TEC AGENDA

1. TEC AGENDA November 25, 2013 1:00 pm to 3:00 pm Exhibition Lounge, Corey Union

2. Data DiscussionReflections on SPA Report Writing • Michele Gonzales • Literacy (Birth - 6) • Literacy (5 – 12)

3. Prior to the data analysis for the SPA, what did you think you knew about the strengths and weaknesses of your program? Strengths: Faculty are knowledgeable about federal and state mandates and instructional practices; The overall program meets the needs of full-time teachers and full-time students; Upon leaving the program, candidates are knowledgeable about the practices, roles, and responsibilities of literacy specialists and literacy coaches.

4. Prior to the data analysis for the SPA, what did you think you knew about the strengths and weaknesses of your program? • Weaknesses: Writing – research paper and case study Data analysis

5. What did the data actually reveal about your program? • Data revealed that students’ ability to write, in various forms, is weak (research papers, reporting of data, and in reporting on their work with children in the form of a case study).

6. What did the data actually reveal about your program? • For example: Assessment #2 • B-6 Total 2013-2013 academic year: No. of candidates: 42

7. What did the data actually reveal about your program? • For example: Assessment #2 • B-6 Total 2013-2013 academic year: No. of candidates: 42

8. What did the data actually reveal about your program? • Data from assessments 2, 3, 5, 6, and 7 support our thinking that our students’ writing ability is weaker than we would like it to be.

9. What did the data actually reveal about your program? • Data revealed that students’ ability to analyze data was not as strong as we would like it to be.

10. What did the data actually reveal about your program? • For example: Assessment #3 • B-6 Total 2013-2013 academic year: No. of candidates: 52

11. What did the data actually reveal about your program? • Data from assessments 3, 4, 5 6, and 7 revealed that candidates are weak in the skills to carefully analyze and assess data.

12. How was the faculty involved in the data review and analysis? • Full-time faculty were responsible for the data review and analysis of assessments that corresponded with the course they taught. The graduate coordinator and department chair were responsible for the data review and analysis for those courses taught by part-time faculty, although some part-time faculty provided their analysis.

13. How were the faculty involved in the data review and analysis? • Initially, as faculty completed their data review and analysis, we met to review each report. After several review sessions, faculty worked independently to complete their reports.

14. Based on the review and analysis of your data, what changes did you (or do you hope to) make to your program? • Writing: • The first modification is the addition of a course on the teaching of writing that will not only focus on how to teach writing but take the perspective of the National Writing Project and be a course that facilitates candidates’ writing ability as well.

15. Based on the review and analysis of your data, what changes did you (or do you hope to) make to your program? • Data analysis: • Faculty have determined that data analysis needs to be emphasized more in several courses spread out over the program rather than just in the 3 clinical courses in the program. • Faculty in LIT 528, 540, 682/83/84, and LIT 669 will utilize a combination of vignettes, writing samples, running records, and other authentic data for candidates to use to develop their skills in this area.

16. Data DiscussionReflections on SPA Report Writing • Paulo Quaglio • TESOL

17. edTPA DISCUSSION • How will we support Spring 2014 implementation of edTPA? • How will we support candidates who need to re-take one or more of the tasks in edTPA?

18. edTPA Support Proposal • edTPA Coordinator – Chris Widdall • Oversees the coordination of all efforts supporting candidates’ successful completion of the edTPA. • edTPA Advisors – One per school • Works with program coordinators to support the school’s candidates’ successful completion of the edTPA. • One course release spring 2014 semester and stipend to work over winter session to plan activities. • Planned edTPA supports/interventions • Survey of current students preparedness • One credit course for re-takes • On-going workshops • Support groups • Open Lab Hours/Tech Support • Re-take advisement seminars

19. NY Cut Scores and National Field Test Report • 4055 Submissions in 2013 field test across 23 fields • Score Range from 15 to 75 based on 15 rubrics with 5 levels of performance • Supported the use of one total score for a pass/fail decision • Guiding Question: What score represents the level of performance that would be achieved by a candidate just at the level of knowledge and skills required to perform effectively as a new teacher in U.S. Public Schools • National pass range suggested to be 37 to 42 with adjustments for credential areas having more or fewer than 15 rubrics (World Languages & Elementary Education)

20. NATIONALLY

21. New York Cut Score Announcement • For Most Disciplines, the passing score will be 41. • For Elementary Education, which has more rubrics, the passing score will be 49. • And for World and Classical Languages, which have fewer rubrics, the passing score will be 35. • These cut scores translate to 62% passing rate. • For a complete review of the press release from Dr. King go to: http://www.highered.nysed.gov/pdf/edtpa-statement.pdf

22. Other edTPA Updates • Only two of our candidates have submitted and received scores for this semester; both passed. • Updates from NYSED re: edTPA • Some districts in Long Island (11) and Western NY (4) have concerns re: permission for edTPA videotaping. • Concerns stem from use of edTPA portfolios for research purposes. • NYSED has reached an agreement with Pearson to exclude NYS edTPA submissions for certification purposes from any validation studies or other research conducted by SCALE and/or Pearson. • A statement to this effect should be out by the first week in December.

23. Educating All Students Update • Standards setting group met last week. • Group involves both P-12 and IHE representatives. • Group took test. • Consensus was content was rigorous but appropriate and covered diverse student populations in NYS schools. • Constructed response items do NOT have to be in essay form. • Recommendation to extend testing time 15 minutes (from 210 minutes to 225 minutes) to allow for extended writing. • Extending time will increase cost by $8-10. • Further discussion on this issue is planned.

24. Proposal to Retire TEC-CC Proposal:Due to our campus’ growth in knowledge and understanding of teacher education regulations and guidelines, the members of the Teacher Education Council believe that there is no longer a need for a separate level of curricular review specifically related to teacher education programs. Therefore, the TEC membership proposes retiring the Teacher Education Council’s Curriculum Committee (TEC-CC) from SUNY Cortland’s curricular review process. 

25. Proposed Process to Retire the TEC Curriculum Committee - Update • We conducted an electronic vote of TEC members to endorse (or not) the proposal to retire the TEC Curriculum Committee from the SUNY Cortland Curriculum Process. • The proposal passed with 34 in favor and 4 against. • The proposal has been forwarded to the college’s Educational Policy Committee for its review and action.

26. UPDATE: TEC Bylaws John Cottone, Sub-committee Chair • Updates to current language and titles • Remove language related to the TEC Curriculum Committee • Identify and Propose Membership Models for consideration by the full council in January, 2014

27. UPDATE: SPA Report Readiness • All but 2 SPA Reports have been submitted for review by the deans • 12 Reports were submitted using Form A 11 Reports were submitted using Form C Educational Leadership and Literacy submitted totally new reports in September and we are awaiting results of those national reviews • SPA Writers should look for feedback on December 2.

28. UPDATE: DASA • Workshops by TC-3 and OCM BOCES have been very successful and well attended. • Our curriculum proposal has been completed by Judy Johns, Mary Reagan and Tracey Messinger. • The Proposal has been submitted to NYSED OTI for consideration and approval. • The approved curriculum must be in place by December 31, 2013 • An announcement will be forthcoming with regard to upcoming stand alone session for DASA, as well as bundled offerings for all workshops.

29. Campus Teacher Education Network (C-TEN) • Our network, consisting of representatives from LEAs, met 4 times during the Spring, 2013 Semester to discuss: Common Core, Clinically-Rich Field Experiences, Data-driven Instruction, and Assessment of Teacher Preparation • In Summer, 2013 we met again to brainstorm and develop a plan for addressing the four target areas above using a $40,000 grant from state RTTT revenues. • In September, 2013 our plan was submitted to the state for approval. • Explanation of Plan Basics – 3 Activities Sponsored

30. Regional Workshop on Creating a Data Culture • Integrate themes of : Culture, Data and Standards, Use of PLCs to ground decisions and plans in data • Develop, organize and conduct a major, 1-day facilitated workshop on creation of a data-culture for the improvement of teacher education practices • Partner with OCM BOCES (already working with K-12 schools to develop PLCs)

31. Implementation of Professional Learning Communities • recruit and train eight faculty leaders to facilitate PLC’s in reviewing data from certification testing sources, local program assessments, and candidate observations/evaluations • PLC’s will analyze data and make recommendations with regard to needed revisions in coursework, curriculum, assessment development and instruction to improve candidate performance based on data • PLC will have unique data sets to examine, likely dictated by program area (Childhood Education, Adolescent Education, Special Education, etc.)

32. PLC Structure • 1 consultant for a focused 1-day training on PLC Leadership • 8 Professional Learning Communities consisting of: • One trained leader/facilitator from faculty ($1500 each/$12,000 total) • 5 members for each PLC drawn from the C-TEN Partners ($250 each/$10,000 total) • Each PLC will explore a unique data set, likely dictated by program area (Childhood/EC Education, Adolescent Education, Special Education, etc.

33. Pilot of Clinically-Rich Model in Early Childhood Education • Broome CC will collaborate with OCC, TC-3, and SUNY Cortland ECE faculty to develop and implement a clinically-rich UPK pilot project • Activities will include: • Videotaping candidate work with students for discussion in class • Develop PD in data-driven instruction, early childhood settings, Intentional Teaching in clinically rich settings, NYS Pre-K Foundations for the Common Core, Successful Teacher-Child Interactions • developing, through a PLC, an Early Childhood Mentor Teacher training module based on pilot results which can help host teachers prepare for hosting candidates in a more clinically rich setting

34. ANNOUNCEMENTS • As approved at the last TEC Meeting in October, Gigi Peterson, Bill Buxton, Susana Davidenko, Tim Gerhard, and Rena Janke have written a statement on edTPA outlining in great detail SUNY Cortland faculty concerns with regard to design flaws and other issues. (See notes below for a complete copy of the statement.)