Teacher Education. Electronic Evidences Handbook. Initial A Licensure. School of Education NORTH CAROLINA A&T STATE UNIVERSITY

Transcription

1 Teacher Education Initial A Licensure Electronic Evidences Handbook School of Education NORTH CAROLINA A&T STATE UNIVERSITY Spring 2013

2 P a g e 2 Table of Contents Overview... 3 Getting Started with TaskStream... 3 Syllabus Insert... 3 Electronic Evidence... 4 Content Knowledge... 4 Evidence #1: Praxis II/Transcripts (if applicable)... 4 Evidence #2: Document of Learning... 4 TABLE: Program Evidences... 5 Pedagogical Knowledge... 6 Evidence #3: Content Area Instructional Unit Work Sample... 6 TABLE: Program Courses... 6 Evidence #4: IHE/LEA Certification of Teaching Capacity... 7 Positive Impact on Student Learning... 7 Evidence #5: Differentiated Instruction Teacher Work Sample... 7 TABLE: Program Courses... 8 Leadership... 8 Evidence #6: Leadership and Collaboration... 8 TABLE: Program Evidences... 8 Program Completion... 9 Frequently Asked Questions (Faculty) Frequently Asked Questions (Students) Self-Enrollment Codes: TaskStream Programs at NC A&T... 13

3 P a g e 3 Overview In January 2008, the State Board of Education approved in concept a new program approval process (Policy ID Number: TCP-B-002) The process focuses on outcomes, rather than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater institutional flexibility based on increased rigor and accountability. The North Carolina Department of Public Instruction (NCDPI) has determined that all teacher education programs in the state must move from an input-based model (what we teach) to an outcomes-based model (what students have demonstrated they can do). The North Carolina A&T State University (NC A&T) Teacher Education Program requires that candidates seeking licensure submit electronic evidences to demonstrate their learning. All Teacher Education students must use TaskStream to submit projects and assignments electronically. As prospective teachers, students are required to develop an Electronic Portfolio that will demonstrate their growth in professional competencies and that will provide them with opportunities to self-assess and reflect upon their own work. Getting Started with TaskStream TaskStream is an electronic assessment and management system used by NC A&T to collect and document candidate performance in all Teacher Education Programs. Recent state and national accreditation requirements for academic programs now make the use of this type of electronic management and reporting system necessary for standards-based accountability purposes at all levels. TaskStream enables faculty and administrators to assess individual candidate progress and overall program performance across Teacher Education Programs. Constantly reviewing and improving the quality of these programs is essential to prepare highly qualified teacher education candidates' ability to positively impact P-12 student learning. All teacher candidates will be required to submit electronic evidences at various points in their teacher training. Courses requiring the use of TaskStream will be identified in their respective syllabi. It is the responsibility of the student to purchase a TaskStream subscription and to have that subscription activated throughout their matriculation throughout their respective degree. Syllabus Insert Students in this course are required to submit specific assignments via the TaskStream electronic portfolio system. Students will need to purchase a TaskStream subscription and enroll in the appropriate program in order to submit these assignments. Candidates failing to submit a required assignment via TaskStream will receive an F for that assignment. More information about purchasing a TaskStream subscription and enrolling into a TaskStream Program is available in the Office of Student Services and the School of Education Dean s office. You may also contact Ms. Saundra Peterson at (peterson@ncat.edu).

4 P a g e 4 Electronic Evidences The NC A&T Teacher Education Program requires that each candidate seeking licensure submit electronic evidences. There are six (6)* evidences leading to initial (A) licensure that meet four (4) broad competency areas: 1) content knowledge, 2) pedagogical knowledge, 3) positive impact on student learning, and 4) leadership. Students who fail to complete evidences during courses as outlined below will not complete the course satisfactorily. The School of Education at NC A&T must present evidence to NCDPI that NC A&T students who complete licensure requirements will be effective teachers that they are Future-Ready Educators. Therefore, students who fail to complete evidences at the proficient level will not be recommended for licensure. *Technology education has two additional evidences. Content Knowledge This section provides a description of the electronic evidences leading to initial licensure. Where applicable, titles of program-specific evidences and courses in which they are taught are provided. Evidence #1: Praxis II/Transcripts (if applicable) This evidence is met with a copy of the candidate s transcripts demonstrating breadth of content knowledge. As part of their revisioned blueprints, each program submitted to NCDPI a list of courses that are required; candidates demonstrate breadth of knowledge through satisfactory completion of those courses. Any change in required courses must be submitted to NCDPI. This evidence addresses descriptor 3b.1. Evidence #2: Document of Learning This evidence needs to demonstrate depth of knowledge. It will be met by what is called the Document of Learning. This document is program-content specific and must not address pedagogy. This evidence is not addressed in the various professional education courses. This evidence addresses descriptor 3b.1. Each program has separate Document of Learning requirements and rubrics.

5 P a g e 5 PROGRAM EVIDENCE #2 COURSES Agriculture Agricultural Literacy and Career Awareness Project AGED 501 (BS) Art Senior Art Exhibition (Capstone) Senior Project Art CUIN 525 (BS) Exhibition Essay Paper B-K Developmental B-K Curriculum Model FCS 439, 538 (BS) FCS 600, 639 (MAT) Biology Literature Review and Oral Presentation BIOL 501 (BS) Boil 721, 723 (MAT) Business E-Commerce Website BUED 624 (BS) BUED 624 (MAT) Chemistry Literature Review and Oral Presentation CHEM 511 (BS) CHEM. 651, 722, 732 (MAT) Elementary Scholarly Math Paper ELED 514 (BS) ELED 617 (MAT) English English Lit. American Lit. Time Period Comparative Analysis ENGL 430, 431 (BS) CUIN 670 (MAT) Family & Consumer Sciences Culminating Research Project on FCS FCS 460 (BS) FCS 681,701, 704 (MAT) Health & Physical Education Research Paper Fitnessgram Assessment Reflective Journal and Video of Teaching Professional Development HPED 691 (MAT) HPED 631 (MAT) HPED 615 (MAT) History Historiography HIST 599 (BS) HIST 730/735/740 (MAT) Mathematics Mathematical Research Paper MATH 420 (BS) MATH 604 (MAT) Music Senior Recital MUSI 593 (BS) Physics Undergraduate Research Project PHYS 550 (BS) Special Education Special Education Research Paper SPED 455 (BS) SPED 760 (MAT) Technology Engineering Design Project or Troubleshooting TECH 719, TECH 720, TECH 721, TECH 722 (MAT)

6 P a g e 6 Pedagogical Knowledge Evidence #3: Content Area Instructional Unit Work Sample The Content Area Instructional Unit Work Sample is the first piece of evidence that is completed with significant input from the professional education core courses. The purpose of the Content Area Instructional Unit Work Sample is to illustrate the candidate s ability to conceptualize, plan, implement, and assess effectively instruction within the content area. This particular instructional unit is centered on a specific theme within the specific content area grounded in research-verified principles of how students learn and pedagogical best practices. The intent of the work sample is to demonstrate the candidate s ability to manipulate the learning environment, to design instruction that spans a period of time based on the needs of learners, and to collect and analyze student s work. This evidence should focus on 21st century learning, including technology, and address any appropriate specialty area standards. In general, this evidence will be submitted and graded during the Methods course. This evidence addresses the following descriptors: 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1. PROGRAM Agriculture Art B-K Biology Business Chemistry Elementary English Family & Consumer Sciences Health & Physical Education History Mathematics Music Physics Special Education Technology COURSE AGED 501 (BS) ART 600 (BS) FCS 629, FCS 639 (BS) FCS 629, FCS 639 (MAT) CUIN 535 (BS) BIOL 635 (MAT) BUED 670 (BS) BUED 670 (MAT) CUIN 535 (BS) CUIN 640 (MAT) ELED 559 (BS) ELED 618 (MAT) CUIN 526 (BS) CUIN 640(MAT) FCS 512, FCS 300, FCS 500 (BS) FCS 702, FCS 681 (MAT) HPED 714 (MAT) CUIN 536, CUIN 670 (BS) CUIN 640 (MAT) CUIN 529 (BS) CUIN 640 (MAT) CUIN 530, CUIN 531, CUIN 532, CUIN 660 (BS) CUIN 535 (BS) SPED 559 (BS)_ SPED 670 (MAT) TECH 666 (MAT)

7 P a g e 7 Evidence #4: IHE/LEA Certification of Teaching Capacity The IHE/LEA Certification of Capacity is the student teaching evaluation tool designed by NCDPI and modeled after the professional teacher evaluation tool that is used by the state to evaluate practicing teachers. Candidates must score Met on all items in order to be recommended for licensure. This evidence addresses the following descriptors: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1. **This evidence is completed during enrollment in student teaching (CUIN 660). Programs not identifying this course as part of their course of study must have clear justification outlined in a letter which will be maintained on file in the School of Education Dean s Office.** Positive Impact on Student Learning Evidence #5: Differentiated Instruction Teacher Work Sample The purpose of the Differentiated Instruction Teacher Work Sample is to determine how effectively candidates address the cognitive levels of learners within their classrooms through thoughtful and strategic instructional planning. Candidates must provide credible evidence of their ability to facilitate learning by developing significant, challenging, varied, and appropriate learning goals consistent with North Carolina Standard Course of Study and their specific content area standards. Candidates must identify desired learning styles, multiple assessment modes, and approaches to assess student learning outcomes before, during, and after instruction. The candidate must also use assessment data to profile student learning and communicate information about student progress and achievement to appropriate sources. Once candidates have completed the instruction, they must self-reflect on their instruction and their students learning in order to improve teaching practices and learning outcomes. Candidates will need to teach a unit or series of lessons, collect formative assessment data, modify instruction according to the results of the formative data, and document student learning. Technology must be used to support assessment. This evidence addresses the following descriptors: 1a.1, 4b.1, 4h.1, 4h.2, 5a.1. This evidence can be integrated as a culminating project; however, candidates should be required to complete the evidence prior to student teaching. There are several reasons for this decision: 1. Student teaching presents significant demands on candidates that traditionally have been considered to be a full-time responsibility. The Teacher Education Program believes that limiting additional TEP-imposed requirements on student teaching is prudent. 2. Candidates may need to complete Evidence 6 while student teaching. ** Undergraduates start this evidence during enrollment in CUIN 410 in conjunction with a required field experience. The course instructor introduces the concept and provides an initial evaluation with the understanding that students work will be evaluated by the content area instructor during enrollment in CUIN 670. This evidence can be seen as a culminating project; however, candidates should be required to complete the evidence prior to student teaching. **

8 PROGRAM COURSES P a g e 8 Agriculture CUIN 410 (BS) Art CUIN 410/ CUIN 670 (BS) B-K CUIN 410 (BS) FCS 629, FCS 639 (MAT) Biology CUIN 410, CUIN 670 (BS) CUIN 670 (MAT) Business CUIN 410/BUED 682 (BS) BUED 682 (MAT) Chemistry CUIN 410 (BS) CUIN 627, CUIN 640, CUIN 660, CUIN 711 (MAT) Elementary CUIN 410 (BS) ELED 615 (MAT) English CUIN 410, CUIN 660 (BS) CUIN 715 (MAT) Family & Consumer Sciences CUIN 410, CUIN 670 (BS) FCS 702 (MAT) Health & Physical Education HPED 714 History CUIN 410 CUIN 670 (BS) CUIN 715 (MAT) Mathematics MATH 205 Lab, MATH 206 Lab, CUIN 410, CUIN 670 (BS) CUIN 670 (MAT) Music CUIN 410 (BS) Physics CUIN 410, CUIN 670 (BS) Special Education CUIN 410 (BS) SPED 760 (MAT) Technology TECH 666 (MAT)

9 P a g e 9 Evidence #6: Leadership and Collaboration Leadership This project should, if possible, be started the semester prior to student teaching and continue through the student teaching experience. Candidates will work with the School Improvement Team at a cooperating school. They will examine the data in the plan, along with the goals set by the School Team; and based on those considerations, they will plan an activity or series of activities that will meet the needs of the school, be research-based, and include family/community involvement. This assessment addresses descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1. *Note: Technology Education has two additional evidences EE 7, Technological Literacy, taught in TECH 719, 720, 721, or 722, and EE 8, Laboratory Management, taught in TECH 669. PROGRAM EVIDENCE #6 COURSES Agriculture Agricultural Education Grant Proposal AGED 501 (BS) Art Schools and Art Museums ART 600 (BS) B-K Advocacy in Leadership: B-K Professional FCS 334, 433 (BS) FCS 713 (MAT) Biology Science Education Grant Proposal BIOL 535 (BS) BIOL 635, CUIN 670 (MAT) CUIN 660 (BS) BUED 699 (MAT) Business Bridging the Learning Gap: Performance Improvement Grant Proposal Chemistry Science Education Grant CUIN 670 (BS) CUIN 660, CUIN 670 (MAT) Elementary Elementary Professional Development Plan ELED 515 (BS) ELED 616 (MAT) English A Needs Area Improvement Plan CUIN 526 (BS) CUIN 660 (MAT) Family & Consumer Sciences FCCLA Leadership Development School Service Project FCS 300 (BS) FCS 681, FCS 700 (MAT) Health & Physical Volunteerism in Public Schools: A Leadership Project HPED 615 (MAT) Education History Head, Hand and Heart Community Service Project CUIN 535, CUIN 670 (BS) CUIN 660 (MAT) Mathematics Grant Proposal CUIN 670 (BS) CUIN 670 (MAT) Music Lecture Recital Program CUIN 670 Physics Physics Focused Grant Project CUIN 520 Special Education Professional Development Project ELED 515 (BS) SPED 670 (MAT) Technology* Career and Technical Student Organization Leadership Development Project TECH 666 (MAT)

10 P a g e 10 Program Completion For a degree to be conferred, a student must successfully complete all program requirements, which at a minimum include: UNDERGRADUATE Cumulative GPA of 2.8 or above in all professional education classes, including student teaching and field experience. Recommendation for licensure A grade of A or B in student teaching with recommendation from the cooperating teacher, school administrator, and university supervisor A score of Proficient or Accomplished on all criteria for state-required electronic evidences MAT Cumulative GPA of 3.0 or above in all coursework including student teaching and internships. Recommendation for licensure A grade of A or B in student teaching with recommendation from the cooperating teacher, school administrator, and university supervisor A score of Proficient or Accomplished on all criteria for state-required electronic evidences Note: All Teacher Education Programs require students to complete electronic evidences (required by NCDPI). In order to be recommended for licensure, candidates must successfully complete the required electronic evidences in their respective programs. Information about the specific evidence requirements can be obtained in the program s home department. Frequently Asked Questions (Faculty) 1. Why are we using TaskStream? TaskStream is an electronic portfolio system that will be used for the collection, evaluation, and preservation of student work. Through TaskStream, students will submit signature assignments, known as electronic evidences, which will be used for program accreditation and quality assurance. 2. What is the difference between TaskStream and Blackboard? Unlike Blackboard, TaskStream allows various Teacher Education Program standards and competencies to be connected to lesson plans, scoring rubrics, and instructional units. TaskStream also allows items to be published, shared, and archived through the use of the Cybrary. It is able to be used as an online college accreditation portfolio for students because it is used throughout a candidate s program. 3. Am I required to purchase TaskStream? TaskStream services will be provided to faculty free of charge. Students will be required to purchase TaskStream subscriptions. 4. What is my TaskStream username and password? You create your own username and password when you attend a TaskStream orientation. If you have forgotten your username and/or password, click on the Forgot Password link in the Subscriber LogIn section of the TaskStream home page. Please contact Ms. Saundra Peterson for assistance with establishing your username and password (peterson@ncat.edu).

11 P a g e Will my Aggie ID and password work automatically with TaskStream? No. Your TaskStream account is distinct and separate and is not affiliated or connected to any accounts at NC A&T. 6. How can I check to see if a student is enrolled or has an account? To view the class roster, click on the name of your program. Locate the Program Links box. Click on Roster. If the student s name does not appear on the roster, use the Instant Messenger to try to send the student a message. If the student s name is available through the message center, he/she has created an account, but has not yet enrolled in your program. Direct students to the TaskStream Support for Students website for assistance. 7. How do I evaluate an artifact that a student has submitted on TaskStream? First, sign in to your TaskStream account. On the right side of the screen, you should be able to locate a menu titled Evaluation Shortcuts. Locate and select Evaluate in the Evaluation Shortcuts menu. You will be prompted to select the program and audience of interest. After you make this selection, you will be presented with a list of students who have submitted their work to you. Click on the yellow Evaluate button beside any artifact. After evaluating the artifact, select Record evaluation as final and release artifact and submit your evaluation. Alternately, you may send the article back to the author (student) by selecting Send back for revision, or you may select Record as final but release evaluation to author later if you are not ready to release the score to the student. 8. How do I edit an evaluation I previously made? You may edit any evaluations you have made as long as you have not already released them as final to the author (student). If you have already released an evaluation as final, you may only edit the evaluation if you are listed as an evaluation manager in TaskStream. 9. What if a student uploads the wrong file? If the work has not been submitted, the student may delete and replace it in the add/edit window. If the work has been submitted, you will need to return and resubmit the file to the student. Frequently Asked Questions (Students) 1. What is TaskStream? TaskStream is a web-based electronic portfolio, assessment management, and standards-based instruction solution. It allows students to upload assignments from each core course in their program of study and submit that assignment for evaluation. It also allows faculty to evaluate students' assignments and to create standards-based lesson plans, evaluation rubrics, and entire instructional units. 2. Why am I using TaskStream? TaskStream is used to evaluate student outcomes as part of licensure and accreditation. TaskStream is used to assist students in the collection, preservation, organization, evaluation, and dissemination of activities, assignments, evidences, and reflections that are associated with competencies and standards throughout their Teacher Education Program. It is needed for licensure by the North Carolina Department of Public Instruction (NCDPI) and for accreditation by the National Council of Accreditation of Teacher Education (NCATE) and the Southern Accreditation of Colleges and Schools (SACS). 3. Who needs a TaskStream account? All students enrolled in a Teacher Education Program that leads to licensure must have an active TaskStream subscription.

12 P a g e When do I need to use TaskStream? You will need TaskStream when you apply for admission to the Teacher Education Program and when you are taking courses in which required evidences are embedded. Your instructor will tell you if you need to use TaskStream. 5. How is TaskStream different from Blackboard? Blackboard is specifically designed to deliver and manage assignments and materials for a specific course. TaskStream is used to assist you in the collection, organization, evaluation, and dissemination of assignments that are associated with competencies and standards throughout your Teacher Education Program. 6. How do I purchase a TaskStream account? Go to Locate the Subscriber Login box. Click on Create or Renew Account. Follow the directions on the screen. 7. How much does TaskStream cost? Subscription rates are listed on the TaskStream website: 8. What is my username and password? You choose your username and password during registration. Be sure to record this information and keep in a secure place. The TaskStream account manager does not have access to this information. 9. What if I forget my username and/or password? From the TaskStream home page, click on the Forgot Password link in the Subscriber Login box. 10. Can I change my password? Passwords can be changed under My Accounts. 11. What is my program code? See the list of Enrollment Codes on the last page of this document. 12. What happens to my portfolio once it is uploaded? You are the owner of your work and of any portfolios you create in TaskStream. Affiliates and employees of NC A&T (staff, faculty, administrators, etc.) DO NOT have access to your account or any of your portfolios, unless you actively share your work with them. Further, your portfolios can be downloaded locally if you wish to cancel your TaskStream subscription. 10. How many portfolios can I have? As a TaskStream subscriber, you may create an unlimited number of portfolios, as long as you stay within the 500 MB storage limit that comes with your account. If you need more space, it can be purchased separately. Go to and click on Subscribe/Renew Today. 11. How can I get help if I am having trouble with TaskStream? If you are on campus, please see Ms. Saundra Peterson in 231 Proctor Hall. If you are off campus, contact Ms. Peterson at (336) You can also contact TaskStream directly via telephone support at and on the web at help@taskstream.com.

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14 Self-Enrollment Codes TaskStream Programs NC A&T P a g e 14 NCAT Undergraduate - Agricultural Education NCAT Undergraduate Teacher Education Art NCAT Undergraduate Teacher Education Biology NCAT Undergraduate Teacher Education - B-K NCAT Undergraduate Teacher Education Business NCAT Undergraduate Teacher Education Chemistry NCAT Undergraduate Teacher Education Elementary NCAT Undergraduate Teacher Education English NCAT Undergraduate Teacher Education F & C Science NCAT Undergraduate Teacher Education History NCAT Undergraduate Teacher Education Mathematics NCAT Undergraduate Teacher Education Music NCAT Undergraduate Teacher Education Physics NCAT Undergraduate Teacher Education Spanish NCAT Undergraduate Teacher Education - Special Ed. Instructional Technology MAED Elementary Education MAED Reading Education MAT Teacher Education - Biology MAT Teacher Education BK MAT Teacher Education Business MAT Teacher Education - Chemistry MAT Teacher Education - Elementary Education MAT Teacher Education - English Education MAT Teacher Education - Family & Consumer Sciences MAT Teacher Education History MAT Teacher Education Mathematics MAT Teacher Education - Physical Education MAT Teacher Education - Special Education MAT Teacher Education Technology MS Physical Education MS Program Agricultural Education MSA and School Administration Certificate Program MSA Program Admissions to Teacher Education Student Teaching Requirements Process Undergraduate Programs Graduate Programs Other Programs Self Enrollment Code: A5D7C5 Self Enrollment Code: 39629K Self Enrollment Code: 528F8C Self Enrollment Code: B9ZPC2 Self Enrollment Code: 62B76X Self Enrollment Code: 55CX8F Self Enrollment Code: KKACA7 Self Enrollment Code: DEGDH8 Self Enrollment Code: UF5HXA Self Enrollment Code: 55MTPG Self Enrollment Code: DXRA4T Self Enrollment Code: ZU9AZD Self Enrollment Code: 6E5KE3 Self Enrollment Code: HKFTMB Self Enrollment Code: AU5J67 Self Enrollment Code: GRSNYR Self Enrollment Code: 6EFX52 Self Enrollment Code: 99AGGM Self Enrollment Code: UXHN6G Self Enrollment Code: DCF7T2 Self Enrollment Code: CP5S95 Self Enrollment Code: UX7FG9 Self Enrollment Code: 9A26NT Self Enrollment Code: YEGJ2K Self Enrollment Code: 48BBJM Self Enrollment Code: 3992R6 Self Enrollment Code: 4K7DJS Self Enrollment Code: 6RZNER Self Enrollment Code: RSNK8G Self Enrollment Code: YEFPZG Self Enrollment Code: 49P42E Self Enrollment Code: Z4RC2J Self Enrollment Code: RS52CX Self Enrollment Code: NZDCRH Self Enrollment Code: 93BHG8 Self Enrollment Code: N8TS37