1. CAEP Standard 4 Program Impact Case Study
Dr. Debbie Corpus
Dr. Brooke Kandel-Cisco
College of Education

2. CAEP Standard 4
The provider demonstrates the impact of its completers on P-12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.

3. 4.1: to document that “program completers contribute to an expected level of student-learning growth.” (CAEP preference for VAM data)
4.2: to document “through structured and validated observation instruments and student surveys, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.”

4. Stakeholder focus groups during Spring 2016
What are the unique outcomes of our teacher preparation program?
What outcomes are making a difference out in the field?

5. Themes from stakeholder focus groups:
Knowledge:
Deep understanding of the learner
Prioritization of relationships and well-being over other things
Having a “growth mindset” in work with students

6. Themes from stakeholder focus groups:
Skill:
Instruction shows flexibility in response to student needs

7. Themes from stakeholder focus groups:
Disposition:
Sense of agency as an individual and as a member of a community.
Willingness to take a stance based on the needs of students.
Face validity of the knowledge, skills, and dispositions-- do those three categories refect a BU COE preparation?

8. CAEP Standard 4 Program Impact
How will we provide evidence of student learning growth (4.1) & application of knowledge, skills, and dispositions (4.2)?
CAEP Standard 4 Program Impact
Case Study
Because we don’t have data from the state, we are using the Case STudy format

9. COE graduates in the 2nd or 3rd year of teaching (per CAEP)
Participants
COE graduates in the 2nd or 3rd year of teaching (per CAEP)
Preference for teachers working in our laboratory and partnership schools
Purposeful sampling to reflect developmental levels and content areas

10. Overview of Case Study Data Sources
Classroom observations during a unit of study
Post observation interview
Classroom artifacts (unit plan, lesson plans, student work)
Possibly:
Teacher evaluation results (if provided by teacher)
Student survey embedded into unit of study

11. What will participating teachers need to do?
Allow observers in their classroom during a unit of study
Use their regular planning format and include a pre/post evaluation of student learning
Participate in a post-observation interview
Submit planning documents and classroom artifacts

12. What will we need to do?
complete training for co-researchers (establish inter-rater reliability)
observe during the unit of study using a modification of the student teaching rubric
read the lesson plans for evidence of the knowledge, skills, and dispositions identified

13. What will we need to do? (cont.)
Conduct a teacher interview to tap student learning and knowledge, skills, and dispositions
Use multiple data sources (observations, interviews, classroom artifacts) to identify score points on BU’s CAEP Standard 4 Program Impact Case Study Rubric

14. Our timeline: What have we accomplished?
Spring 2016
Summer 2016
Fall 2016
Met with stakeholder groups to determine what we teach:
COE Faculty
COE Curriculum Committee
Lab School Teachers
METL graduates
Student Teaching Faculty
Completers of our alternative licensure program
Alumni of our three graduate programs
Analyzed data from across stakeholder data sources to develop key constructs we need to measure in case study
CAEP Standard 4 Co-Chairs collaboratively:
Developed the rubric
Created a plan for our program impact case study
Watched CAEP webinars
Reviewed CAEP Evidence Guide
Presented case study plan at faculty meeting
Obtained feedback on draft rubrics and processes:
COE Administrative Team (includes faculty)
Practicing teachers who are graduates of our preparation programs
Developed teacher interview questions
Contacted our graduates and their principals and secured participants for the pilot study
Recruited faculty to serve as Standard 4 co-researchers
Began work on Program Impact Case Study training guide

15. Our timeline moving forward: What is next?
Spring 2017
Fall 2017-Spring 2018
Fall 2018-Spring 2019
Pilot case study process with select graduates of our program
Analyze the pilot data and make suggestions for streamlining the process.
Expand number of participants and continue data collection
Analyze the data and write the preliminary report based on the two iterations of data.
Continue data collection including participants from most of the licensure areas
Spring: Write Standard 4 of the self-study
Prepare for the CAEP visit (Fall 2019)

16. Teacher participation
Challenges
Time
Resources
Teacher participation
Access to K-12 student data (surveys, pre/post, etc.)
Tapping our completers’ impact on student learning
Sustainability over time

17. Questions?