preparation program accountability epsb retreat july 15, 2013 terry hibpshman

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Preparation Program Accountability

EPSB RetreatJuly 15, 2013

Terry HibpshmanMartin School for Public Policy and Administration

University of Kentucky

(c) 2013 Education Professional Standards Board

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Inference

Expert Judgment

Based on multiple sources of information

Derived from noisy and incomplete sources

So that decisions are nonmonotonic

Applying bright lines only where appropriate


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Influences

• Product-oriented accountability trends• Post-Sanders perceptions of teacher effects• Title II of the Higher Education Act• The Elementary and Secondary Education Act – NCLB• Race to the top• KDE PGES• CAEP proposed program quality standards• EPSB Goals and Themes

And of course, the ubiquitous NCTQ


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EPSB Goals

Goal 1: Every approved educator preparation program meets or exceeds all accreditation standards and prepares knowledgeable, capable teachers and administrators who demonstrate effectiveness in helping all students reach educational achievement.

Goal 2: Every professional position in a Kentucky public school is staffed by a properly credentialed educator.

Goal 3: Every credentialed educator exemplifies behaviors that maintain the dignity and integrity of the profession by adhering to established law and EPSB Code of Ethics.

Goal 4: Every credentialed educator participates in a high quality induction into the profession and approved educational advancement programs that support effectiveness in helping all students achieve.

Goal 5: The EPSB shall be managed for both effectiveness and efficiency, fully complying with all statutes, regulations and established federal, state, and agency policies.


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EPSB Themes

Diversity (with specific attention to exceptional children including the gifted and talented, cultural and ethnic diversity)

Assessment (developing skills to assess student learning)

Literacy/Reading

Closing the Achievement Gap (identify what courses emphasize strategies for closing the gap)

I would suggest there are others

Awareness of local conditions

Productivity


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How do we know when we’ve succeeded?

EPSB Goals are operationalized by strategies

Goal 4: Every credentialed educator participates in a high quality induction into the profession and approved educational advancement programs that support effectiveness in helping all students achieve.

Strategy 4.1. Develop and utilize reliable measures of teacher effectiveness and student achievement that may be used in evaluation of induction and professional advancement activities.


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Strategies are operationalized by measurements

Proposed Measurement Item 25: Mean performance score on internship performance record

Which requires a valid, reliable, and sensitive intern performance measurement methodology

And there might be additional measures

Teacher effectiveness

Student achievement


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General Accountability Approach

Horizontal accountabilityCoordinated with KDEIncorporates federal requirementsEventually incorporate CAEP stadards

Sensitive to conditions of practiceSegmented teacher labor marketSchool and district characteristicsWeighted by year post-completion

Addresses matters within the control of preparation programs

Differentiates between poor judgment and lack of capacity

Measures are practice-relevant

Consequences administered within a “just culture” framework

Incentives and technical assistance to help programs develop effective internal accountability systems

Subject to ongoing review and revision


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Consequences

Reporting

Technical assistance

Program review

SanctionsIdentification as a poorly-performing programLimitations on the program’s privilegesDecertification

And an escalation component

Slide 12

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Implementation

Create scales for the reporting of existing methods, such as accreditation processes

Identify additional elements for the dashboard, and develop display formats

Develop methods for creating the disaggregated values using SGP data

Develop generalized statistical procedures for analysis of longitudinal data

Develop procedures for review and revision of the accountability model

Develop a yearly program progress report format

Develop inference guidelines, train staff(c) 2013 Education Professional Standards Board

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Examples

Production

Effectiveness

Completions

Praxis


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Questions/Comments


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Reporting Year Number of Headings2002 82003 82004 82005 82006 82007 82008 82009 72010 252011 26

HEA Title II State Annual ReportNumber of Report Headings

2002-2011

And the rules keep changing . . .


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College-Level Coursework: Maximum=87 points Must be documented by official college transcript and specific to the teaching assignment listed above. Must be coursework in core content – i.e., not pedagogy. May be coursework taken prior to or after initial certification. 3 points per credit hour earned

Teaching Experience: Maximum=45 points Must be in the teaching assignment and in an accredited school 3 points per year

Professional Development: Maximum=45 points Must be consistent with the definition of “high quality professional development” delineated in Section 9101 of NCLB 5 points per documented activity during the past 10 years

Achievements/Awards: Maximum=35 points Must be specific to the teaching assignment listed above (e.g., department chair; cooperating teacher for student teacher; KTIP resource teacher; documented student learning as demonstrated via state/ national test scores; teaching awards). 5 points per documented activity during the past 10 years

Source: Kentucky Educational Professional Standards Board; Identifying Highly Qualified Teachers

Kentucky HOUSSE Scoring Protocol


http://www.education.ky.gov/SISI_Toolkit/Standard%208/Documents/HighlyQualifiedChecklist.doc

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•Designing and implementing rigorous standards and high-quality assessments.

•Attracting and keeping great teachers and leaders in America’s classrooms

•Supporting data systems that inform decisions and improve instruction

•Using innovation and effective approaches to turn-around struggling schools

•Demonstrating and sustaining education reform

Race to the Top Reforms


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Proposed CAEP Accountability Standards

Content and pedagogical knowledge

Clinical partnerships and practice

Candidate quality, recruitment and selectivity

Program impact

Provider quality, continuous improvement, and capacity

In addition, a CAEP data acquisition and reporting mechanism to monitor the quality of teacher education programs nationally


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Program Completers by Content AreaSouthern State University

Content areaCompleters

2008Completers

2009Completers

2010Completers

2011Completers

2012Completers

2013Completers

2014Completers

2015Elementary Education 62 61 65 63 59 58 56 59Middle School Mathematics 20 28 25 21 17 15 17 15Middle School Science 18 18 17 15 18 21 22 19Middle School Social Studies 28 27 31 29 26 28 32 29Middle School Language Arts 31 30 32 35 37 39 41 42Music 10 12 9 11 10 10 12 9Art 8 5 9 11 8 7 9 7Physical Education 25 22 21 19 20 21 20 19Chemistry 6 5 6 7 4 6 8 7Physics 0 1 0 0 0 2 0 1Biology 15 18 *12 15 16 17 14 18English 30 28 32 34 31 30 32 33

An example - Production

(Simulated)(c) 2013 Education Professional Standards Board

20(Simulated)


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TPP/School accountability attribution by practice yearPractice Year TPP component School component

1 100% 0%2 80% 20%3 60% 40%4 40% 60%5 20% 80%

6 or more 0% 100%


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(Real historical data)

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This is a relatively small, rural, nonpublic institution

(Real historical data)(c) 2013 Education Professional Standards Board

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This is a relatively large, rural, public institution


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This is a medium-sized, rural, nonpublic institution


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This is a small, urban, nonpublic institution


preparation program accountability epsb retreat july 15, 2013 terry hibpshman

Documents

professional position

accreditation standards

strategies goal

credentialed educator

educational achievement

epsb code of ethics

high quality induction

achievement gap