Evidence Requested in the ncate offsite Reports Not Provided in the Addendum Submitted by the University of Cincinnati boe visit: November 4-6, 2012 Responses to Concerns and Requests for Further Evidence



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Preparing for the eTPA



Engaging Key Faculty Members: At the University of Cincinnati, we invited key faculty members in each licensure program to become scorers, trainers of scorers and benchmarkers. Our goal was to make sure that these key individuals (e.g., field coordinators, methods course instructors) understood the assessment and were invested in an assessment that was of high quality (e.g., a robust, complex, and multifaceted assessment of teaching candidates in action, a reliable & valid assessment, an assessment that could measure our teaching candidates’ readiness for teaching, an assessment that promotes evidence-based practice, critical thinking, and reflection; and an assessment that could reveal our candidates’ impact on student achievement).

Individual Program Meetings: Throughout the implementation of the TPA at our institutions, we met regularly with faculty to their program meetings to introduce and highlight the critical aspects of the Teacher Performance Assessment handbooks for their candidates (e.g., subject-area specific; performance-based, centered on student learning, focused on pedagogical content knowledge and instruction that inspires, engages, and sustains students as learners; and an assessment that could enrich both the student teaching experience and the quality of instruction for pre-K to 12 students).

In these program-level meetings, we were sensitive to program integrity and maintaining individual program identity. We tried to communicate our belief that they had strong programs and did not need to “reinvent the wheel.” We asked them how the activities and assessments they valued and were already using in their programs aligned with the TPA. Are you already doing much of what the TPA asks of us and our candidates? Are your programs using tools such as the teacher work sample or the analysis of student work protocol? Is systematic reflection embedded in your program? Do you expect your candidates to tie objectives to assessments, provide a rationale for their lessons, differentiate instruction, and analyze student work? Finally, we tried to be responsive to their concerns and send feedback to the Stanford TPAC team.



Retreats: In the spring of 2011, at the University of Cincinnati, we held a retreat to help faculty deal with the unprecedented changes that we were facing (e.g., full field test of the TPA, an upcoming CAEP visit, the need to write and submit SPA reports, moving from quarters to semesters, a new political administration in Columbus, moving teacher preparation accreditation from the Ohio Department of Education to the Ohio Board of Regents). We framed this one-day retreat, as we do all of our TPA efforts, in terms of its potential to change our programs in positive ways (e.g., analyzing valid and reliable data of candidates’ performance in real teaching situations; using data to identify areas for growth). Since faculty members needed to generate documents and data for so many proposes, we tried to help them consolidate those data. Our goal was to have them generate, gather and submit data that could be used for multiple purposes and reports.

TPA and Curriculum Alignment Grid: One of the documents we used at the University of Cincinnati was designed to help faculty aligning the TPA with the new semester teacher preparation curriculum. The attached document is specific to the secondary English language arts curriculum and the Secondary ELA TPA Handbook in use at that time. However, similar alignment charts were provided for each licensure area and TPA Handbook. In the attached alignment chart, the 11 TPA rubrics are show in the horizontal axis and the new semester licensure requirements (e.g., courses and field clinical experiences) for the Secondary ELA candidates are listed in the vertical axis. This chart was designed to help faculty members from across the School of Education, those who taught the foundations courses in special education, educational foundations, technology, human development, educational psychology, cultural diversity, as well as those who taught the upper-level methods courses, see how the TPA aligned with the required licensure courses.

Vertical Alignment Group: At the University of Cincinnati, this retreat was followed by the creation of a Vertical Alignment Group, a group of field service faculty, university-based supervisors, and doctoral students in various programs in the School of Education, those who taught both foundations and methods courses, as well as our colleagues in Arts and Sciences. The overarching goal of the Vertical Alignment Group was to reduce institutional silos (e.g., facilitate the sharing of syllabi, increase faculty co-teaching, embed more methods courses in local schools, share in instructional delivery and curriculum design; integrated critical pedagogical content knowledge across the four years of a candidate’s program; and increase our capacity to prepare highly qualified teachers). We explored questions like “Do you have stand-alone courses that are marginalized or about which other faculty members know very little?” Of course, these goals and questions are at the core of the Teacher Performance Assessment and the educative focus of eTPA.

Signature Assessments: We believe that having signature assignments in the courses leading up to student teaching will greatly reduce candidate frustration, improve the portfolios submitted by School of Education candidates, have a positive effect on the quality of our licensure programs, and will better prepare our candidates for their teaching careers. School of Education faculty members are designing signature assignments and activities in methods and TAG courses. These signature assignments are related to the four tasks our candidates must complete in their TPA:

  1. Planning, Instruction and Assessment

  2. Instructing and Engaging Students in Learning

  3. Assessing Student Learning

  4. Analyzing Teaching

For example,

  • Janet Zydney and her colleagues at the University of Cincinnati, designed, piloted, revised and implemented a signature assignment in all 16 sections of the undergraduate Educational Technology (e.g., expectations for video clips, rubrics related to the video clips, uploading expectations). This signature assignment and the accompanying rubric are attached.

  • At the University of Cincinnati, faculty members in several program courses added a “Context for Learning” activity to their methods courses. Candidates gather data about schools and students in their accompanying practicum placements. This signature assignment and the accompanying rubric are attached.

  • At the University of Cincinnati, faculty members in several program courses added an “Analysis of Student Work” (New Teacher Center, 2002) assignment that requires candidates to systematically examine the work of P-12 students in their practicum classrooms, identify patterns that become apparent from this analysis, determine students’ learning needs, determine how best to address those needs, and reflect on implications for differentiating instruction. This signature assignment and the accompanying rubric are attached.

Staff Development Session on Academic Language: At the University of Cincinnati, our TPA field test data suggested that Academic Language was one area where we needed support. We are currently designing a staff development session on academic language for faculty members and adjuncts.

Curriculum Summits: At the University of Cincinnati, although our 2011 – 2012 field test data are limited, we have TPA data from all of the early childhood and middle childhood candidates and some secondary English candidates. We are currently meeting with key faculty members to discuss these data and explore the development of signature assessment and the refinement of programs as we move to semesters.

Support for Videotaping and Uploading Documents: Throughout the year, all of the University of Cincinnati student teachers in all of the licensure programs attended sessions at the Student Technology Resources Center located in the University Library. They were shown how to check out video and audio equipment. The student teachers were also invited to bring their video clips to the Student Technology Resources Center to prepare them for uploading to the Pearson site. One of our faculty members, Karen Haring, piloted the uploading of TPA portfolios during the first window established by Pearson. She secured a computer laboratory and set up a schedule that provided multiple occasions for the uploading of TPA documents. She was available at each of these sessions to help trouble shoot problems and to support candidates. She also arranged for technological support during the process. As a result most candidates were successful. She learned a great deal from that process. Prior to and during the second and third uploading sessions, she volunteered to mentor candidates and faculty members in the other licensure programs. She was in the computer laboratories during all of the TPA uploading sessions.  

Candidates Voices: At each of our institutions, we had candidates who piloted & uploaded TPA portfolios speak to faculty and new candidates. In addition, we are in the process of building a link to the College website that will feature video clips of candidates, faculty and cooperating teachers who have had positive learning experiences with the assessment.

UCEP Minutes This table summarizes UCEP meetings; minutes are available on each member’s flash drive.

UCEP Minutes

Attendance (Education)

Attendance (Other Colleges and Community)

Discussion Points

10/22/2002

Bauer

Borys (DAAP)

Review of conceptual framework dispositions, and standards

 

Bobango

Brinker (CPS)

Need for a focus visit

 

Sapona

Endorf (A&S)

Affiliated faculty status

 

Weller

Hageman (Allied Health)

Development of performance based assessments

 




Hall (Provost's Office)

 

 




Lingo (CPS)

 

 




Paquin (Social Work)

 

 




Prendeville (Com. Dis)

 

 




Russell (DAAP)

 

 




Wing

 

 

 

 

 

10/23/2003

Bauer

Arthur (Clermont)

Shift from Continuous Improvement Committee to Provostal Council

 

Sacks

Endorf (A&S)

Planning for Fall 2004 visit

 

Sapona

Hageman (Allied Health)

Getting and maintaining involvement from members of the community

 

Vondrell

Monzel (DAAP)

 

 

Neal

Paquin (Social Work)

 

 




Prendeville (Allied Health)

 

 




Wing (CCM)

 

 

 

 

 

5/10/2004

Bauer

Endorf (A&S)

Requests for proposals: Validity of assessments in real world

 

Gary

Escoe (A&S)

Discussions of briefings on Standard 1, dispositions, framework

 

Hamant

Hageman (Allied Health)

Candidate Work Samples

 

Sapona

Robinson (CPS)

Preparation for visit

 

Vondrell

Prendeville (Com. Dis.)

 

 

Weller

Wing (CCM)

 

 




Winston (CPS)

 

 

 

 

 

11/5/2005

Vondrell

Hageman (Allied Health)

NCATE update

 

Bauer

Prendeville (Comm. Dis)

Associated faculty

 

Ruiz

Krugh (Center for Econ. Ed)

Mini grants for reliability, follow-up, in-service teacher feedback

 

Rauch

George (CCM)

Placement questions

 

Naylor

Paquin (Social Work)

 

 

Hamant

Miller-Wehrle (CPS)

 

 




Lorenz (A&S)

 

 




Hanson (A&S)

 

 




Wing (CCM)

 

 

 

Heuther (A&S)

 

 

 

 

 

Nov-05

RFP for reliability mini grants

 

5/17/2006

Hamant

Krugh (Center for Econ. Ed)

Conceptual Framework - draft given for review

 

Nabors

DeJong (A&S)

BOE updates

 

Breiner

Kilinc (A&S)

 

 

Sapona

Crook (CPS)

 

 

Bauer

Hall (Provosts' Office)

 

 

Naylor

George (CCM)

 

 




Monzel (A&S)

 

 




Lorenz (A&S)

 

 

 

Endorf (A&S)

 

11/1/2006

Bauer

Krugh (Center for Econ. Ed)

Culturally responsively modules

 

Hamant

Prendeville (Com Dis)

Value Added Models

 

Vondrel

Parks (CPS)

Program improvement cycle

 

Sapona

Wing (CCM)

2007 NCATE Standards

 

Rauch

Hall (Provosts Office)

Training site for BOE

 




Hanson (A&S)

STEMM Initiatives

 




Monzel (A&S)

 

 




Escoe (A&S)

 

 

 

 

 

5/16/2007

Naylor

Krugh (Center for Econ. Ed)

Revision of overview and conceptual framework

 

Sapona

George (CCM)

BOE Update

 

Vondrell

Prendeville (Com Dis)

Review of acceptable levels for meeting NCATE Standards

 

Bauer

Kissel (DDS Schools)

Review of Course Portfolio

 

Naylor

Porter (CCM)

UCEP Grand awarded to Music Education

 

Nabors

Hall (Provosts' Office)

STEM Programs

 




Endorf (A&S)

 

 




Hanson (A&S)

 

 




Wakefield (UCBlueAsh)

 

 




Monzel (A&S)

 

 




Crook (CPS)

 

 

 

 

 

5/21/2008

Breiner

Bostwick (Social Work)

State discussion of changing grade bands

 

Plevyak

Brown (CPS Teacher)

Syllabi requirements

 

Johnson

George (CCM)

Ensuring that program changes are related to data

 

Sapona

Howell (Applied Science)

Engaging feeder programs

 

Bauer

Lorenz (A&S)

Portfolio grant presentations (Early Childhood, Special Education, UC BlueAsh)

 

Vondrell

Nabors (A&S)

TEACH grant

 




Wakefield (UC Blue Ash)

 

 




Wing (CCM)

 

 




Russell (DAAP)

 

 

 

Givler (Com. Disorders)

 

10/15/2008

Breiner

Bostwick (Social Work)

Data review schedule

 

Bauer

Endorf (A&S)

Report on NCATE training

 

Hart

Ferguson (West Clermont Schools)

Field webpages

 

Johnson

Mitro (A&S)

Rubric Development Grants

 

Meyer

Nabors (A&S)

Student Teacher Liability

 

Sapona

Wakefield (UC Blue Ash)

STEM Programming

 

Vondrell

Wing (CCM)

Working with CPS teachers at Taft Elementary

 

 

Winston (CPS Central Office)

5/13/2009

Bauer

Wakefield (UC BlueAsh)

Special Ed's HQT grant

 

Vondrell

Lorenz (A&S)

State presentations

 

Stackpole

Bostwick (Social Work)

Potential NCATE changes

 

Sapona

Givler (Comm. Dis)

Teacher Leader Program

 

Breiner

Endorf (A&S)

Changes in Ohio Department of Education

 

Nabors

Mitro (A&S)

Revisions to Bylaws

 

Harkness

Ferguson (West Clermont)

Hiring report for graduates

 

Laine

Wing (CCM)

 

 




Russell (DAAP)

 

 

 

 

 

10/27/2010

Bauer

Ferguson (West Clermont Schools)

Discussion of Transformation Initiative and further participation

 

Breiner

Givler (Com. Disorders)

Discussion of partner schools and contact

 

Laine

Krugh (Center for Econ. Ed)

Resident Educator Licenses

 

Mayfield

Nabors (A&S)

CAEP

 

Vondrell

Smith (A&S)

SPA reports

 




Wakefield (UC Blue Ash)

Blue Ribbon Panel and NCATE priorities

 

 

Wing (CCM)

IL/PB report options

2/16/2011

Vondrell

Smith (A&S)

OBR requirements for program approval

 

Bauer

Krugh (Center for Econ. Ed)

TPA - structure

 

Sapona

Porter (CCM)

TPA - UC's participation with Stanford

 

Millacci

Endorf (A&S)

TPA scorer trainings and including public school teachers as scorers

 

Kroeger

Lorenz (A&S)

Preparing faculty members and schools for TPA

 

Mayfield

Ferguson (West Clermont)

 

Harkness

Kilinc (A&S)

 

 

Johnson

Givler (Com. Dis)

 

 

Breiner

Powell (Grad)

 

 

Stackpole

 

 

 

 

 

 

2/15/2012

Vondrell

Lorenz (A&S)

Discussion of UC's goals and the TI

 

Bauer

Givler (Com. Disorders)

Reworking the Transformation Initiative into themes

 

Laine

Wheller-Strother (Social Work)

Conceptual Framework outcomes and Academic Language

 

Stackpole

Porter (CCM)

Feedback on IR standards

 

Mayfield

Beirne (CPS Teacher)

Update on SPAS

 

Dell

Ferguson (West Clermont)

Report on other Transformation Institutions

 

Sapona

Bastos (DAAP)

Collaboration with urban schools

 

Johnson

Schaefer (Undergrad)

CAEPs first meeting

 

Nabors (Newly appointed to counseling)

Open discussion, including TI initiative, funding for cooperating teachers

 

Breiner




 

 

Johnson




 

 

Kemphaus




 

 

Escue

 

 

 

 

 

 

5/18/2011

Bauer

Lorenz (A&S)

NCATE approval timelines

 

Vondrell

Givler (Com. Dis)

OBR protocols for program and endorsement approval

 

Stackpole

Powell (Grad)

Full pilot of TPA

 

Harkness

Richardson (undergrad)

School of Ed Retreat and Follow-up Meetings with assessment teams

 

Laine

Porter (CCM)

Program reports

 

Kroeger

Ferguson (West Clermont)

Language for the TI

 

Mayfield




 

 

Dell




 

 

Nabors




 

 

Millaci




 

11/22/2011

Nabors

Wheeler-Strother (Social Work)

Approval of Conceptual Framework revisions

 

Mayfield

Porter (CCM)

Approval of Assessment System revisions

 

Vondrell

Lorenz (A&S)

Revised accreditation schedule

 

Dell

Ferguson (West Clermont)

Information to add to Transformation Initiative

 

Bauer

Holland (DAAP)

OBR employment data

 

Johnson, C.

Kucker (CPS)

TPA

 

Sapona

Bastos (DAAP)

 

 

Meyer

Givler (Comm. Dis)

 

 

Stackpole




 

 

Breiner




 

 

Kemphaus




 

 

Laine




 

 

Johnson, H.




 

5/16/2012

Vondrell

Schaefer (undergrad)

Discussion: Signature embedded assessments

 

Bauer

Ferguson (West Clermont)

BOE Visit and CAEP pilot

 

Laine

Porter (CCM)

TPA progress report

 

Sapona

Wheeler-Strother (Social Work)

Detailed dispositions assessment

 

Mayfield

Givler (Com. Dis)

Social media statement for handbooks

 

Nabors




 

 

Kemphaus

 

 
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