2017 Fall CAEP Conference NSTA/CAEP Preservice Standards: Preparing Your Program Report https://www.youtube.com/watch?v=s4iLX7eW Michel Dias wmE NSTA SPA Coordinator Chair: Audit Team NSTA – CAEP Professor of Science Education Department of Middle and Secondary Education Kennesaw State University mdias@kennesaw.edu
My goals for this session I will provide … • support for science teacher educators who lead candidate and program assessment. • better understanding of NSTA SPA Standards via analysis of sample program data. • advice for developing an assessment system and for reporting program data in your SPA report.
Objective 1 • … recall the types of assessment data that may be used for NSTA SPA National Recognition.
What is Inherent in these Standards? • The preservice standards: – Focus on student learning, – Describe what proficient science candidates should know and be able to do at this stage of their development, and – Founded on a research knowledge base.
Do Programs Provide Evidence of: • mastery of related knowledge base at the beginner level? • ability to apply knowledge base in the secondary (6-12) classroom? • developing candidates for work with science- specific technology and diverse students while developing cultural competence? • professionalism in their area of licensure and expertise?
NSTA Preservice Standards 1: Content Knowledge 2: Content Pedagogy 3: Learning Environments 4: Safety 5: Impact on Student Learning 6: Professional Knowledge and Skills
NSTA 2012 Standards and Elements Content Content Forms PCK PCK Std. Learning PCK Stand. Tests / Grades Unit Plan Obs. Form Work Sample Professional 1a. Concepts, principles, theories, laws, & relationships 1b. Supporting content 1c. State/Nat’l Standards 2a. Variety of inq. approaches 2b. Active inquiry lessons 2c. naïve /preconceptions 3a. Variety teaching strategies 3b. Inquiry, labs, field, NOS 3c. Assessment 3d. Safety 4a. Chemicals 4b. Procedures 4c. Living organisms 5a. Coll., org., anal. on evidence 5b. ways of knowing 5c. Dev. appropriate inquiries 6a. Content Prof. Dev. 6b. Education Prof. Dev. http://www.nsta.org/preservice/
Objective 2 • … analyze program assessments in relation to the six standards and 18 elements of the NSTA standards for science teacher preparation.
See Reviewer Rubrics Preponderance of Evidence • As defined by the CAEP Guidelines “means an overall confirmation that candidates meet standards in the strength, weight, or quality of evidence.” • Reviewers will be using “professional judgments” to determine whether standards are met based on preponderance of evidence.
Decisions for Meeting Standards • Preponderance of evidence at the standard level. • Programs are required to provide evidence for all elements. • Recognition will not require that every aspect or element of each standard be met. • NSTA has rubrics for helping interpret the “preponderance of evidence.”
For each assessment prepare one document that includes: (1) A two-page narrative that includes the following: • a. A brief description of the assessment and its use in the program (one sentence may be sufficient); • b. A description of how this assessment specifically aligns with the elements and standards it is cited for in Section III. Cite SPA standards by number, title, and/or standard wording. • c. A brief analysis of the data findings; • d. An interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard wording; (2) Assessment Documentation (five pages) • e. The assessment tool itself or a rich description of the assessment (often the directions given to candidates); • f. The scoring guide for the assessment; and • g. Charts that provide candidate data derived from the assessment.
All Assessments will have: • Rubrics with operational terms and discernible levels of performance that clearly address applicable standard or elements with minimum levels of performance. • Aggregated data presented with mean and range scores for each element. • Data used for affirmation and/or improving the program. • Analysis including goals and future plans. • Analysis of data addressing elements of the standard.
Objective 3 … analyze program assessments in relation to the six standards and 18 elements of NSTA: 1: Content Knowledge 2: Content Pedagogy 3: Learning Environments 4: Safety 5: Impact on Student Learning 6: Professional Knowledge and Skills
NSTA Standard 1: Content Knowledge Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure. Preservice teachers will: 1a) Understand the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association. 1b) Understand the central concepts of the supporting disciplines and the supporting role of science-specific technology. 1c) Show an understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students. Assessments – (1) State exams, (2) GPA, CAF, and (3) Unit Plan.
Assessment 1: Content Knowledge Content Exam (Praxis II or State-specific) • E.g., Life science take test #5235 – Praxis II is considered aligned with NSTA content standards – Reporting Data • – List programs individually by the licenses they provide – Do not present one report for multiple licensure areas – Disaggregate by Program Type, Program Level, and Year and present as individual reports Table for each content exam • Include subscores for analysis •
Content Assessment • Data reflect, number, range, and percentage of candidates who have passed • Two applications of data for initial review • One application of data from revised assessments for resubmissions • Most recent year: – Total scores – Sub-scores – All program completes, even if less than 10
Preponderance of Evidence: Std. 1 • Programs shall, at a minimum, meet element 1a of this standard and at least one other element at the Acceptable level in order to meet the standard. If only 1a is met, then the preponderance of evidence will indicate that this standard is Met with Conditions .
Assessment 2: Content Knowledge • Usually GPA • Courses must be required for all candidates (choose): Refer to CAEP policy for reporting course grades: http://caepnet.org/accreditation/caep- accreditation/program-review-options/grade-policy • Curriculum requirements: course #s – Bac.: Submit a Program of Study – PB or Masters: Advising or Content Checklist for admission (aligned to CAF) • Remediation description • Institution’s grade policy and definitions • Disaggregated data: program level & type and year
Content Analysis Form • Greater or equal to 80% alignment • Graduate Programs: – Advising sheets – Programs of study – Transcript analysis • No syllabi • Course Title? – Provide description if content not obvious • Can use courses multiple times • Science education courses count
Content Analysis Form A. Core Competencies (numbers 1-13) B: Required course number & name or advising requirements Fundamental structures of atoms and Chem 105 Gen. Chem I molecules Chem 106 Gen. Chem II Chem 108 Gen. Chem II - Lab Physical and chemical properties and Chem 105 Gen. Chem I classification of elements including Chem 106 Gen. Chem II periodicity Chem 107 Gen. Chem I - Lab Chem 108 Gen. Chem II - Lab Principles of ElectroChem Chem 106 Gen. Chem II Chem 211 Analytical Chem Transition elements and coordination Chem 105 Gen. Chem I compounds Chem 106 Gen. Chem II
You Review! Standard 1, Assessments 1 & 2.
NSTA Standard 2: Content Pedagogy Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students. Preservice teachers will: 2a) Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. 2b) Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate. 2c) Design instruction and assessment strategies that confront and address naïve conceptions/preconceptions. Assessment 3 – Unit Plan
Preponderance of Evidence: Std. 2 • Programs shall meet two of the three elements of this standard at an Acceptable level in order to meet the Standard. • If one of the three elements is met at an Acceptable level and the preponderance of evidence is convincing, then this standard is Met with Conditions .
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