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Focus Area Description and Rationale for the Selected Improvement Plan (SIP)

The focus area description and rationale for Selected Improvement Plan (SIP) begins with the conclusion

from the holistic summary for CAEP Standard #5 (Provider Quality, Continuous Improvement and Capacity), as

part of our Self-Study Report to be submitted to CAEP on 7/27/15:

“This summary [from the Standard 5 Holistic summary] concludes with a response to the featured

question:

Is the EPP using quality evidence within a continuous improvement system (CAEP Standard 5) that

assures TCs are knowledgeable (CAEP Standard 1), have skills well-developed through clinical

experiences (CAEP Standard 2), show readiness, promise, and “grit” (CAEP Standard 3), and are prepared

to positively impact P-12 students (CAEP Standard 4)?

Our evidence tells us that, as an EPP, we have been intentionally improving our program so that our TCs

have the assurance needed to know that they are completing a quality program. Our data further show

that our TCs have succeeded in our program and in passing requirements for certification, and that they

have been positively evaluated by professionals and administrators in the field. Finally, in terms of

teacher standards ( SPE standards), we know that we have been successful in preparing

TCs for professional responsibilities, understanding and encouraging student learning, growth and

development, and in professional practice and collaboration.

That being said, our data also indicate that we must be even more diligent in preparing TCs for skills in

curricular implementation, creating positive classroom learning environments, and using student

achievement data to analyze and modify instruction. It is with this information that we intend to design

our selected improvement plan specifically to empower the EPP to scaffold TCs as they learn these

skills, practice them in clinical experiences, and develop the promise and “grit” needed to impact P-12

students once they step out into the field as professional educators. We know we need to re-define our

program purpose to include teaching learners through metacognitive processes and critical lenses

reflective of 21st century students. We also realize that we must develop new partnerships to supply the

learning environments in which TCs can begin to realize and know educator impact.”

An additional synopsis and bulleted break-down of this summary looks like this:

As an EPP, we should continue to:

intentionally improve our program so that our TCs know that they are completing a quality program

ensure that our TCs succeed in our program and pass requirement for certification

position our TCs to receive positive evaluations from professionals and administrators in the field

prepare our TCs to understand and encourage student learning, growth, and development

prepare our TCs for professional responsibilities, practice and collaboration.

We must be even more diligent in preparing TCs for:

implementing classroom curriculum

creating positive classroom learning environments

using student achievement data to analyze and modify instruction

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We intend to design our selected improvement plan specifically to empower the EPP to:

scaffold TCs as they learn the skills that are crucial for educator impact

provide opportunities for TCs to observe and practice those skills in clinical experiences

assist TCs in honing the promise and “grit” needed to impact P-12 students once TCs step out into the

field as professional educators

In order to do this, we need to broadly:

re-define, re-design, and re-evaluate program purposes and components to include teaching learners

through metacognitive processes and critical lenses reflective of 21st century students

develop new partnerships to supply the learning environments in which TCs can begin to realize and

know educator impact

Whether we look at the featured question with or without the CAEP standards references (see table below),

components for a broad mission for our EPP can be easily seen. Our Self-Study Report (SSR) data inform us of

our next steps and serve as the rationale for the SIP.

Featured Question with CAEP Standards References Featured Question without CAEP Standards

References

Is the EPP using quality evidence within a

continuous improvement system (CAEP Standard 5)

that assures TCs are knowledgeable (CAEP Standard 1),

have skills well-developed through clinical experiences

(CAEP Standard 2), show readiness, promise, and “grit”

(CAEP Standard 3), and are prepared to positively

impact P-12 students (CAEP Standard 4)?

Is the EPP using quality evidence within a

continuous improvement system that assures TCs are

knowledgeable, have skills well-developed through

clinical experiences, show readiness, promise, and

“grit”, and are prepared to positively impact P-12

students?

Our four SIP goals are listed in the following text. Objectives and actions plans will be presented and discussed

in the Plan for Continuous Improvement portion of our Selected Improvement Plan.

Goals:

Goal #1: Re-purpose the Education/Special Education department, including the development of a new

department mission and vision, along with a new Teacher Education Unit conceptual framework.

Goal #2: Create unified, developmental, key assessments to be embedded across selected courses and included

in the TEU Program Gates with a year-by-year plan to show candidate improvement using universal

rubric parameters.

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Goal #3: Establish new EPP/P-12 partnerships that focus on P-12 student learning impact and continuous

improvement as supported by data/evidence.

Goal #4: Re-organize existing programs, criteria, and recruitment plans, and develop new programs with quality

assurance systems.

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University ( Selected Improvement Plan (SIP)

Goals:

Goal #1: Re-purpose the Education/Special Education (EDSE) department, including the development

of a new department mission and vision, along with a new Teacher Education Unit

conceptual framework.

Goal #2: Create unified, developmental, key assessments to be embedded across selected courses and

included in the TEU Program Gates with a year-by-year plan to show candidate improvement

using universal rubric parameters.



Goal #4: Re-organize existing programs, criteria, and recruitment plans, and develop new programs with

quality assurance systems.

Goal #1: Re-purpose the Education/Special Education (EDSE) department, including the development of

a new department mission and vision, along with a new Teacher Education Unit conceptual

framework.

Baseline: The EDSE Department and TEU have not re-evaluated the mission, vision, and the conceptual

framework since 2008.

Objectives:

1.1 Using information supported by CAEP and the education field, the CAEP Leadership Team will determine the necessary components for a new conceptual framework (CF) and organizational graphic by the end of summer 2015 (see draft conceptual framework attachment).

1.2 The CAEP Leadership Team will present the proposed CF during the first TEU meeting in fall 2015.

1.3 CAEP Leadership will vet new CF with EDSE Program Directors, the EDSE Department, The College of Education and Allied Health Professions (CEAHP) and CEAHP Chairs, the CAEP External Advisory Board, and the Future Teachers Association (student organization) during the fall 2015 semester.

1.4 CAEP Leadership will use the new CF to inform a new EDSE department mission and vision that will be finalized by the end of January, 2016.

1.5 CAEP Leadership will arrange for department and program-wide professional development on the “4 I’s” of the new conceptual framework: Integrity, Innovation, Influence, and Impact during the spring 2016 semester.

Action Plan Phase

Objective 1.1

Draft new CF

Objective 1.2

Propose new

CF

Objective 1.3

Vet new CF

Objective 1.4

CF informs

new vision

and mission

Objective 1.5

Professional

Development

Readiness Common readings, research articles and books, multi-media discussions,

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discernment, and processing will be shared from the leadership team to all internal

and external constituencies.

Planning and

Capacity to

Initiate,

Implement, and

Complete

Planning for this goal occurred among the CAEP Leadership Team during the

construction of the CAEP Self-Study Report. The capacity to initiate, implement and

complete this goal has been vetted with necessary administration.

Training and

Resources

Needed

Research and training regarding John Hattie and Visible Learning, along with work

from Robert Marzano, Marcia Tate, Dougles Fisher, Yong Zhao. Research book

made available to all EDSE department members:

Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. New

York: Routledge.

Implementation

and Resources

Needed

Resources of meeting times to present and discuss the readiness materials are

needed. Implementation is set to occur over the Fall 2015 semester with

finalization early in the Spring 2016 semester.

Progress

Monitoring, Data

Plan Usage, and

Informed

Decisions

The EDSE department mission and vision, along with the new Teacher Education

Unit conceptual framework will be monitored and reviewed annually in terms of

alignment with courses, assessments, and outcome data. Adjustments will be made

based on evidence from the data review.

Maintenance and

Resources

Needed for

Positive Impact

on TCs and the

EPP

The EDSE department mission and vision, along with the new Teacher Education

Unit conceptual framework will be monitored and reviewed annually in terms of

alignment with courses, assessments, and outcome data. Needed resources will

include continued involvement of the CAEP Leadership Team.

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Goals:


department mission and vision, along with a new Teacher Education Unit conceptual

framework.








Goal #2: Create unified, developmental, key assessments to be imbedded across selected courses and



Baseline: Most of our current assessments occur in the capstone (Culminating Project), which has been

replaced by a state scored assessment ( PTA); a set of unified and developmental key assessments

does not exist.

Objectives:

2.1 Using our GPS for the TEU data, our Assessment Director will inventory our current assessments

against new DESE and CAEP requirements by the end of summer 2015 (see attached SIP assessment

matrix)

2.2 Using the newly approved Conceptual Framework components, our Assessment Director along with

selected faculty, will determine a new assessments blueprint for the EPP by the end of the fall 2016

semester.

2.3 Using the new assessments blueprint, new developmental assessments and associated rubrics will

be developed in preparation to pilot*

2.4 Using the new assessments pilot plan, applicable courses, syllabi and assignments will be reviewed

and revised on an annual basis*

*It is anticipated that an implementation sub-SIP will be needed to achieve this objective

Action Plan Phase

Objective 2.1

Inventory current

assessments

Objective 2.2

New assessments

blueprint

Objective 2.3

New assessments

and rubrics

Objective 2.4

Pilot new

assessments

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Readiness

Information from DESE regarding state assessments and certification

requirements, along with recommendations from CAEP were shared with all

necessary constituencies, so that processing and discernment in expectations

could occur.

Planning and

Capacity to Initiate,

Implement, and

Complete


construction of the CAEP Self-Study Report. The capacity to initiate, implement

and complete this goal has been vetted with necessary administration.

Training and

Resources Needed

Research and training regarding John Hattie and Visible Learning, along with work

from Robert Marzano, Marcia Tate, Dougles Fisher, Yong Zhao. Research book

made available to all EDSE department members:

Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn.

New York: Routledge.

Implementation

and Resources

Needed

To be determined as goal and objectives are implemented.

Progress

Monitoring, Data

Plan Usage, and

Informed Decisions


Maintenance and

Resources Needed

for Positive Impact

on TCs and the EPP


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Goals:



framework.




Goal #3: Establish new EPP/P-12 partnerships that focus on P-12 student learning impact and

continuous improvement as supported by data/evidence.



Goal #3: Establish new EPP/P-12 partnerships that focus on P-12 student learning impact and

continuous improvement as supported by data/evidence.

Baseline: Since the Brentwood partnership ended in 2013, new comprehensive, district-level

P-12/Higher Education partnerships are needed. Small school-based Memorandums of

Understanding (MoUs) are currently in existence with a diverse set of schools in private,

parochial, and public settings.

Objectives:

3.1 Using information from DESE and CAEP regarding field and clinical experience requirements, a new

position to develop and coordinate clinical partnerships will be designed and filled by summer 2015.

3.2 Using the new Conceptual Framework tenets along with DESE and CAEP expectations, the new

Clinical Experiences Partnership Coordinator will develop and implement new partnership MOUs

with applicable districts beginning in fall 2015 (develop) and fall 16 (begin implementation).

3.3 Using MOUs as a backdrop, the Clinical Experiences Partnership Coordinator will develop and

implement a framework for performance assessment case studies (PACS) to be used as a data

source for teacher candidate P-12 impact data in fall 2015 (develop) and fall 2016 (begin

implementation).

3.4 Using the PACS data along with clinical placements assessment data, the Clinical Experiences

Partnership Coordinator will provide information annually to the EPP to inform program

improvements, developments, and new initiatives, beginning fall 2016.

Action Plan Phase

Objective 3.1

New clinical

position

Objective 3.2

MOU

development

Objective 3.3

PACS

development

Objective 3.4

Continuous

improvement

data

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Readiness

Information from DESE and CAEP regarding expectations for field and clinical

experiences and P-12 impact.

Planning and Capacity

to Initiate, Implement,

and Complete




Training and

Resources Needed

New position: Clinical Experiences Partnership Coordinator will coordinate

with regional teams for new professional development from DESE and new

Educator Evaluation System ( EES) information.

Memorandums of Understandings (MoUs) with new partnership districts

Research and training regarding John Hattie and Visible Learning, along with

work from Robert Marzano, Marcia Tate, Dougles Fisher, Yong Zhao. Research

book made available to all EDSE department members:



Implementation and

Resources Needed


Progress Monitoring,

Data Plan Usage, and

Informed Decisions


Maintenance and

Resources Needed for

Positive Impact on TCs

and the EPP


10


Goals:



framework.






Goal #4: Re-organize existing programs, criteria, and recruitment plans, and develop new programs

with quality assurance systems.



Baseline: undergraduate initial certification programs were re-designed during fall 2014 and spring

2015 to meet new state certification requirements. Plans are underway to re-design the graduate initial

certification programs in fall 2015 and spring 2016 semesters.

Objectives:

4.1 During fall 2015, using state-required initial certification program requirements, graduate initial

certification programs will re-evaluate selectivity requirements for entrance and program

progression.

4.2 Based on the new program re-purposing outcomes, and using new incoming P-12 impact data,

program recruitment plans will be evaluated for STEM initiatives during fall 2017.

4.3 Based on the new program re-purposing outcomes, and using new incoming P-12 impact data,

program recruitment plans will be evaluated for alternative certification processes during fall 2017.

4.4 Based on investigations into STEM and alternative certification processes, new program

development plans will begin for diverse populations in high need areas during spring 2018.

Action Plan Phase

Objective 4.1

Graduate Initial

Cert Entrance

Selectivity

Objective 4.2

Recruitment

Plans for Diverse

Populations

Objective 4.3

STEM initiatives

and alternative

certification

Objective 4.4

New Programs

diversity and high

needs

Readiness

Research and training regarding John Hattie and Visible Learning, along with

work from Robert Marzano, Marcia Tate, Dougles Fisher, Yong Zhao. Research

book made available to all EDSE department members:

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Planning and Capacity

to Initiate, Implement,

and Complete




Training and

Resources Needed

Collaboration with admissions and new program initiatives.

Collaboration with New University Strategic Planning efforts.

Implementation and

Resources Needed


Progress Monitoring,

Data Plan Usage, and

Informed Decisions


Maintenance and

Resources Needed for

Positive Impact on TCs

and the EPP


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University Selected Improvement Plan Implementation Timeline Overview

Summer 2015

1.1 Using information supported by CAEP and the education field, the CAEP Leadership Team will determine the necessary components for a new conceptual framework (CF) and organizational graphic.

2.1 Using our GPS for the TEU data, our Assessment Director will inventory our current assessments against new DESE and CAEP requirements.

3.1 Using information from DESE and CAEP regarding field and clinical experience requirements, a new position to develop and coordinate clinical partnerships will be designed and filled by summer 2015.

Fall 2015 Spring 2016

1.2 The CAEP Leadership Team will present the proposed CF during the first TEU meeting.

1.3 CAEP Leadership will vet new CF with EDSE Program Directors, the EDSE Department, The College of Education and Allied Health Professions (CEAHP) and CEAHP Chairs, the CAEP External Advisory Board, and the Future Teachers Association (student organization) during the fall 2015 semester.

3.2 Using the new Conceptual Framework

tenets along with DESE and CAEP expectations, the new Clinical Experiences Partnership Coordinator will develop and implement new partnership MOUs with applicable districts.

3.3 Using MOUs as a backdrop, the Clinical

Experiences Partnership Coordinator will develop and implement a framework for performance assessment case studies (PACS) to be uses as a data source for teacher candidate P-12 impact data.

4.1 Using state-required initial certification

program requirements, graduate initial certification programs will re-evaluate selectivity requirements for entrance and program progression.

1.4 CAEP Leadership will use the new CF to inform a new EDSE department mission and vision that will be finalized by the end of January, 2016.

1.5 CAEP Leadership will arrange for department and program-wide professional development on the “4 I’s” of the new conceptual framework: Integrity, Innovation, Influence, and Impact.

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2.2 Using the newly approved CF components, our Assessment Director along with selected faculty, will determine a new assessments blueprint for the EPP.

2.3 Using the new assessments blueprint, new

developmental assessments and associated rubrics will be developed in preparation to pilot*

3.2 Using the new Conceptual Framework

tenets along with DESE and CAEP expectations, the new Clinical Experiences Partnership Coordinator will develop and implement new partnership MOUs with applicable districts.

3.3 Using MOUs as a backdrop, the Clinical

Experiences Partnership Coordinator will develop and implement a framework for performance assessment case studies (PACS) to be used as a data source for teacher candidate P-12 impact data in fall 2015 (develop) and fall 2016 (begin implementation).


2.4 Using the new assessments pilot plan, applicable courses, syllabi and assignments will be reviewed and revised on an annual basis*

3.4 Using the PACS data along with clinical

placements assessment data, the Clinical Experiences Partnership Coordinator will provide information annually to the EPP to inform program improvements, developments, and new initiatives, beginning fall 2016.



4.2 Based on the new program re-purposing outcomes, and using new incoming P-12 impact data, program recruitment plans will be evaluated for STEM initiatives during fall 2017.

4.3 Based on the new program re-purposing

outcomes, and using new incoming P-12 impact data, program recruitment plans will be evaluated for alternative certification processes during fall 2017.

4.4 Based on investigations into STEM and alternative certification processes, new program development plans will begin for diverse populations in high need areas during spring 2018.

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Continue to use impact data to determine effectiveness of programs. Develop additional SIPS as needed to ensure quality programs and meet the diverse needs of learners.





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Assessment Matrix

Assessment

Kee

pin

g A

s Is

Bra

nd

New

Re

vam

pin

g

Re

pla

ces

An

oth

er

Re

tiri

ng

Rationale

When Assessed?

Earl

y

Mid

-Pre

p

End

Aft

er

grad

uat

ion

CBASE x Replaced by GEA

Classroom Behavior Management Plan (CBMP)

x Requires a well-thought out plan for overall management

x

Contextual Factors Worksheet (CFW)

x Demographic data on all practicum sights; for diversity of placements, students and cultures; requires narrative for purposeful observations, participation and professional discernment; evaluation of placements

x x x

Cooperating Teacher Resume (CTR)

x Need to have highly qualified cooperating teachers

x

CORE #1 x Replaced by TC-SACE



CORE by CT and EPPA x Replaced by TCD by CT

Culminating Project x Replaced by PTA

EDU528 x MAT assessment x


EDU541 x MA and MAT assessment x

EDU542 x MA and MAT assessment x


EDU585 x Developmental assessment in the MA in Education program that leads to the capstone project in EDU588

x

EDU588 x Capstone project of the MA in Education program

x

Evaluation of EPPA by Cooperating Teacher

x Need to have highly qualified EPPAs x

Evaluation of EPPA by Teacher Candidate

x Need to have highly qualified EPPAs x

Exit Survey -- Final Clinical Experience

x Anonymous satisfaction survey. Can compare with the First Year Teacher Survey

x

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Final Clinical Experience Evaluation by Cooperating Teacher (FCE by CT)

x x Replaces the Student Teaching Evaluation. Measures TCs content/pedagogical knowledge, ability to impact student learning and is based on the SPE contiuum. (We were trying to make the ST Eval and EES work together and it just wasn't successful.) Allows the evaluator to be explicit about strengths and areas where growth was noted and where growth is still needed.

x

Final Clinical Experience Evaluation by EPPA (FCE by EPPA)

x x Replaces the Student Teaching Evaluation. Measures TCs content/pedagogical knowledge, ability to impact student learning and is based on the SPE contiuum. (We were trying to make the ST Eval and EES work together and it just wasn't successful.) Allows the evaluator to be explicit about strengths and areas where growth was noted and where growth is still needed and still give the TC a grade based on a preponderance of the evidence instead of a number rating.

x

First Year Employer Survey by

x Satisfaction survey one year out. Required by DESE

x

First Year Teacher Survey by

x Satisfaction survey one year out. Required by DESE

x

Lesson Plan (FLP)

x New key assessment multiple times throughout the EPP and based on the

SPE continuum.

x x x

Gates x Allows tracking of individual TC throughout the EPP

x x x

Institute Suvey x Institutes have been retired

EP x Required by DESE -- an inventory of dispositions

x

Content Assessment ( CA)

x x Required by DESE. Replaces the Praxis II

x

Educator Evaluation System by Cooperating Teacher ( EES by CT)

x Required by DESE. A formative and summative assessment of a TCs content and pedagogical knowledge based on the SPE continuum.

x

Educator Evaluation System by EPPA ( EES by EPPA)

x Required by DESE. A formative and summative assessment of a TCs content and pedagogical knowledge based on

x

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the MoSPE continuum.

Educator Evaluation System by Principal ( EES by Principal)

x Required by DESE x

General Education Assessment ( GEA)

x x Required by DESE. Replaces the CBASE x

Pre-Service Teacher Assessment ( PTA)

x x Required by DESE. Replaces the Culminating Project

x

My Journey Paper x Replaced by the PPS

Praxis II x Replaced by the CA

Professional Philosophy Statement (PPS)

x Developmental assessment based on SPE continuum. Examine core

vision, beliefs, values and commitment to teaching (incorporates EP and InTASC dispositions); ability to facilitate learning and to develop relationships; rationale for preferred teaching strategies and learning activities; design a professional development plan.

x x x

Program Recommendations by CT

x Qualitative data to help with program improvement

x

Program Recommendations by TC

x Qualitative data to help with program improvement

x

Teacher Candidate Dispositions in the FCE by CT (TCD by CT)

x x Replaces CORE by CT/US -- will provide more detail on specific TCs about commitment to the profession

x

Teacher Candidate Self-Assessment of Clinical Experiences (TC-SACE)

x x Required for every clinical placement. Replaces CORE #1, 2, 3. This survey is not anonymous and addresses InTASC and EP dispositions. Requires a self assessment of progress on the SPE continuum. Requires narrative explanation of effective classroom practice.

x x x

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