May 2013 Archives
We were pleased on this day to co-host a collaborative event with Minneapolis Public Schools, the Twin Cities Teacher Collaborative of private universities (Augsburg, Bethel, Concordia-St. Paul, Hamline, St. Catherine, and St. Thomas), the Urban Leadership Academy, and the Value-Added Research Center.
Over 135 people attended the event. We:
Bernadeia Johnson, Superintendent of Minneapolis Public Schools, welcomed nearly 135 participants to the May 17, 2013 Creating a Culture of Evidence: Data Sharing in School-University Partnerships Event.
A cross-representative data team with members from MPS district and university partners worked together to provide data for all to review.
Minneapolis Public Schools presented aggregated and de-identified data from their comprehensive teacher evaluation system, including draft reports generated from the following assessments:
Linda Darling-Hammond, Charles Ducommun Professor of Education &
Co-Director School Redesign Network (SRN), presented on Teacher Evaluation Across the Professional Continuum: Building Systems that Support Professional Growth and Leadership.
Institutions of Higher Education (IHE) Teacher Preparation presented aggregated and de-identified draft reports with aggregated data from the Common Metrics, surveys used by NExT institutions to collect information from students at entry, exit, and one year after employment.
The Value-Added Research Center also presented reports to each district partner for review.
Participants heard directly from Human Resource administrators, economists, principals, school-university liaisons, partnership coordinators, university faculty, first year teachers, and district mentors. It was an event not to be missed! See agenda.pdf
Forty faculty and staff from across the teacher preparation programs met in the North Star Ballroom on the St. Paul Campus to discuss the curriculum and performance assessments of teacher education. This was the 5th annual teacher education summit in the College of Education and Human Development. These cross program/cross department and college workdays provide an important opportunity for the academic community to review what we've accomplished and further infuse practice and theory in the candidates' coursework.
Participants reviewed experiences with new performance assessments that were embedded across the coursework taken by all teacher candidates. These assessments include the Teacher Identity Self Study (TISS), Professional Rotations, and Case Studies of Learners. Instructors for the common teacher education courses in the redesign presented their assessments and discussed how they added value to our professional understanding of teaching and teacher development.
One key task for 2013-14 is to further align the "grading" of the performance assessments with our candidate progress review system. The summit started with concept development work on components of candidate progress that can be assessed that build toward core practices of teaching. Participants examined examples of student work for evidence of one or more core practice. Data gathered from these work groups will inform the development of reliable and valid performance measures.
CEHD faculty review performance assessments and student responses as part of the ongoing curriculum revision process of the redesign initiative.