standards Test), and an English Language Assessment test. Analyses: significant differences between programs on six tests. However, these results varied by grade level & did not include many contextual variables (e.g. ELD).

10 CONVERGENCE: PILOT CONVERGES W/ CSU STUDIES---BC BUT CONFIDENCE ISSUES: BREADTH OF DATA, STRENGTH OF MODEL? CAPACITY ANSWERS: DATA WAREHOUSE+HLM+VAM

11 CSUN WAREHOUSE LAUSD DATA CSU-CO DATA CRESST HLM/VAMCSU MODEL INFERENCES CSU VS. NON-CSU CSUN VS CSUN BC

12 CSUN GOALS FOR HLM/VAM ANALYSIS: COMPARABILITY+ CAPACITY TEACHER GROWTH OVER TIME LINK TO PATHWAYS THRU PROGRAMS COMPARE TO DISTRICT PUPIL DATE ACCOUNT FOR SCHOOL, DISTRICT SES BC

13 A. COMPONENTS OF HLM-VAM: CANDIDATE TO TEACHER CSUN FOCUSES ON CANDIDATE TO TEACHER GROWTH AND PATHWAY COMPARISONS, AS MEASURED IN PART BY PUPIL LEARNING CSU-CO FOCUS ON CSU-TRAINED VS. NON-CSU-TRAINED TEACHERS BC

14 SOCIAL INPUTS PRE-SERVICE CANDIDATE LEARNING CANDIDATE PRACTICE ENTRY INDUCTION VALUE ADDED=DEVIATION OVER TIME OVER K12 MEAN OVER PEER MEAN PLOTTING STAGES IN TEACHER DEVELOPMENT THROUGH EFFECTS ON PUPIL LEARNING MEAN (red=stages about which we have data.) BC

15 B. COMPONENTS OF HLM- VAM: PUPIL PERFORMANCE DATA BC

16 NESTED PUPIL/SCHOOL VARIABLES CONTROLLED MODELING PUPIL PERFORMANCE IN SUCH A WAY AS TO NARROW TO TEACHER EFFECT PUPIL DEVIATION DUE TO... PUPIL MEAN BC

17 C. COMPONENTS OF HLM- VAM: PUPIL AND TEACHER DATA LINKED BC

18 SOCIAL INPUTS PRE-SERVICE CANDIDATE LEARNING CANDIDATE PRACTICE ENTRY INDUCTION FULL NESTED PUPIL/SCHOOL VARIABLES CSUN EFFECT ON K12 VALUE ADDED=DEVIATION PUPIL MEAN OVER TIME OVER PUPIL MEAN OVER PEER MEAN BC

19 CRESST BC

20 Teach Effect Change Model Teacher education program evaluation project at California State Univ., Northridge (CSUN) Different teacher education programs effects 5-level LVR-HM (5-Level Latent Variable Regression-Hierarchical Model) Year-to-year teacher effects compared to a single teacher effect estimate in current VAM Possible to include student, teacher, and school characteristics in the model BC

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22 MULTIPLE MEASURES AT MULTIPLE TIMES DW

23 CSU SYSTEM FOR REPORTING EVIDENCE DW

24 CSU-CO: CONVERGING W/ CSUN PILOT INFERENCES COMPLEMENTING CSUN VS CSUN BY COMPARING CSU W/ N-CSU CORROBORATING THRU MULTIPLE MEASURES DW

25 MIXED METHOD STUDIES AND SURVEYS: CONVERENCE, CLARIFICATION, CULTURE TO EXPLAIN LEARNING MS

26 CSUN MIXED METHOD DATA LAUSD MIXED METHOD DATA CSU SURVEY DATA INFERENCES FROM QUAL. AND OTHER STUDIES THAT FEED HLM/VAM MODEL, CORROBORATE OR REFUTE FINDINGS PRE/POST TESTS, EVALUATIONS, AND OBSERVATIONS OF CANDIDATES AND NOVICES; CORRELATION W/ PUPIL PERFOMANCE: SCIENCE, MATH, SOCIAL SCI, LITERACY MS

27 STATUS OF PUPIL LEARNING STATUS OF CANDIDATE LEARNING PATHWAY PILOT: POSSIBLE DIFFERENTIATION ITEP SCI LONGITUDINAL STUDIES OF WHAT PERSISTS CSUN HLM-VAM: UNDER WAYENGL STUDIES OF MASTERING RUBRICS CSU HLM-VAM: DIFFERENTIATION, UNDER WAY FIELD STUDIES OF NON- PERSISTENCE OF PCK MATH: IMPROVEMENT, VAL W/ BALL FIELD STUDIES OF GAPS IN CSUN/LAUSD LESSON-PL SCI STANDARDS: RELATIVE GAINS IN PRE/POSTS MATH AND SCI STUDIES OF IMPACT OF PCK ON C. LEARNING READING TUTORIALS: RELATIVE GAINS AT SITES SRI/FIELD STUDIES OF IMPACT OF C SITES ON CANDIDATES FIELD STUDIES OF IMPACT OF SUBJECT TUTORIALS ON C L SAMPLE OF STUDIES MS

28 MATH: IMPROVEMENT IN CANDIDATES’ UNDERSTANDING AFTER INTERVENTIONS IN TEACHING. THE BALL INSTRUMENT HAS BEEN VALIDATED AGAINST K-12 LEARNING. STUDENTS IN THE TREATED SECTIONS DID 5% BETTER ON AVERAGE ON THE COMMON FINAL. ITEP SCIENCE : INTERVIEWS/ SURVEYS REVEALED CANDIDATES’ EXPOSURE TO TEACHING THE STANDARDS IMPROVED THEIR DISPOSITION TOWARD TEACHING SCIENCE IN AN INTEGRATED FASHION.—PUPIL LEARNING: PRE/POST TESTING OF 7TH GRADERS DISCLOSED GAINS IN LEARNING. SAMPLE DETAILS MS

29 ENGLISH COMPOSITION GROUP QUESTIONED WHETHER A SERIES OF SELF-REFLECTIVE ESSAYS WOULD IMPROVE CANDIDATES’ OWN SKILLS. SCORING SHOWED IMPROVED ORGANIZATIONAL ABILITIES AND THE UNDERSTANDING OF THE HIERARCHY OF VALUES IN ACADEMIC WRITING. APPLICATION IN THE FIELD : SITE SUPERVISORS DO NO RECORD PCK OR NIGHER- LEVEL TEACHING SKILLS. SRI CONFIRMS, THO, ABSENCE OF PCK; SIMILAR AT NAHS. ITEP SCIENCE : CONTENT STUDIES REVEALED AREAS OF PERSISTENT WEAKNESS IN CANDIDATES. MS

30 AT NAHS: CANDS USED PCK ACTIVITIES 5% OF THE TIME, ASKED HIGH-LEVEL QUESTIONS 25% OF THE TIME, AND OCCASIONALLY LINKED TO PRIOR EXPERIENCE TO CONTEXTUALIZE LEARNING. CLINICAL SITES : SRI, NAHS AND CLINICAL SITE RESEARCHERS CONCLUDE THAT LIAISONS, PUPIL TUTORIALS, MENTOR RELATIONSHIP INDICATORS OF SUCCESS. STUDIES SUGGEST, TOO, THAT PCK DES NOT PERSIST; THAT CSUN AND LAUSD LESSON PLANNING DIVERGE. MS

31 SYNTHESIZING INFERENCES FOR CHANGE NO SILVER BULLETS- --MS

32 MM STUDIES LARGE DATA STUDIES RESOURCES POLICY WEIGHING INFERENCES CHANGE: CURRICULAR PROGRAMMATIC POLICY FLOW OF EVIDENCE FOR DECISIONS MS

33 A+S, ED +CRESST TNE STEERING EXEC. COMM APPROVED TO DO PROPOSE TO DO EVIDENCE CSUN GOVERNANCE CHANGE PARTNERS REVIEWED PROJECTSPROJECTS DO!!! CAPACITY FOR DECISIONS evev EVTEAMEVTEAM MS SRI

34 HENCE, BASED ON PRIOR FINDINGS, ’ PLAN INCLUDES: HLM AND VAM MODELING FOR PATHWAY DIFFERENTIATION, IF POSSIBLE. LONGITUDINAL STUDIES TO TRACK EFFECT OR ATTENUATION OF PRE-SERVICE STUDY/PRACTICE ON INDUCTEES AND NOVICES DETERMINATION OF BEST PRACTICES AT COHORTED CLINICAL SITES SO THAT WE CAN STAGE UP. A VARIETY OF CONTINUING PCK/CONTENT STUDIES IN LITERACY, MATH, SCIENCE, SOCIAL SCIENCE MS

35 3. SAMPLES OF EFFECT: CURRICULUM MS

36 PCK treatments have changed the content in sections of algebra, geometry, and math for educators. PCK has affected the delivery of the writing course, English 406. PCK treatments motivated social scientists to consider how best to prepare candidates to teach according to the new integrated Standard in California. MS

37 IN LIBERAL STUDIES, MATH PROFESSORS HAVE DEVELOPED NEW, BLENDED COURSES. SURVEYS OF CANDIDATES AND TEACHERS ABOUT THEIR PATHWAYS ALLOWED US TO RE-CONCEIVE ADVISING AND COURSE SCHEDULING. DEVELOPED SEMINAR ON TEACHING SCIENCE. RESPONDED TO DEFICITS IN CONNECTING READING TO WRITING PROBLEM IN K-12 BY DEVELOPING A CONCENTRATION IN LITERACY. MS

38 3. SAMPLES OF EFFECTS: PROGRAMS MS

39 FROM CLINICAL SITES TO NETWORK FROM KECK TEACHER IN RESIDENCE TO INSTITUTIONALIZATION FROM DATA DUMP TO WAREHOUSE AND INVENTORY FROM NAHS BEGINNING TO LAB-LIKE PARTNERSHIP FROM GROUNDFLOOR TO MEANINGFUL INDUCTION MS

40 SAMPLE OF EFFECTS: POLICY CHANGES HH

41 CLA EXAM ADMINISTERED BOTH CROSS- SECTIONALLY AND LONGITUDINALLY TO ESTABLISH BASELINE AND VALUE ADDED—ED POLICY PARTNERSHIP EXPANDED TO CSU ED. DEANS TO EXPAND DATA COLLECTION AND SYNTHESIS EARLY DECISIONS MADE ABOUT SUSTAINABILITY. SET-ASIDES FOR QUAL. AND QUANT. STUDIES (ESP. TO TRACK POST-INDUCTION), FOR TNE ONGOING DIRECTOR AND STAFF FOR TRANSFORMATION OF STEERING COMMITTEE FOR EDUC. QUAL. ASSESS COORDINATOR

42 INCIPIENT EFFORTS TO ALIGN WITH SCALE, IN ORDER TO ADAPT PROFESSIONAL DEVELOPMENT FINDINGS. EXPANSION OF TNE FACULTY APPOINTMENTS THROUGH REALLOCATIONS IN FACULTY APPOINTMENT POOL. GENERALIZED EFFECT ON CAMPUS PLANNING: DIRECT EVIDENCE REQUIRED FOR SUBSTANTIVE CHANGE

43 CHALLENGES ST

44 LIFE IS SHORT, LONGITUDINAL IS LONG NO SILVER BULLET; HENCE LOTS OF PELLETS LAUSD MICHIGAS SEGMENTED NATURE OF K16 REDUNDANT STATE BUREAUCRACY PROPOSITIONS, LEGISLATIONS, COURT DECISION, MANDATES CSU DECENTRALIZATION DIFFERENCES IN DISTRICTS’ ABILITIES TO SUPPLY EVIDENCE ACCOUNTABILTY AND CLINICAL LAUDED BUT UNDER-FUNDED


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