Mining the Data in Teacher Candidate Assessment and in Professional Development Schools
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Mining the Data in Teacher Candidate Assessment and in Professional Development Schools
Linda Oliva
Assistant Clinical Professor
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Turning lens on ourselves.How are we using data to design and revise our program?
NCATE Reflection on data
provides basis for program improvement
Driven by FELT NEED
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Performance Assessment
Five-Benchmark Model
Courtesy Dr. Yi-Ping Huang, Director of Assessment
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Sample rationale from teacher candidate’s website
TESOL Professional Standard
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The Data Drive Electronic Portfolio Development Project
Goals To provide workshops and resources that support pre-
service teacher candidates and mentor teachers to demonstrate their competencies various standards through the construction of electronic portfolios.
To provide training to pre-service candidates and mentor teachers on principles of student assessment, data analysis and the effective use of data in instructional processes.
To conduct ongoing evaluation and improvement of technology competencies, instructional processes and student achievement through the use of the Information and Assessment Systems. Sponsored from grant from MSDE
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The value of ESSENTIAL data to Professional Development SchoolsSupplements teachers’ observations of
studentsFacilitates clarity and specificity about
students’ performance Gives clear focus for effective problem
solving and decision making Facilitates collaboration and action research
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The value of ESSENTIAL data to Professional Development Schools
DRIVES instructions Provides reason for trip, map, road signs,
crew members, mile markers, basis for correction when there are detours, micro and macro management, and destination.
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Data Reflections MeetingsDiscussion Questions for Team
Using your team summary data comparing Quarter 2 and Quarter 3, please answer the following questions:
Is the Quarter 3 AGL, OGL, BGL what you expected for:
Girls Boys African American girl African American boys Caucasian girls Caucasian boys Asian girls Asian boys
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What patterns, trends, or gaps do you see in the AGL, OGL, BGL data when you compare Qtr. 2 and Qtr. 3 data summaries?
If you have achievement gaps in any of your subgroup data, what strategies or interventions can we brainstorm to try to eliminate the gaps?
Using the team database information for reading (BMBL, Cluster 2 Score,CTBS-R), which students in your team are not achieving as you would expect?
Discussion Questions for Team
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For each child, how will you change his/her instruction or grouping, based on this information?
Using the team database information for math (Unit tests, CTBS-M), which students in your team are not achieving as you would expect?
For each child, how will you change his/her instruction or grouping, based on this information?Used with permission from Ms. Cynthia Hankin, Principal, Thunder Hill Elementary
Discussion Questions for Team
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Completing the Data Cycle with theStudent in the Center
Continuous
Assessment
Teachers and students engaged in
the processes
Community of Inquiry
Have important questions that
need information that can become
knowledge
School personnel are comfortable with research
methodologies and statistical concepts
Multiple Sources of
Trusted Data
School priorities
and resources aligned
Technology tools that effectively
analyze, display and disseminate
data
Instructional practices that
optimize student achievement
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Completing the Data Cycle with theStudent in the Center
Continuous
Assessment
Teachers and students engaged in
the processes
Community of Inquiry
Have important questions that
need information that can become
knowledge
School personnel are comfortable with research
methodologies and statistical concepts
Multiple Sources of
Trusted Data
School priorities
and resources aligned
Technology tools that effectively
analyze, display and disseminate
data
Instructional practices that
optimize student achievement