School of Education

September 12, 2000

Fairfield Bay Day 3
Critical friend
- How to maximize time and provide us with another set of eyes to move forward
- Advocate for the work that we do
- Responds with honesty throughout the project
- Systemically
- Change in practices
- Teaching students a new way of learning
- More engagement
- Focus on one area of your teaching practice that you will work on between now and November that will better move your students to meeting the standards as evidenced by their performance
- One person will describe the challenge
- The critical friend will ask clarifying questions to determine if the challenge is understood
- The critical friend will offer advocacy and advice; the person will listen and not respond.
- The person presenting the challenge will respond and interact with the critical friend to outline the action to be taken
- Beginning of development of a leadership group on campus
-Where is my practice?
- What am I going to do to change it?
- Who we are and what we needed to be.
- Change is a process not an event
- Change involves personal change
- If we can take the idea that we are learners, that process may carry over to the classroom
- Critical friend model has power to change events and lives
- Look at our practice and
- Goals for November
- Rubric Development
- Grounded rubric first
- Structured taste first
- Groups do parts to have ownership on the process

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Page 2 of the rest of the memo from Steve
Now what?
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Workshops within disciplines (faculty)
Workshops with students (praxis prep)
Curriculum alignment
Use of common language of praxis
Develop writing and critical reading skills
Ensure faculty are fully aware of the standards and recognize the impact, severity, and individual responsibility of faculty members
- Make All TAAGs available
- Follow up workshops for curriculum and assessment alignment
- Moseley and Robinson - Joint statement of impact
- How can faculty be more accountability for the standards
- Implementation of accountability before impact
- Study guides for P2 on reserve in the library
- Retreats for faculty on strategies for helping students take P2 test
- Incorporate case based instruction into curriculum
- Change how students view Praxis II -- important professional exam, start with the introduction to education courses
- Committee to develop test-taking course for student who are not good test takers
P 1 and P 2
- Departmental permission for Praxis II content
- Identification of students who took examination with our departmental approval
- Methods and Assessment workshops to communicate different ways of teaching and learning
- Professors could take the Praxis exam
- Consideration of the turn of team - more team-teaching
- Class assignments from the TAG - Actual assignments that they would do.
- Controlling who will be allowed to take the tests
- Develop a profile over time
- Assess the students on their progress within the School of education and the disciplines
- What are the benchmarks or indicators that guarantee success?
- Share test score information with faculty after each testing period and aggregate reports
- have a sample of the faculty take the praxis tests
- Get the Learning Plus software
- Develop appropriate assessments
- One or two hour class - Praxis
- Establish an instructional assessment and alignment center (North Central and University Based Assessment)
- Centers for Teaching Excellence
- Plan to assess student progress toward the Praxis II in the secondary content areas as well as the School of Education
- Include Specialty area representation in all Praxis prep planning
- Create an ad hoc committee out of the teacher education council to study praxis issues
- Someone from the Learning Assistance Center should be involved in future discussions
- Decision re when do we take the Praxis 2 exam.
- At what point do students have enough knowledge in your program so that students are ready to take the examinations?
- Praxis checklist of courses, plus some other performances

THE BIG PICTURE
Professional development of teachers
- University Entry
- Acceptance into teacher prep
- Praxis II
- Provisional license
- Induction period Entry Year, Praxis III
- Professional license
- Ongoing professional development
- Advanced certification by national board

Look for the links between what is done as undergraduates and how that is linked to Praxis II and Praxis III standards
- Professors guide
- TAAG
Consider the timing of the tests
What are the links in our program to P2 and P3?
- Freshman year, here are your professional standards
- Every class, pieces of it in every class
- How are we going to develop our cooperating teachers?
- Links come from our graduates
- Center for leadership - that is a key link
- Connections with the students following initial licensure need to be established
- Are we going to control whether our students go into the classroom with a nontraditional licensure teacher? Do we have a way to determine who is a nontraditional licensure teacher?
- What are the other things that impact on our students?
- Pathwise training required at UD for observing teachers
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Process, not an event...
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