2007 The Wisconsin Institutions of Higher Education Conference

1. 2007 The Wisconsin Institutions of Higher Education Conference Advancing the agenda around "quality matters" in the preparation of educators November 9 & 10, 2007 – Antiqua Bay Resort PROGRAM WILL BEGIN AT 5:30

2. Intended Outcomes • Explore issues associated with accountability in educator preparation with a focus on student teaching assessment practices • Build community around the creation of a culture of evidence • Identify compelling research questionsand strategies for gathering relevant data to inform educator preparation and professional development practices

3. “He who dares to teach must never cease to learn." Richard Henry Dunn

4. Guiding Principle The central purpose of engaging in meaningful accountability practices is to improve student learning*, PK-16. *Student learning is recognized and respected as more than performance on a single, high-stakes assessment test.

5. Guiding Principle Accountability practices will serve to create a culture of evidence directed towards continuous improvement in initial educator preparation as well as on-going, professional development.

6. Guiding Principle We seek to identify compelling research questions leading to the generation, collection, and use of relevant data that will serve to improve practice, influence policy, and inform accreditation and program approval.

7. Guiding Principle The dissemination of relevant, aggregated data will provide a profile of Wisconsin’s educator preparation practices without unnecessary comparison and ranking of institutions or programs.

8. Guiding Principle The processes associated with accountability should be owned and controlled by the profession and reflect a unified voice around accountability for the purpose of improvement.

9. Guiding Principle We will work with our colleagues in a spirit of all-university involvement and in partnership with PK-12 and relevant state agencies with a commitment to shared responsibility for quality teaching and learning.

10. Components of Quality Educator Initiative (PI 34) And compelling questions (generated at QM 2006) START HERE *Are we assessing the key elements of our programs? *How do we define, operationalize, and measure “quality”? *Are we collecting data on things that matter? *What are the characteristics of students that apply/are admitted to our programs? *What are the pathways for students entering our programs? *How can we determine if current practices inhibit or facilitate quality program practices? Component I: Relevant Policies and Practices Component III: Institutional Evaluation and Performance ~Unit Organization, faculty policies and characteristics ~Student advising, program entry, progression and exit ~Recruitment and retention of diverse candidates ~Data based practices (i.e., how data is used to inform policy, program quality, program reform, allocation of resources) ~Patterns of evidence to demonstrate quality Component II: Conceptual Framework Program Design and Assessment Component VI: Systematic Collaboration Component IV: Institutional Assessment System ~Mission ~Core Knowledge ~Vision ~Core Skills ~Research ~Core Dispositions ~Knowledge Base ~Best Practices ~Design of field and clinical ~Meet staffing needs ~Initial Educator support & Mentoring ~Support of Graduates ~Service on PDP Patterns of Practice in assessing proficiency in: ~standards ~communication ~human relations and dispositions ~content knowledge ~pedagogical knowledge ~practice What are the common & unique elements across programs? All work starts here, around a shared vision Nick Michelli, 2006 Component V: Institutions Title II Report *How will we include evidence of K-12 student learning? *How can the portfolio be constructed to give meaningful information? *How can we ensure validity and reliability in our assessment tools? *How do we include internal and external stakeholders and what is their impact on our programs? *Do our graduates possess the essential knowledge, skills, dispositions? *Are employers and community satisfied with our graduates? *How many of our graduates become teachers? For how long do they teach? Percentage of program completers passing PRAXIS II *What are the salient characteristics of students who do not pass the PRAXIS II? *What support systems are in place? Revised 11-0-07 F.M.Tompkins QM 2007 Components of Quality Educator Initiative

11. Preparing for Saturday’s Concurrent and Team Debriefing Sessions: • Each team should assign at least one member to attend each of the four sessions. • If your team has fewer than 4 members, you may wish to partner with another team

12. 2007 The Wisconsin Institutions of Higher Education Conference Advancing the agenda around "quality matters" in the preparation of educators November 9 & 10, 2007 – Antiqua Bay Resort PROGRAM WILL BEGIN AT 8:30

13. Saturday, November 10, 2007 Break out session room assignments • California-Ray Pecheone: Montego • Louisiana: Jeanne Burns: Morocco East • Ohio-Martha Hendricks: Morocco West • Virginia-Andrew Mashburn: Monterey