th year report of progress chaffey joint union high school...

7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District

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7th Year Report of Progress

Chaffey Joint Union High School District

Overview of this Report On June 14, 2016, The Committee on Accreditation assigned the status of Accreditation to Chaffey Joint Union High School District and all of its credential programs. Due to issues identified by the accreditation team with respect to Common Standard 2 (Unit and Program Assessment and Evaluation) Chaffey Joint Union High School District is required to submit a 7th year report within one year of the Committee on Accreditation action, indicating progress in addressing these areas of concern. Recommendation: No action is needed beyond accepting the 7th year report from Chaffey Joint Union High School District. Background A site visit was held at Chaffey Joint Union High School District from April 19-22, 2016. The report of that visit was presented to the Committee on Accreditation at its June 2016 meeting. See: http://www.ctc.ca.gov/educator-prep/coa-agendas/2016-06/2016-06-item-29.pdf The COA assigned the status of Accreditation and required a 7th Year report to follow up on Common Standard 2. Common Standard 2 (Unit and Program Assessment and Evaluation) Rationale: While the 2016 site visit team found evidence that data was being collected across all programs, evidence was not found that the data collected was being consistently and systematically analyzed and used by the unit for program improvement purposes. The following were specific concerns:

● While data is collected and utilized towards candidate and completer performance, it is unclear how data is formally analyzed or used in relation to unit operations. Criteria for analyzing unit operation and criteria for the discrete components remains unclear.

● While the informal processing of data led to valuable decision-making regarding

candidate competency and program improvement, no evidence was available to show how systematic analysis of data provides measurable results that could be utilized to identify and track data-based improvements over time. Interviews with program staff confirmed that no comprehensive trend-analysis of aggregate data on program efficacy was conducted.

http://www.ctc.ca.gov/educator-prep/coa-agendas/2016-06/2016-06-item-29.pdf

7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District

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● It is unclear how data is analyzed, where patterns and trends are identified, and how the results of overarching and systematic analysis are used for programmatic decision-making regarding candidate competency, qualifications and proficiencies to inform unit decisions.

The required 7th year report submitted to the Commission in February 2017 outlines actions taken by Chaffey Joint Union High School District is included below.

7th Year Report for Item 12 March 2017 Chaffey Joint Union High School District Page - 3 -

Following are summarized key unit improvements based on Common Standard 2 that have occurred this academic year.

❏ TC = Teacher Candidate

❏ IM= Induction Mentor

❏ ID = Induction Director

Data Source Individuals

Involved

Collection:

When and How Description

Analysis and Application to

Program Proposed Changes

Enrollment Data ❏ IM

❏ ID

❏ Credential

Analyst

Once per year ID uses data to assign IMs to

each school site.

ID determines the number of

TCs and the required number of

IMs necessary to adequately

support incoming and current

TCs.

Already embedded in the

program.

Teacher Candidate Growth and Competence Data Sources

CSTP Continuum

Self-Evaluations

❏ TC

❏ IM

Three times per year TCs analyze status and growth

through the use of the

continuum on the CSTPs.

Using the CSTPs, TCs self-

evaluate and confer with IMs to

determine focus areas for the

ILP and the inquiry projects.


program.

ILP Meetings ❏ TC

❏ IM

❏ Site

Admin.

Three times a year:

● Within the

first 60 days of

the school

year

● Progress check

at midyear

● End of the

year.

TCs, IMs, and Site

Administrators meet to discuss

status and growth of TCs at the

beginning and throughout the

year. Administrator provides

direction and feedback for

determining goals for the year.

The ILP is the foundation for

growth and goals throughout the

year. Using the CSTPs, TCs, in

conjunction with their IMs,

determine growth goals and

reflect on their development of

these goals.

IMs use ILP goals to make

modifications to the personalized

coaching and professional

development provided to TCs.

Fall 2016


Teacher

Candidate

Conference Logs

❏ TC

❏ IM

Weekly IMs document all interactions

with teachers, such as

observations, conferences, and

workshops.

These weekly meetings reflect

the interactions, concerns,

progress and growth of the TCs

throughout the year.

At the end of the year, when data

is collected on retention, these

logs are used comparatively to

determine whether or not TCs

received adequate support to

support growth and retention.

Fall 2016

Moved from paper to

electronic logs.

Candidate

Instruction

Observation Logs

❏ IM Monthly IMs observe TCs on

instructional development and

implementation.

IMs determine individualized

support necessary based upon

strengths and weaknesses

observed.

Fall 2016

Moved from paper to

electronic logs.

Administrator/

Site Contact

Visitations

❏ IM

❏ Site

Admin.

Three times per year IMs meet with Administrators

to gauge TC progress and

provide support.

IMs use feedback from

Administrator to inform areas of

growth and need when

mentoring TCs.

Implement in 2016-2017

Document all contact

with Administrators.

Coursework

Progress Indicator

❏ TC

❏ IM

❏ ID

Twice per year IMs and TCs conference to

ensure TCs are making

adequate progress in their

coursework.

ID and IMs determine that TCs

are completing program

requirements in timely manner

and to expected levels of quality

and competence.


Inquiry

Assessments

❏ IM

❏ ID

Twice per year:

● 2nd Year TCs

complete two

inquiry projects,

completed in both

first and second

ID and IMs use Inquiry

Rubrics to measure quality of

inquiry projects. Induction

Team calibrates together and

scores ILPs.

ID and IMs evaluate TC growth

and competence based upon

mid-year and end-of-year

inquiry projects for 2nd Year

TCs.



semester

● 1st Year TCs

complete one

inquiry project,

completed by end

of year.

ID and IMs evaluate TC growth

and competence based upon

inquiry project submitted at the

end of the 1st year.

Program

Completion

Checklist

❏ TC

❏ IM

❏ ID

Once per year ID and IMs determine that TCs

have completed program

requirements for the year.

ID and IMs evaluate the TCs

quality and completion of

program coursework.

Results from the analysis of the

coursework is used to determine

strengths and areas of need for

the program’s coursework for

the following year.


program.

ILP Self-

Reflection

❏ TC

❏ IM

Twice per year TCs self-reflect upon growth

achieved mid-year and at the

end of the year.

Using the CSTPs, TCs determine

their progress toward meeting

indicated goals and successful

completion of goals.

Fall 2016

Program Review Data Sources

Individual Pre-

Workshop

Surveys to

Determine

Teacher Needs

❏ TC

❏ IM

Twice per year IMs administer digital Pre-

Workshop Surveys to

determine the topic of the

workshops provided to TCs.

IMs meet to analyze the results.

Electronic results from the Pre-

Workshop Surveys (i.e. TCs

self-reported areas of need)

inform the agenda and thus the

professional development

provided at the workshops.


program.


Individual Post-

Workshop

Evaluations

❏ TC

❏ IM

❏ ID

After every workshop IMs administer anonymous

digital Pre-Workshop Surveys

to determine the quality and

relevance of the workshops

provided to TCs.

Electronic results from the Post-

Workshop Evaluations help IMs

modify future workshops

provided to new teachers.

ID and IMs analyze the results

from every workshop to reflect

upon strengths and areas of need

for both TCs and the program’s

effectiveness.


program.

Mid-Year Survey

Analysis

❏ TC

❏ IM

❏ ID

Once a year ID administers digital survey

which TCs complete a survey

evaluating the effectiveness of

the program and the quality of

support provided by the IMs.

ID reviews survey data to

evaluate effectiveness of IMs

and the program.

ID and IMs reflect upon

feedback from TC survey to

inform areas of need for second

semester and IM targeted areas

of growth.

Fall 2016

End-of-Year

Survey Analysis

❏ TC

❏ IM

❏ ID

Once a year ID administers digital survey

to all TCs to evaluate the

effectiveness of the program

and the quality of support

provided by the IMs

throughout the program.



and the program.

ID and IMs reflect upon the

survey feedback, connect the

data with teacher retention data,

and the program completion

coursework analysis to

determine strengths and areas of

growth for program.

Fall 2016


Induction Mentor

Evaluations

❏ IM

❏ ID

Twice a year ID observes IMs in two

contexts: conferencing with a

TC and in delivery of

professional development. A

district outline of standards for

consulting teachers is used to

determine ID and IM’s area of

focus for the year.

ID and IMs meet individually

before and after the observations

to determine areas of focus for

both observations and

subsequent results of

observations.


program.

Induction Mini-

Colloquium

Review

❏ TC

❏ IM

❏ ID

❏ Site Admin

End of the year TCs meet with the

Administrator, ID, and IMs to

present their inquiries and

reflect on their ILP goals.

ID and IMs review ILP goals

and alignment with inquiry

topics to inform teacher needs,

growth, and competence.

Fall 2016

Change is the inclusion of

ILP goals.

Retention of

Teacher

Candidates Data

❏ ID

End of the year ID analyzes the retention rates

of Induction participants vs.

non-Induction participants.

ID and IMs review TC hires and

non re-elects.

This data is compared with

conference logs and survey

feedback to determine whether

or not TCs received adequate

support to support growth and

retention.

May 2017

Joint Panel

Survey

❏ ID

❏ Joint Panel

End of the year ID presents retention data,

workshop survey feedback and

mid-year and end-of-year

survey data to Joint Panel.

Joint Panel reviews all data

points.

Upon completion of review of

program and all indicated data

points, Joint Panel makes

recommendations about program

improvement and quality and

effectiveness.

ID shares recommendations with

IMs to inform following year’s

development.

May 2017


Completion

Survey for Exiting

Teacher

Candidates

❏ TC

❏ IM

❏ ID

End of the program ID administers digital survey

to 2nd year TCs who complete

the program to evaluate the

effectiveness of the program

overall and the quality of

support provided by the IMs.



and the program.

ID and IMs reflect upon the

survey feedback, connect the

data with teacher retention data,

and the program completion

coursework analysis, and the

workshop survey data to

determine strengths and areas of

growth for program.

May 2017


Following is one example below to indicate how data is collected, systematically analyzed, and used by the CJUHSD Induction Program for improvement

purposes.

Prior to the College, Career and Technology in the Classroom Workshop, a digital survey was administered to Year One Teacher Candidates. This survey provided

Induction Mentors with data, which allowed them to tailor the upcoming workshop to the needs of the Teacher Candidates.

An example of the Pre-Workshop Survey Data is listed below:

● 13 out of 15 TCs completed the survey,


Once the survey was collected, Induction Mentors analyzed the data to address the needs of the Year One Teacher Candidates. CJUSD has provided the College,

Career and Technology in the Classroom Workshop Agenda created in response to the data.


Post-workshop data was collected in order to assess if the Teacher Candidates felt their needs were addressed. Data indicated that the workshop met

the needs of the teachers, improved their knowledge, and increased their skills. This data also provided Induction Mentors with feedback on how they

could modify the workshop.

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