ETS® AACTE Curriculum Clinic

On-screen: [ETS®]

On-screen: [AACTE. American Association of Colleges for Teacher Education.]

On-screen: [ETS® & AACTE Curriculum Clinic. Princeton, NJ, October 2016]

Speaker: Sandra Doran, Principal, HigherEdLearning Consulting Group

Speaker: Sandra Doran – The concept for the curriculum clinic originated over a year ago when we said we see that institutions are looking for an area for collaboration. They want to become familiar and create best practices themselves. They want to have the opportunity as a team to be reflective and to be able to move their institutions forward as they develop a new curriculum.

Speaker: Linda McKee, Senior Director for Performance Measurement and Assessment Policy, AACTE

Speaker: Linda McKee – Today AACTE and ETS® are really joining forces, so that we can reach the institutions, give them the support and assistance and understanding how to do some curriculum mapping that would be a backward assessment from the assessments from the testing that they receive from ETS®.

Speaker: Eric Steinhauer, Executive Director, NOTE Assessment, ETS®

Speaker: Eric Steinhauer – People who are working in teacher education have a hard job. They're looking to develop teachers who are going to be going into the classrooms in coming years and who are going to be critical to student learning in those classrooms. They need to get the kind of feedback that they can use to improve their programs.

Speaker: Cathy Owens-Oliver, Client Relations Director, Teacher Licensure and Certification, ETS®

Speaker: Cathy Owens-Oliver – The quality assurance work is really critical for ensuring that we provide opportunities for EPPs to actually come together and engage in discussion about what constitutes valuable learning for student teachers across the field. The emphasis on quality assurance helps us to make sure that the product is connected to what's happening with the practitioner in classrooms all over the country.

Speaker: Joann Stephens, Grade 7 English Language Arts Teacher, South Dakota

Speaker: Joann Stephens – Being able to be here today at a clinic, where we have higher education staff—faculty from all over our country—me, a classroom teacher, getting a chance to hear what they say and I'm having a voice to be able to say "here's what I need to have in my classroom" are conversations that just don't get to happen very often.

Speaker: Seth Weiner, Executive Director, Praxis® Assessments, ETS®

Speaker: Seth Weiner – The teacher preparation programs say they're under a tremendous amount of pressure…and they need ways to measure what they're doing….both the portfolio performance assessments and the on-demand performance assessments—can provide valuable data on how their candidates are performing in a whole range of factors that add up to effective teaching.

Speaker: Alan Neville, Department Chair and Professor, Northern State University

Speaker: Alan Neville – I think good assessment, in my mind, is using a variety of assessment measures. Things we can do outside of the traditional paper and pencil type test, I think is worthwhile.

Speaker: Joann Stephens – I totally believe in reflective teaching is the best way to know what our students are learning; we're teaching them to be reflective teachers earlier than I ever had a chance to do. They need to know what they see, what does it tell them, what are they going to do with it? It's not all about delivering something just once and saying, "Oh good, I taught it. I'm done." No. How do you know your students learned it?

Speaker: Mark LaCelle-Peterson, Senior Vice President of Policy and Programs, AACTE

Speaker: Mark LaCelle-Peterson – The new performance assessments that are being developed, like NOTE®, like the Praxis® portfolio assessment, are giving us evidence right at the end of the program about the ability of candidates to perform and to do the work. That's a very strong affirmation of the quality of the programs.

Speaker: Ricky Hardy, Praxis® Coordinator, Delaware State University

Speaker: Ricky Hardy – We really need some work with alignment or the mapping topic by topic, task by task to specific courses. That's the beauty of this workshop. We are able to hear what some of the other universities are doing and trying to model a benchmark from there.

Speaker: Mark LaCelle-Peterson – The profession is clear that improvement and use of data is part of the agenda, so we have a wonderful opportunity through activities like this to bring people together, and build conversations.

Speaker: Seth Weiner –I think the purpose of the curriculum clinic is to establish the basis of dialogue, and the next steps are to figure out the best possible ways to continue the dialogue. One of the ways that we're doing that is we're kicking off an online discussion forum to continue the conversation and to sort of get a wider audience to start participating in the conversation so that more and more EPPs can benefit from the sorts of tools and from the methodologies that we've developed at this curriculum clinic for looking at your test results in light of your curriculum and thinking about how the test results can help you analyze your curriculum and help you to improve it.

On-screen: [For more information on how assessment measures can help program improvement, join the conversation at AACTE's online discussion forum. Visit ets.aacte.org/community.

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End of ETS® AACTE Curriculum Clinic video.

Video duration: 4:55