NLM.Evaluate_Institute.08.Final

Evaluating the Effectiveness of a Teacher Internship Program (P-5) to Determine the Extent to Which Candidates Enhanced Students’ Higher Order Thinking Skills : 

Evaluating the Effectiveness of a Teacher Internship Program (P-5) to Determine the Extent to Which Candidates Enhanced Students’ Higher Order Thinking Skills Noran L. Moffett, Ganga Persuad, Trevor Turner & Jill M Thompson Clark Atlanta University Presented to: National Evaluation Institute Conference October 10, 2008 Wilmington, NC

Presentation Objective : 

Presentation Objective To report recent outcomes from a university and Professional Development School collaboration to increase Higher Order Thinking Skills (HOTS) Delivery System (OBIA)

Field Placement Process : 

Dr. Noran L. Moffett, Field Placement Coordinator Field Placement Process Process Admission Matriculation Internship Evaluation Application Certification Requirements Knowledge Skills Dispositions

Candidate Placement Requirements : 

Dr. Noran L. Moffett, Field Placement Coordinator Candidate Placement Requirements Application and Clearance Procedures Coordinator, Advisor and Department Chair Met district or Institution requirements Met Requirements

Evaluation of Candidate Effectiveness (KSD) : 

Dr. Noran L. Moffett, Field Placement Coordinator Evaluation of Candidate Effectiveness (KSD)

Problem in Context : 

Problem in Context The Candidates’ impacting the needs of the low SES Title I Students. What is used to determine effectiveness of candidates placed into the school settings for the student teaching or Clinical Practice experience? How can the problem defined by the last NCATE visitation of candidates” impact on P-12 be solved through research based application of a High Definition Model of delivery? What type of collaboration is needed to improve candidates’ preparation to impact student achievement? What model and theory can be used to plan for program improvements and effectiveness of candidates’ knowledge, skills and disposition ? to improve the critical thinking skill preparation of students in the title I school setting?

Program Standards Effectiveness : 

Dr. Noran L. Moffett, Field Placement Coordinator Program Standards Effectiveness Evidence of expected disposition Skill Application Content Knowledge Candidates evaluation results aligned with assessment system

NCATE Standard 3 for Clinical Practice : 

Dr. Noran L. Moffett, Field Placement Coordinator NCATE Standard 3 for Clinical Practice

Slide 9: 

Professional Development School Profile

Slide 10: 

Professional Development School’s Third Grade Student Achievement Results 2007 & 2006

Evaluation Questions : 

Evaluation Questions Q1: What percentage of questions at Lower Order Thinking Skills (LOTS) compared to Higher Order Thinking Skills (HOTS) will be observed from Mentor Teacher by candidate?   Q2: From the lesson of the Candidate that was introduced to the model , what percentage of questions at Lower Order Thinking Skills (LOTS) compared to Higher Order Thinking Skills (HOTS) will be asked to students?   Q3: From the lesson of the Candidate that was NOT introduced to the model , what percentage of questions at Lower Order Thinking Skills (LOTS) compared to Higher Order Thinking Skills (HOTS) will be asked to students? Dr. Noran L. Moffett, Field Placement Coordinator

Definition of the Variables : 

Definition of the Variables Knowledge is defined to mean Recall, or recognition of terms, ideas, procedure, theories, . (Example from Mentor What is a reptile?) Comprehension is defined to mean Translate, interpret, extrapolate, but not see full implications or transfer to other situations, closer to literal translation. (example from Mentor: Can we take 8 from 2?) Application is defined to mean Apply abstractions, general principles, or methods to specific concrete situations (Example from Mentor: Demonstrate what is 7 groups of 6?)

Definition of the Variables : 

Definition of the Variables Analysis is defined to mean Separation of a complex idea into its constituent parts and an understanding of organization and relationship between the parts. This process includes realizing the distinction between hypothesis and fact as well as between relevant and extraneous variables. (Example from Mentor: Why? Explaining the process) Synthesis is defined to mean Creative, mental construction of ideas and concepts from multiple sources to form complex ideas into a new, integrated, and meaningful pattern subject to given constraints. Evaluation is defined to mean to make a judgment of ideas or methods using external evidence or self-selected criteria substantiated by observations or informed rationalizations.

Action Evaluation Method : 

Action Evaluation Method Population was third grade classrooms at PDS Participants where the mentor and candidates are involved in the teaching and learning environment Procedures were to tape lesson of Mentor and candidates Instrument was OBIA used to collect the outcome of lesson observation and code questions Data collection questions from classroom delivery Limitations-small sample size used for pilot study to research the theory posited by Persaud & Turner (2007)

Method of Data Collection and Interventions for Post-Treatment Candidate : 

Method of Data Collection and Interventions for Post-Treatment Candidate Candidates were identified from the current group and invited to a seminar where the model for the OBIA was introduced by a graduate trained on (Persaud & Turner Lesson Delivery Model, 2007). Higher Order Thinking Skills as a strategy was discussed. A recent graduate was invited to demonstrate the use effects of using Bloom’s Taxonomy in the preparation of lessons and planning questions to impact P-12 student achievement Candidate informed to video tape teacher and video tape herself. Candidate informed to observe the Mentor and record the questions asked and code them according to level of Blooms Taxonomy by Midterm Exam Dr. Noran L. Moffett, Field Placement Coordinator

Collaboration for Improved Pre-service Preparation Results through Mentor and Intern use of LOTS and HOTS : 

Collaboration for Improved Pre-service Preparation Results through Mentor and Intern use of LOTS and HOTS Teacher allows candidate to record her lesson for the Candidate to review and demonstrate the ability to document LOTS and HOTS. setting Post-Treatment Candidate attempts to plan lesson around OBIA with increased HOTS in lesson delivery to students in the school Dr. Noran L. Moffett, Field Placement Coordinator

Results of Mentor Teacher Recorded Lesson (LOTS) : 

Results of Mentor Teacher Recorded Lesson (LOTS)

Results of Mentor Teacher’s Recorded Lesson (HOTS) : 

Results of Mentor Teacher’s Recorded Lesson (HOTS)

Analysis of Preliminary FindingsNCAN : 

Analysis of Preliminary FindingsNCAN Dr. Noran L. Moffett, Field Placement Coordinator

Analysis of Preliminary FindingsMCAN : 

Analysis of Preliminary FindingsMCAN Dr. Noran L. Moffett, Field Placement Coordinator

Slide 21: 

SUMMARY OF FINDINGS FOR PILOT Candidates Candidate introduced to the model and use of OBIA modified resulted in greater percentage of HOTS than LOTS (N=34 questions) distributed between six levels of Blooms as follows

Slide 23: 

NCAN MCAN= Mentored Candidate Treatment Questions counted (N= 34)

Recommendations from the Field : 

Recommendations from the Field Candidates should be placed with Mentors who are willing to serve as Clinical Faculty in the classroom the semester before student teaching, if possible Candidates should be introduced to LOTS and HOTS in the methods of teaching classes The measurement of the effects from the High Definition Model should begin prior to Clinical Practice and video taped lessons should be required in each method class to allow Candidates to Observe instruction and demonstrate lessons based upon use of students’ experiences and teaching for HOTS. Dr. Noran L. Moffett, Field Placement Coordinator

Further Research : 

Further Research Review of video tapes pre and post for all teacher candidates. Video tape lessons to review professors teaching the method courses to determine if model is evident in the professors’ delivery model. Evaluate research design results from larger sample of teacher education candidates. Experimental study conducted on impact of the mentor and candidates on P-5 student achievement. Dr. Noran L. Moffett, Field Placement Coordinator

Further Research : 

Further Research Review of video tapes pre and post for all teacher candidates. Video tape lessons of professors teaching the method courses to determine if model is evident in the professors’ delivery model. Review results from larger sample of teacher education candidates. Dr. Noran L. Moffett, Field Placement Coordinator

Further Research : 

Further Research Experimental study conducted on impact of the mentor and candidates on P-5 student achievement. Research on outcomes of training of methods professors, Field Supervisors, and Clinical Faculty Mentors in the school Maintain database of Candidates’ impact on P-5 settings for NCATE and evidence of improved student achievement Dr. Noran L. Moffett, Field Placement Coordinator

Contact Information : 

Contact Information Noran L Moffett-nmoffett@cau.edu Ganga Persaud -gpersaud@cau.edu Trevor Turner -tturner@cau.edu Jill M Thompson- jthompson@cau.edu