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Using Data in the National and State Accreditation Process

This presentation discusses the contributions of PACT (Performance Assessment for California Teachers) in the national and state accreditation process. It covers topics such as PACT origins, assessment requirements, data analysis, and its role in state and national accreditation.

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Using Data in the National and State Accreditation Process

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  1. Using Data in the National and State Accreditation Process Contributions of PACT Helene T. Mandell, Ed.D. Paula S. Krist, Ph.D. University of San Diego

  2. Timing is Everything • Introductions: Helene, Paula • Current efforts: • NCATE Accreditation • Regional accreditation (e.g. WASC, SACS, NEASC) • State accreditation (e.g. CTC) Next PACT Implementation Conference 2010 National and State Accreditation

  3. PACT Implementation Conference 2010 National and State Accreditation

  4. PACT Supports… • State Accreditation • National Accreditation • USD’s Transformation Initiative PACT Implementation Conference 2010 National and State Accreditation

  5. California Commission on Teacher Credentialing • PACT origins • Required performance assessment • standardized tests: CSET, RICA • standardized, authentic assessment • reliable, valid • CA State common standards • Standard 2: Unit and Program Assessment and Evaluation • Standard 9: Assessment of Candidate Competence PACT Implementation Conference 2010 National and State Accreditation

  6. California Commission on Teacher Credentialing • PACT oversight • centralized data repository • statistical analyses: validity and reliability • Links with CA state data collection efforts • summarized information sent to state PACT Implementation Conference 2010 National and State Accreditation

  7. National Accreditation • Crosswalk: NCATE and CTC • Responses to NCATE Standards serves as responses to California State Common Standards PACT Implementation Conference 2010 National and State Accreditation

  8. Crosswalk: NCATE and CTC PACT Implementation Conference 2010 National and State Accreditation

  9. Crosswalk: NCATE and CTC PACT Implementation Conference 2010 National and State Accreditation

  10. NCATE Exhibits for Standard 1 Standard 1: PACT-related exhibits 3. Key assessments and scoring guides used by faculty to assess candidate learning against standards and the outcomes identified in the unit’s conceptual framework 4. Data tables and summaries that show how teacher candidates (both initial and advanced) have performed on key assessments over the past three years 5. Samples of candidate work PACT Implementation Conference 2010 National and State Accreditation

  11. NCATE Exhibits for Standard 2 Standard 2: PACT-related exhibits 1. Description of the unit’s assessment system in detail including the requirements and key assessments used at transition points 3. Procedures for ensuring that key assessments of candidate performance and evaluations of unit operations are fair, accurate, consistent, and free of bias 5. Sample of candidate assessment data disaggregated by alternate route, off-campus, and distance learning programs PACT Implementation Conference 2010 National and State Accreditation

  12. NCATE Exhibits for Standard 3 Standard 3: PACT-related exhibits 4. Descriptions of field experiences and clinical practice requirements in programs for initial and advanced teacher candidates and other school professionals 6. Assessments and scoring rubrics/criteria used in field experiences and clinical practice for initial and advanced teacher candidates and other school professionals PACT Implementation Conference 2010 National and State Accreditation

  13. NCATE Exhibits for Standard 6 Standard 6: PACT-related exhibits 6. Unit budget, with provisions for assessment, technology, and professional development 8. Faculty workload policies PACT Implementation Conference 2010 National and State Accreditation

  14. NCATE Assessment Data Requirements: • Entry assessment • Midpoint Assessment • Exit assessment PACT Implementation Conference 2010 National and State Accreditation

  15. National Accreditation Requirements: • Entry assessment • Midpoint Assessment • Exit assessment • candidate assessment • program improvement PACT Implementation Conference 2010 National and State Accreditation

  16. Exercise Analyze PACT Outcomes: • Multiple Subjects • Single Subjects – traditional pathway • Single Subjects – alternative pathway What do the data mean? What would you as a faculty member do with this information? PACT Implementation Conference 2010 National and State Accreditation

  17. Multiple Subject PACT Implementation Conference 2010 National and State Accreditation

  18. Single Subject Traditional PACT Implementation Conference 2010 National and State Accreditation

  19. Single Subject Alternative PACT Implementation Conference 2010 National and State Accreditation

  20. NCATE Assessment Requirements: • Entry assessment • Midpoint Assessment • Exit assessment PACT Implementation Conference 2010 National and State Accreditation

  21. USD’s Transformation Initiative Overview • PACT – NCATE meeting in January 2009 • Volunteered for pilot group • Topic: clinical practice • purposeful, early field experiences • assessment of all field experience PACT Implementation Conference 2010 National and State Accreditation

  22. USD’s Transformation Initiative Main Goal To articulate our coursework with field experiences and align both more closely to the needs of urban schools. • Increases the amount of collaboration and oversight in the planning, supervision, and assessment of field experiences • Establishment of a new type of partnership with schools in which we place candidates • Movement from a casual, idiosyncratic practice toward a deliberate, purposive one. PACT Implementation Conference 2010 National and State Accreditation

  23. USD’s Transformation Initiative Research Questions • What does the mentoring relationship between aspiring leaders (master teachers) and teacher candidates look like, and how are each of the participants affected? • What are the effects of systematic, highly articulated early field experiences on teacher candidates’ preparation for, and performance in student teaching? • How does the participation of teacher candidates in early field experiences affect the host school, and thereby, student learning? PACT Implementation Conference 2010 National and State Accreditation

  24. USD’s Transformation Initiative Research • PACT provides one source outcome data • Compare PACT performance for earlier groups with no changes made with those who participated in these transformed field experiences: • overall performance • performance by each criterion PACT Implementation Conference 2010 National and State Accreditation

  25. Questions PACT Implementation Conference 2010 National and State Accreditation

  26. Continue the Conversation Helene T. Mandell Director of Professional Services hmandell@sandiego.edu Paula S. Krist Director of Assessment Support pkrist@sandiego.edu PACT Implementation Conference 2010 National and State Accreditation

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