Indiana Mentoring & Indiana Mentoring & Assessment ProgramAssessment Program

Purdue’s Teacher Education Purdue’s Teacher Education Professional Development ForumProfessional Development Forum

December 3, 2004December 3, 2004Joy A. Seybold, Ph.D.Joy A. Seybold, Ph.D.

Director of Professional Development,Director of Professional Development,IUPUI School of EducationIUPUI School of Education

Indiana’s Reform - BackgroundIndiana’s Reform - Background

Establishment of Practitioner-based Establishment of Practitioner-based IPSB for Licensure & RenewalIPSB for Licensure & Renewal

Development of Teaching Standards Development of Teaching Standards

INTASC – IPSB – NBPTSINTASC – IPSB – NBPTS

Development of Assessment SystemDevelopment of Assessment System

Initiation of Reform within Teacher Initiation of Reform within Teacher Education ProgramsEducation Programs

Indiana’s Rules 2002 ReformIndiana’s Rules 2002 Reform

Key Features Key Features

– Practitioner Involvement Practitioner Involvement

– Standards for Teaching & LearningStandards for Teaching & Learning

– Variety of Performance AssessmentsVariety of Performance Assessments

– Support along with AssessmentSupport along with Assessment

– Continuum of Ongoing Professional Continuum of Ongoing Professional Growth from Pre-service throughout Growth from Pre-service throughout CareerCareer

Reform of LicensureReform of Licensure

Initial Initial Practitioner Practitioner

LicenseLicense2-year License2-year License

Certified MentorCertified Mentor

IMAP PortfolioIMAP Portfolio

Certified MentorCertified Mentor

Proficient Proficient Practitioner Practitioner

LicenseLicense

5-year 5-year Renewable Renewable

LicenseLicense

Professional Professional Growth PlanGrowth Plan(Goals linked to (Goals linked to

standards)standards)

Accomplished Accomplished Practitioner Practitioner

LicenseLicense10-year License10-year License

Advanced Advanced Degree orDegree or

NBPTS NBPTS CertificationCertification

Current Enrollment Figures Current Enrollment Figures Fall 2004Fall 2004

Rules 2002Rules 2002– IMAP 1IMAP 1stst year teachers year teachers = 626= 626– IMAP 1IMAP 1stst year administrators year administrators = 89= 89– IMAP 1IMAP 1stst year counselors year counselors = 5= 5– IMAP 2IMAP 2ndnd year teachers year teachers = 39= 39– IMAP 2IMAP 2ndnd year administrators year administrators = 22= 22

Rules 46-47Rules 46-47– BTIP 1BTIP 1stst year teachers year teachers = 2399= 2399– BTIP 2BTIP 2ndnd year teachers year teachers = 55= 55

Assessment ReformAssessment Reform

IMAP Portfolio IMAP Portfolio

Professional Growth PlanProfessional Growth Plan

National Board Certification PortfolioNational Board Certification Portfolio

Master’s Program Requirements Master’s Program Requirements

Professional Growth PlanProfessional Growth Plan

Teacher Teacher Establishes 3 Growth GoalsEstablishes 3 Growth Goals– Connected to INTASC and IPSB teaching Connected to INTASC and IPSB teaching

standardsstandards

– Connected to student learning standardsConnected to student learning standards

– Connected to school’s improvement planConnected to school’s improvement plan

– Connected to teaching contextConnected to teaching context

For Each of the 3 Goals . . . For Each of the 3 Goals . . .

Teacher Teacher AnticipatesAnticipates Growth Growth Experiences -- Experiences -- not just courseworknot just courseworkTeacher Teacher DocumentsDocuments Growth Growth ExperiencesExperiencesTeacher Teacher Reflects onReflects on Growth Growth Experiences Experiences Teacher Teacher Submits Required FormsSubmits Required Forms to to IPSBIPSB

http://www.in.gov/psb/renewal/growth/teacher.htmlhttp://www.in.gov/psb/renewal/growth/teacher.html

How does PGP impact How does PGP impact universities?universities?

Teachers need experience in planning Teachers need experience in planning and implementing own professional and implementing own professional growthgrowthGraduate credit hours are not the only Graduate credit hours are not the only way teachers can renew licensesway teachers can renew licensesAdvanced degrees are no longer Advanced degrees are no longer required for licensing required for licensing Salary schedules may change to reflect Salary schedules may change to reflect new licensing systemnew licensing system

National Board PortfoliosNational Board Portfolios

Content-specificContent-specificStandards-basedStandards-based4 Entries: ELA Adolescent & YA4 Entries: ELA Adolescent & YA– Analysis of Student Growth in Content Analysis of Student Growth in Content – Instructional Analysis: Whole Class Instructional Analysis: Whole Class

DiscussionDiscussion– Instructional Analysis: Small GroupsInstructional Analysis: Small Groups– Documented Accomplishments: Documented Accomplishments:

Contributions to Student LearningContributions to Student Learning

How does NB certification How does NB certification impact universities?impact universities?

NB Certification is considered the NB Certification is considered the equivalent of an advanced degree in equivalent of an advanced degree in the new licensure systemthe new licensure systemNB Certification is granted a separate NB Certification is granted a separate column (sometimes equal to a Ph.D.) in column (sometimes equal to a Ph.D.) in some schools’ salary schedulessome schools’ salary schedulesSome universities include NB portfolio Some universities include NB portfolio preparation as part of master’s preparation as part of master’s programprogram

What is IMAP?What is IMAP?

Mentoring & Assessment Mentoring & Assessment for for

New TeachersNew Teachers

• 2 years of mentoring 2 years of mentoring (mentors must be certified by 2006)(mentors must be certified by 2006)

• Portfolio assessment Portfolio assessment

• Licensure separate from employmentLicensure separate from employment

MentoringMentoring

Mentors must be certified (effective 2006)Mentors must be certified (effective 2006)

– 5 year Certification (Renewable)5 year Certification (Renewable)

– Mentor Standards Mentor Standards

– Earn Professional Growth Plan Points Earn Professional Growth Plan Points

– Stipend from State (current = $600 Stipend from State (current = $600 per year; recommended per year; recommended $750 per year)$750 per year)

– Recommendation to the IPSB = cap on how many teachers Recommendation to the IPSB = cap on how many teachers each mentor may work with at one timeeach mentor may work with at one time

Mentor Certification ProgramsMentor Certification Programs

– Approved by IPSB Approved by IPSB

– Yearly ReportsYearly Reports

– Renewable Every 5 YearsRenewable Every 5 Years

– Mentor Faculty Trainer involvementMentor Faculty Trainer involvement

http://www.in.gov/psb/beginningteachers/http://www.in.gov/psb/beginningteachers/MentorTrainingProgramGuidelines.htmlMentorTrainingProgramGuidelines.html

Mentor Faculty TrainersMentor Faculty Trainers

- Complete at least one year of Portfolio Complete at least one year of Portfolio Scorers’ TrainingScorers’ Training

- Complete Mentor Faculty Training Complete Mentor Faculty Training Academy Academy

- Serve as guide for institutions Serve as guide for institutions submitting mentor certification submitting mentor certification

proposalsproposals

IMAP IMAP AssessmentAssessment Portfolio Portfolio

– Standardized Format and Content – Not Standardized Format and Content – Not much teacher choicemuch teacher choice

– Specific Guidelines for Documenting and Specific Guidelines for Documenting and Reflecting on PerformanceReflecting on Performance

– Intent is to capture an authentic “slice” of Intent is to capture an authentic “slice” of teacher’s practice - not a “bells and teacher’s practice - not a “bells and whistles” presentationwhistles” presentation

Artifacts in IMAP PortfoliosArtifacts in IMAP Portfolios

Content-specific lessonsContent-specific lessons linked to linked to student learning standardsstudent learning standards

CommentariesCommentaries discussing lesson discussing lesson design, implementation, student design, implementation, student learning, and plans for future learning, and plans for future adjustmentsadjustments

Video clipsVideo clips of specified lessons of specified lessons

Samples of Samples of student workstudent work

Content-Specific LessonsContent-Specific Lessons

English English Language ArtsLanguage Arts

Lesson Lesson focusing on focusing on students’ students’ responses to responses to texttext

Lesson Lesson focusing on focusing on students’ writing students’ writing processesprocesses

ScienceScience Lab-based Lab-based inquiry lesson inquiry lesson

Inquiry lesson Inquiry lesson involving involving science, science, technology, & technology, & societysociety

MathMath

Lesson that Lesson that introduces & introduces & develops develops mathematical mathematical conceptconcept

Lesson Lesson focusing on focusing on students students engaged in engaged in problem-solvingproblem-solving

Elementary Elementary EducationEducation

Literacy lessonLiteracy lesson Numeracy Numeracy lessonlesson

Special Special EducationEducation

Literacy or Literacy or numeracy numeracy lesson for lesson for student Astudent A

Literacy or Literacy or numeracy numeracy lesson for lesson for student Bstudent B

Description of Lesson DesignDescription of Lesson Design

Content-specific formats for Content-specific formats for documenting lesson planning and documenting lesson planning and implementationimplementation

Commentaries explaining teacher’s Commentaries explaining teacher’s rationale for materials, activities, rationale for materials, activities, lesson sequencing, and adjustments lesson sequencing, and adjustments for learnersfor learners

Example of ELA Prompts within Example of ELA Prompts within Daily LogsDaily Logs

Expectations for Student LearningExpectations for Student Learning

Activity DescriptionActivity Description

Teacher ActionsTeacher Actions

Student ActionsStudent Actions

Student Understanding & Connections Student Understanding & Connections to Textto Text

Teaching Adjustments, if any, based on Teaching Adjustments, if any, based on students’ performancesstudents’ performances

Written CommentariesWritten Commentaries

Prompts guide teachers toward three Prompts guide teachers toward three kinds of writing: kinds of writing: descriptive, analytical, descriptive, analytical, reflectivereflective

Examples:Examples:– Descriptions of two learnersDescriptions of two learners– Analysis of lesson’s effectiveness for Analysis of lesson’s effectiveness for

specific learnersspecific learners– Reflection on adjustments that teacher Reflection on adjustments that teacher

made or will make in the futuremade or will make in the future

Video TapesVideo Tapes

Two video clips (10-20 minutes) Two video clips (10-20 minutes) capturing portion of content-specific capturing portion of content-specific lessons accompanied by commentarieslessons accompanied by commentaries

Unedited sequencesUnedited sequences

Teacher must be seen and heard on Teacher must be seen and heard on tapetape

Use of Video Tapes in ScoringUse of Video Tapes in Scoring

Used by scorers primarily to confirm Used by scorers primarily to confirm patterns noted within other artifactspatterns noted within other artifacts

Quality of video production not Quality of video production not considered as long as scorers can see considered as long as scorers can see and hear clearlyand hear clearly

Teachers must follow local school Teachers must follow local school policy for seeking parental permissionpolicy for seeking parental permission

Samples of Student WorkSamples of Student Work

Samples of work from two highlighted Samples of work from two highlighted learners (names omitted) learners (names omitted)

Samples of teacher’s evaluation of work Samples of teacher’s evaluation of work (comments on papers, rubrics, scoring (comments on papers, rubrics, scoring sheets)sheets)

Description of how assignment was Description of how assignment was introduced and how feedback was providedintroduced and how feedback was provided

Analysis of learning evidenced in workAnalysis of learning evidenced in work

Analysis of “next steps” for each learnerAnalysis of “next steps” for each learner

4 Components of Evaluation 4 Components of Evaluation Framework for all PortfoliosFramework for all Portfolios

I.I. Instructional DesignInstructional Design

II.II. Instructional ImplementationInstructional Implementation

III.III. Analysis of Learning – Assessment Analysis of Learning – Assessment

IV.IV. Analysis of Teaching – ReflectionAnalysis of Teaching – Reflection

Portfolio HandbooksPortfolio Handbooks

http://www.in.gov/psb/beginningteachers/hhttp://www.in.gov/psb/beginningteachers/handbooks/index.htmlandbooks/index.html

9 Content Handbooks plus BASIC 9 Content Handbooks plus BASIC modelmodel

Revised Handbooks for 2005-2006 Revised Handbooks for 2005-2006

(Should be available by July 2005)(Should be available by July 2005)

Scoring ProcessScoring Process

Step OneStep One: Collecting and Recording : Collecting and Recording Evidence through Note-takingEvidence through Note-taking

Step TwoStep Two: Interpreting the Evidence: Interpreting the Evidence

Step ThreeStep Three: Evaluating the Quality of : Evaluating the Quality of the Teaching Documented in the the Teaching Documented in the Portfolio Using the Evaluation Portfolio Using the Evaluation FrameworkFramework

Step FourStep Four: Providing Feedback: Providing Feedback

Completion StandardCompletion Standard

For the first few years, teachers For the first few years, teachers will be held to a completion standard will be held to a completion standard until the state determines the precise until the state determines the precise rubric descriptors for each level of rubric descriptors for each level of performance (4 point rubric).performance (4 point rubric).

ETS is working with IPSB to ETS is working with IPSB to develop the initial rubrics and develop the initial rubrics and completion standards.completion standards.

Additional InformationAdditional Information

IPSB WebsiteIPSB Website

www.in.gov/psbwww.in.gov/psb

Assessment DivisionAssessment Division

Catherine Stower, DirectorCatherine Stower, Director

cstower@psb.in.govcstower@psb.in.gov