1. Department of Education Professional Education Unit Assessment System September 2008

2. Today’s Agenda What is the Professional Education Unit Assessment System? Samples of Data Questions, Comments, Discussion

3. CONTINUOUS ASSESSMENT SYSTEM: Program and Unit Operations ProgramUnit Internal Assessments Candidate Performance Knowledge Skills Dispositions Enrollment Data Budget Data Faculty Productivity Resources Facilities External Assessments Candidate Performance Knowledge Skills Dispositions Alumni Feedback Employer Feedback Mentor Teacher Internship Evaluations Title II Reports Accrediting Agencies

4. Internal Assessments Program Level Assessment of Knowledge GPA and Content Major Grades Professional Portfolio Internship Evaluation Practicum Evaluation (graduate) Comprehensive Exams (graduate level) Action Research Paper (graduate level) Assessment of Skills Professional Portfolio Internship Evaluation Practicum Evaluation (graduate) Assessment of Dispositions Dispositions and Diversity Inventory (DDI) Internship Evaluation Practicum Evaluation (graduate)

5. External Assessments Program Level Assessment of Knowledge PRAXIS I/SAT/ACT/GRE PRAXIS II Professional Portfolio Internship Evaluation Practicum Evaluation (graduate) Assessment of Skills Field Experience/Pre-Internship Evaluations Professional Portfolio Internship Evaluation Practicum Evaluation (graduate) Assessment of Dispositions Field Experience/Pre-Internship Evaluations Dispositions and Diversity Inventory (DDI) Internship Evaluation Practicum Evaluation (graduate) Specialized Professional Association Reports (SPA Reports)

6. Internal Evaluations: Unit Enrollment/Resources Data Admission to PEU Enrollment Data Degrees Awarded Recruitment/Retention Data Diversity of Candidates Retention Rates Faculty Data Characteristics Diversity of Faculty Faculty Productivity Evaluation of Faculty Instruction by Candidates Faculty Self-Evaluation Faculty Peer Evaluations Evaluation of Faculty by Chair UMES Annual Report Strategic Plan and Evaluations Budget Data Candidate Appeals/Resolution Candidate Exit Evaluation of Unit Facilities Resources Student Learning Outcomes Assessment Report (SLOAR) Grant Reports

7. External Evaluations: Unit Alumni Feedback Employer Survey Title II Report Teacher Preparation Improvement Program (TPIP Report) National Council for the Accreditation of Teacher Education (NCATE: Part C) Management for Results (MFR) USM External Reports MSDE Teacher Staffing Report Professional Education Data System (PEDS) Report (AACTE) Accrediting Agencies - Maryland State Department of Education - Middle States - NCATE Advisory Board PDS Evaluation PDS Summer Institute Evaluations

8. Key Assessments Field Experience/Pre-Internship Evaluations Internship/Practicum Evaluations Dispositions and Diversity Inventory Professional Portfolio Evaluations Mentor Teacher Evaluation University Supervisor Evaluation Exit Survey Alumni Survey Employer Survey

9. Field Experience/Pre-Internship Evaluations Different Levels –Pre-candidates –Methods candidates –Pre-Internship candidates Task Lists

10. Field Experience/Pre-Internship Evaluation Results Spring 2008 Overall Average 3.65 Demonstrates working knowledge of the subject being taught. (Reflective, Effective/Knowledge, Skills, Dispositions) 3.54 Demonstrates initiative by identifying tasks that need to be done and by completing them. (Professional, Innovative, Effective/Dispositions) 3.54 Interacts well with all types of students. (Professional, Reflective, Diversity/ Knowledge, Skills, Dispositions) 3.84

11. Field Experiences: How You Can Help Us Candidates come with Task Sheets but often are not able to complete the tasks. Too many “Not Observed” scores Suggestions of reasonable tasks at each level. Suggestions of items for the revised evaluation form.

12. Internship Evaluation 4 Exceptional/Outstanding The teacher intern demonstrates thorough understanding of the concepts within the component and skill implementation well beyond what is expected of a student intern. Students within their classroom appear to be highly motivated and involved in their own learning. 3 Competent/Proficient The teacher intern demonstrates good understanding of the concepts within the component and is able to implement them on a regular basis. Students within their classroom appear to be active and involved in the learning process. 2 Beginning/Basic The teacher intern demonstrates beginning understanding of the concepts within the component and is intermittently successful in implementing them. The intern still needs guidance and practice in this area. 1 Unsatisfactory The teacher intern demonstrates little or no understanding of the concepts within the component. The intern needs a great deal of guidance and practice in this area. Not Observed (NO) Write NO if you have not yet had the opportunity to observe the particular behavior indicated. Not Applicable (NA) Write NA if this behavior does not apply to this experience.

13. Internship Evaluation Interstate New Teachers Assessment and Support Consortium (INTASC) Principles Conceptual Framework (PRIDE) National Council for the Accreditation of Teacher Education (NCATE) Standards

14. Internship Evaluation Data Fall 2007/Spring 2008 Professional

15. Internship Evaluation Data Fall 2007/Spring 2008 Reflective

16. Internship Evaluation Data Fall 2007/Spring 2008 Innovative

17. Internship Evaluation Data Fall 2007/Spring 2008 value Diversity

18. Internship Evaluation Data Fall 2007/Spring 2008 Effective

19. Internship Evaluations: How You Can Help Us Write comments to support your evaluation if you are scoring exceptionally high or low. We need the feedback in order to make changes. Plan time to talk with the Mentor Teacher and the intern in a three-way conference. Complete evaluations in a timely manner!

20. Dispositions and Diversity Inventory Mentor Teacher Evaluations Attendance Punctuality Professional Appearance Professional Demeanor Task Completion Initiative Fairness/Lack of Bias Effective Oral Communication Effective Written Communication Effective Interpersonal Communication Legal/Ethical Conduct Social Justice Commitment to Professional Development Commitment to Improving Professional Performance

21. Dispositions and Diversity Inventory Mentor Teacher Evaluations Spring 2008 (N = 5; 31% Response Rate)

22. Professional Portfolio Content Knowledge Characteristics of Learners Learner Diversity Instructional Strategies Learning Environment Communication Planning for Instruction Assessment Impact on Student Learning Reflective Practice Community

23. Portfolio Scoring System Target Acceptable Unacceptable or Missing University Faculty and PDS Partners collaboratively evaluate candidate portfolios for triangulated data.

24. Portfolio Artifacts Internship Evaluations Action Research Paper Reflection Papers Lesson/Unit Plans Classroom Management Plan Diversity Plan Teaching Video with Self-Reflections Assessment Plan Evidence of Impact on Student Learning Teacher-Made Assessments Philosophy of Education

25. Intern Evaluation of Mentor Teacher 1.My mentor teacher made me feel welcome in the classroom. 2.My mentor teacher explained to me in detail what was expected of me. 3.My mentor teacher took time each day to discuss my progress. 4.My mentor teacher modeled reflective thinking about his/her own teaching. 5.My mentor teacher modeled the behaviors he/she wanted me to perform. 6.My mentor teacher was understanding when I made mistakes or lessons didn't turn out just right.

26. Evaluation of Mentor Teacher 7. My mentor teacher and I maintained good communication throughout the experience. 8. My mentor teacher modeled innovative instructional techniques. 9. My mentor teacher demonstrated through his/her behaviors that he/she valued diversity in the classroom. 10. I consider my mentor teacher to be an effective teacher in terms of classroom management. 11. My mentor teacher acted in a professional manner at all times. I am pleased with the experience I encountered with this cooperating teacher. 12. I would recommend this teacher as a future mentor teacher for other students. I consider my mentor teacher to be an effective teacher in terms of instruction.

27. Evaluation of Mentor Teacher Spring 2008 Data Sample SA/A Exper. 1 SD/D Exper. 1 SA/A Exper. 2 SD/D Exper. 2 I consider my mentor teacher to be an effective teacher in terms of classroom management. 53%40%82%18% My mentor teacher and I maintained good communication throughout the experience. 60%40%76%18% My mentor teacher made me feel welcome in the classroom. 74%27%82%18% I would recommend this teacher as a future mentor teacher for other students. 47%40%69%18%

28. Intern Evaluation of University Supervisor 1.My university supervisor observed me a minimum of three times during each experience. 2.My university supervisor explained to me in detail what was expected of me. 3.My university supervisor had an initial conference with me and my cooperating teacher (prior to the three observations) to set out expectations and responsibilities. 4.My university supervisor took time each visitation to discuss my progress with me. 5.My university supervisor observed a complete teaching lesson each time he/she came.

29. Intern Evaluation of University Supervisor 6. I felt that I could talk with my university supervisor about any problems I might be encountering. 7. My university supervisor and cooperating teacher discussed my progress with me each visitation in a three-way conference. 8. My university supervisor and I maintained good communication throughout the experience. 9. My university supervisor offered me appropriate suggestions. 10.My university supervisor acted in a professional manner at all times. 11.I am pleased with the experience I encountered with this university supervisor.

30. Intern Evaluation of University Supervisor 12.My university supervisor provided me with a formal midterm evaluation. 13.My university supervisor provided me with a formal final evaluation. 14.My university supervisor helped me understand the PDS Collaboration Model. 15.My university supervisor helped me understand the role and responsibilities of my cooperating teacher. 16.I would recommend this person as a university supervisor for other students. 17.Other Comments:

31. Evaluation of University Supervisor Spring 2008 Data Sample SA/A Exper. 1 D/SD Exper. 1 SA/A Exper. 2 D/SD Exper. 2 My university supervisor explained to me in detail what was expected of me. 82% 13% 100% I am pleased with the experience I encountered with this university supervisor. 81%6%100% My university supervisor helped me understand the PDS Collaboration Model. 87% 13% Undecided 88%12% I would recommend this person as a university supervisor for other students. 81%12%100%

32. Professional Education Alumni Survey Spring 2008 Results 5 point scale 5-Strongly Agree 4= Agree 3= Undecided 2 = Disagree 1 = Strongly Disagree Professional3.48 Reflective4.20 Innovative4.35 value Diversity4.47 Effective4.40 Value of Course Work4.26 Program Met Expectations2.62 (out of 3 points) Quality of Professional Education Courses 2.58 (out of 3 points) Likelihood of recommending program to friends 2.74 (out of 3 points)

33. Professional Education Employer Survey Counselor Education (N = 4) Spring 2008 Results 3 point scale Disagree Professional2.57 Reflective2.35 Innovative2.14 value Diversity2.71 Effective2.38 Research and Best Practice2.36 Content and Counseling2.57

34. 5-Strongly Agree 4= Agree 3= Undecided 2 = Disagree 1 = Strongly Disagree Professional2.72 Reflective2.58 Innovative2.55 value Diversity2.87 Effective2.62 Research and Best Practice2.65 Content and Pedagogy2.61 Professional Education Employer Survey Teacher Education (N = 12) Spring 2008 Results 3 point scale

35. Questions, Comments, Discussion