Burton College of Education Fall 2018-Spring 2019 Data Overview
Data overview for Burton College of Education covering major assessments, lesson plans, student outcomes, technology use, differentiation techniques, and instructional strategies across various course levels. Presented by Jan Robichaux, it delves into assessments, lesson progression, and graduate-level assessments.
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Fall 2018-Spring 2019 Data Overview for the Burton College of Education Presented by Jan Robichaux June 4-5, 2019
Major Assessments Across Programs Lesson Plan Field Experience Evaluation (FEE) Teacher Candidate Work Sample Self- and Supervisor Professional Disposition Questionnaire Surveys (Exit, Follow-Up, and Employer Satisfaction)
Lesson Plan Data Content Standards and Outcomes Student Outcomes and Assessment Additional Standards including 6 ELA and Cross-disciplinary Content Explanation for Inclusion of Cross- Disciplinary Content and 6 ELA Standards Relevance and Rationale Student Misconceptions Lesson Progression Learning Environment Pre-Planned SEED Questions Lesson Introduction Whole Group/Guided Instruction Small Group/Paired Instruction Independent Practice Closure Instructional Resources/Materials Teacher s Use of Technology Student Use of Technology Assessments Differentiation by Content, Product, and Process Differentiation by Learner Post-Lesson Scaffolding Reflection of Instructional Strategies
Lesson Plan Overall Data Student use of technology 3.06 Independent Practice 3.12 Additional Standards/ Pre-Planned SEED questions 3.15 Whole Group/ Guided Instruction 3.56 Small Group/ Paired Instruction Additional Standards/ Cross-Disciplinary Commections with Content Content standards and outcomes 3.63 Lesson Progression 3.71 Student outcomes and assessment 3.59 Assessments Teacher's use of technology Instructional Resources/ Materials Student Misconceptions 3.20 Lesson Introduction: Framing the lesson, relevance, hook 3.55 Learning Environment Relevance and rationale Closure 3.17 Differentiation by Learner Post-Instruction Response to Intervention Differentiation by Content, Product, Process 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Lesson Plan Data by Course Level Student use of technology Independent Practice Additional Standards/Cross-disciplinary conneections with 6 ELA Pre-Planned SEED questions Whole Group/ Guided Instruction Small Group/ Paired Instruction Additional Standards/ Cross-Disciplinary Connections with Content standards and outcomes Lesson Progression Student outcomes and assessment Graduate Level Assessments 400 Level Teacher's use of technology 300 Level Instructional Resources/ Materials 200 Level Student Misconceptions Lesson Introduction: Framing the lesson, relevance, hook Learning Environment Relevance and rationale Closure Differentiation by Learner Post-Instruction Response to Intervention Differentiation by Content, Product, Process 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Lesson Plan by Degree Student use of technology Independent Practice Additional Standards/ Pre-Planned SEED questions Whole Group/ Guided Instruction Small Group/ Paired Instruction Additional Standards/ Cross-Disciplinary Connections with Content Content standards and outcomes Lesson Progression Student outcomes and assessment PBC Assessments MAT Teacher's use of technology BACH Instructional Resources/ Materials Student Misconceptions Lesson Introduction: Framing the lesson, relevance, hook Learning Environment Relevance and rationale Closure Differentiation by Learner Post-Instruction Response to Intervention Differentiation by Content, Product, Process 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
PBC Independent Practice MAT BACH PBC Student Misconceptions MAT BACH 2.50 2.60 2.70 2.80 2.90 3.00 3.10 3.20 3.30 3.40
FEE Overall by Component Component 4.1 Modeling Professional Knowledge, Skills, and Dispositions Component 3.3 Using Assessment in Instruction Component 3.2 Engaging Students in Learning Component 3.1 Using Questioning and Discussion Techniques Component 2.2 Managing Student Behavior Component 2.1 Managing Classroom Procedures Component 1.1 Setting Instructional Goals 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
FEE by Course Level Component 4.1 Modeling Professional Knowledge, Skills, and Dispositions Component 3.3 Using Assessment in Instruction Component 3.2 Engaging Students in Learning Graduate Courses 400 Level Courses Component 3.1 Using Questioning and Discussion Techniques 300 Level Courses 200 Level Courses Component 2.2 Managing Student Behavior Component 2.1 Managing Classroom Procedures Component 1.1 Setting Instructional Goals 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
FEE by Degree Component 4.1 Modeling Professional Knowledge, Skills, and Dispositions Component 3.3 Using Assessment in Instruction Component 3.2 Engaging Students in Learning PBC Component 3.1 Using Questioning and Discussion Techniques MAT BACH Component 2.2 Managing Student Behavior Component 2.1 Managing Classroom Procedures Component 1.1 Setting Instructional Goals 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Teacher Candidate Work Sample Choice of Assessment Pre-Assessment Post-Assessment PBC MAT Alignment of Lesson Evidence BACH Overall Student Level of Mastery & Evaluation of Factors Data to Determine Patterns & Gaps Response to Intervention 0 0.5 1 1.5 2 2.5 3 3.5 4
Self vs. Supervisor PDQ Attitudes Toward Learners Supervisor PDQ Intra/Interpersonal Skills Self-PDQ Professional Commitment and Responsibility 4.10 4.20 4.30 4.40 4.50 4.60 4.70 4.80 4.90 5.00
Survey Data Section I: Curriculum Design and Implementation Section II:Classroom Environment and Management Section III: Quality of Instructional Practices Employer Satisfaction Completer Follow-Up Survey Completer Exit Survey Section IV: Student Assessment and Monitoring Section V: Professional Dispositions Section VI: University Information 3.45 3.5 3.55 3.6 3.65 3.7 3.75 3.8
