NSTA 2012 Pre-service Science Teacher Preparation Standards. Jeanelle Day, Chair: Audit Team NSTA CAEP

Transcription

1 NSTA 2012 Pre-service Science Teacher Preparation Standards Jeanelle Day, Chair: Audit Team NSTA CAEP

2 Purpose Review Information on CAEP Present NSTA s standards for pre-service teachers Model Assessment System Development Demonstrate how to create Key Assessments Analyze issues with Key Assessments

3 CAEP Requirements All EPPs (Educator Preparation Provider) seeking CAEP Accreditation must complete program review States will define the program review options available to institutions as part of the new CAEP State Partnership Agreement

4 CAEP Program Review Options CAEP Program Review with National Recognition (SPA Review Process) CAEP Program Review with Feedback State Review

5 EPP = Educator Preparation Provider (Previously Called Unit ) Program = Specific Discipline Area Candidate = Pre-Service Teachers (college students) Student= P-12 Students SPA = Specialized Professional Association

6 EPP Program Standards CAEP NSTA Reviewed by Site Visitors Program Reviewers (or state) Process On-site Electronic Decision Accreditation Recognition Final Decision- Maker Accreditation Council Audit Team/Program Reviewers

7 Purpose of Program Review

8 What is Inherent in these Standards? The preservice standards: o Focus on student learning, o Describe what proficient science candidates should know and be able to do at this stage of their development, and o Founded on a research knowledge base.

9 NSTA Preservice Standards 1: Content Knowledge 2: Content Pedagogy 3: Learning Environments 4: Safety 5: Impact on Student Learning 6: Professional Knowledge and Skills

10 NSTA 2012 Standards and Elements 1a. Concepts, principles, theories, laws, & relationships Content Stand. Tests Content Forms / Grades PCK Unit Plan PCK Obs. Form Std. Learning Work Sample PCK Professiona l 1b. Supporting content 1c. State/Nat l Standards 2a. Variety of inq. approaches 2b. Active inquiry lessons 2c. naïve /preconceptions 3a. Variety teaching strategies 3b. Inquiry, labs, field, NOS 3c. Assessment 3d. Safety 4a. Chemicals 4b. Procedures 4c. Living organisms 5a. Coll., org., anal. on evidence 5b. ways of knowing 5c. Dev. appropriate inquiries 6a. Content Prof. Dev. 6b. Education Prof. Dev.

11 Do Programs Provide Evidence of: Mastering of related knowledge base at the beginner level? Demonstrating ability to apply knowledge base in the secondary (6-12) classroom? Developing professionalism in their area of licensure and expertise? Developing candidates for work with science-specific technology and diverse students while developing cultural competence?

12 Preponderance of Evidence As defined by the SASB means an overall confirmation that candidates meet standards in the strength, weight, or quality of evidence. As defined by the legal system is more than fifty percent and defined as superiority in weight, force, and importance of convincing evidence. Reviewers will be making more professional judgments in their evaluations.

13 Decisions for Meeting Standards Preponderance of evidence at the standard level. Recognition will not require that every aspect or element of each standard be met. NSTA has rubrics for helping interpret the preponderance of evidence.

14 All Assessments will have: Rubrics will have operational terms and discernible levels of performance that clearly address applicable standard or elements with minimum levels of performance. Aggregated data are presented with mean and range scores for each element. Data are used for affirmation and/or improving the program. Analysis includes goals and future plans. Analysis of data addresses elements of the standard.

15 Order for Assessment Reports A. Description of Assessment B. Assessment alignment with NSTA Standards/Elements C. Assessment Tool/Instrument D. Scoring guide E. Data Tables F. Data Analysis and Findings G. Interpretation to Program

16 NSTA Standard 1: Content Knowledge Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure. Preservice teachers will: 1a) Understand the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association. 1b) Understand the central concepts of the supporting disciplines and the supporting role of science-specific technology. 1c) Show an understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students. Assessments - State exams, GPA, CAF, and Unit Plan.

17 Assessment 1: Content Knowledge Praxis II Content Exam in Some States o E.g., Life science take test #5235 o Praxis II is considered aligned with NSTA content standards Reporting Data o Disaggregate by Program Type, Program Level, and Year Table for each content exam Include subscores for analysis

18 Content Assessment Data reflect percentage of candidates who have passed 3 years of data Most recent year: o Total scores o Sub-scores o All program completes, even if less than 10 80% pass rate (waiver applicable in specific cases)

19 Preponderance of Evidence: Std. 1 Programs shall, at a minimum, meet element 1a of this standard and at least one other element at the Acceptable level in order to meet the standard. If only 1a is met, then the preponderance of evidence will indicate that this standard is Met with Conditions.

20 Usually GPA Assessment 2: Content Knowledge Courses must be required for all candidates (choose) Curriculum requirements: course #s o Bac.: Submit a Program of Study o PB or Masters: Advising or Content Checklist for admission (aligned to CAF) Remediation description Institution s grade policy and definitions Disaggregated data: program level, type and year

21 Specific Directions 1. Alignment by Course Course Name & No. MATH 150: Discrete Mathematics SPA Standard(s) Addressed by Course 9.5, 9.7, 13.1, 13.2, 13.3 Brief Description of How the Course Meets Cited Standards (if course title is unclear) 2. Alignment by SPA Standard SPA Standard/s Addressed by Course Course Name & No. NSTA Unifying A.1. General Biology 101 Brief Description of How the Course Meets Cited Standards (if course title is unclear) NSTA Bio. Core 6 Envi. Biology 206

22 GPA Guidelines 3. Grade Policy and Minimum Expectations Data Tables o Select Courses: Grade Distributions & Mean course grades o N should match Section I Average course grade and (range)* % of candidates meeting minimum expectation Average course grade and (range) % of candidates meeting minimum expectation Average course grade and (range) % of candidates meeting minimum expectation Bio ( ) ( ) ( ) 97 Bio ( ) ( ) ( ) 88

23 Content Analysis Form Greater or equal to 90% alignment Graduate Programs: o Advising sheets o Programs of study o Transcript analysis No syllabi Course Title? o Provide description if content not obvious Can use courses multiple times Science education courses count

24 Content Analysis Form A. Core Competencies (numbers 1-13) B: Required course number & name or advising requirements Fundamental structures of atoms and Chem 105 Gen. Chem I molecules Chem 106 Gen. Chem II Chem 108 Gen. Chem II - Lab Physical and chemical properties and Chem 105 Gen. Chem I classification of elements including Chem 106 Gen. Chem II periodicity Chem 107 Gen. Chem I - Lab Chem 108 Gen. Chem II - Lab Principles of ElectroChem Chem 106 Gen. Chem II Chem 211 Analytical Chem Transition elements and coordination Chem 105 Gen. Chem I compounds Chem 106 Gen. Chem II

25 NSTA Standard 2: Content Pedagogy Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students. Preservice teachers will: 2a) Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. 2b) Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate. 2c) Design instruction and assessment strategies that confront and address naïve concepts/preconceptions. Assessment Unit Plan

26 Preponderance of Evidence: Std. 2 Programs shall meet two of the three elements of this standard at an Acceptable level in order to meet the Standard. If one of the three elements is met at an Acceptable level and the preponderance of evidence is convincing, then this standard is Met with Conditions.

27 NSTA Standard 3: Learning Environments Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met. Preservice teachers will: 3a) Use a variety of strategies that demonstrate the candidates knowledge and understanding of how to select the appropriate teaching and learning activities including laboratory or field settings and applicable instruments and/or technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students.

28 3b) Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for all students. 3c) Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated. 3d) Plan a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area. Assessment 3 - Unit Plan

29 Assessment 3: Unit Plan Usually done in methods course or student teaching Directions align with standards Directions aligned with rubric criteria Content-specific rubric addendum

30 Assessment 3: Unit Plan 2a, 2b Real World Relevance Excellent demonstration of the use of various authentic learning experiences by connecting real world experiences to science content areas Very good demonstratio n of the use of some authentic learning experiences by connecting some real world experiences to science content areas Good demonstratio n of the use of a few authentic learning experiences that connect to a few real world experiences to science content areas Lacks the engagement of students in authentic learning experiences that relate to real world experiences to science content areas

31 Teaching for student learning using a variety of teaching strategies Misconceptions *Inquiry (structured, guided or open- ended). Candidate builds a coherent instructional storyline linking content and activities. Candidate incorporates several different teaching strategies in unit plan (e.g., a-inquiry, b-drama, c-demos, d-foldables, e-drill and practice, f- coop. learning, g-compare contrast, h-concept maps). Lessons demonstrate knowledge and understanding regarding how students learn science and what students are able to do. Researchbased misconceptions are assessed and used to guide instruction. Unit is inquiry based with active learning where students collect and interpret data in order to develop concepts, understand scientific process, relationships and natural patterns from empirical experiences. More than one inquiry type is used. Candidate links content and activities. Limited teaching strategies are incorporated in unit plan (see Exemplary List, a thru h). Unit is centered around big ideas. Misconceptions are gathered and impact instructional plans. Awareness and planning for typical misconceptions given. One or more appropriate inquiry lessons are included. Active learning is evident in the unit. Students develop scientific understandings of natural phenomena through data collection One or two teaching strategies prevail (see Exemplary List, a thru h). Unit is activity based and not centered around big ideas. Misconceptions are not assessed. There may or may not be an inquiry lesson in the unit.

32 Preponderance of Evidence: Std. 3 Programs shall meet three of four elements of this standard at an Acceptable level in order to meet the standard. If two of the four elements are met at an Acceptable level and the preponderance of evidence is convincing, then this standard is Met with Conditions.

33 NSTA Standard 4: Safety Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure. Preservice teachers will: 4a) Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction. 4b) Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students. 4c) Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms. Assessment 4 - Student Teaching Observation Form.

34 Observation Instrument Assessment 4: Safety At a minimum, NSTA Standards/elements 4a-c Best done as a content-specific addendum

35 Preponderance of Evidence: Std. 4 Programs shall meet two of the three elements of this standard at tan Acceptable level in order to meet the standard. If one of the three elements is met at an Acceptable level and the preponderance of evidence is convincing, then this standard is Met with Conditions.

36 NSTA Standard 5: Impact on Student Learning Effective teachers of science provide evidence to show that P-12 students understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach. Preservice teachers will: 5a) Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected. 5b) Provide data to show that P-12 students are able to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. 5c) Engage students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. Assessment 5 Evidence of P-12 Student Learning - CWS

37 Preponderance of Evidence: Std. 5 Programs shall meet two of the three elements of this standard at tan Acceptable level in order to meet the standard. If one of the three elements is met at an Acceptable level and the preponderance of evidence is convincing, then this standard is Met with Conditions.

38 Standard 6: Professional Knowledge and Skills Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community. Preservice teachers will: 6a) Engage in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community. 6b) Engage in professional development opportunities such as conferences, research opportunities, or projects within their community. Assessment 6 Evidence???

39 What is Missing? To meet this standard the student is required to attend a science education or scientific conference during the semester they take EDUC 440E Practicum in Science Education. The opportunities include attending the State Association of Science Teachers Annual Convention or another conference nearby, such as an NSTA, NABT, Human Anatomy & Physiology Society national or regional conference. The student is to write a paper reporting their activities and summarizing the workshops attended along with reflection on the importance of regular interaction with other science educators and scientists on their own professional growth and development.

40 Option A The program selects 6 to 8 key assessments required of all candidates. A minimum of six assessments, unless the SPA specifies more than six required assessments Institution may submit additional assessments Five specific types of assessments are required by all SPAs

41 Option A Required Assessments in National Program Review 1. State licensure exam for content 2. Assessment of content knowledge 3. Assessment of Planning (e.g., lesson plan or unit plan) 4. Student teaching/internship assessment (observation) 5. Assessment of candidate impact on student learning 6. Other assessment

42 Option B Allows institutions to choose all of their own assessments (with some constraints) o No more than 8 assessments. o Must submit state test data-assessment 1 o Must demonstrate content, pedagogical content knowledge and skills, and impact on student learning o Must have assessment of candidate impact on student learning or for non- teaching programs, candidate impact on providing a supportive learning environment-assessment 2

43 Option C- Continuing Recognition 1. June 11, 2015, the CAEP Board of Directors approved the recommendation of the SPACAC to remove Option C as an option in the SPA review process 1. Starting the Fall of 2017, Option C will no longer be available for programs submitting their initial reports. Programs will use either Option A, B, or D. 1. Programs in the pipeline for review during the two-year transition process (with reports due in Fall 2015, Spring 2016, Fall 2016, and Spring 2017 cycles) will be able to use Option C for the review of their reports if the program meets the current criteria for Option C.

44 Option D A program can conduct validity and reliability studies of its assessments in lieu of other program report evidence requirements o Must seek permission from CAEP before pursuing this option

45 Decisions for Programs Nationally recognized Nationally recognized with conditions (conditions must be specified, and must relate to the standards; 18 months to address conditions) Further Development Required/Recognized with Probation (program has months to submit a revised report) Not nationally recognized

46 Data Rule Data Requirements: Minimum data required will be data resulting from two applications of the assessments For resubmissions (Response to Conditions or Revised Reports), one application of new assessments

47 Accreditation Information Management System (AIMS)

48 Using AIMS to Manage Your Programs The AIMS facilitates the Program Review Process. EPPs, Reviewers, and CAEP staff access and utilize AIMS to complete each Program Review Cycle. Programs newly implemented at the provider must be added to AIMS to have the program reviewed. Likewise, programs no longer offered at the provider must be archived.

49 Using AIMS to Manage Your Programs EPP s use AIMS to: o Add a new program o Request a shell o Submit the Program Report o Access prior Recognition Reports o Archive old Programs o Update EPP Contact Information

50 AIMS Organization: Programs & Shells All Program Reports must be submitted through AIMS. To submit a report, the institution must first add the program to their Manage Programs list. Programs added to this list receive a program identification number. Program (Ex: Secondary Science) Program ID Number (Ex: 123) This number lasts for the life of the program.

51 Once the program is added to AIMS, the institution is able to request a shell. Shells are linked to the program. Each shell comes a recognition decision, which is also linked to the program. Shell (Shell ID #) Recognition Decision Program (Program ID#) Shell (Shell ID #) Recognition Decision Shell (Shell ID #) Recognition Decision

52 Biology #555 Nationally Recognized Secondary Science #123 Physics #333 Recognized with Conditions General Science #111 Further Development Required

53 Linked Programs Shells can be linked if Key Assessments are the same. Disaggregate data by: o Program level (Bac., Post Bac., and Maters) o Program type (bio., chem., etc.) o Year

54 Requesting Shells CAEP has now streamlined the process institutions use to notify CAEP staff which shells they need created for the programs they are submitting for review. Previously institutions filled out a chart listing the programs and ed it to CAEP. Institutions will now notify CAEP through the new "Manage Programs" component in AIMS.

55 Requesting Shells First, logon to the AIMS and click Manage Programs

56 Requesting Shells

57 Requesting Shells Manage Shell Requests screen Change the semester to the semester Click Add

58 Requesting Shells Select the Program Name for the shells If necessary change the Option, Review Type, or Standard Click OK at the bottom of the screen.

59 Requesting Shells List of programs that you are requesting. Hit Submit When your request has been submitted, a green check appears.

60 Aids for Preparers Audit Team members Audit Team Chairperson Webinar online at NSTA Online documents and sample rubrics (TBD)

61 CAEP NCATE website: (Standards, Program Standards, NSTA) o o 2012 NSTA Standards o Content Analysis Form o Option A and B Report Forms o There will be no Option C starting Fall 2017

62 NSTA NSTA website: (Professional Development, NSTA Standards for Science Teacher Preparation) o o Standards o Content Analysis Form o Webinar for 2012 submission (posted by February 14, 2013)

63 Questions? Jeanelle Day Eastern Connecticut State University (office) (cell)