Inspiring Teacher Educa1on: From Assignment analysis to program redesign. David H Slomp, University of Lethbridge

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1 Inspiring Teacher Educa1on: From Assignment analysis to program redesign David H Slomp, University of Lethbridge

2 Faculty of Educa1on Bachelor of Educa1on (AD 2 years, CD 5 years) 3 Professional Semesters PS1 PS2 PS3 5 addi1onal Educa1on elec1ves

3 Data Collec1on 130 Course outlines (2012/13) 803 Assignments 77 different genres

4 9.00 Average Number of Assignments in PSI Average Number of Assignments Educa5on Course

5 45 Total Frequency of Assignments for PSI Cohorts Frequency of Assignments ABC DEF GHI JKL MNO PQR PSI Cohorts

9.00 Average # of Assignments in PSII 8.00 7.00 7.62 6.00 5.

6 9.00 Average # of Assignments in PSII

7 30 Frequency of Course Assignments for PSII Cohorts Frequency of Assignments PSII Cohorts

9 Rigor? At what cost?

10 Program Evalua1on Surveys PSI helped students develop: Lesson planning skills Classroom management skills A realis1c view of teaching Confidence Ability to manage teaching load Communica1on skills

11 Program Evalua1on Surveys PSI Could be Improved by focusing on: Long term planning Classroom assessment Offering more opportuni1es for teaching Bridging the gap between elementary and secondary classrooms More links between courses and teaching Reducing assignments and workload

12 6 Total Frequency of Assignments by Type and PSI Class for Assignment Type Analysis Ar1facts (evidence) Assessments (ex. quizzes) Blog Blog Post Case Study Concept Map Credo Descrip1ons of lesson plans Electronic Lesson Electronic Presenta1on Evalua1on (performance task) Handout Journals Learning Ac1vity (crea1on of) Lesson descrip1ons Lesson Plan Analysis Lesson Plans Leder List Logbook Mind map Notes Online pos1ng Other Paper Pledge Poreolio Presenta1on Professional growth plan Quiz Ra1onale Reflec1ons Responses Self- Evalua1on Slideshow Statement Statement of beliefs summary Unknown Video Webcast Webcast or wriden ra1onale Website Wriden autobiography/visual representa1on Wriden Exam

13 Frequency of Assignments by Type and Course in PS ED 3604 ED ED 3602 ED Presenta1on Paper Unit Plan Unknown Lesson Plan Reflec1on Exam Unit Assessment Plan Test "blueprint" Quiz (crea1on of) Summary and Analysis Professional Growth Plan Performance Task Lesson Plans Website Self- assessment Ra1onale Classroom Management Plan Response Resource Annotated Bibliography Log Poreolio Resource Review Unit template Unit summary Lesson summaries Journal Long- range plan List Promo1onal document Summary Teachers' Resource Manual Forum Pos1ngs Table of Specifica1ons Leder Case Study

14 Compartmentaliza1on vs Integra1on

15 Inspiring Educa1on [R]ather than study a large number of subjects, each independent of the other, learners would focus more deeply on a curriculum that allows for more interdisciplinary learning, combining the arts and other academic streams (Hancock, 2010, p. 7).

16 Inquiry- Based & Integrated Teacher Educa1on Curriculum What does an Inquiry- based, integrated teacher educa1on curriculum look like?

17 Re- envisioning PS1 Request to pilot a new design with a single cohort group in PS1 UPDC decision: redesign must be across en1re set of PSI cohorts.

18 Re- design Timeline April 28: Planning mee1ng of lead instructors in each PS1 course. May 5: Faculty Retreat. Presenta1on of Ini1al concept to Faculty. May- June: Series of design mee1ngs with lead instructors. July 15: MEd Curriculum Design Challenge Day Aug PS1 Planning days

19 Design Concerns Percentage of Assignments 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Percentage of PS1 and PS2 Assignments by Weigh5ng 8% 0% 1% 16% 23% 0% 23% 1% 11% 9% 0% 7% 2% 0% Assignment Weights

20 Design Concerns Percentage of Assignments Design Features Present in PS1 and PS2 Assignments 40 Learning Outcomes Rubrics Exemplars Suggested Resources 15 Feedback Loops

21 Design Concerns Albertans see the role of teacher changing from that of a knowledge authority to an architect of learning one who plans, designs and oversees learning ac1vi1es. The teacher would consider interests, passions, talents and natural curiosi1es of the learner. He or she would inspire, mo1vate and plant the seeds for life- long learning. Learners in par1cular told us that teachers need to be innova1ve, passionate and posi1ve about teaching (Hancock, 2010, p. 7).

22 Ini1al Design Ideas Integrated Digital Poreolio Integrated mini- unit Grounded in a Real Classroom Environment & Research- based Literacy across the curriculum component Differen1a1on based on analysis of student needs Effec1ve use of technology Clear links to learning outcomes Integrated assessment plan Mul1modal research presenta1on on contemporary issue in educa1on. Implica1ons for curriculum and assessment design Impact on diverse student popula1ons Implica1ons for language educa1on and technology integra1on

23 Ini1al Design Ideas Learning Ar1facts Collec1on of ar1facts that demonstrate learning linked to course outcomes Defense paper Claims learning from each course within the PS1 semester. Points to concrete examples within the poreolio to substan1ate these claims. Connects claims to key readings, discussions, and other forms of content from each course.

24 Future Research Con1nue to track student experience through surveys. Analysis of digital poreolios. Interviews/focus groups with students exploring their experiences.

A14 Tier II Readiness, Data-Decision, and Practices

Na#onal PBIS Leadership Forum October 27 & 28, 2016 O www.pbis.org A14 Tier II Readiness, Data-Decision, and Practices Tim Lewis & Barbara Mitchell Key Words: Tier II; PBIS Founda6ons; Training Tier II