Accountability: Finding Our Voice

Spring 2007 Conference

New York State Association of Teacher Educators

& New York Association of Colleges

for Teacher Education

Gideon Putman Resort & SpaSaratoga Springs, New York

April 25-April 27, 2007

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The Spring 2007 Conference is dedicated to

Dr. Lucy DiPaola

This conference is dedicated to Dr. Lucy DiPaola, a long time member of NYACTE and NYSATE. Lucy passed away on January 13, 2007, following a courageous battle with cancer. A few of her significant achievements include being a NYACTE board member and past president, receiving the Neal Appleby Award, and teaching as a full professor and chair of the Education Department at Mount Saint Mary College in Newburgh, New York.

New York State Association of Teacher Educators (NYSATE)

NYSATE is an individual membership organization of teacher educators from colleges and universities, elementary and secondary schools, and teacher centers and institutes committed to the highest quality teacher education in New York State. It is the state affiliate of the national Association of Teacher Educators (ATE).

Executive Board OfficersJerry Rivera-Wilson, President —University at Albany, SUNY

Laura Dorow, Immediate Past President—Utica CollegeNancy Dubetz, President Elect—Lehman College, CUNY

Godfrey Nwoke, Second Vice President—New York City College of Technology, CUNYJane Domaracki, Secretary—University at Albany, SUNY

Roy Pellicano, Treasurer—Molloy CollegeExecutive Board Members

Julius Gregg Adams, —St John Fisher CollegeAlice Blake-Stalker—Medaille College

Jason Blokhuis, Student Rep.—University of RochesterAlexandria Ross—Lehman College, CUNY

Karen Stearns—SUNY CortlandDebra Thomas—Rockland Teacher Center Institute

Ralph Ware, Historian—Siena CollegeLawrence Zoeckler—Utica College

New York Association of Colleges for Teacher Education (NYACTE)

NYACTE is a statewide organization of public and independent colleges and universities with programs in teacher preparation. It is the state affiliate of the American Association of Colleges for Teacher Education (AACTE).

Executive Board OfficersRobert Michael, President—SUNY at New Paltz

Margaret Egan, Past President—College of Mount Saint VincentLois Fisch, President Elect —Utica College

Craig Hill, Executive Secretary—Nazareth CollegeAnnjanet Woodburn, Treasurer—Pace University

Board of DirectorsKate DaBoll-Lavoie—Nazareth CollegeAnnette Digby—Lehman College, CUNY

Suzanne Weber—SUNY Oswego

Cynthia Lassonde, Exelsior Journal Editor—SUNY Oneonta

NSATE & NYACTE would like to thank Tk20 Comprehensive Systems for Outcomes-Based Assessment,

Accountability, and Reporting for providing funding for the cocktail hour on Thursday afternoon.

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NYSATE/NYACTE SPRING 2007 CONFERENCE

Gideon Putnam Resort & Spa, Saratoga Springs, NY

Wednesday, April 25thPRECONFERNCE WORKSHOP

This workshop is designed for the new TEACH Online Services user or users who want to learn more about TEACH. Attendees will see an overview of the entire certification process including student self-registration, application, and payment; as well as the college recommendation process (both individual and bulk recommendation); and how both processes relate to program registration and the Inventory of Registered Programs. We will also demonstrate how to find information on students’ certification and how to assist students in finding their own information in TEACH. We will review procedures for updating who is authorized as a TEACH college user (adding/ deleting users for your institution) and provide a brief overview of the Office of Teaching Initiatives’ Web site resources, including a new online tutorial for applicants. A question and answer period will follow.

Presenters: Robert G. Bentley, Executive Director of the Office of Teaching Initiatives; Deborah Horton, Processing Manager, Office of Teaching Initiatives; Jenese Gaston, OTI Web Master and TEACH Trainer

9:30-10:00

10:00-12:00

12:00-1:00

1:00-3:00

Registration and Coffee

Preconference Meeting

LUNCH

Preconference Meeting, continued

Veranda

Orenda

Arches

Orenda

NYSATE and NYACTE Board Meetings5:00 PM NYSATE Board Meeting

NYACTE Board Meeting

Sun

Red6:30-8:00 NYSATE & NYACTE Boards – Joint Dinner Meeting Estate

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Thursday, April 26th 8:00-9:00 Registration and Continental Breakfast Verand

a9:00-10:30

General Session:

Welcome, Opening RemarksJerry Rivera-Wilson, President, NYSATERobert Michael, President, NYACTE

Introduction to Keynote: Lois Fisch, President-Elect, NYACTE

Keynote Address: “Six Degrees of Preparation”Brooke Haycock, The Education Trust

This performance offers an intimate look at issues of teacher preparation, support and retention. Based on more than 300 interviews with teachers, teacher educators, teacher leaders, and students, Six Degrees examines belief structures in schools, districts, and schools of education, and the stunning impact they have on new teachers and the children they serve.

Ballroom

10:30 Refreshment Break Veranda

10:45-11:30

Concurrent Paper Sessions

Lessons Learned: Using Data to Improve Teacher Education Programs

Betsy Balzano, SUNY Brockport, Karen Bell, SUNY New Paltz, Joanne Curran,SUNY Oneonta, Christine Givner, SUNY Fredonia, Virginia Goatley, SUNY Albany, Shawn Van Etten, SUNY Cortland, and Suzanne Weber, SUNY Oswego

Presenters from institutions across the state will describe how they made data-driven program improvements to address candidate performance issues based on common evaluation instruments –- NYSTCE scores, student teaching evaluations, teacher work samples, disposition rubrics, and graduate surveys. Participants will have opportunities to talk one-on-one to presenters and get handouts at the follow up poster session.

Ballroom

The Voice of Annie Moore: A Lesson in Historical Storytelling

Mia Mercurio, Jeanne Peloso, & Abigail McNamee, Lehman College, CUNY

Teaching history in a world of high stakes, standardized testing has never been more difficult or more necessary than it is today. School-age children in the United States, and more specifically, in New York City are losing the very stories, traditions, and histories that have made New York City what it is today. Recently, the authentic genealogy of Annie Moore, an Irish teenager and the first immigrant to pass through Ellis Island in New York City, came to light. The group will present the true story of Annie Moore as an example of historical storytelling.

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10:45-11:30

Thursday, April 26th ~ Concurrent Paper Sessions, continued

Planning, Coordinating, and Implementing a Two-Year, Multi-Section, On-line Teacher Preparation Program

Linda Vereline, Jon Green, Kara Imm, Rita Silverman, & Roberta Weiner,Pace University

Five Pace University faculty will describe the early findings from their work with a cohort of 900 Teach For America corps members who are completing a two year certificate or Masters’ program. The program is unique in several respects. First, much of the course work is presented on-line. Second, the content of several traditional “stand alone” courses was integrated to expose students to essential information early in their teaching. Third, students met with their on-line instructors for a day-long class, one Saturday a month. Additionally, full-time and adjunct faculty teaching the on-line/Saturday courses planned the courses collaboratively.

Sun

Sustaining College/Public School Partnerships

Patricia Tempesta, Ithaca College

A successful ten year partnership between an upstate college and an urban, minority public school in New York City will be examined to identify key factors leading to sustained success. Specific components of this successful partnership will be examined to see how they work together to produce quality experiences for students and faculty from both institutions. The five most important elements of success in building college/public school partnerships and the five key areas that must be addressed for sustained success will be discussed.

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11:45-12:30

Concurrent Paper Sessions

Lessons Learned (Continued): Using Data to Improve Teacher Education Programs (Poster Session)

Betsy Balzano, SUNY Brockport, Karen Bell, SUNY New Paltz, Joanne Curran,SUNY Oneonta, Christine Givner, SUNY Fredonia, Virginia Goatley, SUNY Albany, Shawn Van Etten, SUNY Cortland, and Suzanne Weber, SUNY Oswego

Participants will have opportunities to talk one-on-one to presenters and get handouts at this poster session organized around common candidate performance assessment instruments –- NYSTCE scores, student teaching evaluations, teacher work samples, disposition rubrics, and graduate surveys.

Ballroom

Finding Our Voice: Music for Social Justice in Teacher Education

Penny Prince, Lehman College, CUNY

The challenge of integrating themes of social justice in arts education is an enormous one today. In New York City, our students come to us from a vast range of cultural and experiential backgrounds. How can we help build a community where sensitivity to and acceptance of others are deeply held values? One place to begin is in pre-service education programs, where elementary education students are routinely enrolled in music methods classes. The purpose of this paper is to explore precisely why music offers a compelling path toward social justice, and how college methods courses can embrace this challenge.

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11:45-12:30

Thursday, April 26th ~ Concurrent Paper Sessions, continued

12:45-1:45 Luncheon &Presentation of the Appleby Award

2007 Appleby Award Recipient: Paul Vermette, Niagara University, President of NYSATE from 1992 to 1993

Presentation of the Award: Laura Dorow, Utica College

The Appleby AwardThe R. Neal Appleby Outstanding Teacher Educator Award is given each year by the New York State Association of Teacher Educators to one or more teacher educators who exhibit characteristics by which Neal Appleby is remembered by his colleagues and friends. The award is presented at the Spring Conference.

Neal Appleby was an educator of teachers for twenty years at Syracuse University, until his untimely death in 1993. He was a Renaissance man who loved people, ideas, activities, and teaching. He was concerned with all his students as persons, and he strove for their whole development. Neal was a happy, warm, friendly, caring person who took time to talk to people. Perhaps more importantly, Neal took time to listen. His students spoke of him as a special kind of person who deeply loved teaching and who conveyed that love to all with whom he worked.

The R. Neal Appleby Outstanding Teacher Educator Award recognizes individuals who have worked to nurture the intellectual, personal, and professional growth and development of teachers at various stages of their professional lives. The selection criteria are based on the Standards for Teacher Educators published by the Association of Teacher Educators (ATE). These seven standards, along with suggested indicators and sources of evidence, are available on ATE’s website at www.ate1.org.

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2:00-2:45 Thursday, April 26th ~ General Session

Environmental Education in K-12 Teacher Education Mary Leou, New York UniversityBeth Shiner Klein, SUNY CortlandMike Zamm, Council on the Environment of New York City

TEEP (Teacher Environmental Education Preparation) is a statewide initiative in support of environmental education in teacher education programs in NYS. This session will provide an overview of efforts currently underway to increase environmental education in K-12 pre-service programs. Participants will learn about resources and methods that effectively foster environmental literacy as part of K-12 teacher preparation.

Conference Ballroom

3:00-3:45 Concurrent Paper Sessions

Update of NYSED Report on Teacher Supply and Demand

Nancy Willie-Schiff, Special Projects Director, NYSED

A review of the New York State Education Department’s second annual report on teacher supply and demand—which reflects NYSATE/NYACTE comments on the first annual report—and related issues in teacher education in New York State.

Hathorne/Coesa

“And Nothing to Lose”: Multicultural Stories for Second Language Learners: A Resource Guide

John Travers, St. John Fisher College

“And Nothing To Lose” is a resource guide developed through an NYSED grant and is designed to provide students with multicultural folktales and accompanying illustrations that complement the narrative texts. This workshop will describe the design of the guide, and share strategies for using the materials in a variety of contexts. Currently, these narratives are being explored in educational leadership courses, but the prospects of mining the metaphorical insights to construct and reconstruct ideas and issues in other disciplines are near limitless. At the conclusion of the session, a CD-Rom version of the entire collection of stories will be distributed.

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Supporting Teacher Collaboration in Middle School Mathematics Inclusive Classrooms

Janet DeSimone, Lehman College, CUNY

This paper focuses on professional collaboration, which is an integral component in successful mathematics inclusion instruction for middle school students with special learning needs. Collaboration between mathematics teachers, special educators, para-professionals, and administrators, as well as effective co-teaching models will be discussed. Strategies for promoting team instruction, creating shared ownership in classrooms, and negotiating instructional differences between general and special educators co-teaching in middle school mathematics classrooms will be offered. Ways in which both administrators and teacher education programs can support and encourage effective co-teaching relationships will also be examined.

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3:00-3:45 Thursday, April 26th ~ Concurrent Paper Sessions, continued

Why I Hate Curriculum Mapping: Comments on the Pedagogical Tensions Created by its Use

James Carpenter, Binghamton University

The author will discuss how curriculum mapping is often misused in ways that can limit the professional development of teachers. Using evidence obtained from district sources and from individual teachers, he will demonstrate how in these instances mapping is not being used in the manner espoused by advocates of the strategy. Too often this misuse can coerce teachers to follow rigid curricular and pedagogical decisions that rob them of their creative authority.

Sun

4:00-4:45 Concurrent Roundtable Sessions

Roundtable 1

National Board Certification and the Potential for Improving Teacher Preparation Programs

Judy Morley,Union Graduate College

Following a short overview of the components of Charlotte Danielson's Enhancing Professional Practice: A Framework for Teaching, roundtable participants will be invited to complete a survey of their understanding of the domains of the teaching profession. Using the survey results as a discussion guide, facilitators and participants will then discuss the connection between the components of those domains and the Five Core Propositions of the National Board for Professional Teaching Standards. Conversation will then shift to the use of the National Board standards as a possible framework upon which to modify teacher education programs.

Roundtable 2

Armstrong’s Best Schools Implications for Teacher Education

Paul Vermette , Niagara University, James Shuman, St. Lawrence University, Barb Iannarelli, Niagara University, Frank Pickus, Gloversville School District, & Gary DeBolt , Roberts Wesleyan College

This session will be slightly different from traditional roundtables; although each panelist will stake out his or her position on the issue of what Armstrong’s new book says to teacher education, audience participation is essential. There will be a lengthy segment of small group discussion, led by the panelists, and whole-group debriefing.

Orenda/Geyser

4:00-4:45 Thursday April 26th ~ Concurrent Roundtable Sessions,

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continued

Roundtable 3

The Lehman College Learning Institutes: Jump Starting Learning in the Neediest Students

Mary K. Sanford, Lehman College CUNY

The session will focus on The Lehman College Summer Institute’s individualized model of diagnostic and prescriptive teaching. The presenters will be faculty members who administer these mini learning clinics in three public schools, where the most severely delayed children are targeted for intensive assistance from students in the college’s Graduate Program in Special Education. An important feature of the program is the daily supervision, coaching and mentoring of teachers by Graduate School faculty. Discussion will highlight children’s progress, as well as accounts of graduate students’ experiences over the course of the program.

Roundtable 4

Forms of On-Site Observation Assessments

Thelma Baxter & August Nicoletti, Manhattan College

This presentation will have a roundtable format that will focus on professional practice for educators who work with pre-service teachers. The CRESS Model (conversation, reflection, environmental analysis, site-review) developed at Manhattan College will be presented to those instructors who are engaged in teaching educational foundation courses and educational courses which require school observation hours. For further dialogue participants are encouraged to present their own assessment models.

Roundtable 5

Thoughtful Teaching

Gary DeBolt, Roberts Wesleyan College, Mark LaCelle-Peterson, Houghton College,Ralph Ware, Sienna College, Paul Vermette, Niagara University,Cathy Leogrande, LeMoyne College, & Mary Beth Scumaci, Medaille College

Several years ago, Christopher Clark spoke to NYSATE about his book entitled Thoughtful Teaching. Clark urged us to consider thoughtful teaching on two levels. The first, reminds us that teaching is an intellectual enterprise that demands a great deal of thought, in the classical sense. The second sense of "thoughtful" is closer to our use of the word to describe a person as being thoughtful. This means to be considerate of others and their feelings. At this round table, a panel of teacher educators will share some reflections about efforts to encourage ourselves and our students to be "thoughtful teachers".

Orenda, Gueyser

4:00-4:45 Thursday, April 26th ~ Concurrent Roundtable Sessions,

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continued

Roundtable 6

Combining Voices to Advocate for Field Experience Diane Maurer, SUNY Brockport, Linda Hefti, SUNY Oswego, Amy Guiney, SUNY Potsdam, & Rita Rosenberg, SUNY Cortland

Field experience and student teaching placements are critical components of teacher education programs. Yet, challenges grow each year as placement competition continues, and regulatory mandates increase. In February 2004, the SUNY Field Experience Administrators Consortium was formed to collaborate on issues related to field work in teacher education. SUNYFEAC members will briefly present background about why and how the group evolved, collaborative initiatives undertaken, and the benefits of such collaboration.

Orenda/Gueyser

4:00-4:45 Concurrent Paper Sessions

Negotiating Academic Freedom and Maintaining Program Distinctiveness in the Context of Accreditation, Assessment and Accountability

Wendy Paterson, Buffalo State College

Teacher education programs are no strangers to the rigors of evaluation. Teacher Education programs at Buffalo State College have been continuously accredited by the National Council for the Accreditation of Teacher Education (NCATE) since its first reviews in 1954. Though teacher educators do not fear the size or scope of the yardstick by which we are measured, in recent years we have noticed an escalation of external control that impacts not just what can be taught for teacher preparation, but what must be taught. This presentation takes a critical look at the impact of standards-based assessment, accreditation and accountability on academic freedom and program distinctiveness.

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Thursday, April 26th Evening ScheduleNYSATE 50th Anniversary Celebration Events

5:00-5:45 NYSATE Presidential Panel Coesa10

Panelists: Jim Collins (1974-1975), Marcia Swiatek (1990-1991), Paul Vermette (1992-1993), James Shuman (1996-1998), Gerald Mager (1998-1999), Jerusalem Rivera-Wilson (2006-Present)

Moderator: Ralph Ware (1995-1996)

5:45-6:45 Cocktail Reception (Open Bar & Appetizers)

Music provided by the Student/Faculty String Quartet  from Saratoga Springs High School: Brooke Leighton, group leader/teacher, Jessica LaBello, teacher, Laura Tremblay, cello, Danielle Darrigo, violin

Veranda

6:30-8:30 Dinner and Collins Address

The Collins AddressTerry James, President, Association of Teacher Educators 2007-2008Chair, Department of Leadership Studies , University of Central Arkansas

Introduction to Speaker: Annette Digby, Lehman College, CUNY

Mark Your Calendars…

Annual Fall NYSATE & NYACTE Conference

October 25-26, 2007From Preservice to

Inservice: A Seamless TransitionHoliday Inn Turf on Wolf Road

Albany, NY (www.Holidayinnturf.com)

Visit Nys-ate.org & Nyacte.org for more information.

Orenda/Geyser

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Friday, April 27th

7:30

8:00-9:00

SUNY FIPSE Breakfast Meeting

Field Experience Administrators Breakfast Discussion

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Main Dining Room

8:00-9:15 Conference Registration and Continental Breakfast Veranda8:00-8:45 NYSATE General Membership Meeting

NYACTE General Membership Meeting

BOTH MEETINGS ARE OPEN TO ALL CONFERENCE PARTCIPANTS.

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Sun

9:00-10:00 General Session

Update on Changes to IDEA and Implications for Teacher Education

Barbara Nussbaum, New York State Department of Education

Hathorne/Coesa/Geyser

10:15-11:00 Concurrent Poster Sessions

Poster 1 Finding Our Voices through Publication: Writing for ExcelsiorCynthia Lassonde, SUNY-Oneonta & Editor or ExcelsiorStrongly connected to the annual spring conference theme, this poster session seeks to provide a venue for teacher educators to find their voices through publication. Set up as a display of helpful resources for prospective writers, this session will not only provide specific information but valuable guidance for teacher educators to submit manuscripts to be considered for publication in NYACTE’s new journal Excelsior: Leadership in Teaching and Learning.

Poster 2 Supporting the Teachers of Teachers: Working with the New York Comprehensive Center

Susan Villani, Team Leader of the Teacher Quality Committee, New York Comprehensive CenterThe open-source on-line environment created for IHE faculty by the New York and New England Comprehensive Centers will be shared. This confidential, on-line environment provides faculty with the opportunity to communicate with each other about their successes and challenges, resources, and syllabi.

Hathorne/Coesa

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10:15-11:00 Friday, April 27 ~ Concurrent Poster Sessions, continued

Poster 3

The Use of Learning Style Responsive Teacher Made Resources for Differentiating Instruction in the Inclusive Classroom

Jennifer Lauria, Wagner College

This poster session highlights learning style responsive instructional resources designed to enhance instruction and assessment for diverse student populations. The resources were designed by teacher candidates in Wagner College’s undergraduate and graduate Childhood Education 1-6: Students with Disabilities programs.

Poster 4Cancelled

Poster 5Making Constructivism Work: Student Understanding, Authentic Assessment, and the NCATE Accreditation Process

Laurie Harper, M.E. Bardsley, Donna Kester-Phillips, Paul Vermette, & Haeseler, Niagara University

This session, structured around five poster stations features the work of Niagara University faculty and students as testimony of their knowledge, understanding, and application of the University’s conceptual framework. At stations, presenters will engage the audience in analysis and evaluation of constructivism, process-product, and reflection strands of Niagara University’s conceptual framework. Faculty and student posters will spark discussion in the fulfillment of the mission’s meaning; student cognitive skills, knowledge, and dispositions are examined in relation to student course work.

Poster 6Accountability and Improvement: A State-of-the-Art Placement Tracking System

Kristin Anderson & Anne Wahl, St. John Fisher College

The Ralph C. Wilson, Jr. School of Education (SoE) at St. John Fisher College developed a central database to track and monitor program requirements related to clinical practice and clinical faculty. This session will focus on the development and use of a state-of-the-art Access database that is linked to the College’s Banner system to track field experience, student teaching, internship, and practica placements for candidates in education programs. Each stage of the placement process is tracked and reported through the database, including matching candidates to placements, notifying candidates of placements, and monitoring their placement histories as they progress through their programs. The database is used to provide reports and data on placements and clinical faculty.

Hathorne/Coesa

10:15-11:00 Friday, April 27th ~ Concurrent Paper Sessions

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Assessing Preservice Teachers’ Reflective Thinking and Practice in Their Action Research Projects

Loren Weybright, Metropolitan College of New York

This study was an assessment of student teachers’ reflective thinking and practice, as summarized in their journals and their action research projects, titled: Constructive Action Documents (CA). The focus was on the integration of the candidates’ reflective thinking into their practice teaching. The preliminary results revealed that these elementary M.S. in Ed. students documented improvements in their practice, and in their reflective thinking skills, based on their journals and term projects. One might assume from their project summaries that they were actively learning about their own teaching, about children’s learning, and about the role of teacher-as-researcher.

Geyser

Assessment of Students’ Construction of Meaning Through Aesthetic Education

Abigail McNamee, Mia Mercurio & Andrea Zakin, Lehman College, CUNY

Three education professors from different disciplines collaborated on a study that investigated the effect of integrating aesthetic education in three graduate teacher education courses. The focus was on the students’ ability to construct meaning and to reflect on the possible use of aesthetic education in their teaching. The study was evaluated using an alternative assessment tool that measured qualitative outcomes developed by Lincoln Center (Holtzer, 2006). Assessment products included informal and formal responses to a Lincoln Center performance of The Snow Queen fairytale through online Blackboard discussions, journaling, oral discussions, and “high-stakes” writing assignments specific to each course.

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Integrating a Comprehensive Assessment and Curriculum Management System into a Liberal Arts College’s Teacher Education Program

Linda Pratt, Elmira College & Michael Walker, Educational Development Project

Teacher education programs today need to organize, maintain, and use a complex array of data for both accreditation and continuous program improvement. This session describes and explains how a small liberal arts college is beginning to incorporate the data they collected into a single, comprehensive database management system. Data ranging from individual candidate’s performances on the New York State Teachers examinations to aggregate field-based, student teaching assessments will be highlighted. The presentation will conclude with how to go beyond and use this potentially powerful data base management system to align and improve curriculum and instruction.

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11:15-12:00 Concurrent Paper Sessions

Teaching for Democracy Through Diverse Questioning Strategies

Sonia Murrow, Brooklyn College & Laura Dull, SUNY/New Paltz

We create a framework for teachers and teacher educators to analyze classroom transcripts of questioning strategies. After observing social studies lessons in a variety of secondary schools in New York State, we identified three prevalent questioning patterns: Short Answer, Seminar, and Explicit. Teachers with strong pedagogical content knowledge (Shulman 1987) possess a synthesis of content knowledge, pedagogical knowledge, and knowledge of students and classroom context. Such knowledge is needed for teachers to incorporate a balance of strategies, which is necessary because over reliance on one or another is insufficient preparation for different social practices expected of citizens in a democracy.

Geyser

11:15-12:00 Friday, April 27th ~ Concurrent Paper Sessions, continued

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Assessing Students’ Theoretical Learning through their Reflection of their Teaching

Roberta Wiener, Rita Silverman, Injy Carpenter, Pace University Annica Schroeder, MS/PS 218

In this session, two Pace University professors and two of their Alternative Certification students will present an assessment used in an on-line Master’s level course. Students videotaped themselves and then reflected on their own teaching, grounding their reflections in the course readings. The professors who designed the course will describe the nature of the course, the course goals the assessment was designed to measure, and the anticipated and unanticipated outcomes that the assessment produced. The students will discuss their experiences in this on-line course, their responses to the assessment, and the impact of the assessment on their growth as teachers.

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Accountability for Our Claims: Investigating Our Teacher Education Graduates’ Impact on Their Students’ Learning

Kate DaBoll-Lavoie & Kim Wieczorek , Nazareth College

Within this session, we will be presenting the process and products/outcomes of investigating the impact of our graduates’ teaching on their own students’ learning. After obtaining national accreditation from the Teacher Education Accreditation Council (TEAC) this year, we acknowledge that we need to continue to investigate how to prove our graduates are caring, competent, and qualified within complex classroom settings. The process of doing research outside of our own hallways and comfort zones, and of exploring these types of research questions, in order to become more accountable to the claims we make about our graduates will be the key topic of this presentation and exchange.

Hathorne

How Open Source Software Revolutionized Accreditation and Assessment

Daniel Stuckart, Wagner College

This paper session highlights the journey of the Education Department at Wagner College to receiving national accreditation and beyond. Specifically, it focuses on how a small, liberal arts college leveraged scant technological resources incorporating open source software (OSS) to achieve NCATE recognition and propel both the teacher preparation program (TPP) and the college wide performance-based assessments forward. Coined in 1998, OSS refers to software that is free and modifiable with a transparent source code. The paper describes the ensuing synergy where the education department became a driving force for improving campus technology in its quest for efficient and inexpensive assessment processes.

Coesa

12:15-12:45

Friday, April 27th ~ NYSATE/NYACTE SPECIAL SESSION

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In roundtables, participants will discuss drafts of NYSATE/NYACTE position statements on the following issues:

Roundtable 1:

Linking Teacher Effectiveness to Student Learning

Facilitator: Craig Hill, Nazareth College

Roundtable 2:

Alternative Routes to Certification

Facilitator: Annette Digby, Lehman College,CUNY

Roundtable 3:

Impact of Program Accreditation on College and School Educators/Teacher Preparation Programs

Facilitator: Laura Dorow, Utica College

Roundtable 4:

Professional Development and Professional Certification

Facilitator: TBA

Orenda

1:00-2:30 Lunch & General Session

Lunch General Session: New York State Education Department UpdateRobert G. Bentley, Director of Professional Licensing and Teacher CertificationRuth L. Pagerey, Supervisor, Teacher Education ProgramsIntroduction to Speakers: Jerry Rivera-Wilson, President of NYSATE & Robert Michael, President of NYACTE

Arches

HOPE YOU ENJOYED THE CONFERENCE.

PLEASE COMPLETE THE EVALUATION FORM BEFORE YOU

LEAVE. THANK YOU.

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Hotel Map

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