Docstoc

072108 - Texas Tech University

Document Sample
072108 - Texas Tech University Powered By Docstoc
					                              Assessment Team Meeting
                                         July 21, 2008
                                            Minutes
Meeting opened:       11:00 p.m. in Room 167
Members present:      Mary Frances Agnello, Shane Hammontree, Larry Hovey
                      (convener/recorder), Peggy Johnson, Jana Packard, Walter Smith, and
                      Natalie Sparks

      New Members
       Jana Packard, Coordinator of Field Experiences and Natalie Sparks, Coordinator of
       Student Teaching will be joining the Assessment Team.

      Electronic Input of Final Student Teaching Evaluations
       Shane indicates the form to electronically input final student teaching evaluations is now
       on-line and ready to go for the fall semester. It works off of our File Index system, will
       not require the input of social security numbers, and allows only input of data of
       individuals who are currently student teaching. Natalie will work with Terri Beard,
       Shane and Jana to finalize the process of using this system, with during the fall in-service
       meeting with the college supervisors.

      Diversity Awareness Survey
       Mary Frances Agnello distributed a handout from Mary Fehr and herself.
       o We have the data from the spring administration of the Post-survey in Excel format. It
          is ready for analysis in SPSS and otherwise. Due to technical glitches, 63 out of 289
          Capstone students were not able to take the survey.
       o We are meeting with a trouble-shooting team on July 24 to resolve the technical
          glitches.
       o Mary Frances and Mary Fehr (and a quantitative research person—Kamau Siwatu
          will be approached to assist) are proposing to follow the results of this survey and
          analyze them as part of our research agendas.
       o Institutionalizing the Post-survey through the Capstone E-portfolio, as we did in the
          spring, seems successful. We will continue that.
       o We need to institutionalize the Pre-Survey. We are recommending that the Pre-
          Survey be included in the (soon-to-be-developed) online TaskStream training, given
          to Block 1 students. (Mary Fehr will be developing that online training this fall and
          can add the survey as a requirement for completing the training course.)
       o Since the new online TaskStream training/Pre-survey will not be ready for use until
          spring 2009, we will still need to administer the Pre-survey in some other way in the
          fall. If we want to give it during the face-to-face TaskStream training sessions this
         fall, we will need to schedule 2.5 hour sessions, instead of 2 hour sessions. (Pam
         Tipton will need to know this right away!) If anyone has a better suggestion, we'd like
         to hear about it.
       o Any Block 1 students who might have taken TaskStream training this summer will
         have to be contacted about taking the Pre-survey.

       Jana will work with the Marys to make certain that distance interns are also assessed.
       The Marys will meet with Shane to make the survey process more efficient.

      NCATE has created new guidelines to assess distance delivered and off campus
       coursework. The guidelines were distributed for information (attached).

      Post-baccalaureate field work verification form.
       Jana Packard presented a finalized version of a verification form for post-bac field work.
       Such verification was a concern, but is now greatly resolved with the use of the form.
       This also helps in making certain candidates have diverse field experiences.

      Expansion of employers survey
       David Kraus, Director of the University Career Service, is willing to work with us to
       expand the employer survey from data collection at the Job Fair to mail-out from his
       office. Hovey will contact Krause to finalize details.

      Key Assessments for Programs
       Hovey discussed a proposal to capture three areas of program key assessments: at
       transition points (admission to program, admission to clinical experiences, exit from
       clinical experiences, exit from program, and follow-up), with student learning outcomes
       (as part of program assessment plans), and others (such as enrollment patterns,
       retention/graduation rates, and program demographics).

       Peggy Johnson discussed student learning outcomes and how they fit into our assessment
       process. It appears we will have to have much more work to include such data in the next
       SACS and NCATE reports. The university is considering purchasing some commercial
       assessment platforms that will assist with this process and with assessment in general.

      Assessment Activities for the August 18, 2008 COE Faculty/Staff Convocation.
       We’ll plan to discuss possible activities for the August 18 convocation at the next
       Assessment Team meeting. Hovey will contact Dean Santos to determine the amount of
       time that may be devoted to assessment at the convocation.


The next Assessment Team meeting will be July 28, 11:00-12:30 in Room 167.

Meeting adjourned 11:55
                                     NCATE Guidelines
Questions Developed for Assistance in Evaluation of Distance Learning Programs
The following ten questions have been approved by the UAB as guides for BOE teams and
institutions in the assessment of distance learning programs. These questions were developed to
assist teams and units in determining whether distance learning offerings meet NCATE
standards to the same degree as other programs offered by the unit through traditional means.
1. Standard 1: What assessments are used to monitor candidate performance and determine that
proficiencies in standards are being met by candidates in distance learning programs?? What do
disaggregated data indicate about candidates in distance learning programs meeting standards?

2. Standard 2: What evaluations of the distance learning programs provide systematic and
ongoing data for use in program improvement? What changes have occurred as a result of these
evaluations?

3. Standard 3: What are the required field experiences for candidates in distance learning
programs? How do distance learning programs in professional education ensure that field
experiences and clinical practice are well sequenced, supervised by trained personnel and
monitored by unit faculty, and integrated into the program?

4. Standard 4: How does the unit ensure that the curriculum provided through distance learning
reflects diversity and prepares candidates to work with all students? How does the unit ensure
that candidates interact with diverse faculty and peers? How does the unit ensure that candidates
work with diverse student populations?

5. Standard 5: What are the qualifications of faculty members who teach via distance delivery
that indicate they are proficient in the delivery method? How do faculty qualifications and
performance evaluations differ for faculty in distance learning programs?

6. Conceptual Framework and Standard 6: To what extent are the design and delivery of
distance learning programs consistent with the mission of the institution and the unit, supported
by a conceptual framework and knowledge base, guided by a long-range plan, and supported by
adequate resources?

7. Standard 6: How are distance learning programs, including programs that are acquired
through contract with an outside vendor or delivered in a consortium arrangement, controlled,
coordinated, and evaluated by the unit?

8. Standard 6: How are distance learning candidates provided advisement and personal access to
faculty similar to that provided traditional candidates?

9. Standard 6: To what extent is the balance of part-time and full-time faculty, requirements for
scholarship and service, and evaluation processes similar for faculty members who teach via
distance learning and for other faculty members?
10. Standard 6: What technical system is in place to ensure consistent and reliable delivery of
the program and provide necessary security for testing and assessments (e.g., monitoring that the
person completing assignments is actually the person enrolled in the program)?



Review of Off-Campus Programs

Units should make arrangements for BOE team members to interview candidates, faculty, and
administrators in off-campus programs. If candidates can complete their full education program
at an off-campus site, the off-campus programs have extensive offerings, or a large number of
candidates participate in the off-campus programs, team members will probably choose to visit
the sites. In other cases, interviews and tours might be arranged electronically (e.g., video
conferences or e-mail communications). If sites that are to be visited are not geographically close
to the main campus, additional team members may be added to the team. Decisions about
whether to visit one or more off-campus sites is determined by the BOE team chair in
consultation with the unit representatives, state consultant, and NCATE.

The following questions guide a BOE team in its review of off-campus programs:

1.   General. Why does the institution offer off-campus programs?
2.   General. How many candidates are enrolled in each off-campus program?
3.   General. What is the institution’s commitment to its off-campus programs?
4.   General. What are the differences between the curriculum offered on-campus and off-
     campus?
5.   General. What are the differences in the delivery of on- and off-campus programs, and are
     those differences appropriate?
6.   Standard 1: How do assessments of candidate performance differ on-campus and off-
     campus? What do disaggregated data indicate about candidates in off-campus programs
     meeting standards?

7.   Standard 2: What evaluations of the distance learning programs provide systematic and
     ongoing data for use in program improvement? What changes have occurred as a result of
     these evaluations?

8.   Standard 3: What are the required field experiences for candidates in off-campus
     programs? How do off-campus programs in professional education ensure that field
     experiences and clinical practice are well sequenced, supervised by trained personnel and
     monitored by unit faculty, and integrated into the program?

9.   Standard 4: How does the unit ensure that the curriculum provided at off-campus sites
     reflects diversity and prepares candidates to work with all students? How does the unit
     ensure that candidates interact with diverse faculty and peers? How does the unit ensure that
     candidates work with diverse student populations?

10. Standard 5. To what degree does the regular campus faculty deliver the programs?
11. Standard 5. What are the qualifications of faculty who teach in off-campus programs? How
     do these qualifications differ from the faculty on the main campus?

12.      Standard 5. How are faculty in off-campus programs evaluated? What are the
      differences in performance evaluations between faculty in off-campus and main campus
      programs?

13. Conceptual Framework and Standard 6: To what extent are the design and delivery of
    distance learning programs consistent with the mission of the institution and the unit,
    supported by a conceptual framework and knowledge base, guided by a long-range plan,
    and supported by adequate resources?

14. Standard 6. How do admission requirements differ between off-campus and on-campus
    programs? If there are differences, why are they appropriate?

15. Standard 6. How are off-campus programs financed and administered?
                                        POSTBAC
                           FIELD EXPERIENCE VERIFICATION FORM

       __________________________________________
              _____________________________
       Student Name                                                  Teaching Content Area


                                        ACTIVITY LOG
                                  30 hrs. minimum required
                                                                  COMPETENCY &     TEACHER SIGNATURE &
DATE       TIME (hrs)   SCHOOL NAME    Grade    ETHNIC            DESCRIPTION      EMAIL
           spent)                      Level    POPULATION        OF ACTIVITY
                                                ___White
                                                ___Hispanic
                                                ___ African Am.   Competency ___
                                                ___ Other
                                                ___White
                                                ___Hispanic
                                                ___ African Am.   Competency ___
                                                ___ Other
                                                ___White
                                                ___Hispanic
                                                ___ African Am.   Competency ___
                                                ___ Other
                                                ___White
                                                ___Hispanic
                                                ___ African Am.   Competency ___
                                                ___ Other
                                                ___White
                                                ___Hispanic
                                                ___ African Am.   Competency ___
                                                ___ Other
                                                ___White
                                                ___Hispanic
                                                ___ African Am.   Competency ___
                                                ___ Other
                                                ___White
                                                ___Hispanic
                                                ___ African Am.   Competency ___
                                                ___ Other
                                                ___White
                                                ___Hispanic
                                                ___ African Am.   Competency ___
                                                ___ Other

  Total hrs: ___________


Experience Included in Coursework: (please include TTU Instructor, course and section, school
and grade, teacher’s name, length of observation, and a short summary of experience)
Self-Reflection Summary:




  ____________________________________________
  ___________________________________________
  Student Signature/date*                                                     Coordinator of Field Experiences
  Signature/date

  *signature verifies that I have completed the documented field observations that include teaching and/or other
  leadership activities (planning, conducting, assessing, and reflecting) as described above.


                                                      COMPETENCIES

  DOMAIN I                                                           DOMAIN III

  1.   Human Development                                             7.   Communication
       The teacher understands human development processes                The teacher understands and applies principals and
       and applies this knowledge to plan instruction and                 strategies for communicating effectively in varied
       ongoing assessment that motivate students and are                  teaching and learning contexts.
       responsible to their developmental characteristics and
       needs.                                                        8.   Engaging Instruction
                                                                          The teacher provides appropriate instruction that actively
  2.   Diversity                                                          engages students in the learning process.
       The teacher understands student diversity and knows
       how to plan learning experiences and design                   9.   Technology
       assessments that are responsive to differences among               The teacher incorporates the effective use of technology
       students and that promote all students’ learning.                  to plan, organize, deliver, and evaluate instruction for all
                                                                          students.
  3.   TEKS
       The teacher understands procedures for designing              10. Assessment
       effective and coherent instruction and assessment based           The teacher monitors student performance and
       on appropriate learning goals and objectives                      achievement; provides students with timely, high-quality
                                                                         feedback; and responds flexibly to promote learning for
  4.   How Learning Occurs                                               all students.
       The teacher understands learning processes and factors
       that impact student learning and demonstrates this
       knowledge by planning effective, engaging instruction and
       appropriate assessments.


  DOMAIN II                                                          DOMAIN IV

  5.   Environment of Support                                        11. Family
       The teacher knows how to establish a classroom climate            The teacher understands the importance of family
       that fosters learning, equity, and excellence and uses this       involvement in children’s education and knows how to
       knowledge                                                         interact and communicate effectively with families.
       to create a physical and emotional environment that is
       safe and productive.                                          12. Practitioner (Reflective
                                                                         The teacher enhances professional knowledge and skills
  6.   Management Issues                                                 by effectively interacting with other members of the
       The teacher understands strategies for creating an                educational community and participating in various types
       organized and productive learning environment and for             of professional activities.
       managing student behavior.
                                                                     13. Texas Teachers
                                                                         The teacher understands and adheres to legal and ethical
                                                                         requirements for educators and is knowledgeable of the
                                                                         structure
                                                                         of education in Texas

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:17
posted:3/14/2010
language:English
pages:7