th Year Report of Progress Chaffey Joint Union High School District · 2017-03-08 · 7th Year...
Transcript of th Year Report of Progress Chaffey Joint Union High School District · 2017-03-08 · 7th Year...
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page 1
1
7th Year Report of Progress
Chaffey Joint Union High School District
Overview of this Report On June 14, 2016, The Committee on Accreditation assigned the status of Accreditation to Chaffey Joint Union High School District and all of its credential programs. Due to issues identified by the accreditation team with respect to Common Standard 2 (Unit and Program Assessment and Evaluation) Chaffey Joint Union High School District is required to submit a 7th year report within one year of the Committee on Accreditation action, indicating progress in addressing these areas of concern. Recommendation: No action is needed beyond accepting the 7th year report from Chaffey Joint Union High School District. Background A site visit was held at Chaffey Joint Union High School District from April 19-22, 2016. The report of that visit was presented to the Committee on Accreditation at its June 2016 meeting. See: http://www.ctc.ca.gov/educator-prep/coa-agendas/2016-06/2016-06-item-29.pdf The COA assigned the status of Accreditation and required a 7th Year report to follow up on Common Standard 2. Common Standard 2 (Unit and Program Assessment and Evaluation) Rationale: While the 2016 site visit team found evidence that data was being collected across all programs, evidence was not found that the data collected was being consistently and systematically analyzed and used by the unit for program improvement purposes. The following were specific concerns:
● While data is collected and utilized towards candidate and completer performance, it is unclear how data is formally analyzed or used in relation to unit operations. Criteria for analyzing unit operation and criteria for the discrete components remains unclear.
● While the informal processing of data led to valuable decision-making regarding
candidate competency and program improvement, no evidence was available to show how systematic analysis of data provides measurable results that could be utilized to identify and track data-based improvements over time. Interviews with program staff confirmed that no comprehensive trend-analysis of aggregate data on program efficacy was conducted.
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page 2
2
● It is unclear how data is analyzed, where patterns and trends are identified, and how the results of overarching and systematic analysis are used for programmatic decision-making regarding candidate competency, qualifications and proficiencies to inform unit decisions.
The required 7th year report submitted to the Commission in February 2017 outlines actions taken by Chaffey Joint Union High School District is included below.
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 3 -
Following are summarized key unit improvements based on Common Standard 2 that have occurred this academic year.
❏ TC = Teacher Candidate
❏ IM= Induction Mentor
❏ ID = Induction Director
Data Source Individuals
Involved
Collection:
When and How Description
Analysis and Application to
Program Proposed Changes
Enrollment Data ❏ IM
❏ ID
❏ Credential
Analyst
Once per year ID uses data to assign IMs to
each school site.
ID determines the number of
TCs and the required number of
IMs necessary to adequately
support incoming and current
TCs.
Already embedded in the
program.
Teacher Candidate Growth and Competence Data Sources
CSTP Continuum
Self-Evaluations
❏ TC
❏ IM
Three times per year TCs analyze status and growth
through the use of the
continuum on the CSTPs.
Using the CSTPs, TCs self-
evaluate and confer with IMs to
determine focus areas for the
ILP and the inquiry projects.
Already embedded in the
program.
ILP Meetings ❏ TC
❏ IM
❏ Site
Admin.
Three times a year:
● Within the
first 60 days of
the school
year
● Progress check
at midyear
● End of the
year.
TCs, IMs, and Site
Administrators meet to discuss
status and growth of TCs at the
beginning and throughout the
year. Administrator provides
direction and feedback for
determining goals for the year.
The ILP is the foundation for
growth and goals throughout the
year. Using the CSTPs, TCs, in
conjunction with their IMs,
determine growth goals and
reflect on their development of
these goals.
IMs use ILP goals to make
modifications to the personalized
coaching and professional
development provided to TCs.
Fall 2016
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 4 -
Teacher
Candidate
Conference Logs
❏ TC
❏ IM
Weekly IMs document all interactions
with teachers, such as
observations, conferences, and
workshops.
These weekly meetings reflect
the interactions, concerns,
progress and growth of the TCs
throughout the year.
At the end of the year, when data
is collected on retention, these
logs are used comparatively to
determine whether or not TCs
received adequate support to
support growth and retention.
Fall 2016
Moved from paper to
electronic logs.
Candidate
Instruction
Observation Logs
❏ IM Monthly IMs observe TCs on
instructional development and
implementation.
IMs determine individualized
support necessary based upon
strengths and weaknesses
observed.
Fall 2016
Moved from paper to
electronic logs.
Administrator/
Site Contact
Visitations
❏ IM
❏ Site
Admin.
Three times per year IMs meet with Administrators
to gauge TC progress and
provide support.
IMs use feedback from
Administrator to inform areas of
growth and need when
mentoring TCs.
Implement in 2016-2017
Document all contact
with Administrators.
Coursework
Progress Indicator
❏ TC
❏ IM
❏ ID
Twice per year IMs and TCs conference to
ensure TCs are making
adequate progress in their
coursework.
ID and IMs determine that TCs
are completing program
requirements in timely manner
and to expected levels of quality
and competence.
Implement in 2016-2017
Inquiry
Assessments
❏ IM
❏ ID
Twice per year:
● 2nd Year TCs
complete two
inquiry projects,
completed in both
first and second
ID and IMs use Inquiry
Rubrics to measure quality of
inquiry projects. Induction
Team calibrates together and
scores ILPs.
ID and IMs evaluate TC growth
and competence based upon
mid-year and end-of-year
inquiry projects for 2nd Year
TCs.
Implement in 2016-2017
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 5 -
semester
● 1st Year TCs
complete one
inquiry project,
completed by end
of year.
ID and IMs evaluate TC growth
and competence based upon
inquiry project submitted at the
end of the 1st year.
Program
Completion
Checklist
❏ TC
❏ IM
❏ ID
Once per year ID and IMs determine that TCs
have completed program
requirements for the year.
ID and IMs evaluate the TCs
quality and completion of
program coursework.
Results from the analysis of the
coursework is used to determine
strengths and areas of need for
the program’s coursework for
the following year.
Already embedded in the
program.
ILP Self-
Reflection
❏ TC
❏ IM
Twice per year TCs self-reflect upon growth
achieved mid-year and at the
end of the year.
Using the CSTPs, TCs determine
their progress toward meeting
indicated goals and successful
completion of goals.
Fall 2016
Program Review Data Sources
Individual Pre-
Workshop
Surveys to
Determine
Teacher Needs
❏ TC
❏ IM
Twice per year IMs administer digital Pre-
Workshop Surveys to
determine the topic of the
workshops provided to TCs.
IMs meet to analyze the results.
Electronic results from the Pre-
Workshop Surveys (i.e. TCs
self-reported areas of need)
inform the agenda and thus the
professional development
provided at the workshops.
Already embedded in the
program.
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 6 -
Individual Post-
Workshop
Evaluations
❏ TC
❏ IM
❏ ID
After every workshop IMs administer anonymous
digital Pre-Workshop Surveys
to determine the quality and
relevance of the workshops
provided to TCs.
Electronic results from the Post-
Workshop Evaluations help IMs
modify future workshops
provided to new teachers.
ID and IMs analyze the results
from every workshop to reflect
upon strengths and areas of need
for both TCs and the program’s
effectiveness.
Already embedded in the
program.
Mid-Year Survey
Analysis
❏ TC
❏ IM
❏ ID
Once a year ID administers digital survey
which TCs complete a survey
evaluating the effectiveness of
the program and the quality of
support provided by the IMs.
ID reviews survey data to
evaluate effectiveness of IMs
and the program.
ID and IMs reflect upon
feedback from TC survey to
inform areas of need for second
semester and IM targeted areas
of growth.
Fall 2016
End-of-Year
Survey Analysis
❏ TC
❏ IM
❏ ID
Once a year ID administers digital survey
to all TCs to evaluate the
effectiveness of the program
and the quality of support
provided by the IMs
throughout the program.
ID reviews survey data to
evaluate effectiveness of IMs
and the program.
ID and IMs reflect upon the
survey feedback, connect the
data with teacher retention data,
and the program completion
coursework analysis to
determine strengths and areas of
growth for program.
Fall 2016
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 7 -
Induction Mentor
Evaluations
❏ IM
❏ ID
Twice a year ID observes IMs in two
contexts: conferencing with a
TC and in delivery of
professional development. A
district outline of standards for
consulting teachers is used to
determine ID and IM’s area of
focus for the year.
ID and IMs meet individually
before and after the observations
to determine areas of focus for
both observations and
subsequent results of
observations.
Already embedded in the
program.
Induction Mini-
Colloquium
Review
❏ TC
❏ IM
❏ ID
❏ Site Admin
End of the year TCs meet with the
Administrator, ID, and IMs to
present their inquiries and
reflect on their ILP goals.
ID and IMs review ILP goals
and alignment with inquiry
topics to inform teacher needs,
growth, and competence.
Fall 2016
Change is the inclusion of
ILP goals.
Retention of
Teacher
Candidates Data
❏ ID
End of the year ID analyzes the retention rates
of Induction participants vs.
non-Induction participants.
ID and IMs review TC hires and
non re-elects.
This data is compared with
conference logs and survey
feedback to determine whether
or not TCs received adequate
support to support growth and
retention.
May 2017
Joint Panel
Survey
❏ ID
❏ Joint Panel
End of the year ID presents retention data,
workshop survey feedback and
mid-year and end-of-year
survey data to Joint Panel.
Joint Panel reviews all data
points.
Upon completion of review of
program and all indicated data
points, Joint Panel makes
recommendations about program
improvement and quality and
effectiveness.
ID shares recommendations with
IMs to inform following year’s
development.
May 2017
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 8 -
Completion
Survey for Exiting
Teacher
Candidates
❏ TC
❏ IM
❏ ID
End of the program ID administers digital survey
to 2nd year TCs who complete
the program to evaluate the
effectiveness of the program
overall and the quality of
support provided by the IMs.
ID reviews survey data to
evaluate effectiveness of IMs
and the program.
ID and IMs reflect upon the
survey feedback, connect the
data with teacher retention data,
and the program completion
coursework analysis, and the
workshop survey data to
determine strengths and areas of
growth for program.
May 2017
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 9 -
Following is one example below to indicate how data is collected, systematically analyzed, and used by the CJUHSD Induction Program for improvement
purposes.
Prior to the College, Career and Technology in the Classroom Workshop, a digital survey was administered to Year One Teacher Candidates. This survey provided
Induction Mentors with data, which allowed them to tailor the upcoming workshop to the needs of the Teacher Candidates.
An example of the Pre-Workshop Survey Data is listed below:
● 13 out of 15 TCs completed the survey,
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 10 -
Once the survey was collected, Induction Mentors analyzed the data to address the needs of the Year One Teacher Candidates. CJUSD has provided the College,
Career and Technology in the Classroom Workshop Agenda created in response to the data.
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 11 -
Post-workshop data was collected in order to assess if the Teacher Candidates felt their needs were addressed. Data indicated that the workshop met
the needs of the teachers, improved their knowledge, and increased their skills. This data also provided Induction Mentors with feedback on how they
could modify the workshop.
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 12 -
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 13 -
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 14 -
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 15 -
7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 16 -