ESDAC Collaborative Breakfast
Comments made during
meeting
Ø Aggregation and Analysis of disposition data from the methods class
Ø Being able to access data in public domain in a form that we can actually use. Like Excel.
Ø Breakdown of majors and minors on content test scores.
Ø Student teachers/supervisors performance data.
Ø Supervisor evaluation of teachers after they’ve been on the job for one year
Ø Post-EMU, a database that tells us when our students tried to enter grad school, did they pass their tests, did they get in
Ø Information on student teaching evaluations for methods courses. Feedback on how they did in the classroom
Ø Can we use the public databases to track our students post graduation. What would be the cost? Privacy?
Ø Capstone/MTTC. For methods courses
Ø Feedback from the field to do studies.
Ø Tracking students post graduation: employment, progression through career.
Ø See how students to on projects in similar classes. Similar projects across sections. What is the correlation with their undergraduate performance in content?
Ø Problem: exchange of university practitioner data. Quality of data that we get.
Ø We have all frequency and categorical data. Cannot be interpreted in an algebraic mode.
Ø
Varied Written Responses
1. What student data would be useful?
Alumni database of our graduates
MTTC disaggregated by sub scores
a. Race/gender
b. sub scores
c. transfers
d. post-bac
e. curriculum (major/ minors)
- GPA and state score
- certification test score, MTTC, when test was taken in the sequence
- Demographic info - sex
- Grade linked to teacher
- overall GPA
- Syllabi as enacted in assignments and assessments
- performance assessment - content - pedagogical content and knowledge
At EMU:
Though it increases teacher workload, as students pass through their 4-8 years here as an undergrad, there is a database that includes their grades, times of withdrawal, etc; however, more importantly, it includes a brief disposition overview of students. did they work hard, act as a team player, were they socially awkward, etc. As they go from course to course, are these dispositions improving?
Post EMU:
where they applied for graduate school
when they entered graduate school
how they do on entrance or placement tests
what major?
who is their graduate advisor?
1. Be able to track courses taken, withdrawals and grades of individual students
2. dispositions like work ethic, social skills and creativity shown in each course by student
3. how are students doing when they leave EMU?
4. Quality of preparation (info from K-12 schools where they teach)
do they pass in grad school?
were they remediated
what programs at grad school do they go into
who is their grad advisor
- track student beyond the university
- where they are working
- assessment of actual “on the job” performance
- need for current MTTC test scores - by dept./students
- tracking of individual students
- follow-up regarding employment after graduation
- pre-student teaching placements
- student teaching placements
- list of majors and minors in content area
- how many of our teaching grads are still teaching after 2, 5 and 10 years?
- how many post-bac people return to become certified?
1. student majors/minors
2. phantom students
3. job placement
4. tracking 5 years in the future - where are the students (long term job success)
5. constituency
of our majors - where do they come from (demographics, what percentage from
6. rate of success for student teaching - getting to that point and finishing
7. perceptions of k-12 schools as far as the quality of our student teachers goes
8. data from basic skills tests, how accurate at predicting success in student teaching and job success
9. do departments do their own capstone screenings for those going into student teaching in addition to basic skills testing 9for example, music has its own screening). could the teacher ed. program coordinate these?
- Number of students certified in each content area
- GPA influence on teacher performance
- relationship between student-teacher ratings and GPA
- post-grad data (GPA, performance, skills)
- content and pedagogy evaluations broken out
- number of students in program at freshman, sophomore, junior year that will affect enrollments, majors or students admitted to the program
- average time to complete the program
- subscale mean scores on MTTC provided to program (aggregate)
- Who are the students that do not pass teaching exams?
- How can you tell if they are majors or minors?
- data as to minors both test base and performance
for each major/minor - ethnicity, gender
advisee/advisor ratio
- Number of majors and minors
- who takes the MTTC and what have they taken at EMU?
- where is the student in the program (phases)
- Would like to track transfers
- to see if they were well prepared, see what happens with General Ed. substitutions
- who is the student’s advisor in both colleges?
- breakdown of sub-sections of MTTC for group and individuals
2. How might you use student performance assessment to inform your examination of your program and student learning?
- Performance data across sections of the same course
- Technology integration by first year teachers
- Data that can be shared by different departments regarding dispositions and performance
can the students teach content
can the students develop an activity aligned with a benchmark and target it for a particular grade level and get students involved in hands-on learning.
can we correlate how well students do on projects in courses (e.g. design simple machines and unit/lesson plan) and MTE score.
Look at grades across courses and areas within grades (what things are included in grade and how students do in each part)
- MTTC, student performance; relationship to course offerings -- curriculum
- majors, minors
- to know what areas we need to address and strengthen
- Add to the cooperating teacher evaluation of the FETE program, an assessment from each f the FETE students in a placement to get feedback on their experience, their desire to remain in the teacher prep program or not.
- data needed from schools and cooperating teachers in the FETE program to assess and to address their concerns, suggestions, etc.
- Share performance-based assessment data among instructors of professional studies in technology projects from tech. courses vs. methods courses.
1. Portfolios
- have the objectives been met?
- knowledge, skills, awareness
- standardized system across campus
- should there be total score or subscores
- use it to see who is not doing well in programs
- maybe research paper (from first course, etc.) to see how they are progressing
- checklist for portfolio - pieces from each course
2. How can we use data to update our instructional curricula
- what did they need to know that we didn’t teach them?
- need a feedback loop.
supervisor evaluation of teacher performance after one year on the job
- More feedback for majors/minors in student teaching
- Is there a post assessment of in-service 1 yr, 5 yrs, etc?
- How many come back to do post-cert?
- How many of our grads eventually get tenured?
- Content performance rating of student teachers from supervisors.
Provide method teachers assessment curriculum and media/technology learning performance data for building deeper understanding
- could have performance assessments in methods classes for accreditation purposes
- student teaching evaluation data would be useful for several accreditation purposes
- follow-up of beginning teachings
Concerns
Motivation for
graduates to report (first job)
what is the motivation to get students to tell us where they get jobs?
Schools/EMU
partnerships
closer tie with university preparations, people and practitioners
Possible collaborative content/pedagogy supervision of student teachers
How to get graduate
performance after EMU (Quality of teaching in schools) 1 yr, 5 yrs, 10 yrs
later
How do we assess teachers once they leave EMU and are in the classroom?
Resources
How will I set up a database to track every student (cost/ time)?
To really develop FETE into an excellent program, a full time director is needed. Time is needed for interaction with visitations to, etc., schools, administrators,
etc.
resources to support qualitative assessment
as assessment data is expanded, so is someone’s workload - organization, etc.
common database. COST: where is the money coming from?
How/ Who
Receive data in a format that you can use to analyze the information
how do we get current MTTC exam data for each individual student?
Need to be able to share databases
data collection in departments in anecdotal and fragmental
data sharing/ collaboration - several offices collecting information
logistics for getting individual data for all students virtually impossible. All students from all professors? Who’ll track who and who didn’t submit?
labor intensive nature of gathering and analyzing Ed student and performance assessment data (e.g. portfolio assessment)
tracking of data on minors as to pass/fail rate on state subject areas?
feasibility
no easy way to obtain data from banner that is useful
data collection: who inspects, who analyzes?
Instructor
under/spotlight
Some faculty may not be willing to submit class data
Worthwhile to see supervisory ratings. university should see, faculty should see.
faculty often worry about others criticizing their standards/grades
acquiring knowledge of pre-student teaching practical experiences: students’ responsibility to report this data... so teacher needs to encourage the acquisition of this data.
Quality of data and
interpretation
predictability of success from MTTC: Basic Skills
The quantification tests should be re-evaluated
Any data must be connected with a purpose or question (properly stated). Attempting to answer questions with existing data may lead to misinterpretation and invalid conclusions
Performance based assessments from other areas are needed.
Privacy
Hard to get information on students in minors
Databases become accessible through freedom of information act risking critiques of faculty and student body
OTHER:
How do we get safeguards for faculty using the system (access)