Systemwide Evaluation of Teacher Preparation in the California by AmnaKhan

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									     Systemwide Evaluation of
     Teacher Preparation in the
California State University System:

      A Comprehensive Look at the
Outcomes of Teacher Preparation that is
Uniform Throughout a University System
         Purposes of the
      Systemwide Evaluation
► To see how well recent reforms in teacher
  preparation are working in practice.

► To provide information that campuses can
  use to strengthen programs for teachers.

► To compile systemwide data that addresses
  popular criticisms of teacher preparation.
 How the Systemwide Evaluation
   Was Initiated and Funded
► The Deans of Education wanted to see
  how well their reforms were “paying off.”
► The Chancellor of the CSU System
  wanted to respond to state-level critics.
► Consultations with the Academic Senate
  were open, inclusive and “up front.”
► Chancellor Reed provided discretionary
  funding to get the evaluation started.
       Self-Evaluation or
    Independent Evaluation?
► An Independent Contractor provides
  technical expertise to a university
  and credibility in political circles.
► A Self-Evaluation addresses better
  evaluation questions and is more
  cost-effective in actual practice.
 Indicators of Effectiveness in
  the Preparation of Teachers
► Reports of Program Effectiveness by
  Teaching Graduates and K-12 Principals.

► Direct Evidence of Teaching Practices
  by Observing or Interviewing Graduates.

► K-12 Student Achievement Data that are
  Validly Linked to the Preparation of
  Beginning Teachers.
  Two Populations Respond to
Evaluation Surveys In California
► Graduates of CSU Teacher Preparation
  Who are Fully Certificated and Have
  One Year of Teaching Experience.

► School Principals Who Are Not Part of
  the CSU and Who Actively Supervise
  the Program Graduates for One Year.
     How the University Locates
      Its Teaching Graduates
► School districts provide the names and
  addresses of schools where CSU graduates
  are teaching.
► The State Department of Education and the
  State Teachers Retirement System also
  provide teacher employment information.
► This help is provided because one request
  comes from a central office that represents
  21 large institutions.
► In 2001 the University located 94 percent
  of its graduates in this way. In 2002, the
  CSU found 89 percent of its graduates.
  How the CSU Surveys Its Teaching
   Graduates and Their Principals
► The CSU randomly selects a sample of
  graduates from those who were located.
► The CSU mails a survey to each sampled
  graduate, addressed to the teacher at school.
► The CSU mails a second survey with similar
  questions to each sampled school’s principal.
► The principal’s packet includes the name of
  the teacher whose preparation the principal
  is asked to evaluate.
  Responses by CSU Graduates
      and Their Principals
► Last year the CSU sent questions to 4,436
  teaching graduates and received responses
  from 2,442 of them for a 55 percent return.

► We sent surveys to 4,012 principals and
  received responses from 2,002 of them for
  a response rate of 50 percent.
► Data analysis showed that answers given
  by graduates and their principals were
  significantly correlated with each other.
                 Figure 1: Teaching Participation Rate
                   Among CSU Credential Graduates

10,457 = Total Number of                             Teachers for One Full Year
CSU Credential Graduates in 2000-01                  Right After CSU Graduation


                                      9,944 = 95 %




                                           160 353
                                            2% 3%




                   Teachers for                       Not Teachers in
                   Less Than One Year                 First Year After Graduation
                 Figure 2: CSU Preparation of Two Teacher Cohorts to
               Teach Four Subjects of the Core Curriculum in Grades K-8
100%        Reading            Math                        Science         History
                                             K-8                         Instruction
          Instruction       Instruction                  Instruction



75%

       36%                33%                Well                      32%
               44%                42%                  33%                     30%
                                           Prepared            30%

50%




25%    45%                47%             Adequately   45%     44%
                                                                       48%     47%
               39%                41%
                                           Prepared



 0%    81%     83%        80%     83%                  78%
                                           Annual              74%     80%     77%
       99-00   00-01      99-00   00-01    Totals      99-00   00-01   99-00   00-01
             Figure 3: CSU Preparation of Two Teacher Cohorts to
                 Teach Core Subjects and Skills in Grades 7-12
         Preparation to Teach the CSU                  Preparation to Develop Reading
        Graduate's Major Subject (7-12)                Skills in Content Classes (7-12)
100%




75%
                                            Well
       46%               53%
                                          Prepared
                                                       37%                34%
50%



                                          Adequately
25%
       40%               37%               Prepared    39%                40%



 0%
       86% in           90% in             Annual      76% in             74% in
        99-00            00-01             Totals       99-00              00-01
    Figure 4: CSU Preparation of Single-Subject Teachers to
Know and Understand Their Major Subjects as Taught in Grades 7-12
100%     91%   82%    83%    87%   93%   92%   82%   93%   70%   73%
                                                                       Red: CSU Graduates Who Were
                                                                       Well-Prepared to Know and
                                                                       Understand Their Major Subjects.
75%
                                                     45%               Blue: CSU Graduates Who Were
       58%                  47%                                        Adequately-Prepared to Know and
             47%                         67%                     32%
                                   73%         51%
                     56%                                   29%         Understand Their Major Subjects.
50%
                                                                       All Graduates in Figure 11
                                                                       Completed CSU Programs of
25%                                                  48%
                                                                       Subject Matter Preparation for
                            40%                            41%   41%   Single-Subject Teaching
       33%   35%
                                               31%
                     27%                 25%                           Credentials.
                                   20%


 0%
        Figure 5: CSU Preparation to Teach Reading in
  California's Urban, Metropolitan, Suburban and Rural Schools
                                                                          Percentages of CSU
90%                                                                       Teaching Graduates
                                            85%
                                                                          Who Were
                                  81%                                     Well- or Adequately-
           79% 80%                                                        Prepared to Teach
80%                                                                       Reading-Language Arts
                                                          74% 73%         in Two Groups of K-8
                                                                          California Schools:
70%
                                                                          Gold: Urban and
                                                                          Metropolitan Schools

60%                                                                       Yellow: Suburban
                                                                          and Rural Schools


50%
      Principal Evaluations   Principal Evaluations     Evaluations by
      of 1999-00 Graduates    of 2000-01 Graduates    2000-01 Graduates
      Figure 6: Conventional vs. Alternative CSU Preparation
          to Teach Reading-Language Arts in Grades K-8
                           Blue: Evaluations by 1999-2000 Graduates
85%               81%      Red: Evaluations by 2000-2001 Graduates
           79%
                                        75%

75%
                                 68%                          68%
                                                       67%


65%




55%
            Former                Former              Former
        Student Teachers      Intern Teachers    Emergency Teachers
       Figures 7-10: Percentages of School Principals (K-8)   Legend for Figures 7-10:
       Who Reported that Particular CSU Teaching Graduates
       Under Their Active Supervision Were Well Prepared or   Orange: Percentage Earned by the Entire CSU System in Each Year
       Adequately Prepared to Teach Four Core Subjects in     Blue:   Percentages Earned by Specific Campus in Each Year
       Multiple-Subject Teaching Assignments (Grades K-8)


       Figure 7: Preparation to Teach Reading-Language Arts          Figure 8: Preparation to Teach Mathematics (K-8)
100%                                                          100%
             95%
90%                                               91%          90%
                                                                            88%                                   89%
                                                  83%                                                             83%
80%          81%                                               80%          80%

70%                                                            70%


60%                                                            60%


50%                                                            50%
                1999-2000                  2000-2001                          1999-2000                    2000-2001



       Figure 9: Pedagogical Preparation to Teach Science     100%
                                                                     Figure 10: Preparation to Teach History-Social Science
100%


90%                                                           90%
                                                                            91%                                   91%
              87%                                85%
80%
              78%
                                                              80%           80%
                                                                                                                  77%
                                                 74%
70%                                                           70%


60%                                                           60%

50%
                                                              50%
                1999-2000                  2000-2001
                                                                              1999-2000                    2000-2001
         Reported for the
California State University System


     By Teacher Education,
    Evaluation and Assurance
     Office of the Chancellor
          January 2003

								
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