Teachers for a New Era: Evidence Study at California State University, Northridge Beverly Cabello Evidence Co-Leader, Teachers for a New Era James David

Teachers for a New Era: Teachers for a New Era: Evidence Study at Evidence Study at

California State University, NorthridgeCalifornia State University, Northridge

Beverly CabelloEvidence Co-Leader, Teachers

for a New Era

James David BallardEvidence Research Team, TNE

AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION

SAN DIEGO, CALIFORNIA

JANUARY 30, 2006

Creating a Culture of Evidence

University – Administration– College of Education Faculty– Arts and Sciences Faculty– Institutional Research

Outside partners –• CSU Chancellor• Los Angeles Unified School District

Evidence

• Goals:– To locate the connections between

teacher education and pupil learning– To create a permanent viable system

of data gathering, data analysis, and data sharing.

– To inform our programs and improve teacher education, pupil learning, and program efficacy

Continued

• What is involved: – Audit availably of data, quality of data, location of

data, and access to data: • College level, • University sources, • System wide sources, • and District sources.

• Lessons learned from these data sources:• What is there and not there• Aggregate possibilities• Types of variables, fields, and definitions• Identifiers and confidentiality• Various data programs, dirty data, and data conflicts• Existing and needed data sharing agreements, Union

issues, privacy, etc.

ContinuedCatalysts for the culture of evidence

1. University and college missions2. Internal assessment by programs and departments3. NCATE/CTC4. TNE

• Demonstration of the impact of teacher education on pupil learning based on evidence.

• Stimulate research on teacher education within the institution.

5. Other initiatives

Some tensions faced– Different agendas from outside agencies.– Internal goals and driving perspectives of programs.– Overcoming resistance to change and using data for

decisions.– Qualitative v. quantitative data; test scores v. student

work; process v. outcomes; etc.

Emergent Products: Three of Many

• Conceptual Modeling

• Data Warehouse

• Pilot Study

• Data Mapping short term & longitudinally

CSUN’s Conceptual Framework of TNE Evidence Components

Teacher Indicators Other than CSUN:

formal education outside of CSUN, personal experiences,

personal characteristics, & teaching experiences (if Interns,

or former paraprofessionals); knowledge & beliefs about

teaching & learning.

Teacher Indicators within CSUN Formal University

Preparation: Undergraduate preparation (at CSUN or elsewhere), Pathway,

credential coursework & fieldwork.

Indicators Related to Teaching Quality of

CSUN credential recipients:

teaching practices & how these are affected by

district policies as well as school policies & context.

Contextual Factors: (including

district policies, school context,

peers

Individual Pupil Characteristics:

previous educational experiences, English language proficiency,

disabilities, etc.)

Pupil learning & achievement

(a subset of which is measured by

test scores)

CSUN PATHWAYSMultiple Subjects CredentialPrograms

1053 Candidates recommended in 2004/5

Integrated Teacher Education Program – (ITEP) Freshman

Integrated Teacher EducationProgram (ITEP) - Junior

Multiple Subjects Intern Program

Traditional Program

Accelerated Collaborative Teacher (ACT) Preparation Program

Single SubjectCredentialPrograms

826 Candidates recommended in 2004/5

Single Subject Internship Program

Four Year Integrated in English or Mathematics

Traditional

ACT

Data Warehouse VariablesData Warehouse Variables

Teacher pre-program

– Demographic variables– Knowledge – Dispositions– Prior academic experiences– Prior teaching experiences

DATA WAREHOUSE VARIABLESDATA WAREHOUSE VARIABLES

Teacher preservice preparation– knowledge, skills, dispositions at transition points as

measured by: course grades test scores student teaching evaluations portfolio ratings of Teacher Performance Expectations

Induction– practices– contextual variables– impact on pupil learning (P-12) (qual. and

quant.

Quantitative StudyQuantitative StudyCategories of VariablesCategories of Variables

• Pupil– Personal demographic– Family demographic (parents)– English Language fluency– All test scores

• School context– Participation in Title 1– Participation in Meal Program– Class size

• Teachers (district information)– Number of years teaching – Number of years teaching in district– Levels of education– Type of credential– Emergency or intern– Demographics


• Teachers (CSUN Preparation Data)– Pathway– Credential awarded – Level (elementary, secondary)– Demographics– Grades in professional courses


Initial AnalysesInitial Analyses

Describing the data set

Looking for relationships:In relation to pupil test scores in reading &

math, grades 1-5

- Differences between pathways

- Differences between CSUN Teacher graduates and other universities

2461 332 1992 82 2 92 6710

3494 332 2103 104 45 60 10964

2261 219 1800 78 4 82 10208

2654 317 1801 150 64 25 7648

1946 350 1491 83 28 119 5323

3 2 5775

3086

1211

257

1

2

3

4

5

6

7

8

9

GradeLevel

InternProgram

RegularProgram

Type of Credential Program at CSU(Intern or Regular)

CSUN credential

Intern

ProgramRegularProgram

Type of Credential Program at CSU(Intern or Regular)

Credential from another CSUcampus (mainly LA & Dom Hills)

Type ofCredentialProgram atCSU (Internor Regular)

Credentialfrom

non-CSUinst.

CSUN- and Other CSU-Trained Teachers

3.72 12775

3.22 1550

3.87 9135

3.75 23460

4.29 489

3.12 137

4.21 377

4.10 1003

9.90 29513

9.90 29513

7.99 42777

3.21 1687

3.89 9512

7.12 53976

Type of CredentialProgram at CSU(Intern or Regular)

Intern Program

Regular Program

Total (all regular)

Intern Program

Regular Program

Total (all regular)

Total (all regular)

Intern Program

Regular Program

Total (all regular)

CSUN- and OtherCSU-Trained TeachersCSUN credential

Credential from anotherCSU campus (mainlyLA & Dom Hills)

Credential fromnon-CSU inst.

Total

Mean #years N

Redesignated FEP

Limited EnglishProficient

Fluent EnglishProficient

English Only

50

40

30

20

10

0

Per

cen

tStudents' English Language Fluency

Declined/ Unknown

Grad SchoolPost

GradCollege Grad

Some College

HS

GradNot HS Grad

50

40

30

20

10

0

Per

cen

t

Parent Education

20022001

FileYr

52.0

51.0

50.0

49.0

48.0

47.0

46.0

45.0

Es

tim

ate

d M

arg

ina

l M

ea

ns

Credential from non-CSU inst.

Credential fromanother CSU campus

CSUN credential


at Grade Level = 2

Estimated Marginal Means of SAT9 Math NCE

20022001

FileYr

52.0

51.0

50.0

49.0

48.0

47.0

46.0

Esti

mate

d M

arg

inal M

ean

s



CSUN credential


at Grade Level = 3

Estimated Marginal Means of SAT9 Math NCE

20022001

FileYr

47.0

46.0

45.0

44.0

43.0

42.0

41.0

Esti

mate

d M

arg

inal M

ean

s



CSUN credential


at Grade Level = 2

Estimated Marginal Means of SAT9 Reading NCE

20022001

FileYr

43.0

42.0

41.0

40.0

39.0

Es

tim

ate

d M

arg

ina

l M

ea

ns



CSUN credential


at Grade Level = 3

Estimated Marginal Means of SAT9 Reading NCE

More questions than answers

• Need more data on non-CSUN candidates to find out what accounts for differences.

• What accounts for differences by pathway?

• Influence of other teacher, pupil, contextual factors on results

Next Steps

• Explore VAM & HLM analytical alternatives

• Continue build the data base in partnership with LAUSD, Chancellor

Documents

Teachers for a New Era: Evidence Study at California State University, Northridge Beverly Cabello Evidence Co-Leader, Teachers for a New Era James David