Posts Tagged ‘curriculum’
This post first appeared in the Sacramento Bee. View the original here. The views expressed in this post do not necessarily reflect the views of AACTE.
The new school year brings one of the biggest transitions our state’s elementary and secondary education system has ever experienced. As students settle into new classrooms, our teachers are adjusting their instruction to help students meet expectations of the new Common Core state standards. It’s our job – as parents, business leaders, students, community members, and educators – to look beyond both the hype and hysteria to ensure that students benefit from thoughtful, locally driven implementation.
The views expressed in this post do not necessarily reflect the views of AACTE.
The Stanford Center for Assessment, Learning, and Equity (SCALE) is pleased to announce the upcoming launch of an exciting new MOOC (Massive Open Online Course), Designing for Deeper Learning: How to Develop Performance Assessments for the Common Core.
This 9-week course will build educators’ capacity to develop and use curriculum-embedded performance assessments that fit local contexts. Course activities will guide students through the development and implementation of a performance task that is aligned with a specific curricular unit and performance outcomes integral to the Common Core State Standards. The course will use a learning-centered approach in which assessments are not only of learning, but also for learning.
The Innovations Inventory of AACTE’s Innovation Exchange is an online database highlighting members’ pioneering practices in educator preparation that have shown a positive impact on issues of student learning, preparation program advancement, or educator workforce needs. This blog post is one in a series highlighting entries from the inventory. To request inclusion of your institution’s innovations, contact Kristin McCabe at firstname.lastname@example.org.
Faculty in the Graduate School of Education at Lesley University (MA) have built a comprehensive e-portfolio and assessment system to provide data on candidate performance and support continuous improvement processes. The assessment system aligns key formative assignments in initial, professional license, and advanced professional development programs to standards-based program outcomes. Candidates submit all assignments to an e-portfolio system, where faculty score them based on valid and reliable rubrics. The assessment system also contains data on candidate performance on state exams and summative performances from clinical experiences.
The Innovations Inventory of AACTE’s Innovation Exchange is an online database highlighting members’ pioneering practices in educator preparation that have shown a positive impact on issues of student learning, preparation program advancement, or educator workforce needs. This blog post is one in a series highlighting entries from the inventory. To request inclusion of your institution’s innovations, contact Jessica Milton at email@example.com.
In response to the call for increased rigor and effectiveness in teacher preparation, one of the largest teacher preparation programs in the country, Mary Lou Fulton Teachers College at Arizona State University (ASU), implemented iTeachAZ. The program includes changes in teacher preparation that focus on improvements in candidates’ content knowledge mastery, classroom readiness, and assessment literacy. The program provides a senior-year residency experience that extends student teaching from a single semester to a full school year, enabling students to live the “full life” of a teacher. ASU has also integrated performance assessments throughout the teacher preparation program.
Last week, the Northwest Evaluation Association, in cooperation with Grunwald Associates, released a new report, Make Assessment Matter. The report follows up on a study done by the group 2 years ago of assessment perceptions held by parents, teachers, and district administrators.
In the current landscape where standards, accountability assessments, and use of student value-added measures to evaluate teachers prevail, the researchers expanded survey respondents to include students to better understand their awareness and what value—if any—they perceive in educational testing.
Based on survey data collected from more than 1,000 students in grades 4-12, more than 1,000 PK-12 classroom teachers, and 200 district administrators, the report highlights six key findings:
The March/April 2014 issue of the Journal of Teacher Education (JTE) is now available online. See what Volume 65 Number 2 has to offer!
- In this month’s editorial, “Research as a Catalyst for Change,” JTE‘s editors at Penn State University relate the issue’s contents to AACTE’s 66th Annual Meeting theme, Taking Charge of Change. Heralding the theme as an opportunity to champion the role of research in informing policy and practice, the editors highlight the articles’ contributions to knowledge about innovative practices in the development of both preservice and in-service educators.
This post also appears on the AACTE Annual Meeting site.
AACTE and TeachingWorks are collaborating on a strand of sessions at the 66th Annual Meeting that will examine the challenges of preparing novice teachers for practice and explore potential solutions. This strand will provide a forum for sharing ideas and learning from programs that are taking on the challenges of building practice-based teacher education. It will also address implications of the Common Core State Standards for teacher preparation.