Inquiry Based Science

Program Outcomes

For over a year the MAT faculty and staff have been in the process of creating a conceptual framework. The conceptual framework serves as the guiding structure to articulate the multiple dimensions of the MAT teacher education program. The creation of this document consists of multiple steps. Here are some of them:

•Review our mission and vision
•Review our philosophies and goals
•Determine the knowledge bases in the program with regard to theories, research, and practice
•Determine candidate proficiencies
•Align the above with local and national standards
•Determine, select and create assessments.

All of these aspects were discussed among the staff and brought to the faculty for further discussion and analysis. Last summer the faculty and staff worked with well known researcher Marilyn Cochran-Smith from Boston College to further guide, clarify, and validate our work. The process was time consuming, but it was very worthwhile. All of this work has led to a shared vision of the curriculum that is coherent and meaningful.
The most important result that has occurred in this process has been the creation of four program outcomes. It is important for you to get acquainted with them. Please read them and answer the questions below.

I. Candidates have knowledge of diverse learners and are responsive to their developmental and social contexts.
All candidates will:
•design appropriate research-based learning experiences that reflect understanding of developmental stages and the way each student learns;
•develop appropriate learning experiences that reflect an understanding of the language and culture of others;
•establish a safe environment where each student is accepted and where curiosity and risk taking are valued;
•use student’s prior knowledge to make personal connections to subject matter.

II. Candidates have the knowledge of teaching as intricate and collaborative work.
All candidates will:
•set expectations for learning, model learning strategies, and provide constructive feed-back;
•create opportunities for students to self-assess;
•use a variety of explanations and multiple representations of concepts that help students develop conceptual understanding;
•deliver effective instruction based on research to keep students challenged, focused and accountable;
•revise instructional strategies both long range and moment to moment; as necessary;
•use technological advances to enrich instructional practices;
•collaborate and work in partnership with peers, schools, families, other professionals and agencies in supporting student learning.

III. Candidates will know their subject matter and how to teach it in light of the social purposes of education.
All candidates will:
•have a deep understanding of the history, structure and real-world purposes of education;
•use research in the disciplines that they teach.
•incorporate local, state and national standards curriculum and instruction
•balance breadth and depth, incorporate affective and cognitive goals for learning.
•know professional, educational, legal and ethical responsibilities to students and their families.
•teach specific subject matter in ways that are universally accessible to all students.

IV. Teacher candidates will become reflective teacher researchers who will use assessment and contextual data to inform practice.
All candidates will:
•continuously use insights from assessment for instructional and programmatic changes over time;
•design and/or select assessments that embody standards and goals using the backward design process;
•select and/or design tools that are most useful for assessing student competence;
•analyze and synthesize data from multiple sources to identify strengths and needs at the classroom, school and district level to inform instruction;
•provide data-based accommodations and modifications addressing academic and contextual variables that may influence students’ performance.

These outcomes are our beliefs and thus the foundation of the MAT program.

Why do you think we chose these outcomes? What do these mean to you?

Further explanation these ourcomes will occur in later posts.

Outcomes for Teachers

Skpying With Will Richardson

Skyping With Will Richardson

Why Do We Have Dispositions, and Where Did We Get Them?

When I first began discussing dispositions, I mentioned that it was a way of measuring teacher quality. Most professional organizations define teacher quality as knowledge, skills and dispositions-more on the knowledge and skills in later posts. Why is teacher quality so important? Linda Darling-Hammond, renowned educational researcher at Stamford University, said it best, “Teacher quality is one of the most important factors influencing student achievement... There have been empirical studies to prove this fact.

While National Board for Professional Teaching Standards (NBPTS), National Council for the Accreditation of Teacher Education (NCATE), Interstate New Teacher Assessment and Support Consortium (INTASC), as well as content area organizations mention dispositions, there is no consensus for criterion on which to measure dispositions. Because accreditation of teacher education institutions requires assessing dispositions, several models have emerged. For example, NCATE defines dispositions “values and commitments” as linked to teacher performance. Other organizations equate them with attitudes, characteristics, ethics, and professional behaviors. Still another model talks about self-assessment and reflection. This model attempts to reach the complexities involved in teacher dispositions and self-improvement. All of these models attempt to capture dispositions that teachers need to be effective educators that enhance student learning.

So where did we get the criterion and indicators for your dispositions? Well, obviously we looked at all these models. But we also looked at the vision and core values of the School of Education. It was important of us to connect your dispositions to these qualities since we believe these to be significant in all areas in the School of Education.

As with all worthy assessments, this disposition rubric is a work in progress. We continually use the data we garner from it to improve it. By following this procedure for all of our assessment tools, we hope to improve our teacher education program to make you a successful educator.

At the beginning of this post I used the work “discussing’. This blog might have started out as me telling you about dispositions; however, from the comments I have been seeing it has turn into a valuable discussion. Please feel free to make a comment. I value them.

Ethical

So, what are ethics? To clarify this inclusive topic, let’s look at a definition. Merriam-Webster defines ethics as the discipline dealing with what is good and bad and with moral duty and obligation, a set of moral principles, the principles of conduct governing an individual or a group, a guiding philosophy. Ethics are also closely related to two other dispositions: Professional and Reflective. A true professional has a code of ethics and uses critical reflection on their code with respect to values and morality in their daily practice.

In your MAT program it is difficult for you to fully express ethics as they would apply to the teaching profession. It also makes it difficult for professor to assess ethics as well. However, this is the time for you to begin to develop a code of ethics that you will carry and hone throughout your professional life. Consequently, we have selected indicators for this criterion in our rubric that can be assessed and set a base for you to develop into your own code of ethics that can be applied when you start teaching.

All of you are going to be special educators. The Council for Exceptional Children has created a Code of Ethics for Special Educators of Persons with Exceptionalities. Go to this site and read the CEC’s Code of Ethics.
http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/EthicsPracticeStandards/default.htm
This code is not only relevant for special educators but any educator as well. Begin to internalize this code.

Here is the rubric:

Ethical

Above Expectation
• always demonstrates the value of human diversity
• always shows respect for the varied talents of individuals
• always demonstrates compassion toward others
• consistently demonstrates sensitivity to students and colleagues needs interests and development
• always sets high expectations for self and others

Expected
Meets Standard
• demonstrates the value of human diversity
• shows respect and compassion towards others and their varied individual talents
• demonstrates compassion toward others
• respectful of others
• sets high expectations for achievement for self and others
• exhibits awareness and willingness to help others with their needs, interests, and development
• honest


Needs Improvement
Below Standard
• decisions based on self-interest only
• exhibits lack of tolerance for individual differences
• does not plan instruction based on varied abilities of individuals
• dishonest; presents others work as own
• demonstrates a lack of awareness of standards and policies of the profession
• does not exhibits awareness and willingness to help others with their needs, interests, and development

Professional

The rubric is first this time so you can read it. Notice the last bullet in Above Expectation and Expected. It mentions professional behavior.
Above Expectation
•always arrives on time with no absences
•thoroughly prepared for class at all times and extends beyond the required assignment with resources
•records including assignments are meticulously organized, accurate, and current
•accepts responsibility for actions and seeks feedback
•Is a roll model for professional behavior

Expected
Meets Standard
•follows applicable policies and procedures from professors and the MAT program
•is prepared for class
•maintains accurate and up-to-date records ex. Tk20, portfolio entries
•accepts responsibility for actions
•completes assignments on time
•maintains professional behavior

Needs Improvement
Below Standard
•unexcused lateness or absences
•not prepared for class
•assignments are late
•does not follow policies and procedures
•exhibits apathy
•does not exhibit professional behavior
•makes excuses for lack of production
•waits to be told what actions to take
•blames others for mistakes
•depends on others for answers

That term is really broad. What does it mean for you as a graduate student and as a future teacher? Some of the other indicators in this rubric help you to understand what some of it is. However, it is really more than those items.
James Ball in his book Professionalism is for Everyone talks about the five keys to being a true professional:
Character
Aspects of a professional’s character include integrity, honesty, truthfulness, forthrightness, trustworthiness, being responsible, being diligent, doing what is right, and projecting a professional image.
Attitude
Having a professional attitude means, adopting a service mentality, seeking responsibility, having determination, and being a team player.
Excellence
To excel as a professional you must press for excellence, strive for continual improvement, be attentive, and follow instructions.
Competency
Professional competency in your field is a combination of expertise, performance, personal effectiveness, and being a good communicator.
Conduct
Professionals conduct themselves with maturity, manners, loyalty, respect for authority, confidences, confidentiality, and a touch of class.

Basically Mr. Ball has categorized professional behaviors into five areas. These areas help to understand all of the nuances that comprise professionalism. However, how do these apply to teaching?

Princeton University’s teacher education program has an encompassing explanation that will help you understand what you need to practice in order to be a professional educator.

Professionalism: Teachers will conduct themselves, in both appearance and performance, to a high standard of professionalism that encourages the growth of mutual respect between the teacher and students, parents, colleagues, and administrators.
a. Lessons, teaching materials, and professional communications are prepared carefully and are planned well in advance with appropriate consultation with the cooperating instructor.
b. Suggestions from the cooperating instructor and supervisor are considered and applied.
c. Proper attire is worn.
d. Punctuality and attendance for obligations is valued and demonstrated, and responsibilities are met in a timely fashion.
e. All aspects of daily conduct are appropriate and professional.
f. Relationships, interactions, and language used with students, parents, and colleagues are appropriate and productive.
g. All student teaching requirements (for example: formal observations, self evaluations,and journals) were fully completed and submitted within the deadlines set by the cooperating instructor and/or supervisor.
h. Honesty and integrity are demonstrated in all interactions with students, professionals and other individuals.
i. Interest is shown in the life and culture of the school through observation, interaction with school personnel, and through involvement with extra-curricular activity.

These are a lot of behaviors to learn in eighteen months. Our expectation is that you will practice them through the program and continue to do so when you are teaching because being a professional is a lifelong skill to be continually sharpened.

This Video was created for Sony Executives last June.

This video is an amazing statement about your future as a teacher.

Look at the resources section. How does this man, Johann Heinrich Pestalozzi, relate to this video?

Reflective...

When I read over my last post, I realized that I did not explain what collaborative means, nor did I give any resources to help you understand its meaning. So, let’s look at collaborative now.

When you become a teacher you become part of a learning community, a community that depends on each other to function smoothly like a high performance engine. When part of the engine does not function properly, it eventually breaks down somewhere. The end result in education is that students get negatively affected. When you entered this master’s program, you became part of a learning community. Your community consists of your professor and the members of your cohort as well as staff and schools you visit. All of these pieces working together collaboratively make you a fine teacher. Here is a resource for you to read: http://www.parrotpublishing.com/Inclusion_Chapter_3.htm
It explains how that high performance engine works in schools with respect to collaboration. You will learn more about this topic next fall in your Collaboration course.


Our next disposition is reflective as in reflective practice. The term was introduced by Donald Schön in his book The Reflective Practitioner in 1983. It describes a behavior used in all professions but most closely related to education or health.
Reflective practice is a continuous, self regulated process. It is a skill or a habit of mind that involves one’s own experience in applying knowledge while often being coached, assessed, or reviewed by professionals in a discipline. In education it refers to the process of the educator studying his or her own teaching methods and determining what works best for the students. When I reviewed my last post and realized that it needed more explanation, I was being reflective practitioner. Reflective practice can also help individuals to develop personally as well professionally.
Here is a resource for you to read to help you understand the term. Please read it. It does a great job at explaining reflective practice. Take this opportunity to learn how to be a better teacher and read the explanation on the following site.
http://cstl.syr.edu/cstl2/home/Teaching%20Support/Teaching%20Practice/141000.htm

Let’s look at the rubric. Read it several times.

Criteria: Reflective

Above Expectation
•continuously self –assesses and seeks constructive feedback to improve practice.
•continuously applies knowledge to practice to increase learning and skills
•committed to developing the highest educational potential of self
•assumes leadership role in solving problems creative and resourceful


Expected
Meets Standard
•engages in self-assessment and accepts constructive feedback to improve practice
•applies knowledge to practice to increase learning and skills
•engages in developing educational potential of self takes initiative in resolving problems

Needs Improvement
Below Standard
•does not engage in self-assessment and accept constructive feedback to improve practice
•does not apply knowledge to practice
•does not develop potential
•avoids seeking solutions to problems

Healthy Attitude + Positive Actions = Good Teacher Dispositions

The quality of a good teacher is measured in many ways. One very important way is the disposition each teacher develops as they learn to teach. This disposition assessment occurs in every teacher education program in the nation. It is a must for any good teacher education program. It is required of them by their state and accreditation organization.

Many of you come into our MAT program possessing these qualities, and some of the qualities are developed over time as you learn to be a teacher. It is our job to assess these qualities continuously from admittance into the teacher education program through licensure.

As you learned during your orientation, we have a rubric that your professor uses to assess these dispositions. Some of your professors may have reviewed it with you. They may have asked you to self-assess and have you share the results with them.

This assessment will be used for every course. It is a formative assessment during the course, and it becomes a summative assessment at the end of the course. If there are any unacceptable qualities that manifest during the course, it will register on your summative assessment. It will be duly noted there. If patterns of unacceptable disposition develop over time without improvement, then your status in the MAT program will be jeopardized.

We have modified the indicators of rubric we gave you at the orientation to better reflect those qualities you need cultivate.

Let’s take a look at the first one:
Criteria: Collaborative
Above Expectation
• take the lead when working with others
• creates an optimal learning environment in groups and class activities

Expected-Meets Standard
• willing to work with others
• plans, executes and finishes assigned tasks within the group on-time and thoroughly

Needs Improvement-Below Standard
• resistant to working with others
• fails to complete or is consistently late with group assigned tasks


Read this disposition carefully-maybe two or three times to get familiar with it. It occurs in every class the minute you enter it.

The next post will discuss the next disposition: Reflective.

Say Them Out Loud!

I have never been one to make resolutions at the beginning of each new year. Instead I prefer to give myself reminders of things I need to do and renew goals that still need to be achieved. Important decisions need to be made throughout the year and not just limited to one time on January first. It keeps me focused. With that philosophy in mind I have created a list of things that an M. A. T. candidate would need to be reminded of and goals that need to be renewed. I could have added more, but five items seemed plenty for now. I might add more later.

Say these items out loud. They will make more of an impression on you if you do and will echo in your brain when you are not doing them.

1. I will be a certified teacher by the spring of 2010.
This fact might seem obvious, but it is a motivating factor to work hard to achieve your goal.

2. I plan to get to class ten minutes before the start of class. It will allow me to get settled and get ready for the class. I will be able to have the time to ask the professor questions. It will also set a good disposition for being an effective teacher. It will also make a good impression as well.

3. I will plan my fieldwork schedule well ahead of time. If I do this now, I won't have to scramble later. Each time I do my fieldwork I will enter my work in Tk20.

4. I need to work on my portfolio. If I am not sure how to build my portfolio, I will contact my advisor for help.

5. I will take every opportunity presented to me to learn about teaching.

Good Luck to All in 2009.