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1 INSTITUTIONAL REPORT: TRANSFORMATION INITIATIVE OPTION University Of Memphis 2015 Dr. Ernest A. Rakow, Interim Dean Dr. Mary Ransdell, NCATE Coordinator NCATE/ TI Institutional Report Submitted August 2015 Page 0

2 I. Overview and Conceptual Framework I.1 What are the institution s historical context, mission and unique characteristics (e.g., HBCU or religious)? [2000 characters] The University of Memphis was established under the auspices of the General Education Bill, enacted by the Tennessee Legislature in 1909 and has a rich history featuring teacher preparation; beginning as West Tennessee Normal School in As the flagship of the Tennessee Board of Regents System, we are a comprehensive doctoral-extensive university awarding more than 3000 degrees annually. Our Vision and Mission defines the U of M as a metropolitan research university, offering comprehensive, innovative and high quality academic programs to urban, suburban, and rural populations through a variety of delivery vehicles; and for capitalizing on its urban setting to address the needs of our global society through artistic expression, and engaged interdisciplinary scholarship. Unique characteristics include a Cradle to Career Collaboration for the virtual West TN STEM Hub serving 20 counties and offering real-life competitions for student-teams. Project Memphis began in the 1970s and serves families/ year, helping parents interact positively with their children with special needs. Restructuring for Inclusive Education (RISE) began in 1995 and serves a 5-county area by focusing on positive interventions to improve behavior and academics. Campus School, a K-6 lab school operated by the local school system, is located on the U of M Campus, and the Barbara K. Lipman Early Childhood School and Research Institute serves the needs of the urban community. The Center for Urban School Leadership has 1-year intensive, highly selective program producing exceptional school leaders. Our Department of Leadership is known throughout West Tennessee as the place to develop great school leaders. The University of Memphis Lambuth Campus (formally Lambuth College) was purchased from the city of Jackson, TN after the closure of the Lambuth College. This small, but full-service campus allows us to impact the Jackson-Madison County area. Enrollment has exceeded expectations. I.2 What is the professional education EPP at your institution and what is its relationship to other units at the institution that are involved in the preparation of professional educators? [4000 characters] EPP The professional EPP is the College of Education (COE). The college includes undergraduate and graduate degree programs leading to licensure as well as certificates and endorsements for advanced teacher preparation. The COE offers or coordinates nine undergraduate teacher education programs; four of these are B.S.Ed. teacher preparation programs offered in the unit: Physical Education Teacher Education, Early Childhood Education, Teaching All Learners (dual Elementary and Modified Special Education), and Youth Services (non-licensure). The Middle Grades Program is undergoing complete revision. The COE also coordinates four baccalaureate teacher preparation programs in NCATE/ TI Institutional Report Submitted August

3 Music Education (vocal and instrumental) and Art Education housed in the College of Communication; and Fine Arts, and Dance Education housed in the University College. Paperwork for a new B.A. degree in Secondary Math Education has been submitted to the state; approval is anticipated. Overall, the COE offers 41 graduate programs including the Master of Arts in Teaching (5), Master of Education (1), Master of Science (18), Education Specialist (1), Doctor of Education (13), and Doctor of Philosophy (3). Of these, 14 are initial or advanced programs that prepare P- 12 school professionals: five M.A.T. degrees in Early Childhood Education, Elementary Education, Secondary Education (six licensure programs), Special Education, and Dual Middle Grades Education with Modified Special Education; one M.Ed. degree in Childhood Literacy Reading (Tennessee Board of Regents University consortium program); and eight M.S. degrees in School Counseling, Physical Education Teacher Education, Early Childhood Education, Instruction and Curriculum, Instructional Design and Technology, Reading, Special Education, and School Administration and Supervision. Seven Graduate Certificates (Autism, Urban Education, Teaching and Leadership, Disabilities Studies, Instructional Computer Applications, Literacy Leadership and Coaching, and Qualitative Studies in Educational Research) and a Graduate Endorsement in Library and Information Specialist provide advanced studies that directly impact children. In addition, the COE coordinates with initial POBA programs in Business Education housed in the College of Business and Economics and Family and Consumer Sciences Education housed in the University College. Further, the COE coordinates advanced M.A. programs in School Psychology housed in the College of Arts and Sciences and the M.A. program in Speech-Language Pathology housed in the School of Audiology and Speech-Language Pathology. In sum, the COE houses or coordinates nine B.S. initial teacher preparation degree programs and 18 POBA initial and advanced degree programs for the preparation of P-12 teachers and other school professionals. These programs are offered on and off campus, as fully face-to-face, hybrid, or fully-online and reflect nearly 50 different P-12 school professional licensure programs. A variety of other degree programs and graduate certificates with no direct impact on P-12 student learning are offered through the COE but not discussed here. RELATIONSHIP WITH OTHERS Undergraduate students take most of their lower division general education courses in the Colleges of Communications & Fine Arts, and Arts & Sciences. COE faculty members cooperate with colleagues, particularly in the College of Arts & Sciences to tailor content and course sections to the needs of the P-12 classroom teachers, PRAXIS exams, and Common Core State Standards. These collaborations proved helpful to our candidates in providing a strong base upon which to build methods coursework during their upper division courses. Collaborations with other colleges exist for graduate levels with the STEM Hub providing a prime example of this. However, most graduate degrees and certificates require courses within the COE. NCATE/ TI Institutional Report Submitted August

4 I.3 What are the significant changes, if any, made to the conceptual framework since the last NCATE review? [4000 characters] Our conceptual framework has not changed substantially since the last review. Our framework is represented by three philosophical commitments guiding our efforts for preparing educators to serve in P-12 schools. All COE programs are built on the foundation of a commitment to diverse communities. We are committed to preparing effective professionals who understand and value diversity, and who act proactively in all relationships. All programs are designed using principles of effective practice. We are committed to preparing candidates with the knowledge, skills, and dispositions necessary to begin practice as competent professionals who meet or exceed the requirements for successful careers. In all programs and practices, we are committed to the notion of leaders as problem solvers who embrace change. We intend to prepare educators to take leadership roles in their chosen profession. Our faculty and candidate leaders are disposed to positive change through active engagement with their various professional communities. Our pursuit of these three commitments is guided by six action principles: Social Justice: A climate of openness and egalitarianism is embedded in all our actions. Integrity: Act in good conscience, to take responsibility for their behavior, and to do the right thing while respecting others. Excellence: Maximize resources and mobilize the collective efforts of those working together toward the attainment of excellence in all endeavors. Accountability: The COE holds itself accountable for meeting the educational goals of the community it serves. Respect: We are a community of scholars who embody professionalism and engage in respectful discourse. Continuous Learning: Offer challenging programs that span undergraduate through doctoral degrees. Faculty members are supported in modeling ongoing professional development and self-study. In the same way that actions in support of the three commitments are guided by principles of action, the COE developed norms, or principles of interaction, to guide behaviors and professional interactions among faculty and candidates. I take 100% responsibility. I seek equity of voice. All voices are heard. I am willing to talk about sensitive issues. I encourage dialogue about sensitive issues. I listen for understanding. I go directly to the source for information and problem resolution. I appreciate the strengths and contributions of others. I need, I want, and I value contributions of others. I bring positive energy and encouragement to the team. I contribute positive synergy to the team. I commit to the mission of the College. I support and implement the mission. The TI is a natural extension of the Mission and Vision statements and the six pillars of our the Conceptual Framework by our communication and partnerships with exemplary local schools NCATE/ TI Institutional Report Submitted August

5 and teachers; faculty members focused on self-study and data-driven improvements; COE faculty collaboration with College of Arts and Sciences faculty and a strong commitment to providing preservice teachers with real-world experiences through innovative and interactive teaching techniques and technological media. A renewed sense of social justice stemming from the Conceptual Framework and seven COE Norms propelled a core of faculty members to create the Diversity Committee to address issues related to diversity across all course and to broaden the definition of diversity to include not only issues of race and ethnicity, but also physical and academic ability, access, and economics. The TI enhances the Mission and Vision statements; the Conceptual Framework; and the COE Norms by focusing on P-12 student learning via planning, teaching, assessing, and reflecting along with professional collaborations, developing and maintaining partnerships, and celebrating diversity. The TI provides measurable data to validate statements made above and to offer guidance for future program developments. See Exhibits I.4.a.1-5. I.4 Exhibits I.4.a I.4.a.1 I.4.a.2 I.4.a.3 I.4.a.4 I.4.a.5 Conceptual Framework Conceptual Framework Document Conceptual Framework Brief Conceptual Framework Graphic COE Diversity Standards Alignment of EPP, National and Professional Standards TI. Summary of the Transformation Initiative TI.1 Provide a brief overview of the TI. (4000 characters) The TI at the U of M highlights the Tennessee Board of Regents (TBR) mandated Ready2Teach (R2T) Initiative. R2T at the U of M focuses on preparing BSED teacher candidates who are competent to teach and safe to practice. The TI was chosen by TBR and the proposal developed by the its staff in concert with representatives from the Colleges of Education from six Tennessee institutions: Austin Peay State University, Middle Tennessee State University, Tennessee State University, Tennessee Technological University, East Tennessee State University, and the University of Memphis. The primary goals of the R2T Initiative are to: Prepare teacher candidates to positively impact student performance upon entering the workforce Collaborate with local schools to improve outcomes for students, schools, and the community The two-semester BSED clinical residency begins with the teacher in-service days at local schools in late July and prepares teacher education graduates to succeed in challenging urban, suburban, and rural public schools. Originally undergraduate candidates in three programs (Early NCATE/ TI Institutional Report Submitted August

6 Childhood, Teaching all Learners, and Middle School) spent two full days during their first semester of their senior year (Residency I) in local school classrooms in meaningful teacherrelated tasks (e.g., tutoring, teaching, observing). In each model, Fridays are reserved for Practicum Seminars or make-up clinical days. Local school administrators AND the U of M Office of Teacher Education and Student Support Services created the schedule. Based on feedback from candidates and school personnel candidates now spend 7 weeks on the U of M campus and 8 full weeks in the public school classroom. Local school administrators choose expert mentor teachers (Preservice Instructive Mentors or PIMs), who provide teacher candidates with effective teaching models. A Master Clinician or a university faculty member spends time in the candidates classrooms monitoring, mentoring, conferencing, or co-teaching as necessary. Master Clinicians are former K-12-based personnel possessing a long history of exemplary teaching. Master Clinicians and faculty collaborate on the Friday Seminars held for Residency I candidates. PIMs and Master Clinicians have specific qualifications that are explained later. Candidates return to the same classroom with mentor teacher in early January of the second semester of their senior year (Residency II). During this semester candidates perform as a coteacher, under their PIM s guidance. During this professional semester, candidates must be in control, with the PIM acting as an aide and present in the classroom, for at least eight full weeks. The administrators understand our requirement that candidates have diverse teaching experiences and work to fulfill this by their recommendation of PIMs whose classrooms contain a variety of learners. In summary, R2T provides a year-long residency whereby undergraduate candidates spend approximately 800 documented hours in a local classroom assisting, teaching, tutoring, assessing children s learning, reflecting on their performances and studying the work of their mentor teachers. The edtpa provides the assessment instrument for the TI, and the capstone assessment for our teacher education programs. This nationally scored portfolio of candidate tasks, commentary, and reflection involves planning, instructing and assessing children. It is externally and blindlyscored. There are 30+ versions of the edtpa each targeting a specific content/grade band (e.g. elementary literacy, middle grades science). Rubrics are similarly focused across the editions, thus Rubric #5 in one content area resembles Rubric #5 in another content area; the primary difference being the wording relative to specific protocols. Candidates receive a separate score on each of the 15 rubrics. We are unable to fully implement R2T at the graduate level, but have implemented the completion of the edtpa. See text below for an explanation. TI.2 What is the status/progress of TI implementation? (8000 characters) Year 1 (2010/2011) The U of M had a year-long clinical model whereby Elementary Education/Special Education students were placed in one of several local schools for 1-2 days per week during their first (methods) semester senior year. The students returned to that same school and classroom teacher NCATE/ TI Institutional Report Submitted August

7 for one of their two student teaching assignments. Thus, it was relatively easy to transition to the R2T Model. Strong partnerships existed with local districts then, and now. Teaching all Learners (Elementary K-6 and Modified SPED K-12 dual licensure) implemented R2T as a pilot in Fall 2010 with 52 candidates. The teacher candidates received two student teaching placements, but in the same school. One placement was the same as their methods semester classroom and the second placement was in a classroom from the other grade-band (K- 2 or 3-5). This was somewhat problematic because some students who took their methods semester in Spring worked with different students in Fall and with a different teacher in some cases. Planning for a one-year rotation was undertaken. The TPA (nee edtpa) was used as the capstone project and was initially scored in-house by faculty after having received training and being calibrated by trainers at Stanford University. Year 2 (2011/2012) In year 2, Middle Grades Program faculty redesigned courses and assessments in order to implement R2T in Fall The Early Childhood Program began this process, but faculty member attrition stalled their process. Faculty associated with Physical Education, Art, Music, and Dance sought guidance as they worked with us to plan the redesign of their programs as they approached implementation of their programs in Fall All programs worked to phase in a Fall-Spring rotation of Residency 1 (formerly methods semester) and Residency II (student teaching) so that all teacher candidates remained in the same classroom with the same children and same Preservice Instructive Mentor (cooperating teacher) during the bulk of the academic year. The Teaching all Learners Program expanded the implementation of R2T to include all candidates newly admitted to the TEP. 80 candidates participated. In Fall, the edtpa was again scored in-house by faculty after having received training and being calibrated by Stanford University. Pearson took over scoring in Spring Year 3 (2012/2013) By year 3, the Teaching all Learners Program fully implemented R2T with all candidates. The Middle Grades Program implemented R2T in Fall candidates participated in R2T. Faculty associated with Physical Education, Art, Music, and Dance continued their work to redesign their programs in preparation for Fall 2013 implementation. The TBR allowed its institutions to begin charging a differential fee of $25 per credit hour for all professional education courses. These funds provide stipends and training for local school personnel who mentor our teacher candidates; to pay the $300/candidate edtpa scoring fee charged by Pearson and for additional expenses noted later (Exhibit 6.4.e.1-2). Year 4 (2013/2014) The Early Childhood, Art, Music, Dance and Physical Education Programs began implementing R2T in Fall Along with Teaching all Learners and Middle Grades, this accounted for 140 candidates. NCATE/ TI Institutional Report Submitted August

8 Year 5 (2014/2015) All BSED programs were fully participating in R2T. All Master of Arts in Teaching (MAT) Program were slated to begin R2T implementation in Fall 2014, but were not able to accomplish this for reasons outlined below. The MAT program prepares graduate candidates for initial licensure in five areas (Elementary Education, Early Childhood Education, Middle Grades, Special Education and Secondary Education [science, social studies, math, English/language arts]). There are several factors that complicated this plan. First, the TBR mandates a 30-hour Masters Program; secondly, because most of our graduate students work days, nearly all graduate coursework is offered completely online. A third complication is that since our MAT can be taken completely online, we recruit students from other U.S. states and foreign countries for our MAT programs; thus field work placements cannot be controlled, monitored, or assessed as closely as we do with the undergraduate programs. Finally, local districts have a history of hiring non-licensed teachers on Transitional Licenses for high-need areas. These teachers concurrently enroll in our MAT programs but may opt out of their clinical or student teaching semester if they meet specific criteria. They must verify through their administrators that they have taught for one year on a Transitional License or three years at an approved Private School and had successful evaluations. The result is that a majority of our MAT students complete their degree program without a 15- week clinical placement in a host teacher s classroom. These four situations present a challenge for us as we seek to find a way to incorporate R2T, as it was envisioned into the MAT graduate program. The process to begin to incorporate R2T into the MAT program began several years ago and continues to the present time. MAT candidates complete the edtpa. Assessment The edtpa is the capstone assessment event during the Residency II semester. Several comments need to be mentioned here relative to the edtpa scores: (a) Our initial pilot was in Fall 2010; (b) initially, trained faculty members scored students work; (c) Stanford University changed the rubrics and written prompts over the semesters; (d) Pearson took over scoring in Spring 2012; and (e) in the early years, all U of M students completed the Elementary Literacy edtpa, but choices are available now (Exhibit TI.4.a.1). Our initial foray into what is now the edtpa in Fall 2010 was met with fear by students since we used the Teacher Work Sample before moving to the edtpa. We began the edtpa with only two small cohorts (n=19 students) to allow us to begin to understand the process. Candidates were unfamiliar with some of the terminology and confused by some of the prompts. Initially, several faculty members traveled to CA to receive training and then to bring the training back to us so faculty could score edtpa documents in-house. Full-time faculty, part-time faculty, and school personnel were trained to score documents. Scorers were then calibrated with master documents from CA scorers. No one scored a document completed by a student with whom he/she had worked or taught. Pearson took on this scoring task in Spring 2012 with electronic submission via a portal. Trained external scorers assessed students and Pearson returned scores to institutions. NCATE/ TI Institutional Report Submitted August

9 The edtpa prompts, number and foci of tasks, and number of scoring rubrics changed every semester through the early process. Faculty members back-mapped similar activities into early coursework and assessments. Initial versions had eleven 4-point rubrics and later edtpa editions have fifteen 5-point rubrics. Initially there were three tasks, then four, and finally three, again. The foci were always similar (planning, teaching, assessing and reflecting on P-12 student learning). Initially, all students were required to complete the Elementary Literacy edtpa. In Fall 2013, middle school candidates (ITGS) were allowed to chose the content area edtpa that most matched their placement. In Spring 2014, students chose an edtpa protocol that most nearly matched their anticipated licensure. We found that special education and early childhood preresidency coursework did not adequately prepare the candidates for the respective edtpa tasks, thus these program faculty members will revamp their earlier coursework before students chose these protocols. Scores Overall, our candidates mean scores consistently increased. They also matched or exceeded the state and national means when those data were available. The edtpa Summary document displays means (Exhibit TI.4.a.1). See the 2014 report (Exhibit TI.4.a.2) for a recap of R2T. TI.3 What are the significant changes, if any, in the TI implementation since the TI proposal was approved? (4000 characters) The TBR declared that the IT would be implemented at the above named institutions. Adjustments to the research questions were made based on the feasibility of collecting particular data. For instance, Case Studies are implemented in a variety of ways and in various courses with limited regularity; therefore, any resultant data would be invalid. The six institutions have made changes to the TBR approved guidelines. These include: 1. Removal of the requirement that professional education components be offered primarily in organized sequential modules. All courses continue in traditional credit-hour format. 2. Require that all mentor teachers be rated as effective teachers by the approved state teacher evaluation system. Teacher must earn a 4 or 5 (5 is highest) in either evaluation system. 3. Residency has been redefined requiring a significant increase in the amount of time spent in the P-12 setting during the Residency year, instead of two full-time semesters. Currently, U of M undergraduate candidates spend approximately 800 hours in the clinical setting during the two residency semesters. Residency I requires 300 hours while Residency II requires 500 hours). 4. The focus on Problem-Based Learning has shifted to a broader focus on Experiential or reality based student learning which includes problem-based learning, project-based NCATE/ TI Institutional Report Submitted August

10 learning, simulations, and case studies. We emphasize hands-on learning via videos, field assignments, cooperative learning, or other project-based instruction. As part of the TI, the TBR institutions agreed to pilot the Teacher Performance Assessment (edtpa) as a culminating competency indicator. As a result of that pilot, the institutions have adopted the edtpa as the culminating assessment for teacher candidates in disciplines that have an edtpa. Another significant change in the implementation of the TI has been the restructuring of the research component of the TI. This was an area cited for improvement in the initial NCATE review of the TBR proposal in Consequently, the research plan was revised by a statewide Research Committee with TBR staff. This reconsideration of the original research questions resulted in the conclusion that the original research questions would not provide the data needed on the effectiveness of R2T. Currently, the U of M gathers demographic and perceptual data about: (a) candidate knowledge, skills and dispositions relative to teaching; (b) feedback about R2T; and (c) the level of support offered from candidates, PIMs, and administrators. We also gather perceptions about training and impact on P-12 learning from PIMs, and the benefits of R2T from administrators (Exhibits3.4.a.3-5). Further, the original plan called for a system-wide research center to be housed at Middle Tennessee State University; this was relocated to the U of M Center for Research in Education Policy (CREP) in Representatives from TBR and the TBR institutions met with representatives from the CREP in May 2012 to begin the process of crafting some research questions based on areas of interest common to all six institutions. Representatives from CREP visited TBR institutions during the spring of 2013 in order to engage stakeholders more fully in defining the research component of the TI. (Exhibit TI.4.a.2) The process to incorporate R2T into the MAT program at the U of M began several years ago and continues to the present time. Reasons for this are outlined in the section above. Strong partnerships were established early and are continually strengthened by efforts from The Director of Teacher Education and Student Support Services, Associate Director of Teacher Education, and Assistant Chair for the Department of Instruction and Curriculum Leadership who visit each school site, principal and mentor teacher. Co-teaching has become more formalized and teachers are trained in the model (Exhibit 3.4.d.1). We see an increase in collaboration between the COE and other colleges on campus. TI.4 Exhibits TI.4.a TI.4.a.1 TI.4.a.2 TI.4.b TI.4.b Evidence of TI progress Chart of edtpa Scores SP 11-SP 15 R2T U of M Final Report Rationale for and evidence of changes in implementation Change & Rationale/Evidence Chart NCATE/ TI Institutional Report Submitted August

11 Standard 1. Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all candidates [7] learn. Assessments indicate that candidates meet professional, state, and institutional standards. 1.1 What are the significant changes, if any, in what candidate assessment data tell the EPP about candidates meeting professional, state, and EPP standards and their impact on P-12 candidate learning? Include a statement about programs not nationally/state reviewed, using data and results from key assessments. [8,000 characters] As recorded in AIMS, U of M annual reports of teacher education assessment data reveal consistently positive outcomes regarding undergraduate and graduate candidates meeting and/or exceeding professional, state, and EPP standards for content knowledge, pedagogical content knowledge and skills, and pedagogical and professional knowledge, skills, and dispositions necessary to help all candidates learn. AIMS data also reveals all teacher education programs are nationally/state reviewed. The most notable changes in these sets of candidate assessment data that have occurred after implementation of the undergraduate Ready2Teach (R2T) TI are demonstrated in: (a) increases in admission and continuation standards, which includes content and pedagogical knowledge; (b) increases in professional knowledge and skills; and (c) increases in candidate learning. Discussion and evidence documenting these changes are presented below and in the Exhibits for Standard 1, as noted. INCREASES IN UNDERGRADUATE ADMISSION AND CONTINUATION STANDARDS The 2008 NCATE report revealed TEP admissions requirements included passing six undergraduate courses with a C- or above; a cumulative GPA of 2.50, passing the Pre- Professional Skills Test (PPST) or ACT at state-determined scores; complete a successful interview with College of Education (COE) faculty, and submit two recommendations from college/university faculty. The Praxis II content and pedagogical knowledge and skills tests were taken during or after candidate teaching. Also noted in the 2008 report, was an overall average Praxis II score of 80% for program completers. Even though these results were considered positive in 2008, upon initial implementation of R2T, it was clear that the admission and continuation standards of candidates needed to be raised to meet increasing national (e.g., No Child Left Behind, NCTQ) and state (e.g., First to the Top; Tennessee Value Added Scores) criteria for greater teaching effectiveness, as reported in the annual Tennessee Higher Education Commission (THEC) Report Card on the Effectiveness of Teacher Training Programs. These criteria were used to formulate more rigorous admission and continuation standards for the R2T candidates. This is noted in the document, Changes in Undergraduate TEP Admissions and Continuation Requirements: Versus (Exhibit 1.4.a.1). Of key importance are three major changes in admission/continuation requirements: (a) candidates must pass the Praxis CORE writing exam; (b) candidates must have a GPA of 3.00 rather than a 2.50 to be accepted into Residency II; and (c) candidates must pass appropriate Praxis II Content Knowledge and Principles of Teaching and Learning prior to entering Residency II rather than during or after candidate teaching. Overall, the admission and continuation changes to the R2T TI have resulted in teacher candidates better able to meet the rigorous standards of being highly NCATE/ TI Institutional Report Submitted August

12 qualified, as evidenced in increases in professional knowledge and skills and increases in candidate learning. INCREASES IN UNDERGRADUATE PROFESSIONAL KNOWLEDGE AND SKILLS A key component of the R2T initiative is the use of a teacher performance assessment (TPA later changed to edtpa) to provide real-world measures of teacher candidate professional knowledge and skills as demonstrated during Residency. The introduction of the TPA served as a stimulus for continuous program revision and improvement. The resulting TPA data not only revealed areas of candidate strength, but importantly, highlighted areas in which candidates needed additional supports. From the first TPA pilot test in Fall 2010 through current implementation of the edtpa, the findings from unbiased national reviews of R2T candidate performance portfolios have been used to make systematic curriculum, instructional, and experiential changes and improvements in the R2T program. For example, TPA/edTPA data, combined with other data, have been the stimulus for changes in the sequencing of courses, as well as the increased expectations for candidate use of academic language, reflective writing, research-based practices, use of candidate performance data and community and cultural awareness to individualize instruction to meet the needs of all candidates (e.g., ESL, special needs), while cultivating professional dispositions for a successful career. Evidence of these changes is reflected in the R2T degree sheets, course syllabi lesson plan template, and assessment instruments. Key evidence of the success of these changes is seen in edtpa data from the most recent three years. Specifically, as seen in Chart 1 of Exhibit 1.4.e.2 the edtpa data reveal the following notable 2011 to 2014 improvements in R2T candidate performance regarding their competencies to plan effective instruction (79.5% increase: 2011 m = 2.63; 2014 m = 3.31) to teach candidates (76.4% increase: 2011 m = 2.39; 2014 m = 3.13), and to assesses and impact candidate learning (76.8% increase: 2011 m = 2.45; 2014 m = 3.19). A similar positive trend is evidenced when comparing reviewer ratings for Fall 2011 versus Spring 2014 by percent of scores at each of the five levels (Chart 2, Exhibit 1.4.e.2). Of importance are the decrease in low scores of 1 (-3%) and 2 (-38%) and the increase in higher scores of 3 (17%), 4 (23%) and 5 (2%). The edtpa data reveal R2T candidates are continually demonstrating increased knowledge and skills competence. INCREASES IN STUDENT LEARNING Continuous evaluation and improvement of undergraduate R2T program, such as raising the admission and continuation standards for the R2T candidates and revising program curriculum, instructional approaches, and candidate P-12 classroom experiences, are yielding increases in p- 12 student. Key evidence is seen in candidate edtpa P-12 student learning outcomes as well as the annual TN State Report Card. Regarding increases in edtpa data, each candidate s edtpa submission includes assessment of actual P-12 student learning that is documented with candidate assessment of real work samples coupled with instructive feedback to the student and video of actual classroom instruction and assessment administration (Exhibits 1.4.f.1a-c). Data reveal R2T candidates are demonstrating continuous improvement in this area (Exhibit 1.4.e.3). For example, teacher candidate performance on edtpa Assessment of P-12 student learning reveal Spring 2013 to Spring 2014 increases in mean scores on the five Task 3 rubrics ranging from to NCATE/ TI Institutional Report Submitted August

13 Positive trends in P-12 student learning are further evidenced in recent TN State Report Cards, which are beginning to reflect improved teaching effectiveness of candidates as the R2T initiative reached full undergraduate implementation in Fall The TVAAS data show to increases in P-12 students taught by new U of M graduates who performed as well as (+12%) or better than (+17%) P-12 student with new teachers across TN (Exhibit 1.4.i). Similar trends are seen when comparing new U of M teachers to veteran teachers in that there was a 17% increase in positive significant differences, 21% increase in no significant differences, and a 38% decrease in negative significant differences. SUMMARY The R2T TI engages in continuous improvement through the examination of candidate assessment data from multiple sources. Resulting positive changes highlighted in this section include increases in admission and continuation standards, which include higher GPA and content and pedagogical knowledge performance requirements, increases in professional knowledge and skills, and increases in candidate learning. 1.3 Transformation Initiative [12,000 characters] Summarize activities and changes based on data on candidate performance and program quality that are related to the TI, if TI is related to this standard. Universities governed by the Tennessee Board of Regents (TBR) were challenged to develop responsive, self-study approaches to reviewing how they can improve teacher education (TBR, 2011, p.1). TBR selected the R2T program to achieve these goals. Critical components of the R2T program are a year-long immersion residency in the P-12 setting, co-teaching, strong partnerships with schools, intensive mentoring, strong content knowledge, and performancebased assessment (Tennessee Board of Regents, 2010). A wide range of R2T assessment data are reviewed regularly to monitor and maintain program quality and effectiveness to ensure program completers achieve the competencies, skills, and dispositions required of highly qualified teachers, as documented in professional, state, and EPP standards. Two areas are highlighted to reflect activities and important changes based on candidate performance and program quality data: changes in the R2T curriculum, and changes in P-12 classroom experiences. CHANGES IN THE R2T CURRICULUM Candidate performance on key assessments is regularly reviewed to gauge the effectiveness of the R2T curriculum. Two resulting curriculum changes are discussed: 1) revision of the R2T assessment and evaluation course; and 2) increased program-wide emphasis on planning, instruction, and assessment. Revision of the R2T Assessment and Evaluation Course Fall 2011 through Fall 2013 edtpa data reveal teacher candidates were less proficient with assessment as compared to planning and instruction (Exhibit 1.4.e.2). These data were the primary basis for a strategic revision of the R2T ICL 3333 Assessment and Evaluation course (Exhibit 1.4.a.2). The first step was to form a curriculum task force comprised of ICL faculty who teach the course, faculty with assessment expertise, and school curriculum supervisors. The task force reviewed multiple data and information sources to identify areas of needed NCATE/ TI Institutional Report Submitted August

14 improvement. The candidate level edtpa performance data on the five Assessment rubrics (edtpa Rubrics11-15) was of critical importance to course redesign decisions. The resulting revisions included more practice in creating authentic assessments such as: (a) rubrics; (b) increased hands-on experience in using formative evaluation techniques based on candidate performance data; (c) increased practice individualizing instruction; and (d) completing Battelle for Kids (an online professional learning portal) modules on how to analyze state-provided data, such as TVAAS and TCAP. The revised ICL 3333 was pilot tested in Candidate performance on the Assessment portion of the edtpa for Spring 2014 (m = 3.19) reveals a 44.0% increase as compared to the Fall 2013 data (m = 2.75). These findings suggest the curriculum changes had a positive effect on teacher candidate competencies to develop and effectively use assessments of candidate learning. Subsequently, the Masters of Arts in Teaching (MAT) Program revised the graduate Assessment and Evaluation course, ICL 7030, based on the undergraduate design. Outcomes of this revision will be assessed Fall 2015, when edtpa is fully implemented in the MAT program. Increased Emphasis on Planning, Instruction, and Assessment The second curriculum change was more systemic in that it not only involved changes to R2T course content, but also involved faculty professional development (PD) to better understand the R2T TI. Systemic changes to courses primarily included the use of a standardized R2T Lesson Plan Template. The template embeds critical components associated with planning, instruction, and assessment for which teacher candidates demonstrate competencies required by professional, state, and EPP standards, and to demonstrate impact on P-12 student learning. The lesson plan is an assessment in most methods courses. The lesson plan performance data in LiveText can be reviewed by individual courses, combined by degree, by all degrees, or by standards. These data are used during annual data retreat meetings to identify areas of success and needed improvement. Early edtpa findings suggested the need for additional faculty PD to address moderate outcomes in planning, instruction, and assessment. Implementation of the R2T required the participation of ICL faculty in multiple PD sessions to understand and support the TI. The systemic inclusion of a standardized lesson plan template and scoring rubric required further PD sessions focused on the edtpa and how the lesson plan components build teacher candidate ability to plan, instruct, and assess effective lessons. The PD engaged faculty in hands-on practice with sample edtpa tasks and question/answer activities to clarify the process. Additional PD occurred when program coordinators and faculty from each program area taught courses for Residency I and II. These experiences resulted in further refinement of R2T curriculum, (e.g., increased use of reflective writing, modeling of formative evaluation processes, greater emphasis on academic language and Common Core, integration of ESL activities, and development of diversity standards). Once again, the positive trends in edtpa data suggest these curricular changes are resulting in improved teacher candidate preparation to be effective teachers (Exhibit 1.4.e.2). CHANGES IN P-12 CLASSROOM AND SCHOOL EXPERIENCES Key assessment data and R2T program goals have served as criteria for continuous improvement of teacher candidate experiences in P-12 classrooms and schools. Three examples of significant changes in classroom and school experiences are discussed: (a) increased time in classrooms and NCATE/ TI Institutional Report Submitted August

15 schools; (b) more focused classroom experiences; and (c) change from mentor teachers to Pre- Service Instructive Mentors. Increased Time in Classrooms and Schools Professional, state, and EPP standards emphasize the need for teacher candidates to spend more time in P-12 schools. The R2T TI addresses this need through requiring candidates in their senior year to complete a year-long residency, which includes more than 800 hours of clinical experience in one school rather than a combination of field experience and one semester of candidate teaching, sometimes in two school placements. In addition to staying in the same school for an entire academic year, candidate time was also increased by being required to be at their schools the first day teachers reported to work even though this was before the start of U of M classes. During the extra time at their assigned school, candidates participate in a variety of activities, thus gaining robust experiences in various settings. These experiences include things such as (a) participating in July/August faculty meetings, (b) setting up the classroom, (c) professional development sessions, (d) parent-teacher conferences, and (e) PTA meetings. Teacher candidates also help with school supported community projects as service learning activities. The purpose of increased time in classrooms and schools is to engage or immerse candidates as a participant in the school and community culture. More Focused Classroom Experiences Initially, the year-long residency could begin in Fall or Spring. Candidates who began in the Fall remained in the same school with the same teacher and candidates for Residency I and II. Candidates who began Residency in the Spring also remained in the same school with the same teacher; however, they had different students when returning in the Fall for Residency II. Feedback from the candidates, mentor teachers, and university supervisors revealed distinct benefits of remaining with the same students throughout an entire academic year. Important among these benefits was the opportunity to experience the outcomes of individualized instruction, implementation of IEPs, classroom management plans, and uses of formative evaluation to improve candidate learning because candidates could see changes in P-12 student leaning and behavior over the course of the year. As a result, the R2T now requires all candidates to begin Residency during the Fall semester to ensure they remain with the same teacher and P- 12 students throughout the school year. Change from Mentor Teacher to Pre-Service Instructive Mentors A third significant change in the R2T program was switching from Mentor Teachers to Pre- Service Instructive Mentors (PIMs) (Murley, Nelson, Flynt, 2013). Beyond the name change, the critical revision was the addition of rigorous criteria for PIMs that extend beyond the state requirements of having a regular Tennessee License for the teaching assignment, at least four years of teaching experience, and a history of positive evaluations from their principal or supervisor. Specifically, partner schools and the COE Office of School Based Clinical Practice (OSBCP) collaborate to select PIMs who are: (a) excellent classroom teachers; (b) have had PD related to being a mentor; (c) willing to practice co-teaching as defined in U of M delivered PD; (d) have scored a 4 or 5 (out of 5) on their teacher evaluations; and (e) have demonstrated positive impact on candidate achievement as reflected by TVASS. The key rationale for this significant change was that candidates need to learn FROM and WITH exemplary teachers if NCATE/ TI Institutional Report Submitted August

16 they are expected to emerge from the year-long residency fully prepared to enter the classroom as a teacher who effectively improves P-12 student learning. Data from edtpa (Exhibit 1.4.e.1-4) and the TN State Report Card on the Effectiveness of Teacher Training Programs (Exhibit 1.4.i.1) reveal the positive outcomes in teacher candidate knowledge and skills and improved P-12 student learning, suggesting these programmatic changes in R2T curriculum and classroom and school experiences are beneficial. Discuss plans for sustaining and enhancing progress on the TI in this area, if TI is related to this standard. SUSTAINING AND ENHANCING PROGRESS ON THE TI The U of M plans to sustain the R2T program, as it is The state approved undergraduate teacher education program, rather than an add-on program that is being pilot tested as a TI. Requirements for R2T admissions, TEP acceptance, year-long residency, and the three BSED degrees in the R2T program (Early Childhood, Integrative Studies, and Teaching all Learners) are in the official U of M Undergraduate Catalog. Additionally, continuation of the edtpa requirement without added costs for teacher candidates is supported through a TBR approved candidate fee on TEP courses (Exhibit 6.4.e.1-2). Sustenance of the year-long residency of candidates in one school is maintained through well-established collaborative agreements and processes with local and regional school districts (Exhibit 3.4.a.2). Of key importance to enhancing progress is the continued use of formative evaluation processes to inform data based decisions for program improvement. Secondly, plans are in place to receive candidate level teacher effectiveness data of program completers, which will enhance the ability to more specifically address areas of needed improvement in the undergraduate programs. Additionally, beginning Fall 2015, the R2T program will pilot test a Junior Year program in which candidates are assigned to one or more distinctly urban school(s) for a 2-semester beginning immersion experience. Candidates field experiences in the assigned school(s) will occur 1-2 days every week. Similar to the year-long Residency, the main goal of the junior year pilot is to provide more purposeful classroom experiences, while becoming engaged in the school and community culture. As we move from NCATE Legacy to CAEP, it is understood that assessments, rubrics, and data need careful attention. A cycle of assessment creation, implementation, data gathering, data analysis, assessment revising will be necessary. Plans are being formulated by the Director of Assessment who will work with the new Dean and COE department faculty members to transition smoothly to the new standards and associated requirements. Exhibits 1.4.a Evidence of TI-related changes to candidate content knowledge, pedagogical content knowledge, and professional knowledge and skills, if TI is related to this standard 1.4.a.1 Changes in Undergraduate TEP Admissions & Continuation 1.4.a.2 Syllabus for ICL 3333 Student Assessment and Instructional Decision-Making 1.4.b Evidence to support correction of areas for improvement, if any NCATE/ TI Institutional Report Submitted August

17 No Documentation Needed 1.4.c 1.4.c d 1.4.d e 1.4.e e e e f 1.4.f f.1a 1.4.f.1a 1.4.f.1a 1.4.f.1a 1.4.f.1b 1.4.f.1b 1.4.f.1b 1.4.f.1b 1.4.f.1c 1.4.f.1c 1.4.f.1c 1.4.g 1.4.g h 1.4.h i 1.4.i j State program review documents and state findings from the most recent visit(s) (For program information NOT already available in AIMS) State findings not in AIMS Key assessments and scoring guides used for assessing candidate learning and dispositions against standards and proficiencies identified in the EPP s conceptual framework (For program information NOT already available in AIMS) Key Assessments for programs not in AIMS Data and summaries of results on key assessments, including proficiencies identified in the EPP s conceptual framework disaggregated by program, and for off-campus, distance learning, and alternative route programs, as appropriate Summary BSED edtpa Scores Sorted by Program-Location edtpa Performance Charts FA11-SP14 Teacher Candidate Performance on edtpa Assessment of Student Learning SP13 - SP14 MAT Candidates edtpa Results Examples of candidates assessment and analysis of P-12 student learning Summary of Candidate Samples of Assessment and Analysis of P-12 Learning Candidate 1 Assessment Commentary Candidate 1 Evidence of Feedback Student A Candidate 1 Evidence of Feedback Student B Candidate 1 Evidence of Feedback Student C Candidate 2 Assessment Commentary Candidate 2 Student A Feedback Candidate 2 Student B Feedback Candidate 2 Student C Feedback Candidate 3 Assessment Commentary Candidate 3 Evidence of Student Feedback Candidate 3 Student Work Samples Follow-up studies of graduates and summaries of the results Teacher Candidate Survey Summary Employer feedback on graduates and summaries of the results School Partner Survey Summary Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools including student achievement data, when available TN Report Card on Effectiveness of Teacher Training Programs TVAAS Findings of other national accreditation associations related to the preparation of education professionals (e.g., ASHA, NASM, APA, CACREP) NCATE/ TI Institutional Report Submitted August