Welcome to UC Santa Barbara

& thePACT Implementation

Conference

Mix it up! Please have at least 3 institutions represented at your

table

PACT as an Educative Assessment

Tine SloanUC Santa Barbara

PACT as an educative assessment

Focus on Faculty Learning

Faculty: combination of supervisors, instructors & researchers working in a Teacher Education Program

PACT as anEducative Process

How do wedo X

How do we meet the

ChallengesOf Y

How do Icash in on my

PACT prowess & retire in

Fiji

This could be you

PACT as anEducative Process

Goals

Explore what’s possibleLearn from one anotherLeave with concrete ideas

Small cohesive program, cohort, 100 students

13 mos credential & M.Ed. In K-12 schools 9 mos Faculty (41) (all but 2 part time)

13 doctoral students 20 instructors/supervisors 8 research faculty

Who are we?

Moving from compliance to inquiry

Put the student work on the table

Inquiry and engagement

“One of the most pivotal days in the history of theProgram.”

Holistic, integrated assessment

We cannot disengage from the process

Time for sense makingOf the tasks, the policies, the

rubricsDissenting voices have a placeFeedback loops are essential

For growthFor collaborationFor identityFor adopting an inquiry stance

ClickersOpen the envelope and pass out

clickers

Make sure all institutions at your table are represented with a clicker

Take clicker out of it’s box and pull out the 2 plastic tabs on the back

Who scores in your program?

A. SupervisorsB. Mix of faculty = to less than half

the total facultyC. Mix of faculty = to more than half

the total facultyD. Almost all faculty

Q1

In your program, do k-12 cooperating teachers

score?A. YesB. No

Q2

Scoring as an educative process

Video clip of scoring conversation

QuickTime™ and aDV/DVCPRO - NTSC decompressor

are needed to see this picture.

TABLE TALK& Panel Discussion

What is (or can be) educative about the scoring process above and beyond learning to score?

What is required (or desired) if this is to improve programs?

Examining PACT Data

3 levels of data:

Overall pass or average scoreRubric level scoresStudent documents

Have you ever examined PACT data for a group of students in your program (either numeric scores or samples of student

documents)?

A. YesB. No

Q3

Have you ever done a collaborative analysis of any type of PACT data?

A. NoB. Yes - with a small group of colleaguesC. Yes - within a structure that included

most faculty in my programD. Yes - C above plus k-12 cooperating

teachers

Q4

How often do you sit down with other faculty to examine PACT

student work (actual documents)?

A. NeverB. Once a yearC. Twice a yearD. More than twice a year

Q5

Examining PACT data as an educative process

QuickTime™ and aDV/DVCPRO - NTSC decompressor

are needed to see this picture.

TABLE TALKWhat is the value of working with each of these types of data? What are the limitations of each?

Overall pass rates or average scores for candidates across your program

Rubric level scores for all or subgroups of candidates

Student documents for a small sample of candidates

Quiet free write

What’s possible? What are possible forums in your program for getting faculty together to discuss PACT data?

Who can participate?

What are the challenges?

Panel Discussion:Implementers with experience

in analyzing PACT data

What forums have you participated in to examine PACT data? What types of data have you used?

What did you learn?Advice for programs?

Implementation as an educative process

To what extent did you learn something valuable from engaging in

the following?

Learning the requirements for each Teaching Event task

1Learnedlittle ofsignificance

4Changed

Something major in my

practice for the better

2-3Learned new

Concepts/skills& tweaked my

practice as a result

5 = did not engage in this process

Q6

To what extent did you learn something valuable from engaging in

the following?

Learning to use PACT rubrics

1Learnedlittle ofsignificance

4Changed

Something major in my

practice for the better

2-3Learned new

Concepts/skills& tweaked my

practice as a result

5 = did not engage in this process

Q7

To what extent did you learn something valuable from engaging in

the following?

Developing formative experiences to prepare candidates for PACT

1Learnedlittle ofsignificance

4Changed

Something major in my

practice for the better

2-3Learned new

Concepts/skills& tweaked my

practice as a result

5 = did not engage in this process

Q8

To what extent did you learn something valuable from engaging in

the following?

Scoring

1Learnedlittle ofsignificance

4Changed

Something major in my

practice for the better

2-3Learned new

Concepts/skills& tweaked my

practice as a result

5 = did not engage in this process

Q9

To what extent did you learn something valuable from engaging in

the following?

Examining PACT data

1Learnedlittle ofsignificance

4Changed

Something major in my

practice for the better

2-3Learned new

Concepts/skills& tweaked my

practice as a result

5 = did not engage in this process

Q10

Replace Clickers

Return to boxReturn to envelope with correct #sSee Jan if any are missing