November 25, 20131:00 pm to 3:00 pmExhibition Lounge, Corey Union

TEC AGENDA

Data DiscussionReflections on SPA Report Writing

Michele GonzalesLiteracy (Birth - 6)Literacy (5 – 12)

Prior to the data analysis for the SPA, what did you think you knew about the strengths and weaknesses of your program?

Strengths:

Faculty are knowledgeable about federal and state mandates and instructional practices;

The overall program meets the needs of full-time teachers and full-time students;

Upon leaving the program, candidates are knowledgeable about the practices, roles, and responsibilities of literacy specialists and literacy coaches.

Prior to the data analysis for the SPA, what did you think you knew about the strengths and weaknesses of your program?

Weaknesses:

Writing – research paper and case study

Data analysis

What did the data actually reveal about your program?

Data revealed that students’ ability to write, in various forms, is weak (research papers, reporting of data, and in reporting on their work with children in the form of a case study).

What did the data actually reveal about your program?

For example: Assessment #2 B-6 Total 2013-2013 academic year: No. of candidates: 42

IRA Standards addressed in assessment

No. of candidates Target

No. of candidates Acceptable

No. of candidates Unacceptable

1.1 Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.

6 30 6

What did the data actually reveal about your program?For example: Assessment #2 B-6 Total 2013-2013 academic year: No. of candidates: 42

IRA Standard addressed in assessment

No. of candidatesTarget

No. of candidates Acceptable

No. of candidates Unacceptable

1.2 Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and

components.

6 31 5

What did the data actually reveal about your program?

Data from assessments 2, 3, 5, 6, and 7 support our thinking that our students’ writing ability is weaker than we would like it to be.

What did the data actually reveal about your program?

Data revealed that students’ ability to analyze data was not as strong as we would like it to be.

What did the data actually reveal about your program? For example: Assessment #3 B-6 Total 2013-2013 academic year: No. of candidates: 52

IRA Standards addressed in assessment

No. of candidates Target

No. of candidates Acceptable

No. of candidates Unacceptable

3.1 Understand types of assessments and their purposes, strengths and limitations

30 19 3

3.2 Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes

19 30 3

3.3 Use assessment information to plan and evaluate instruction

18 31 3

3.4 Communicate assessment results and implications to a variety of audiences

29 20 3

What did the data actually reveal about your program?

Data from assessments 3, 4, 5 6, and 7 revealed that candidates are weak in the skills to carefully analyze and assess data.

How was the faculty involved in the data review and analysis?

Full-time faculty were responsible for the data review and analysis of assessments that corresponded with the course they taught.

The graduate coordinator and department chair were responsible for the data review and analysis for those courses taught by part-time faculty, although some part-time faculty provided their analysis.

How were the faculty involved in the data review and analysis?

Initially, as faculty completed their data review and analysis, we met to review each report. After several review sessions, faculty worked independently to complete their reports.

Based on the review and analysis of your data, what changes did you (or do you hope to) make to your program?

Writing:The first modification is the addition of a course on the

teaching of writing that will not only focus on how to teach writing but take the perspective of the National Writing Project and be a course that facilitates candidates’ writing ability as well.

Based on the review and analysis of your data, what changes did you (or do you hope to) make to your program?

Data analysis:Faculty have determined that data analysis needs to be

emphasized more in several courses spread out over the program rather than just in the 3 clinical courses in the program.

Faculty in LIT 528, 540, 682/83/84, and LIT 669 will utilize a combination of vignettes, writing samples, running records, and other authentic data for candidates to use to develop their skills in this area.

Data DiscussionReflections on SPA Report Writing

Paulo Quaglio TESOL

edTPA DISCUSSION

How will we support Spring 2014 implementation of edTPA?

How will we support candidates who need to re-take one or more of the tasks in edTPA?

edTPA Support ProposaledTPA Coordinator – Chris Widdall

Oversees the coordination of all efforts supporting candidates’ successful completion of the edTPA.

edTPA Advisors – One per schoolWorks with program coordinators to support the school’s

candidates’ successful completion of the edTPA.One course release spring 2014 semester and stipend to

work over winter session to plan activities.Planned edTPA supports/interventions

Survey of current students preparednessOne credit course for re-takesOn-going workshopsSupport groupsOpen Lab Hours/Tech SupportRe-take advisement seminars

NY Cut Scores and National Field Test Report

4055 Submissions in 2013 field test across 23 fieldsScore Range from 15 to 75 based on 15 rubrics with

5 levels of performanceSupported the use of one total score for a pass/fail

decisionGuiding Question: What score represents the level

of performance that would be achieved by a candidate just at the level of knowledge and skills required to perform effectively as a new teacher in U.S. Public Schools

National pass range suggested to be 37 to 42 with adjustments for credential areas having more or fewer than 15 rubrics (World Languages & Elementary Education)

NATIONALLY

New York Cut Score Announcement

For Most Disciplines, the passing score will be 41.

For Elementary Education, which has more rubrics, the passing score will be 49.

And for World and Classical Languages, which have fewer rubrics, the passing score will be 35.

These cut scores translate to 62% passing rate.For a complete review of the press release from

Dr. King go to: http://www.highered.nysed.gov/pdf/edtpa-statement.pdf

Other edTPA UpdatesOnly two of our candidates have submitted and

received scores for this semester; both passed.Updates from NYSED re: edTPA

Some districts in Long Island (11) and Western NY (4) have concerns re: permission for edTPA videotaping.

Concerns stem from use of edTPA portfolios for research purposes.

NYSED has reached an agreement with Pearson to exclude NYS edTPA submissions for certification purposes from any validation studies or other research conducted by SCALE and/or Pearson.

A statement to this effect should be out by the first week in December.

Educating All Students UpdateStandards setting group met last week.Group involves both P-12 and IHE

representatives.Group took test.Consensus was content was rigorous but

appropriate and covered diverse student populations in NYS schools.

Constructed response items do NOT have to be in essay form.

Recommendation to extend testing time 15 minutes (from 210 minutes to 225 minutes) to allow for extended writing.

Extending time will increase cost by $8-10.Further discussion on this issue is planned.

Proposal to Retire TEC-CC

Proposal: Due to our campus’ growth in knowledge and understanding of teacher education regulations and guidelines, the members of the Teacher Education Council believe that there is no longer a need for a separate level of curricular review specifically related to teacher education programs. Therefore, the TEC membership proposes retiring the Teacher Education Council’s Curriculum Committee (TEC-CC) from SUNY Cortland’s curricular review process. 

Proposed Process to Retire the TEC Curriculum Committee - Update

1. We conducted an electronic vote of TEC members to endorse (or not) the proposal to retire the TEC Curriculum Committee from the SUNY Cortland Curriculum Process.

2. The proposal passed with 34 in favor and 4 against.

3. The proposal has been forwarded to the college’s Educational Policy Committee for its review and action.

UPDATE: TEC Bylaws

John Cottone, Sub-committee Chair

Updates to current language and titles

Remove language related to the TEC Curriculum Committee

Identify and Propose Membership Models for consideration by the full council in January, 2014

UPDATE: SPA Report Readiness

All but 2 SPA Reports have been submitted for review by the deans

12 Reports were submitted using Form A 11 Reports were submitted using Form C Educational Leadership and Literacy

submitted totally new reports in September and we are awaiting

results of those national reviewsSPA Writers should look for feedback on

December 2.

UPDATE: DASAWorkshops by TC-3 and OCM BOCES have been

very successful and well attended.Our curriculum proposal has been completed by

Judy Johns, Mary Reagan and Tracey Messinger.The Proposal has been submitted to NYSED OTI

for consideration and approval.The approved curriculum must be in place by

December 31, 2013An announcement will be forthcoming with

regard to upcoming stand alone session for DASA, as well as bundled offerings for all workshops.

Campus Teacher Education Network (C-TEN)

Our network, consisting of representatives from LEAs, met 4 times during the Spring, 2013 Semester to discuss: Common Core, Clinically-Rich Field Experiences, Data-driven Instruction, and Assessment of Teacher Preparation

In Summer, 2013 we met again to brainstorm and develop a plan for addressing the four target areas above using a $40,000 grant from state RTTT revenues.

In September, 2013 our plan was submitted to the state for approval.

Explanation of Plan Basics – 3 Activities Sponsored

Regional Workshop on Creating a Data Culture

Integrate themes of : Culture, Data and Standards, Use of PLCs to ground decisions and plans in data

Develop, organize and conduct a major, 1-day facilitated workshop on creation of a data-culture for the improvement of teacher education practices

Partner with OCM BOCES (already working with K-12 schools to develop PLCs)

Implementation of Professional Learning Communities

recruit and train eight faculty leaders to facilitate PLC’s in reviewing data from certification testing sources, local program assessments, and candidate observations/evaluations

PLC’s will analyze data and make recommendations with regard to needed revisions in coursework, curriculum, assessment development and instruction to improve candidate performance based on data

PLC will have unique data sets to examine, likely dictated by program area (Childhood Education, Adolescent Education, Special Education, etc.)

PLC Structure1 consultant for a focused 1-day training on

PLC Leadership8 Professional Learning Communities consisting

of:oOne trained leader/facilitator from faculty

($1500 each/$12,000 total)o5 members for each PLC drawn from the C-

TEN Partners ($250 each/$10,000 total)oEach PLC will explore a unique data set, likely

dictated by program area (Childhood/EC Education, Adolescent Education, Special Education, etc.

Pilot of Clinically-Rich Model in Early Childhood Education

Broome CC will collaborate with OCC, TC-3, and SUNY Cortland ECE faculty to develop and implement a clinically-rich UPK pilot project

Activities will include:Videotaping candidate work with students for

discussion in classDevelop PD in data-driven instruction, early childhood

settings, Intentional Teaching in clinically rich settings, NYS Pre-K Foundations for the Common Core, Successful Teacher-Child Interactions

developing, through a PLC, an Early Childhood Mentor Teacher training module based on pilot results which can help host teachers prepare for hosting candidates in a more clinically rich setting

ANNOUNCEMENTSAs approved at the last TEC Meeting in

October, Gigi Peterson, Bill Buxton, Susana Davidenko, Tim Gerhard, and Rena Janke have written a statement on edTPA outlining in great detail SUNY Cortland faculty concerns with regard to design flaws and other issues. (See notes below for a complete copy of the statement.)