Using PACT Data for National Accreditation Gladys L. Benerd School of Education University of the Pacific Presenters: Betsy Keithcart, Assessment Coordinator Claudia Schwartz, Director of Professional Practice

Who We Are as Teacher Educators: Fully Accredited by CTC & NCATE 2004 –Four-Year Undergraduate –M.Ed. Program PACT 2005 Orange Cohort –Joint Team Visit Spring 2011

Development of Proposal CTC / NCATE / PACT Voluntary Pilot Orange Cohorts Proposal to CTC Letter to NCATE AACTE Conference

Session Question #1: How are teacher education institutions incorporating PACT in NCATE's new transformation initiative?

Pacific’s Proposal: Continuous Improvement Coursework & fieldwork Professional belief system Multiple opportunities to: –Observe –Understand –Demonstrate Reflective Habits of Mind

Guiding Concepts Term I: Theory Term II: Theory & Planning Term III: Theory, Planning, & Practice Term IV: Synthesis & Analysis

BSE Assessment System Tier 1: –Coursework –PACT ESAs CATs Teaching Event Tier 2: –Key Transition Point Assessments Tier 3: –Other Considerations

Proficiencies Four-Point Rubric 1 = Not Passing 2 = Approaching Standard 3 = Meets Standard Fully 4 = Meets Standard with Distinction

Research Focus Proficiency of Students Students Not Meeting Proficiencies Student Remediation Programmatic Changes

Rationale Data Analysis Program Improvement Design Changes Summative Assessments Formative Assessments Assessment System Alternative Considerations

Research Questions Overarching Research Question: Are Benerd School of Education (BSE) students/candidates performing proficiently on key transition point assessments?

Research Sub-Questions Research Sub-Question #1: If a student/candidate is not performing proficiently, what remediation is provided? Research Sub-Question #2: If students are not performing proficiently, what programmatic revisions are implemented to foster student success?

PACT Data Collection Term I:Term II:Term III:Term IV: Multiple Subject ESA #1: Ethnography ESA #2: Lesson Plan Narrative ESA #3: Science Assessment ESA #4: Integrated Lesson Plan ESA #5: Assessment Case Study Reflective Lesson Plan Teaching Event Single Subject ESA #1: Ethnography ESA #2: Unit Plan ESA #3: Interactive Notebook ESA #4: Assessment Case Study Reflective Lesson Plan Teaching Event

Data Analysis Quantitative Analysis –Aggregating Candidates’ Scores –Organizing / Disaggregating Qualitative Analysis –Work Sample Analysis –Constant Comparative Analysis (Glaser & Strauss, 1967) Other Forms of Analysis –Understanding Candidate Learning –Impact of Instructional Strategies

Session Question #2: In what ways are PACT data informing and/or supporting national accreditation?

Standards Addressed by the Proposed Focused Inquiry All CTC/NCATE Common Standards NCATE Unit Standards (2006) Specific Standards from Crosswalk: –NCATE Unit Standard 1: Candidate Knowledge, Skills, & Professional Dispositions –NCATE Unit Standard 2: Assessment & Unit Evaluation –NCATE Unit Standard 3: Field Experiences & Clinical Practice –NCATE Unit Standard 4: Diversity

Benerd School of Education: Proposed Process Programs Continuous Improvement for Continuing Accreditation Time Line References Resources

Entry Assessments –Admissions –Credentials Office File –Evaluations (3) –TB / Background Check –Pass CBEST –Interviews (2) –Essay –Course Requirements –GPA (2.5+) In-Program Assessments –PACT Embedded Signature Assignments (ESAs) / Multiple Subject Content Area Tasks (CATs)* –Course Assignments –Feedback from Cooperating Teachers Course Grades –Professional Practice Interview Exit Assessments –PACT Teaching Event* –Surveys (Grad, CT, US) Follow-Up Assessments –Surveys (Alum & Employers) * PACT Data

BSE Assessment System Model University & BSE Goals Initial Programs Goals/SLOs Teacher Education Advanced Programs Goals/SLOs MA Doctoral Data Collection Data Analysis Decision Making Continuous Improvement

Using PACT Data for National Accreditation University of the Pacific Betsy Keithcart: Claudia Schwartz: