Renaissance Partnership Project Progress to Link Teaching Performance to P-12 Student Learning

1. Renaissance Partnership Project Progress to Link Teaching Performance to P-12 Student Learning Roger Pankratz Western Kentucky University November 2001

2. Eleven Project Sites • CSF California State, Fresno • EMU Eastern Michigan • ESU Emporia State • ISU Idaho State • KSU Kentucky State • LCV Longwood, Virginia • MTS Middle Tennessee State • MUP Millersville, Pennsylvania • SEM Southeast Missouri State • UNI University of Northern Iowa • WKU Western Kentucky

3. Eleven Partnerships

4. Partner Schools • CSF - Central Unified School District • EMU - Ypsilanti Public School • ESU - Olathe School District • ISU - League of Schools / Magic Valley School Partnership • KSU - Franklin County Public School • LVC - Regional 8 Superintendent’s Network • MTS - Metro Nashville-Davidson / Rutherford County • MUP - School District of Lancaster • SEM - Charles R-1 School District • UNI - Waterloo Community Schools • WKU - Bowling Green City / Warren County Schools

5. Project Goals • Become accountable for the impact of teacher candidates on P-12 student learning • Improve teacher performance in key areas and show an increase in teacher’s ability to facilitate learning of all students

6. Project Objectives 1. Accountability Systems 2. Teacher Work Samples 3. Team Mentoring 4. Program Redesign 5. Business Partnership 6. Networking 7. Research and Dissemination

7. Accountability Systems That Link Teacher Performance to P-12 Student Learning • Admissions Data • Pre-Student Teacher Performance Data • Program Exit Performance Data • First Year Teacher Performance Data

8. Teacher Work Samples • A process that enables teacher candidates to demonstrate teaching performances directly related to planning, implementing, assessing student learning and evaluating teaching and learning a four-week standards-based instructional unit.

9. Teacher Work Sample Teaching Processes • Use of Context • Learning Goals • Assessment Plan • Design for Instruction • Instructional Decision Making • Analysis of Student Learning • Reflection and Self-Evaluation

10. Responses from 800 New Teachers in Kansas

11. Teacher Work Sample Components • Teaching process standards • Teaching performance prompt • Scoring rubric • Twenty page narrative plus attachments teaching exhibit <http://fp.uni.edu/itq>

12. Team Mentoring for TWS Development • Teacher Educators • Arts and Science Faculty • School Practitioners • Focus on P-12 Student Learning • Interactive Training and Development • Respected Roles • Preparation for Real World

13. Kentucky Excellence Trust Fund Support for Arts & Sciences/ School Practitioners • Data Management/Accountability System $ 5,000 • PRAXIS for university faculty $ 16,000 • Content specialists (arts, science & business faculty) $ 80,000 • Mentoring team training $ 56,000 • Stipends/mentoring team supervising teachers $ 40,000 • Stipends/university faculty mentoring teams $ 85,000 • Arts, sciences and business faculty appointments $ 80,000 • Curriculum alignment and program development$ 20,000 TOTAL $382,000

14. Courses Under Redesign to Address TWS Spring 2001 • 7 institutions had revised one course • 3 institutions had revisions on two or more courses • 10 institutions had courses under revision

15. Courses Under Revision by TWS Process NUMBER OF INSTITUTIONS

16. Research • Change in Candidate Performance • Change in Mentor, Knowledge, Attitudes and Performance • Change in Programs • Measurement of P-12 Learning • Link Teacher Performance to Student Learning

17. History of Renaissance TWS Development • October 1999 - Cedar Falls Orientation • January 2000 - Western Oregon Visit • March 2000 - Renaissance Model Draft • May/June 2000 - Training of Project Site Leaders • Fall 2000 - First Semester Pilot • January 2001 - Revision of Prompt and Rubric • Spring 2001 - Second Semester Pilot • June 2001 - Benchmarking and Scoring Revision of Prompt and Rubric • Fall 2001 - Third Semester TWS Implementation

18. June 2001 Benchmarking & Scoring Session

19. Boxes and Boxes of Teacher Work Samples

20. Hard at Work Scoring

21. The Final Products

22. Recording 400 TWS Scores

23. TWS Benchmarking Process 120 Teacher Work Samples 40 Professional Scorers • Quick read of all TWS documents • Place in one of four performance levels • (4) Expert (3) Proficient (2) Developing (1) Beginning • Select exemplars from each level • (a) Consensus (b) Random • Duplicate exemplars and randomly distribute 10 work samples • Half of group scores using analytic rubric; half of group scores using semi-holistic rubric • Collect validity and scorer reliability data • validate benchmark TWS exemplars for instruction and training

24. Expected Products in 2002 • 700 teacher work samples - array of “good” TWS exemplars at all levels and different content areas • Manual for developing credible standards-based teacher performance accountability systems • Resource manual for developing assessments that measure P-12 student progress toward content standards • Research reports that link teacher performance to P-12 student learning

25. Some Future Challenges of Expanding the Use of Teacher Work Samples • Obtaining university buy-in for standards-based assessment and accountability • Maintaining high standards while encouraging creativity in teaching performance • Collecting and reporting comparable data across programs and program sites

26. Some Future Challenges of Expanding the Use of Teacher Work Samples • Obtaining adequate resources for data collection management and analysis • Developing valid, reliable and user-friendly measures that show growth in P-12 student performance • Using context to design instruction • Making credible links between candidate teaching behaviors and future ability to impact student learning

27. Chapters for Accountability Process Manual • Overview - rationale • Examination of standards • Identification of performance indicators • Development of rubrics to judge performance • Development of teaching tasks (prompts) that demonstrate performance • Alignment and refinement of rubrics and performance tasks

28. Chapters for Accountability Process Manual • Collect teacher candidate performance exhibits • Initial training of scorers • Benchmark performance exhibits • Collect product validity and scorer reliability data • Further alignment and refinement of rubrics and performance tasks

29. Chapters for Accountability Process Manual • Collect additional teacher candidate performance exhibits • Advanced training of scorers • Revise, adjust and create new benchmark exemplars • Collect, analyze and report performance data on teacher candidates • Make program improvements based on performance data

30. What Ten Renaissance Project Sites Have Learned About Developing and Implementing Teacher Work Samples • Alignment of standards, prompts and rubrics is critical • Clarification of standards, prompts and rubrics is critical • Exemplars of authentic Teacher Work Samples are important for training at all levels • Training in teams of teacher educators, school practitioners and arts and science faculty creates productive interaction

31. What Ten Renaissance Project Sites HaveLearned About Developing and Implementing Teacher Work Samples • Prompts must be followed explicitly to obtain comparable scores • Candidates need training in TWS processes prior to student teaching • Pre-post assessment continues to be a big challenge • Levels of learning goals vs. learning results trade off continues to be a challenge

32. Web Site Home Pagehttp//fp.uni.edu/itq