Posts Tagged ‘assessment’
Have you read the September/October 2017 issue of the Journal of Teacher Education (JTE) yet? It is now available online and hitting desks around the country. See what Volume 68 Number 4 has to offer!
- In this month’s editorial, “How Teacher Education Can Elevate Teacher Quality: Evidence From Research,” members of the JTE editorial team at Michigan State University highlight the issue’s four articles. Robert E. Floden, Gail Richmond, Corey Drake, and Emery Petchauer note the papers’ findings and the significance of their topics to various stakeholders in teacher preparation.
Next month, AACTE’s Quality Support Workshop in Minneapolis will help participants take their programs and practices to the next level with 2 days of hands-on, expert-facilitated sessions. Attendees will interact with leaders from educator preparation programs (EPPs) as well as with researchers, program administrators, and other professionals who will be on hand to guide their progress at the Hyatt Regency Minneapolis, August 10-12.
Participants can work on assessment data, quality assurance plans, standards and evidence for accreditation, and much more in their choice of over two dozen sessions led by these facilitators:
This report highlights the use of an AACTE State Chapter Support Grant by the North Dakota Association of Colleges for Teacher Education. July 28 is the deadline to apply for this year’s grants. The views expressed in this post do not necessarily reflect the views of AACTE.
With assistance from an AACTE State Chapter Support Grant, the North Dakota Association of Colleges for Teacher Education (NDACTE) recently completed collaborative work on a statewide student teacher observation tool (STOT). This tool is the fourth common assessment developed in a major effort to improve the quality of teacher preparation through implementation of a statewide preservice and first-year teacher performance assessment system across public, private, and tribal programs.
Thanks to several brand-new sessions and revamped activities throughout the original program, next month’s regional AACTE Quality Support Workshop will deliver an even more robust program than its popular predecessor. During the event August 10-12 in Minneapolis, Minnesota, participants will choose from two dozen expert-facilitated workshops offered in seven time blocks – with topics such as interpreting candidate assessment data, mapping curricula to competency indicators, preparing evidence for an accreditation visit, recruiting and supporting more diverse candidates, and others.
Many of the sessions from last spring’s southern regional workshop, held in Fort Worth, Texas, will run again in Minneapolis with few changes. Others are bringing in new facilitators or making adjustments to reflect feedback from attendees (the organizers do try to practice what they preach about using data for improvement!).
Do you have a comprehensive quality assurance system in your school, college, or department of education?
How do you know whether the assessments you use are valid and reliable?
This report highlights the use of an AACTE State Chapter Support Grant by the Ohio Association of Colleges for Teacher Education (OACTE). The views expressed in this post do not necessarily reflect the views of AACTE.
Educator preparation providers (EPPs) in Ohio have a longstanding history of collaboration. The 51 public and private institutions embrace the philosophy of the “wisdom of crowds,” that is, the power of decisions made by groups through collective sharing of information and resources (see this 2005 book by James Surowiecki). One of our ongoing collaborative efforts is the “VARI-EPP” (Valid and Reliable Instruments for Educator Preparation Programs) project, which aims to develop assessment instruments for use by any EPP in the nation to empower them with valid, reliable, and comparable data that may be used for program improvement. These types of instruments also address the Council for the Accreditation of Educator Preparation (CAEP) call for accreditation evidence collected from instruments that have been analyzed for validity and reliability.
Earlier this spring, I had the privilege of attending an event at the John F. Kennedy Center for the Performing Arts in Washington, DC, for the release of results from last year’s National Assessment of Educational Progress (NAEP) in music and visual arts (Nation’s Report Card – 2016 Arts). Speakers from around the country discussed results from the assessment, shared videos from various programs that incorporate art into academic study, and led a question and answer session on topics such as art’s impact on their students, skills teachers use to integrate art in other subjects, and community involvement.
The program opened with a video overview of the arts assessment, which is founded on the belief that the arts are essential to every child’s complete development, fostering growth and creativity, providing a strong foundation for a holistic education, and equipping students to navigate through work and life challenges. Overseen by the National Assessment Governing Board and based on an arts framework developed by a committee of artists, educators, and other experts, the NAEP Arts Assessment has been conducted just four times to date: in 1972 (music only) and 1975 (visual arts only), then together in 1997, 2008, and 2016. Rather than reporting on individual students’ performance, NAEP tracks performance by group – such as region, gender, race, and other categories.
Do you need help analyzing evidence from candidates’ performance assessments to inform program improvement? Are you preparing for a CAEP accreditation visit or state program review? Or perhaps you’re looking for new ideas for recruiting and supporting a more diverse candidate pool? Find the guidance you need at AACTE’s Quality Support Workshop, August 10-12 in Minneapolis.
Last week, AACTE’s inaugural Quality Support Workshop drew dozens of faculty, administrators, assessment and accreditation coordinators, and other educators to Fort Worth, Texas, April 24-26 for interactive sessions and hands-on collaboration.
The event – the first in AACTE’s new series of regional workshops – opened Monday afternoon with a facilitated discussion of the topic “Quality Assurance in Education: What Should a Profession Expect?” AACTE’s Mark LaCelle-Peterson and Linda McKee led participants in considering what evidence they need to evaluate their students and programs, how they obtain this evidence, and how different measures combine to build a framework for quality assurance as well as continuous improvement.
(April 24, 2017, Washington D.C.) – Today, the American Association of Colleges for Teacher Education (AACTE) launches its inaugural Quality Support Workshop in Fort Worth, Texas. The workshop, which runs through Wednesday, is the first in a new series of regional events focused on supporting teacher preparation providers to improve program quality. By providing a forum for educators to share experiences about program innovation and construct solutions to shared problems of practice, the Quality Support Workshops aim to meet the present-day needs of teacher educators.
Offered through the Association’s Quality Support Center, these workshops deliver professional development for assessment, accreditation, and documenting quality assurance in convenient sites around the country. Each event connects participants with specialists in facilitated, hands-on sessions where faculty can share strategies and develop customized, actionable plans for use in their home institutions.