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Writing an NCATE/IRA Program Report
Writing an NCATE/IRA Program Report
Prepared by Barbara Chesler, Longwood University, on behalf of the International Reading Association
Prepared by Barbara Chesler, Longwood University, on behalf of the International Reading Association
Questions That Guide Reports
Questions That Guide Reports
Do candidates meet state licensure requirements?
Have candidates mastered the content knowledge?
Can candidates conceptualize and plan their teaching or other professional educational responsibilities?
Are candidates effective in promoting student learning?
Do candidates meet state licensure requirements?
Have candidates mastered the content knowledge?
Can candidates conceptualize and plan their teaching or other professional educational responsibilities?
Are candidates effective in promoting student learning?
Focus of ReportsFocus of Reports
Assessments are aligned with IRA standards7-8 required assessments
Reviewers will examine:the quality of assessmentsthe appropriateness of the
assessments to the standards
Assessments are aligned with IRA standards7-8 required assessments
Reviewers will examine:the quality of assessmentsthe appropriateness of the
assessments to the standards
New Report FormatNew Report Format
Section I: Contextual Information
Section II: Standards-Assessment Chart
Section III: Required Assessment
Section I: Contextual Information
Section II: Standards-Assessment Chart
Section III: Required Assessment
Section IV: Evidence for Meeting Standards
Section V: Use of Assessment Results to Improve Candidate and Program Performance
Section IV: Evidence for Meeting Standards
Section V: Use of Assessment Results to Improve Candidate and Program Performance
Cover SheetCover Sheet
Information on the Institution Grade levels candidates are prepared to
teach Degree awarded If program is offered at more than one site Title of state license Program report status
Information on the State Is there a state licensure test for reading
specialist/literacy coach
Information on the Institution Grade levels candidates are prepared to
teach Degree awarded If program is offered at more than one site Title of state license Program report status
Information on the State Is there a state licensure test for reading
specialist/literacy coach
Section I: Contextual Information
Section I: Contextual Information
Information is provided that will be used later for the Unit’s Institutional Report (IR)
Information is provided that will be used later for the Unit’s Institutional Report (IR)
Section I: Contextual Information (cont.)
Section I: Contextual Information (cont.)
Provides general information and description of the program.
Provides information for the “Overview” of the Unit Institutional Report (IR).
Number of candidates and completers are reported. Provides information on three years’ of data
on candidates enrolled and completing the program.
Provides general information and description of the program.
Provides information for the “Overview” of the Unit Institutional Report (IR).
Number of candidates and completers are reported. Provides information on three years’ of data
on candidates enrolled and completing the program.
Section I: Contextual Information (cont.)
Section I: Contextual Information (cont.)
Provides information on faculty (used for IR report – Standard 5)Links to a table
Describes the relationship of the program to the Unit’s Conceptual Framework
Provides information on faculty (used for IR report – Standard 5)Links to a table
Describes the relationship of the program to the Unit’s Conceptual Framework
Section I: Contextual Information (cont.)
Section I: Contextual Information (cont.)
Describes the relationship of assessments used in the program to the Unit’s Assessment System (Standard 2).
Key assessments used in the program, are derived from or inform, the assessment system of the Unit.
Describes the relationship of assessments used in the program to the Unit’s Assessment System (Standard 2).
Key assessments used in the program, are derived from or inform, the assessment system of the Unit.
Section II:Assessment Chart
Section II:Assessment Chart
List of key assessments that are used with all candidates in the program.
Assessments will probably provide evidence for more than one standard.
Think about the four transition points in the program assessment system or the unit assessment system.
List of key assessments that are used with all candidates in the program.
Assessments will probably provide evidence for more than one standard.
Think about the four transition points in the program assessment system or the unit assessment system.
Section II (cont.)Section II (cont.)
For each assessment listed (7-8), an attachment will be sent of the following:
1. The assessment with instructions to candidates about the assigned task.
2. Scoring guides or criteria used to score candidate response on assessment.
3. A table with aggregated results of the assessment providing recent data.
a. Data organized according to scoring guideb. Provide percentage of candidates achieving at
each category
For each assessment listed (7-8), an attachment will be sent of the following:
1. The assessment with instructions to candidates about the assigned task.
2. Scoring guides or criteria used to score candidate response on assessment.
3. A table with aggregated results of the assessment providing recent data.
a. Data organized according to scoring guideb. Provide percentage of candidates achieving at
each category
Samples of AssessmentsSamples of Assessments
Research reports Teacher work samples Unit/lesson plans Case study Interviews Observations Action research projects Online tutorial Comprehensive exams
Research reports Teacher work samples Unit/lesson plans Case study Interviews Observations Action research projects Online tutorial Comprehensive exams
Section III: Standards Assessment Chart
Section III: Standards Assessment Chart
Assessments are aligned with the IRA standards
Must meet:ALL 5 standardsAll 19 elementsComponents within the elements will
be a holistic assessment by reviewers
Assessments are aligned with the IRA standards
Must meet:ALL 5 standardsAll 19 elementsComponents within the elements will
be a holistic assessment by reviewers
Section III (cont.)Section III (cont.)
Assessment evidence in three categories:
1. Content knowledge2. Pedagogical/professional:
Knowledge, skills, and dispositions3. Candidates effects on student
learning
Assessment evidence in three categories:
1. Content knowledge2. Pedagogical/professional:
Knowledge, skills, and dispositions3. Candidates effects on student
learning
Section IV: Evidence for Meeting Standards
Section IV: Evidence for Meeting Standards
Information provided on each of the 7-8 required
assessments1. Each assessment is briefly described and
limited to 2 pages each.2. Statement on how the assessment aligns
with the specific standard indicated in Section III.
3. Brief summary statement of the data findings that were attached with Section II.
4. Interpretation of how data provides evidence for meeting standards.
Information provided on each of the 7-8 required
assessments1. Each assessment is briefly described and
limited to 2 pages each.2. Statement on how the assessment aligns
with the specific standard indicated in Section III.
3. Brief summary statement of the data findings that were attached with Section II.
4. Interpretation of how data provides evidence for meeting standards.
Assessment #1: Content Knowledge
Assessment #1: Content Knowledge
Data from state licensure tests or professional examination of content knowledge
Assessment must show alignment with IRA standards
Must have 80% pass rate
Data from state licensure tests or professional examination of content knowledge
Assessment must show alignment with IRA standards
Must have 80% pass rate
Assessment #2:Content Knowledge
Assessment #2:Content Knowledge
Includes but not limited to standards
1 and 5
Appropriate assessments may be:Child studiesPortfoliosResearch reportsAction research
Includes but not limited to standards
1 and 5
Appropriate assessments may be:Child studiesPortfoliosResearch reportsAction research
Assessment #3: Pedagogical and Professional Knowledge Assessment #3: Pedagogical and Professional Knowledge
Includes but not limited to standards 2 –5
Assessments that demonstrate: candidates knowledge, skills, and dispositions candidates can effectively plan reading and
literacy education candidates can fulfill other professional
responsibilities Examples are lesson plans, teacher work samples,
literacy profiles, coaching experiences, staff development experiences
Includes but not limited to standards 2 –5
Assessments that demonstrate: candidates knowledge, skills, and dispositions candidates can effectively plan reading and
literacy education candidates can fulfill other professional
responsibilities Examples are lesson plans, teacher work samples,
literacy profiles, coaching experiences, staff development experiences
Assessment #4: Pedagogical and Professional Knowledge
Assessment #4: Pedagogical and Professional Knowledge
• Includes but not limited to standards 2-5
• Assessment instrument used to evaluate internships, practicum, or clinical experiences should be submitted
• Assessment should demonstrate candidates knowledge, skills, and dispositions are applied effectively in practice
• Includes but not limited to standards 2-5
• Assessment instrument used to evaluate internships, practicum, or clinical experiences should be submitted
• Assessment should demonstrate candidates knowledge, skills, and dispositions are applied effectively in practice
Assessment #5: Effect on Student Learning
Assessment #5: Effect on Student Learning
Includes but not limited to standards 2–5
Assessment of candidates effectiveness on student learning and provision of supportive learning environments for student learning
Examples are teacher work samples, literacy profiles, follow-up studies
Includes but not limited to standards 2–5
Assessment of candidates effectiveness on student learning and provision of supportive learning environments for student learning
Examples are teacher work samples, literacy profiles, follow-up studies
Assessment 6 to 7 or 8: Additional Assessment Assessment 6 to 7 or 8: Additional Assessment
Includes but not limited to standards 2 –5
Additional assessment that is needed meet standards
Includes but not limited to standards 2 –5
Additional assessment that is needed meet standards
Section V: Use of Assessment Results for Candidate and Program
Performance
Section V: Use of Assessment Results for Candidate and Program
Performance Evidence that the results of the assessment
have been analyzed and used by faculty.
A summary of principle findings should include: faculty interpretations changes made to the program steps taken in using data Organized around (Unit Standard 1):
Content Knowledge Professional and Pedagogical Knowledge Skills Effects on Student Learning and creating
environments that support learning
Evidence that the results of the assessment have been analyzed and used by faculty.
A summary of principle findings should include: faculty interpretations changes made to the program steps taken in using data Organized around (Unit Standard 1):
Content Knowledge Professional and Pedagogical Knowledge Skills Effects on Student Learning and creating
environments that support learning
Tips……Tips……
Align assessments instructions with IRA standards.
Align rubrics and other scoring instruments with IRA standards.
Scoring guides need to be clear, fair, and free from bias.
Scoring guides should have written and shared criteria for judging performance that indicate the qualities by which levels of performance can be differentiated.
Align assessments instructions with IRA standards.
Align rubrics and other scoring instruments with IRA standards.
Scoring guides need to be clear, fair, and free from bias.
Scoring guides should have written and shared criteria for judging performance that indicate the qualities by which levels of performance can be differentiated.
More Tips………..More Tips………..
We suggest you do not use GPA or grades from classes. If you do you must show how these align with the standards.
If you use a generic practicum or internship evaluation you must align this with IRA standards and possibly write an addendum to evaluation.
We suggest you do not use GPA or grades from classes. If you do you must show how these align with the standards.
If you use a generic practicum or internship evaluation you must align this with IRA standards and possibly write an addendum to evaluation.
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