Mining the Data in Teacher Candidate Assessment and in Professional Development Schools

Linda Oliva

Assistant Clinical Professor

oliva@umbc.edu

Turning lens on ourselves.How are we using data to design and revise our program?

NCATE Reflection on data

provides basis for program improvement

Driven by FELT NEED

Performance Assessment

Five-Benchmark Model

Courtesy Dr. Yi-Ping Huang, Director of Assessment

Sample rationale from teacher candidate’s website

TESOL Professional Standard

The Data Drive Electronic Portfolio Development Project

Goals To provide workshops and resources that support pre-

service teacher candidates and mentor teachers to demonstrate their competencies various standards through the construction of electronic portfolios.

To provide training to pre-service candidates and mentor teachers on principles of student assessment, data analysis and the effective use of data in instructional processes.

To conduct ongoing evaluation and improvement of technology competencies, instructional processes and student achievement through the use of the Information and Assessment Systems. Sponsored from grant from MSDE

The value of ESSENTIAL data to Professional Development SchoolsSupplements teachers’ observations of

studentsFacilitates clarity and specificity about

students’ performance Gives clear focus for effective problem

solving and decision making Facilitates collaboration and action research

The value of ESSENTIAL data to Professional Development Schools

DRIVES instructions Provides reason for trip, map, road signs,

crew members, mile markers, basis for correction when there are detours, micro and macro management, and destination.

Data Reflections MeetingsDiscussion Questions for Team

Using your team summary data comparing Quarter 2 and Quarter 3, please answer the following questions:

Is the Quarter 3 AGL, OGL, BGL what you expected for:

Girls Boys African American girl African American boys Caucasian girls Caucasian boys Asian girls Asian boys

What patterns, trends, or gaps do you see in the AGL, OGL, BGL data when you compare Qtr. 2 and Qtr. 3 data summaries?

If you have achievement gaps in any of your subgroup data, what strategies or interventions can we brainstorm to try to eliminate the gaps?

Using the team database information for reading (BMBL, Cluster 2 Score,CTBS-R), which students in your team are not achieving as you would expect?

Discussion Questions for Team

For each child, how will you change his/her instruction or grouping, based on this information?

Using the team database information for math (Unit tests, CTBS-M), which students in your team are not achieving as you would expect?

For each child, how will you change his/her instruction or grouping, based on this information?Used with permission from Ms. Cynthia Hankin, Principal, Thunder Hill Elementary

Discussion Questions for Team

Completing the Data Cycle with theStudent in the Center

Continuous

Assessment

Teachers and students engaged in

the processes

Community of Inquiry

Have important questions that

need information that can become

knowledge

School personnel are comfortable with research

methodologies and statistical concepts

Multiple Sources of

Trusted Data

School priorities

and resources aligned

Technology tools that effectively

analyze, display and disseminate

data

Instructional practices that

optimize student achievement

Completing the Data Cycle with theStudent in the Center

Continuous

Assessment

Teachers and students engaged in

the processes

Community of Inquiry

Have important questions that

need information that can become

knowledge

School personnel are comfortable with research

methodologies and statistical concepts

Multiple Sources of

Trusted Data

School priorities

and resources aligned

Technology tools that effectively

analyze, display and disseminate

data

Instructional practices that

optimize student achievement