Championing for Educator Preparation: Collecting Evidence of

Impact

Carolyn Haug, University of Colorado DenverJennie Whitcomb, University of Colorado BoulderSession Presented at Colorado’s Inaugural Educator Preparation

Faculty SummitSeptember 2013Denver, Colorado

Welcome to Championing for Educator Preparation:

Collecting Evidence of Impact

How is your institution currently collecting evidence of your program’s impact?

Using chart paper posted in the room, record your IHE’s data collection methods using your IHE’s acronym. Only one person per IHE should record them.

SESSION OUTCOMES• Learn from colleagues at other Colorado IHEs about

the data already they collect regarding impact of their educator preparation programs

• Spark new ideas for your IHE based on the outcomes-based accreditation work being done at UCD and UCB

• Generate a wish-list of IHE data needs and common agreements to be shared with and inform conversations beyond today, such as at the Licensing Educators for Academic Development (LEAD) Compact, as well as others

FRAMING OUR ONGOING WORK IN THIS ACCOUNTABILITY CONTEXT: NCATE’s Transformation Initiative• Accreditation Systems as a Lever for Positive Change

– Creating an outcomes-based system with high-quality measures: Shifting institutional energy from inputs (e.g. faculty quality, nature of the curriculum, adequate budget) to outputs. Adopting measures that are more rigorous and more closely tied to work of teaching

– Integrating Data Systems, both across state/local agencies and within our own institutions

– Creating a Culture of Evidence: Building processes within our institutions that allow us to learn from higher quality data

BUILDING AN OUTCOMES-BASED SYSTEM:Essential Outcomes & MeasuresOutcomes Potential Measures UPON EXIT from Program Potential Measures AFTER

Graduation

Initial Advanced Initial & Advanced

Impact on k12 Learning

--edTPA or TWS --Portfolio or Educator Work Sample

--Student achievement growth scores (where data is available)

Knowledge of Content for Teaching

--edTPA or TWS; other key program assessments--Licensure Exam--Additional Exams for selected areas--Student Exit Survey

--Portfolio--Other key program assessments--Licensure Exam--Student Exit Survey

NA

Dispositions

--Pre/Post IDI--Professionalism Rubric--Observation Protocol--As measured in key program assessments

--Pre/Post IDI--Portfolio--Observation Protocol--As measured in key program assessments

NA

Educator Performance

--TWS or edTPA--Observation Protocol

--Portfolio--Observation Protocol

--Employer Evaluation--Graduate Follow Up Survey--Employer Survey

Persistence

NA NA --Hiring rates in area of preparation--Retention rates in education field

Leadership (UCD only)

NA NA --Job placements--Graduate Follow Up Survey

INTEGRATING DATA SYSTEMS • Performance data about educators will soon be available and

state agencies will begin to associate educators’ performance with their preparation programs at a statewide level.

• This information addresses outcome areas of:– Persistence and retention– Leadership– Educator performance– Impact on P-12 student learning

• There is recognition by both educator prep programs and state agencies that the linkage to prep programs must be accurate because the stakes are high and will soon be even higher.

• Our work must acknowledge the error introduced by the teacher/student link, the tools used to measure student growth, and the growth models used.

Our Experience with Constraints Encountered So Far• Challenges of measurement inhere• Data quality• Data access in a timely fashion• Technology costs• Time• Costs of assessment measures passed

along to candidates• Maintaining commitments to vision of high

quality instruction

Think, Pair, Share

Based on everything you now know, what additional program impact data would you like access to?

As you discuss with your team, consider this question both for your specific IHE AND on behalf of all IHEs in Colorado.

1) Designate a recorder and capture a wish list that is institution-specific as well as another wish-list for all IHEs.

2) Prioritize your lists. 3) Designate a speaker to share out.

Further Discussion

• To what extent does SB 191 align with our wish list?

• What would you like the LEAD Compact to know about the quality and utility of educator effectiveness data that will be generated by districts?

THANK YOU FOR PARTICIPATING!