managing data collection: where we were, where we are, and where we want to be! gwen brockman...
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Managing Data Collection: Managing Data Collection: Where we were, where we Where we were, where we are, and where we want to are, and where we want to
be!be!
Gwen BrockmanGwen Brockman
California State University, California State University, Dominguez HillsDominguez Hills
Where we were…Where we were…• Hand data collection
– Teaching event data (full implementation pilot year 2007-2008)• Demographic and scoring data (quantitative)
were entered by hand (2 to 4 weeks).• Scoring sheets were kept to be scanned• Sample teaching events were kept as
exemplars and scanned for electronic report submission
Where we were…Where we were…Survey Collection– Candidate surveys (Program Exit) online COE
system– Hardcopy - MT→Program, Supervisor
→Candidate, MT→Candidate, Lesson plans, lesson scripting, pre-lesson observational forms, lesson reflections, parent conference forms, bulletin board forms
Where we were…Where we were…• Data Collection
– EAD: Hard copy– PPS: Hard copy– MUL: Hard copy– CUR: Hard copy– TBE: Partially electronic– SPE: Hard copy– LBS: Hard copy
Where we were…Where we were…• Hand data collection and reporting
– Excel files were sorted by content area, intern vs. student teachers, and grant programs, etc.
– Scores and demographic data were entered by student workers
– Scoring sheets and other data were kept hardcopy to be scanned
– 6 student workers, part-time, all year
Where we are…Where we are…• Data collection
– TaskStream• Demographics – 15 descriptors (ethnicity, gender,
native English speaker, primary language, program, credential area, etc.)
• ESAs• Teaching Event• Surveys – program exit, MT, Supervisor, course
reviews (coordinators and supervisors encourage candidates to participate.)
• Forms – supervision fieldwork/student teaching, context for learning, lesson plans, lesson rubrics, parent conference, bulletin board, resumes, case studies, portfolios
Where we are…Where we are…• Survey Monkey
• Master teacher program assessment• Master teacher final candidate
assessment• Coursework feedback not yet posted on
TaskStream for Graduate Education courses
• Grant surveys not yet on TaskStream• NCATE & CTC data – faculty & staff
information, diversity & technology study data
Where we are…Where we are…• Data Collection
– EAD: Partially electronic– PPS: Partially electronic– MUL: Partially electronic– CUR: Partially electronic– TBE: Electronic
Where we are…Where we are…• Data Collection – hardcopy
– Lesson plan scripting (field supervision)– EAD – Field-based projects, portfolios– PPS – Portfolios– CUR – Final project – Action Research– LBS – Capstone course work
Where we are…Where we are…• Data Storage on TaskStream
– Previously run reports– Web page option
• Storing exit, performance data, coursework, Masters exam completion rates, for all programs
• Available for program coordinators• Manager account to run additional reports
– Goals and areas of improvement related to rubrics
Where we are…Where we are…• Data reporting
– Intern• Compare proficiency between ST and Interns• Compare trend data• Reports for areas of improvement
– Program feedback• Drives professional development
– Supervisor support with academic language– Workshops – differentiation, scaffolding, academic
language
Where we are…Where we are…• Data reporting
– Program binders with past data (200404)
– Program improvement feedback– Identifies areas of need and expertise
• NCATE Standard 1– Impact on student learning– Content pedagogy knowledge
Where we are…Where we are…• 2 part-time student workers• 1 part-time administrative assistant• 1 part-time coordinator
Where we want to be!Where we want to be!• All data collection to be electronic
through one system and include all programs
• Data analysis between and in programs (e.g., tied to conceptual framework, vision, mission, school goals.
Where we want to be!Where we want to be!• Continuous improvement
– Focus groups mapping professional practices (rubric components), rich conversations
– Candidate profiles to ensure coherent progress and analyze with faculty teams
– Improved collection of student learning outcomes
– Improved collection of student dispositions
