1. Matrix and Timeline for ESAs (SDSU)
This example from San Diego State University describes the integration of Embedded Signature Assessments into coursework and PACT preparation
PACT Implementation Conference
October 5-6, 2007
Creating an Assessment Culture:
Using PACT for Program Improvement
Presenter: Laura Craig San Diego State University
Explanation of Handouts
The first three pages are a matrix of Embedded Signature Assignments/Assessment (ESAs) implemented at SDSU. This includes the classes taught in our credential programs, their corresponding ESAs, and how the ESAs align with Teacher Performance Expectations (TPEs), as well as how the ESAs fit into the PIAR structure. Page three gives an explanation of the acronyms used for assessment.
ESAs were created at our university through Cluster conversations. [Clusters are small organizational structures loosely structured around faculty areas of expertise, to facilitate conversations in a large department.] Faculty teaching same classes met together to share syllabi, assignments, and assessment information. Clusters agreed on a similar assignments that could be implemented in every class. The rubrics for the ESA were also developed by the Ccluster members, following a structure similar to PACT rubrics on a four point scale. ESAs are currently being implemented and revised buy Cclusters.
The last three pages are a draft timeline of implementation of the Teaching Event at SDSU. It is noted for Fall 2007, however due Due to lack of funding, this timeline did not go into effect this semester. We will be running a small test group in the spring through the Teaching Event. We are considering revising theis timeline and moving the due dates of the Teaching Event forward in response to CCTC’s possible concern thatof remediation and the Commissions recommendation that remediation must take place in the same semester that a student planned to exit the credential program.
Matrix of Embedded Signature Assignments/Assessments (ESAs)
(See NOTE at end of document for ESAs by semester)
San Diego State University
School of Teacher Education
Prerequisite ESA
ED 451: Unit Plan Development /Implemented prior to program admission for MS and SS programs
/ /TPEs
2, 4, 5, 6, 11, 13 /PIARs Assessed
P, I, A, RMultiple Subject ESAs
/When Implemented,
1st semester (or early in program in part-time program) /When Implemented, 2st Semester (late in or end of program)
/TPEs* Assessed
[Rubrics show TPEs assessed.] /PIARs* Assessed
[Rubrics show PIAR elements assessed.]TE 930: Reading/Language Arts Methods: Case Study / X (?) / X / 1A, 2, 3 / P, I, A, R
TE 910B: Social Studies Methods: Standards-Based Unit Plan / X / 1A, 8A(d) / P, A
TE 910A: Mathematics Methods: Assessment for Instruction / X / 1A, 2 / A
ED 362: Early Field Experience: Observation and Participation / X
(parttime program only, in 2nd of 3 semesters, so it’s an early assessment) / P, A, R
TE 902: Classroom Management: Management Plan / X
(in parttime program, 2nd of 3 semesters, so it’s an early assessment) / P
TE 923: Educational Psychology: Lesson Reflection / X
(in parttime program, 2nd of 3 semesters, so it’s an early assessment) / 2, 3, 4, 5, 6, 9, 10, 11 / P, R
PLC 915A
TO BE DEVELOPED / X
Single Subject ESAs
/When Implemented--
1st Semester (or early in program in part-time program) /When Implemented--
2nd Semester (late in or end of program) / TPEs* Assessed / PIARs* AssessedTE 933: Teaching Reading in Secondary Schools: Lesson Plan and Reflection / X
(in parttime program, 2nd of 3 semesters, so it’s an early assessment) / 1B, 2 / P,A,R
TE 923: Educational Psychology: Lesson Reflection / X
(in parttime program, 2nd of 3 semesters, so it’s an early assessment) / 2, 3, 4, 5, 6, 9, 10, 11 / P, R
PLC 915B
TO BE DEVELOPED / X
* TPEs and PIAR elements to be determined by faculty developing and teaching the ESAs. The ones listed need to be completed.
TERMINOLOGY
ESA—Embedded Signature Assessments/Assignments designed by each university to assess teacher candidates’ performance. They are developed around assignments that programs are already using. For purposes of performance assessment that can be reported and reviewed, rubrics are developed and faculty collaborate in order to ensure a degree of reliability in scoring.
PACT—Performance Assessment for California Teachers, designed by a consortium of California universities, including Stanford, the UC campuses, and a few CSUs, including SDSU. PACT includes a Teaching Event and ESAs.
PIAR—Planning, Instruction, Assessment, Reflection
These four broad areas of performance are central to the performance assessments designed by the state of California in its Teacher Performance Assessment and by PACT.
TE—Teaching Events
There are teaching events for Multiple Subject (math and literacy) and Single Subject (one for every content area that a program authorizes for credentialing).
TPEs—Teacher Preparation Expectations
Single and Multiple Subject Programs are developed around the 13 TPEs.
NOTE: ESAs by semester
Multiple Subject
Semester 1: 4 ESAs (math methods, classroom management, educational psychology—TE 362 in part-time program only)
Semester 2: 3 ESAs (reading/language arts methods, social studies methods, 915A SDAIE)
Single Subject
Semester 1: 2 ESAs (secondary reading, educational paychology)
Semester 1: 1ESA ( 915B SDAIE)
SDSU STE Multiple Subject Program Teaching Event Timeline
FALL 2007 - Semester 1 of 2 or 2 of 3
DATES / IMPLEMENTATION ACTIVITY / NOTESPrior to start of semester / · Create SDSU PACT website including a handbook for students & faculty, links to PACT website, as well as special instructions for: STE MS students, STE SS students, PLC students and IVC students.
· All instructors are informed of ESAs for methods courses
· Prepare for New Student Orientation / · Participation of instructors, team leaders and students.
· Need a webmaster to gather information from department assessment coordinators or chairs.
Methods Courses / · ESAs implemented in methods courses. Instructor shows ties (skill implementation) to students to Teaching Event.
· Write a lesson plan in any content area, receive explicit feedback from instructor on planning, assessment and academic language within plan. / · Participation of instructors, team leaders and students.
· Students look at handbook online.
· Need feedback from content instructor.
Week 6-7 of semester / · Overview Workshop of Teaching Events for Supervisors. / · Led by COE TE Coordinator for all content areas. Supervisors will examine ESAs and how the assignments support the TE as well as an example of a strong TE.
Student Teaching Weeks 4-6 / · Implement the plan mentioned above. Receive explicit feedback from Cooperating Teacher and Supervisor regarding planning, instruction, assessment, reflection and academic language. Student completes a written reflection on own teaching.
· Videotape the lesson. Student does a self reflection after watching the tape, submit to team leader. / · This is a practice lesson in reflection.
· Need video cameras. Allows students to practice filming, being in front of a camera and self reflection of own teaching. Do not need skills of creating a disk yet.
Student Teaching Weeks 7 & 8 / · Full time student teaching
SDSU Multiple Subject Program Teaching Event Timeline
SPRING 2008 - Semester 2 of 2 or 2 of 3
DATES / IMPLEMENTATION ACTIVITY / NOTESMethods Courses / · ESAs implemented in methods courses. Instructor shows ties (skill implementation) to students to Teaching Event.
· Decide on TE content area with Team Leader input (This may be mandated by the state).
· Review SDSU PACT Teaching Event Handbook with Team Leader.
· Distribute video permission release forms to Team Leaders to disseminate to Guide Teachers. / · Participation of instructors, team leaders and students.
· Students download the SDSUPACT handbook from website.
· PACT has created video release forms. Tem Leaders pass out in advance so that students will already have forms collected before starting student teaching.
Student Teaching Week 1 / · Complete TE Task 1 – Instructional Context
· Finalization of timeline and TE curriculum (w/Supervisor and Cooperating Teacher) / · Supervisors need to understand the TE to give valid input. Supervisor will check on and facilitate conversation with Cooperating Teacher if necessary.
Student Teaching Week 2 / · Write lesson plans for Teaching Event unit (if not already completed in methods courses). / · Students should seek out feedback on plans before implementation by instructors, cooperating teacher and supervisor.
Student Teaching Weeks 3-4 / · Teaching Event instruction and videotaping in classroom / · Need access to video cameras.
April 5, 12, 19, 26
Saturdays: 9:00 to 3:00 / · TE Lab support by block appointment in 2 hour increments - video compression and transfer to CD / · Will create a way for team leaders/coordinators to sign up online for an appointment with the Ed Tec staff in North Education.
Student Teaching Weeks 5-6 / · Final Writing of Teaching Event / · Student teaching and writing are both demanding. Expectations for student teachers during this time period need to be discussed with Cooperating Teachers.
Friday, May 2nd
Student Teaching Week 6 / Teaching Event Hard Copy & Video DUE by 3:00 PM / · Where do students turn in their work? What happens to the work that is turned in late, what is the penalty? Do they turn in a hard copy and an electronic copy?
Student Teaching Week 7 / · Teaching Event Scoring Week
Daily 9:00-4:00 / · Managed by COE TE Coordinator with assistance of department coordinators. Need trainers in every area of TEs, lunches, snacks, computer labs with headphones to view videos, tech support for video labs. 2 days of training. 3 days of scoring. Expected that each scorer will score 3 papers a day.
· Not passing TEs as well as difficult to score TEs need to be scored twice.
Student Teaching Week 8 / Last Week of Student Teaching
Final Conferences – TE Scores Available Online / · Need electronic platform to collect data and distribute scores to students. Each scorer will input scores of Teaching Events.
*Faculty members who will be trained as “Trainer of Trainers” need to be identified in each subject area ASAP. These trainers need to attend PACT Training whenever it is offered so that we can train our own faculty vs. paying for someone else to come train our faculty members. It would be good to have a mix of tenured/non tenured as well as instructors and part-time supervisors. The more training you have in scoring the more comfortable it becomes. Also, seeing the “big picture,” that is how ESAs, methods courses, student teaching and Teaching Events all fit together, will also help the scorers.
Source: SDSU
Created: October 5, 2007