Evaluation Criterion ECE
Mean
ECE Standard Deviation
SEC Mean
SEC Standard Deviation
Mean (All)
Standard Deviation
(All) Criterion 7 – Stage 3: Organization for
differentiation/ Use of technology 3.63 0.48 3.89 0.31 3.76 .42 Level 4 exit interview
During the exit interview, candidates must analyze specific examples of technology integration in both planning and teaching. When they are invited to describe their “perfect classroom” and explain their rationale, their integration of technology is also noted. Other interview items which impact candidates’ final score on this criterion prompt candidates to focus on their approaches to differentiated instruction and to meeting the needs of diverse student groups. Table 4.21 reflects the interview results for this criterion.
Table 4.21 ‐ Exit Interview Criterion Addressing Claim 4
Ratings Legend: 0=Unsatisfactory 1=Developing 2=Acceptable 3=Effective 4=Exemplary
Interview Criterion ECE
Mean
DeviationStandard ECE Mean SEC Deviation Standard SEC Mean (All)
Deviation Standard (All)
Criterion 10 – Technological Literacy (Questions 2, 6, 12, 16, 19, 20)
3.90 .20 3.92 .19 3.91 19
(See Appendix F to review a copy of this instrument.)
The mean scores corresponding to Criterion 7 in the unit evaluation and Criterion 10 in the exit interview represent the professional judgment of several faculty members regarding completer competency and demonstrated use of technology, both for teaching and continued professional growth. The results from all of the various assessment instruments are in concordance; our completers use digital technology to support the academic achievements of students as well as their own instructional skill development and reflective and critical thinking.
Results Which Support Claim 5
Claim 5: Candidates demonstrate a powerful sensitivity to learner variety and cultural differences, using this knowledge to raise the self‐esteem and achievement of all learners, regardless of their backgrounds and characteristics. (TEAC Quality Principle 1.3, caring teaching skill, and Cross‐Cutting Theme 1.4.2, multicultural perspectives and accuracy)
As discussed in Sections 2 and 3, we expect Tulane teachers to apply best practices for differentiated instruction which meets students’ needs and creates a learning environment in which all students can succeed. We have identified specific indicators of our completers’ proficiency in this area.
The results from our assessment tools which support Claim 5 are summarized in the following pages.
Final Evaluation of INTASC Instructional Skills
There are several areas in the Final Evaluation of INTASC Instructional Skills instrument which we believe support our claim that our completers value diversity and are able to design instruction that will enable all students to succeed. We have identified the standards reflected in Table 4.22 as those which provide the
strongest evidence in support of Claim 5. Specific indicators of corresponding competencies include the following: the demonstration of appreciation for individual variation and for diverse cultures, the ability to create a learning environment in which individual differences are respected and valued, the ability to structure teaching so that all learners can succeed, the demonstration of sensitivity to cultural and gender differences in communication, and the ability to make connections to learners’ experiences.
Since this instrument is completed by candidates, mentor PreK‐12 teachers, and university supervisors, we rely heavily on this evidence to help us evaluate and improve our program. The reflected mean scores of 2.75 and above on a 3‐point scale indicate that our completers do value diversity and use their knowledge to increase student learning.
Table 4.22 ‐ Criteria from Final Evaluation of INTASC Instructional Skills Addressing Claim 5 Ratings Legend: 3‐Exceeds Standards 2‐Meets Standards 1‐ Needs Improvement
Evaluator ECE Mean
ECE Standard Deviation
SEC Mean
SEC Standard Deviation
Mean (All)
Standard Deviation (All) Standard 2‐‐Learner Development: The beginning teacher understands how children learn and develop and provides learning opportunities that support their intellectual, social, and personal development.
Candidate (Self) 2.88 0.33 2.82 0.37 2.84 .36
Mentor 2.90 0.30 2.82 0.39 2.86 .35
Faculty 3 0 3 0 3.00 .00
Standard 3‐‐Multicultural Literacy: The beginning teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Candidate (Self) 2.88 0.33 2.82 0.37 2.84 .36
Mentor 2.80 0.40 2.73 0.45 2.76 .43
Faculty 2.89 0.31 2.90 0.30 2.89 .31
Standard 6‐‐Effective Communication: The beginning teacher uses techniques of effective verbal, nonverbal, and media communication to foster active inquiry, collaboration, and supportive instruction in the classroom.
Candidate (Self) 2.63 0.48 2.91 0.28 2.79 .41
Mentor 2.90 0.30 2.64 0.48 2.76 .43
Faculty 3 0 3 0 3.00 .00
(See Appendix F for the referenced instrument.)
Completer Evaluation of Program
This evaluation features five specific items we believe are related to Claim 5. The selected items correspond to the standards addressed in the Final Evaluation of INTASC Instructional Skills plus one item which
specifically addresses issues of equity and diversity. Since our candidates typically finish their clinical experience in New Orleans schools, settings which commonly feature high ethnic, cultural, and language diversity, as well as diversity in academic readiness, we view the results identified in Table 4.23 as convincing.
Table 4.23 ‐ Achievement of Professional Competencies Criteria Addressing Claim 5 (From Section 5 of the Completer Evaluation of Program)
Evaluation question: As a beginning teacher, how well has the Tulane Teacher Preparation and Certification Program prepared you to enter the field in each of the following areas?
(Response Legend: 1 = Not at all 2 = Marginally 3 = Adequately 4 = Very Well)
Competency Area 1 2 3 4 Mean Standard
Deviation Providing developmentally appropriate learning
opportunities 6 16 3.73 .45
Providing differentiated instruction for diverse
learners 1 5 16 3.68 .55
Understanding issues of equity and diversity 5 17 3.77 .42
Building positive relationships with colleagues, parents, and communities to support students’
learning and well‐being
2 6 14 3.52 .66
Table 4.23 (continued) ‐ Achievement of Professional Competencies Criteria Addressing Claim 5 (From Section 5 of the Completer Evaluation of Program)
Evaluation question: As a beginning teacher, how well has the Tulane Teacher Preparation and Certification Program prepared you to enter the field in each of the following areas?
(Response Legend: 1 = Not at all 2 = Marginally 3 = Adequately 4 = Very Well)
Competency Area 1 2 3 4 Mean Standard
Deviation Using effective communication techniques to foster a
positive, interactive, and collaborative environment 5 17 3.77 .42 Level 4 Unit Evaluation
Two of the criteria included in this evaluation specifically support Claim 5; one pertains to the organization for differentiation/use of technology and the other to the use of interdisciplinary and multicultural resources.
In order to earn a rating of 3 or 4 on these criteria, candidates must incorporate multiple forms of diagnostic assessment, use a variety of presentation modalities and interdisciplinary resources, and design activities based on multiple perspectives, cultures, and content areas. Results for these specific rated items are identified in Table 4.24 below. The mean scores on these two criteria support our claim that our completers value diversity and are able to design instruction that allows students to succeed regardless of their
background.
Table 4.24 ‐ Unit Evaluation Criteria Addressing Claim 5
Ratings Legend: 1‐Unsatisfactory 2‐Emerging 3‐Effective 4‐Exemplary Evaluation Criteria
ECE Mean
ECE Standard Deviation
SEC Mean
SEC Standard Deviation
Mean (All)
Standard Deviation
(All) 7 ‐ Stage 3, organization for
differentiation / Use of technology 3.63 0.48 3.89 0.31 3.76 .42 10 ‐ Use of interdisciplinary and
multicultural resources
3.88
0.33
4.00 .00 3.94
.24 Level 4 Structured Exit Interview
There are eight questions in the exit interview protocol which address the candidates’ knowledge of diversity issues and specific applications of this knowledge in classroom settings. The candidates’ responses to all eight relevant questions are considered when assigning a score for this one criterion on the Level 4 Structured Exit Interview evaluation. The questions require the candidate to provide specific examples of ways in which they have tailored instructional and management strategies to meet the needs of diverse learners, to provide specific examples of their use of assessment data to reframe their teaching so students can succeed, and to reflect on the challenges they faced as “learning coaches” in classrooms with diverse populations. As previously discussed in section 3, these interviews are conducted by two university faculty members; the
score for each candidate represents an average of the two scores provided by the faculty members. Table 4.25 provides a summary of the relevant interview results.
Table 4.25 ‐ Exit Interview Criteria Addressing Claim 5
Ratings Legend: 0=Unsatisfactory 1=Developing 2=Acceptable 3=Effective 4=Exemplary Interview Criterion
ECE Mean
ECE Standard Deviation
SEC Mean SEC
Standard Deviation
Mean (All)
Standard Deviation
(All) Criterion 11 ‐ Sensitivity to
Diversity (Questions 3,4,6,9,11,13,14,20)
4.00 .00 3.92 .19 3.96 .14
Alumni Survey pilot
The items from this pilot that address Claim 5 are aligned with the items on the Completer Evaluation of Program survey and the Final Evaluation of INTASC Instructional Skills. Upon reviewing the results from the pilot, we were not surprised to find that the alumni had assigned the lowest rating to the competency area pertaining to meeting the needs of at‐risk and disadvantaged students. Because of our ongoing conversations with our completers, we are well aware of the struggles faced by beginning teachers, particularly those in urban schools featuring high populations of disadvantaged students, such as those here in New Orleans.
However, although we recognize we must still make significant strides in this area, we believe the results from the pilot (as identified in Table 4.26 below) still support Claim 5.
Table 4.26 ‐ Alumni Survey Pilot Criteria Addressing Claim 5
Evaluation question: To what extent did the Tulane Teacher Preparation and Certification Program prepare you to enter the profession as a beginning teacher? Evaluate each of the following areas.
Response Legend: 1 = Not at all 2 = Marginally 3 = Adequately 4 = Very Well
Area of Competency 1 2 3 4 Mean Standard
Deviation Understanding and addressing issues of equity and
diversity 3 4 3.57 .49
Providing differentiated instruction for diverse
learners 3 4 3.57 .49
Meeting the needs of "at‐risk" and “disadvantaged”
students 1 5 1 3.00 .53
(See Appendix F to review a copy of the referenced instrument.)
Because our assessment program incorporates the internationally recognized INTASC standards and balances evidence from both internal and external sources, we believe that our evidence is both reliable and valid. We have provided evidence from multiple sources for each of our claims and demonstrated our evaluation tools’
alignment with widely accepted educational standards and with other valued external sources. We have incorporated ratings from candidates, mentor PreK‐12 teachers, and university faculty, along with GPA and Praxis scores. We believe that the evidence we have provided shows that our completers possess the professional competencies we claim as our program outcomes.