ࡱ> oqn'` 0bjbjLULU ;D.?.?( 8 , a. :h ~ ~ ~ Y Y Y aaaaaaa$Lbhd;aY Y Y Y Y ;a~ ~ Pa!!!Y H~ ~ a!Y a!!!~ " ee/ !afa0a!eYe!e!QY Y !Y Y Y Y Y ;a;a:Y Y Y aY Y Y Y ~ $~  CCTC Program Standard 21: Assessment Administration, Resources and Reporting In the professional teacher preparation program, the Teaching Performance Assessment is administered and reported in ways that are consistent with its stated purpose and design. To ensure accuracy in administration of the assessment, the program sponsor annually commits sufficient resources, expertise and effort to its planning, coordination and implementation. Following assessment, candidates receive performance information that is clear and detailed enough to (a) serve as a useful basis for their Individual Induction Plans developed within an approved Induction Programs, or (b) guide them in study and practice as they prepare for reassessment, as needed. While protecting candidate privacy, the sponsor uses individual results of the assessment as one basis for recommending candidates for Preliminary Teaching Credentials. The sponsor uses aggregated assessment results in appropriate ways to improve the program. The sponsor documents the administration, scoring and reporting of the assessment in accordance with state accreditation procedures. 21(1) In the professional teacher preparation program, the Teaching Performance Assessment is administered and reported in ways that are consistent with its stated purpose and design. STEP uses multiple measures as the basis for the decision to recommend a candidate for a California credential. Credential candidates must complete the following requirements in order to be recommended for a credential: 1) complete all required coursework and field experiences; 2) earn a satisfactory recommendation from the cooperating teacher and the university supervisor; 3) earn a passing score on PACT. STEP candidates become acquainted with PACT tasks and rubrics from the very beginning of the program. Descriptions of PACT and samples of Teaching Events in the specific subject area and in multiple subjects are presented to the candidates early in the first (summer) quarter of STEP. STEP instructors and university supervisors are knowledgeable about PACT and new faculty, as well as new supervisors, are informed as soon as they become active in the program. Assessment criteria (e.g., the passing score) and subject-specific rubrics, as well as assessment, remediation and resubmission, and appeal procedures are clarified for Single Subject and Multiple subject candidates in the Secondary Teaching Seminar and in the Elementary Teaching Seminar respectively. STEP will supply each credential graduate with an individual PACT assessment report that lists the scores for all parts of the Teaching Event, as well as the text of the rubric that represents that score. (See also 21(3) below.) 21(2) To ensure accuracy in administration of the assessment, the program sponsor annually commits sufficient resources, expertise and effort to its planning, coordination and implementation. The directors of STEP Secondary and STEP Elementary will oversee PACT implementation in STEP Secondary and STEP Elementary respectively. The School of Education has committed adequate funding to support the appointment of a PACT coordinator at 50% FTE. (See  HYPERLINK "SupportingDocuments/STEP_PACTcoordinator.doc" PACT Coordinator position description.) The PACT coordinator will ensure that lead scorers are updated yearly so they are available to train scorers in their specific disciplinary subject area. The following individuals will act as scorers: university supervisors, cooperating teachers and additional teachers in clinical placement schools, administrators, and doctoral candidates in SUSE involved in teacher education. Scorers will be paid a stipend for training time and for each TE scored (currently $175). The PACT coordinator will oversee the reporting of PACT results to individual candidates, as part of data submitted to CCTC/COA for program accreditation, and as necessary to maintain the integrity of the PACT tool. The PACT budget also includes costs of travel to training sites. 21(3) Following assessment, candidates receive performance information that is clear and detailed enough to (a) serve as a useful basis for their Individual Induction Plans developed within an approved Induction Programs, or (b) guide them in study and practice as they prepare for reassessment, as needed. The PACT coordinator will supply each credential graduate with an individual PACT assessment report (see HYPERLINK "SupportingDocuments/SampleMS_PACTPerformanceReport.doc"  Sample MS and  HYPERLINK "SupportingDocuments/SampleSS_PACTPerformanceReport.doc" SS PACT Performance Reports) that lists his or her scores on the different tasks of PACT. The candidate will be able to refer to the rubric descriptors for gauging their performance. This descriptive text provides a profile of strengths and indicates areas of growth to be built upon during the period of induction or as guide for study and practice in case a reassessment is needed. The report is similar across credential areas. Multiple Subject candidates will have additional reports for one task for each of the three additional core areas not included in their full Teaching Event. STEP will recommend to graduates that they discuss their PACT assessment results with district induction program providers. Furthermore, STEP instructors and staff meet regularly with induction program leadership to facilitate the transition of our graduates to initial employment and coordinate the induction support. Under a formal arrangement, STEP works collaboratively with the Silicon Valley New Teacher Project in supporting STEP graduates in local schools. The STEP director of clinical work is a member of the Silicon Valley New Teacher Project Steering Committee. 21(4) While protecting candidate privacy, the sponsor uses individual results of the assessment as one basis for recommending candidates for Preliminary Teaching Credentials. The PACT coordinator oversees the security of PACT results, which will be maintained by the STEP staff for the normal period of record retention for credential graduates and as part of the data collected about candidates during their preparation year. All individual PACT results will be stored in a secure STEP database. Assessment reports will be given to individual graduates only. A notification of a passing score will be included on each successful candidates credential application. STEP will not provide PACT scores directly to district induction providers or potential employers. Individual PACT results may be used for research or professional development purposes only if appropriate consent by all parties involved is provided as regulated by the universitys Institutional Review Board. 21(5) The sponsor uses aggregated assessment results in appropriate ways to improve the program. Each summer, the PACT coordinator will prepare a summary report of PACT results. This report will summarize the results by sub-element for each credential specialty (Multiple Subject, MSBCLAD-Spanish, Single Subject: English, History/ Social Science, Mathematics, Science, and World Languages), and will analyze trends over time. All PACT members receive a score report that allows institutions to compare local scores to consortium means. These data are disaggregated by credential area.Within the Multiple Subject credential and data are reported separately by subject. The sample score report will be augmented to include analyses of fairness such as those illustrated in the sample report included in PACT materials submitted to the CCTC. STEP faculty and staff, the deans of the School of Education, and the STEP Steering Committee will receive the PACT summary report at their first meeting of the academic year. STEP directors and the PACT coordinator are charged with the responsibility of analyzing the prior-year PACT results and trends over several years when that data become available, and will make specific recommendations for changes in course syllabi and program organization to the STEP Steering Committee and to the STEP faculty, and to the dean of the School of Education. Course changes will be implemented by the responsible faculty and will be monitored by the STEP Steering Committee and STEP directors. Recommendations that affect changes in program organization will be presented to the STEP faculty and finally to dean and associate deans for final approval. Changes in course requirements, adjustments in budget allocations, or other structural changes will be submitted by the STEP directors to the STEP Steering Committee and finally to the dean of the School of Education at University. 21(6) The sponsor documents the administration, scoring and reporting of the assessment in accordance with state accreditation procedures. STEP maintains candidate records for all credential candidates for time periods established by the University and CCTC requirements. These records are maintained in a secure file room that is accessible only by authorized staff. Electronic records are stored in a secure database on a secure server with the School of Education. CDs and videos of teaching events are kept in the successful candidates secure file. Any use of those materials for purposes other than licensure and program improvement is strictly controlled by an approved university IRB protocol. The PACT coordinator is responsible for monitoring PACT implementation procedures, the training and calibration and fair assignment of scorers, arranging for remedial procedures for candidates who need to retake PACT, and maintaining the security of individual student assessments. STEP will establish a database of qualified scorers who will be assigned to review and score any number of PACT Teaching Events in their respective subject areas. Each PACT score, as well as the assigned scorer, will be entered into a database that will become part of the overall STEP database. The database will make it possible to display data longitudinally, as well as in different categories: by subject, by scorer, by cohort, by content area, or by any other criteria required for analysis. STEP directors of Secondary and Elementary have the overall responsibility for ensuring security of the PACT materials for STEP Secondary and STEP Elementary respectively and the integrity of the assessment process.      PAGE 157 56Oq r s u x * + - >?Z[AU7Xnquv|}½¸ѸѴѴѴѴѸѴѰѰѨѰшzjh*?6B*Uph hth/ hu5 he5hN[h/5 hbh/h!h/5heh h/5 h=?^5hh/5 hQvHh=?^h/ hQvHh/h@v5CJ\aJh=?^h/5CJ\aJhm5CJ\aJ,Oq r s , - qI 0^`0gdgd 0^`0gd$Hgdt0x7$8$H$^`0gdu 7$8$H$gd>Qp 7$8$H$gd=?^07$8$H$^`0gd=?^ 7$8$H$gd/ $7$8$H$a$gd=?^00}jklno ԸzvkzbzUh*\h/6B*phh*?h/0JjhS_0Uh*?jh*?UhP h*\h/h/h$H he5h9)(h/5ht htheh hth/hP h/6h*?hP 0J6h*?h/0J6jh*?6B*Uph'jh_)hS_06B*Uphh*?6B*ph!   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