Common Stand

ard 2:

Unit and Pro

gram Assessm

ent

and Evaluati

on

Pacific Oaks C

ollege

School of Educ

ation

Presented by:

Dr. Paul A.Rod

riguez

The education unit implements an assessment and

evaluation system for ongoing program and unit

evaluation and ImprovementCandidates in the teacher credential programs are assessed on Teacher Candidates in the teacher credential programs are assessed on Teacher Performance Expectations (TPE’s) and State Adopted Content (SAC’s) Performance Expectations (TPE’s) and State Adopted Content (SAC’s) competencies through course assignments, field experience activities, and competencies through course assignments, field experience activities, and clinical practice activities. Candidate competency is defined by the clinical practice activities. Candidate competency is defined by the competencies found in the six (6) TPE domains. Candidates are assessed on competencies found in the six (6) TPE domains. Candidates are assessed on TPE’s and SAC’s knowledge, skills, abilities, and dispositions. These TPE’s and SAC’s knowledge, skills, abilities, and dispositions. These areas are assessed at the program entrance ( ED 505, orientation and areas are assessed at the program entrance ( ED 505, orientation and foundations course), through Signature Assignments found in each credential foundations course), through Signature Assignments found in each credential course, clinical practice experiences ( Classroom Teaching Performance and course, clinical practice experiences ( Classroom Teaching Performance and Teaching Performance Assessment forms), program exit (ePortfolio) , and Teaching Performance Assessment forms), program exit (ePortfolio) , and program follow-up. Additionally, candidates are assessed by the CalTPA program follow-up. Additionally, candidates are assessed by the CalTPA Model, Teacher Performance Assessment Tasks. Each assessment measure, Model, Teacher Performance Assessment Tasks. Each assessment measure, including TPA tasks, use the same rubric scoring levels and language. As a including TPA tasks, use the same rubric scoring levels and language. As a result, candidates are assessed from program entrance through exit on the result, candidates are assessed from program entrance through exit on the same competencies (TPE), using a variety of assessment same competencies (TPE), using a variety of assessment measures/instruments, using a common rubric, and assessed by a variety of measures/instruments, using a common rubric, and assessed by a variety of assessor’s ) course instructors, College Supervisors, Site Supervisors, assessor’s ) course instructors, College Supervisors, Site Supervisors, Support Providers TPA Assessors) Support Providers TPA Assessors)

The Candidate Assessment System provides the

following:

California Teaching Performance Expectations:

Six Domains

Domain ADomain A: : Making Subject Matter Comprehensible to Students:Making Subject Matter Comprehensible to Students:

TPE 1:Specific pedagogical skill for Subject Matter TPE 1:Specific pedagogical skill for Subject Matter InstructionInstruction

Domain B: Domain B: Assessing Student Assessing Student LearningLearning

TPE 2: Monitoring student learning during instructionTPE 2: Monitoring student learning during instruction

TPE 3: Intepretations and Use of AssessmentsTPE 3: Intepretations and Use of Assessments

Domain C: Domain C: Engaging and Supporting Students in LearningEngaging and Supporting Students in Learning

TPE 4: Making Content AccessibleTPE 4: Making Content Accessible

TPE 5: Student EngagementTPE 5: Student Engagement

The Six TPE Domains: Continued

Domain C: (continued)Domain C: (continued)

TPE 6: Developmentally Appropriate Teaching PracticesTPE 6: Developmentally Appropriate Teaching Practices

TPE 7: Teaching English LearnersTPE 7: Teaching English Learners

Domain DDomain D: Planning Instruction and Designing Learning Experiences for students: Planning Instruction and Designing Learning Experiences for students

TPE 8: Learning about StudentsTPE 8: Learning about Students

TPE 9: Instructional TimeTPE 9: Instructional Time

Domain EDomain E: : Creating and Maintaining Effective Environments for Student LearningCreating and Maintaining Effective Environments for Student Learning

TPE 10: Instructional TimeTPE 10: Instructional Time

TPE 11: Social EnvironmentTPE 11: Social Environment

TPE Domains (Continued)

Domain F:Domain F: Developing as a Professional Educator Developing as a Professional Educator

TPE 12: professional, Legal, and Ethical TPE 12: professional, Legal, and Ethical ObligationsObligations

TPE 13: professional GrowthTPE 13: professional Growth

________________________________________________________________________________________________________________________________________________________________________

Additionally, candidate data are used for program evaluation purposes Additionally, candidate data are used for program evaluation purposes focused onfocused on

program improvement. program improvement.

The system collects, analyses, and utilizes data

on candidate and program completer performance

and unit operationsAt the core, the College’s institutional unit, and program assessment At the core, the College’s institutional unit, and program assessment agenda focuses on an outcome-based model.agenda focuses on an outcome-based model.

Due to the newness of the School of Education at Pacific Oaks College, Due to the newness of the School of Education at Pacific Oaks College, programs since May 2011 are in process of approval or have been revised, programs since May 2011 are in process of approval or have been revised, mainly to ensure meeting the CTC standards, We are incorporating mainly to ensure meeting the CTC standards, We are incorporating national systems such as TaskStream to host our four TPA assessments and national systems such as TaskStream to host our four TPA assessments and our ePortfolios Assessment System to do our Annual Program Review and our ePortfolios Assessment System to do our Annual Program Review and Five Year reviews. Our assessment work is based on the following:Five Year reviews. Our assessment work is based on the following:

1. Professional competencies based on CTC standards.1. Professional competencies based on CTC standards.

2. Meaningful candidate Learning Outcomes (CLO’s) aligned to the 2. Meaningful candidate Learning Outcomes (CLO’s) aligned to the professional standards.professional standards.

3. Alignment of each program’s CLO’s to the Institutional Learning 3. Alignment of each program’s CLO’s to the Institutional Learning outcomes, and CTC standards.outcomes, and CTC standards.

Continued: assessment work is based on

the following

4. Quantitative instruments focused on direct (e.g., exams, 4. Quantitative instruments focused on direct (e.g., exams, performance observations, papers, activity logs) and indirect performance observations, papers, activity logs) and indirect ( e.g., perception surveys, satisfaction surveys) assessment ( e.g., perception surveys, satisfaction surveys) assessment measures.measures.

5. Key rubrics for portfolios, candidate performance in the K-12 5. Key rubrics for portfolios, candidate performance in the K-12 settings, and course assignments.settings, and course assignments.

Each credential program has 7-10 Candidate Learning Outcomes (CLO’s) Each credential program has 7-10 Candidate Learning Outcomes (CLO’s) aligned to CTC standards. These standards identify required aligned to CTC standards. These standards identify required candidate competencies. The CLO’s are aligned to the following:candidate competencies. The CLO’s are aligned to the following:

• Institutional Learning Outcomes (ILO’s)Institutional Learning Outcomes (ILO’s)

• School of Education Conceptual FrameworkSchool of Education Conceptual Framework

• CTC StandardsCTC Standards

The Candidate Assessment Data Provides the

following:

Multiple program evaluation points ( entrance, clinical practice, and Multiple program evaluation points ( entrance, clinical practice, and exit)exit)

Program effectiveness data collected throughout the program eventsProgram effectiveness data collected throughout the program events

Multiple data sources ( course instructors, candidate’s clinical Multiple data sources ( course instructors, candidate’s clinical practice supervisors, independent assessors).practice supervisors, independent assessors).

Multiple candidate assessment contexts ( course Signature assignments, Multiple candidate assessment contexts ( course Signature assignments, teaching performance, paper/pencil, online/blended format activities)teaching performance, paper/pencil, online/blended format activities)

Finally, the candidate assessment data are used in the Student Finally, the candidate assessment data are used in the Student Teaching( taken concurrently with clinical practice experience) Teaching( taken concurrently with clinical practice experience) Signature Assignments. The candidates analyze their assessment data in Signature Assignments. The candidates analyze their assessment data in ways which connect the TPE Domains with the California Standards for ways which connect the TPE Domains with the California Standards for the Teaching Profession (CSTP).the Teaching Profession (CSTP).

Standard 2: Candidate Assessment/Performance and

Program Effectiveness

Each program assesses candidate Each program assesses candidate qualifications in a variety of program qualifications in a variety of program points:points:

• TPA ScoresTPA Scores

• Portfolio: Signature AssignmentsPortfolio: Signature Assignments

• Student Teaching EvaluationsStudent Teaching Evaluations

• RICA ScoresRICA Scores

Standard 2: Candidate Assessment / Performance & Program

Effectiveness for ALL credential programs: A FOUR FOLD

PROCESS

Preliminary Multiple Subjects Teaching

Credential

Assessment Measures (CSET)

Preliminary Education Specialist

Credential

Assessment Measures