Category Archives: Office of Assessment and Accreditation (OAA)

News from the Office of Assessment and Accreditation

edTPA

edTPA Data Help Ensure Readiness to Teach

Dr. Diana Lys, Director of the Office of Assessment and Accreditation

I recently had the pleasure and honor of delivering the keynote address for the 2015 edTPA Mid-Atlantic Implementation Conference in Towson, Maryland. As a longtime supporter and champion of observation- and performance-based educator preparation and assessment, I was eager to share with peers from across the nation who are at different places on their journey with edTPA.

First, I wanted to commend each person for being there. By the virtue of their attendance and leadership, participants were helping shift the negative tone of dialogue around teacher preparation by highlighting innovative practices and committing to positive change. At the core of the narrative is a shared rallying call to ensure each teacher candidate enters tomorrow’s classroom ready to teach.

Quality teacher preparation matters, and too much external criticism of teacher preparation exists for the field to be fighting against itself. As a field, we have a moral obligation to prepare the best possible beginning teachers for school children; to ensure each graduate is ready for his or her first day of school. edTPA is a positive, uniting step forward.

For example, teacher educators are practically drowning in data. Yet what are we doing with it? In a program without actionable teacher candidate performance data, program improvement efforts often lack momentum or direction. At East Carolina University, our faculty were convinced our students were well prepared, but we couldn’t prove it. Something was missing. That something was a shared, validated summative assessment confirming the program’s outcomes.

Common Data Get Oars “Rowing in Unison”

Today, we use edTPA data to plan our program-improvement journey. By using a common performance assessment, all of the institution’s oars begin rowing in unison. The educative nature of edTPA helps programs to identify strengths and gaps and offers direction for improvements.

edTPA data help to build a culture of inquiry; again, the educative nature of edTPA has a uniting power for faculty, bringing them together to examine candidate portfolios and to assess their programs at a deeper level. In many ways, edTPA helped to break down the tall, isolating silos in teacher education.

edTPA is one improvement that launched others. We are developing new embedded signature assessments as formative metrics prior to edTPA. We are reconceptualizing our clinical practice through a 2:1 coteaching model, and early data and partner feedback are very positive.

As director of assessment and accreditation, I can’t underscore enough the power and value of edTPA in our accreditation process for the Council for the Accreditation of Educator Preparation—a process that builds like a wave. edTPA was an essential uniting factor across our educator preparation programs, allowing us to surf that wave rather than letting it pummel us into the sand. With the right leadership, edTPA:

  • Provides valid and reliable candidate performance data
  • Fosters a culture of evidence in your teacher preparation program
  • Informs evidence-based program improvement

Let’s Not Waste Our Time

In a recent commencement speech to her son’s graduating class, ABC news correspondent Martha Raddatz said, “Don’t waste your time on those who don’t bring out the best in you.”

Similarly, let’s not waste our time on assessments that don’t bring out the best in our candidates and our programs. Let’s not waste our time on assessments that don’t inform our program improvement efforts and that fail to drive our programs in a positive direction.

Let’s focus the energy of our people, our program improvement efforts, and our analysis on data that are valid, reliable, and content and context specific.

And finally, let’s not be silent about what is best—what matters for the field. Make our voices heard as we endeavor to expand our reach with edTPA—blog, tweet, post, share your stories.

This article was also published to the EdPrepMatters blog at http://edprepmatters.net/2015/06/member-voices-edtpa-data-help-ensure-readiness-to-teach/

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College of Education Alumni lead the pack of East Carolina University Alumni on LinkedIn.

LinkedIn has ventured into the higher education world in a way that allows institutions to connect not only with alumni and current students but with prospective students as well. It has gathered data from all profiles where education has been associated with East Carolina University and allowed the data to be searchable. If you go to ECU’s Higher Education LinkedIn page you will see that COE grads are on top of the list for where they work and what they doECU LinkedIn profile

Dr. Grant Hayes

Dr. Grant Hayes Named New Dean of the College of Education

Dr. Grant Hayes has been named dean and distinguished professor of the College of Education at East Carolina University.

Hayes is professor of counselor education and interim dean of the College of Education and Human Performance at the University of Central Florida, where he has held numerous leadership positions since 1998.

He will join ECU, a longtime leader in preparing classroom teachers and education professionals, on July 30.

Hayes’ appointment follows a rigorous national search, said Dr. Ron Mitchelson, ECU provost.

“Our outgoing dean, Dr. Linda Patriarca, has laid a strong foundation of innovation and creativity that Dr. Hayes will build upon,” Mitchelson said. “Dr. Hayes brings a wide range of leadership experiences with him. He is primed to lead our college and will solidify our standing as the UNC leader in teacher preparation.”

Before joining the faculty at UCF, Hayes served in the Department of Psychology at James Madison University in Virginia. His experience as a professor, K-12 teacher and administrator spans more than 27 years.

“I am extremely pleased to be joining East Carolina University,” Hayes said. “The extraordinary professionalism of the faculty and staff throughout the university and its College of Education is well known to me and the entire community of higher education, and I look forward to being part of the East Carolina University family.”

Hayes has published extensively in the areas of technological applications in counselor education, counseling children and adolescents, and character education/moral development in schools and youth settings. He has lectured and presented at numerous national and international conferences, seminars, educational meetings and professional development events.

Hayes is a fellow of the American Counseling Association and a member of the board of directors of the American Association of Colleges of Teacher Education. He previously served on the board of examiners for the National Council for the Accreditation of Teacher Education, the executive advisory board of directors of the Carnegie Project on the Education Doctorate, and the board of directors for the Association of Spiritual, Ethical, and Religious Values in Counseling, where he received the Meritorious Service Award. He is a past-president of the Counseling Association for Humanistic Education and Development and recipient of the association’s Humanistic Processes Award.

Hayes earned his doctoral, master’s and educational specialist degrees from the University of South Carolina, and his bachelor’s degree from Limestone College.

Article Courtesy of Crystal Baity – ECU News Services

MLS Faculty Celebratory Luncheon Feb 2015

ECU’s Master of Library Science Program Earns ALA Accreditation

It is with great pleasure that the East Carolina University Master of Library Science degree program is able to announce that their degree program is now accredited by the American Library Association (ALA).

ALA accredited sealALA accreditation provides students, and alumni who qualify, the ability to apply for library positions in any library setting. ALA accreditation is seen as essential to MLS graduates seeking employment in academic and public libraries. It is a required standard by the Association of College and Research Libraries. Graduating from an ALA-accredited program provides greater flexibility in the types of libraries that students and alumni can apply for and enhances career mobility. Most employers, except school libraries, require an ALA-accredited master’s for most professional level positions.

ALA accreditation indicates that the program has undergone a self-evaluation process, been reviewed by peers, and meets the Standards established by the American Library Association and Committee on Accreditation. Students currently in the program will receive an accredited degree upon graduation.

Alumni who graduated in 2013 and 2014 now have an accredited degree as well. However, for alumni who have graduated prior to 2013, the program cannot offer a path to altering their degree to become an accredited one, for example, taking an additional set of courses now that the program is accredited.

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Who are the BOE Team Members? (Review)

There are five Board of Examiners team members who will lead the accreditation review that the College of Education at East Carolina University will undergo in February 2015. These individuals are Dr. W. Hal Knight, Dr. Linda F. Cornelious, Dr. Harold London, Mr. Thomas J. White and Dr. Pamela S. Wolfe.

Dr. Knight is from East Tennessee State University where he is the former Dean of the Claudius G. Clemmer College of Education. He holds a Ph.D. in Educational Administration from Kansas State University.

Dr. Cornelious, another BOE Team Member, is employed as a professor in the Department of Instructional Systems, Leadership, and Workforce Development at Mississippi State University. Her interests are in evaluation and measurement, instructional technology, educational leadership, faculty governance, multicultural education and service learning.

Dr. London is currently a visiting assistant professor in secondary education at DePaul University. He earned an Ed.D. in Educational Leadership at Northern Illinois University.

Mr. White is a 4th grade teacher at Lynnwood Elementary school in Lynnwood, WA. He is a lead author for the award winning online publication and blog Stories from School: Practice Meets Policy.

Dr. Wolfe is an associate professor of education/special education in the Department of Educational Psychology, Counseling, and Special Education at Penn State University. She has written numerous articles in international and national journals as well as book chapters on transition, advocacy, and functional academics.

Also joining the BOE Team are Dr. Debbie Hill and Mr. Nate Thomas. Dr. Debbie Hill is the NC Department of Public Instruction consultant assigned to the BOE Team. Mr. Nate Thomas, an Accreditation Associate at CAEP, will join the visit as an observer.

The EPP at ECU is looking forward to welcoming the accreditation team on campus, and hosting our accreditation visit this year.

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Pirate CODE from A-Z (Part Two) (Review)

M

multiple measures – the use of multiple indicators and sources of evidence of student learning. The edTPA is a multiple measure assessment.

N

NCPTS (North Carolina Professional Teaching Standards) – a description of the necessary knowledge, skills and dispositions for teachers in North Carolina public schools.

The NCPTS can be found at http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

O

observation protocol – an advance organizer used by teacher candidates when observing inservice teachers.

P

portfolio – a collection of student work compiled over a period of time and used for assessing performance and/or progress.

Q

quality – a high value of value or excellence.
Several of the Pirate CODE innovations were developed as part of the COE’s Teacher Quality Partnership (TQP) initiative.

R

rubric – a guide for listing specific criteria for evaluating academic papers, projects or tests.

S

summative assessment – tests, projects and performances that are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period.

T

TEMS (Teacher Education Management System) – on online database of information about ECU teacher candidates.

U

upper division – the official step in applying and being formally admitted into the teacher education program.

V

Video Grand Rounds – a component of the Early Experience course in which teacher candidates view video segments of typical classrooms, complete structured observation protocols, and debrief with faculty regarding their observations.

Video Grand Rounds is currently part of the Early Experience course in the following program areas:

  • Birth-Kindergarten Education
  • Business and Information Technology Education
  •  Elementary Education
  • English Education
  • Health Education
  • Special Education

W

walkthrough – a formative assessment conducted by an instructional coach while observing an intern teaching.

X

eXcellence – the state of excelling; possessing good qualities in high degree.
“Achieving Excellence through Partnership” is the overriding theme of our EPP Conceptual Framework.

(See http://www.ecu.edu/cs-educ/ConceptualFramework.cfm for more. )

Y

year-long internship – a student teaching experience that takes place over two semesters.

Z

zone of proximal development (ZDP) – is an area of learning that occurs when a student is assisted by a teacher or peer with a higher skill set of the subject.

The concept of the ZPD was developed by psychologist Lev Vygotsky (1896-1934).

Pirate Code from A-Z Part 1

#ECU_CAEPisComing

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Pirate CODE from A-Z (Part One) (Review)

A

academic language – language used in academic settings and for academic purposes to help students acquire and use knowledge.

B

beginning teacher – a teacher in the first three years of his or her career.

C

co-teaching – a teaching technique in which two instructors deliver instruction to a group of students.

D

dispositions – the attitudes, perceptions and/or beliefs that form the basis for behavior.
Dispositions for teaching include professional demeanor, professional commitment, and professional interactions.

E

edTPA – a national performance assessment used to determine if a teacher candidate is ready to teach.
The edTPA was designed by the Stanford Center for Access, Learning and Equity (SCALE).

F

feedback – a reaction or response to a particular process or activity; evaluative information derived from such a response.

G

grouping – refers to students working together to accomplish a common goal or purpose; also known as cooperative learning.
Think-Pair-Share and Jigsaw are two grouping strategies covered in ISLES.

H

handbook – the document that provides instructions for teacher candidates in developing their edTPA portfolios.
The edTPA handbooks are subject-specific, yet have a similar structure regardless of content area.

I

instructional coach – an educator who is hired to specifically work with teacher candidates during their internship.

J

jigsaw – a cooperative learning strategy that involves placing students in both a “home” group and an “expert” group; students complete a task in their expert group, and then share what they have learned with the members of the home group.

K

knowledge – the fact or condition of knowing something with familiarity gained through experience of association.
An effective teacher needs both content and pedagogical knowledge.

  • content knowledge – knowledge about the actual subject matter to be learned or taught; actual subject matter such as language arts, mathematics, and music.
  • pedagogical knowledge – knowledge about the processes and practices or methods of teaching and learning.

L

learning segment – a set of 3-5 lessons (or hours of instruction) that build upon one another toward a central focus.
Teacher candidates plan, instruct and assess a learning segment as part of the edTPA.

For next week – M-Z

 

#ECU_CAEPisComing