3.2.b    Continuous Improvement

• Summarize activities and changes based on data that have led to continuous improvement of candidate performance and program quality.
  1. The use of data on the state certification exam for Elementary Education candidates:
     Prior to 2009, one literacy courses was included in the PDS experience. In 2009, CSDE instituted the Connecticut Foundations of Reading(CFR) test and most of the unit’s candidates did not pass the exam. The unit’s elementary education faculty developed and implemented three literacy courses for the professional semester that are aligned with the reading certification exam; in 2012, 100% of the unit’s elementary education candidates passed the exam. The Unit’s pass rate on this exam continues to be among the highest in the state.
  2. The use of data to inform changes in the student teaching/clinical experience: Faculty and program administrators are continuously experimenting with innovative ways to improve this clinical experience. Based on a May 2012 survey of student teachers and cooperating teachers, data indicated that communication between candidates and cooperating teachers needed improvement, especially in regard to setting goals and identifying strategies to achieve those goals. In Spring 2013, two faculty members embarked on a President/Provost funded research project to pilot a structured semi-monthly discussion process for delivering immediate feedback to student teachers.
  3. Response to feedback about teacher preparation and digital literacy from superintendents: Superintendents requested more emphasis on digital literacy, such as the use of Smartboards. In the Fall 2011, the Department Chair worked with the CIO to purchase and install Smartboards in every education department classroom as well as several classrooms used by Arts and Science departments. Training in the use of Smartboards was provided to both faculty and students. As part of their assignments and lesson plans during professional semester and student teaching, candidates must now demonstrate digital literacy competencies.
  4. Response to feedback about teacher preparation and Common Core State Standards: Superintendents requested greater emphasis on CCSS in all teacher preparation courses. Toward that end, all course syllabi were revised to include CCSS and Connecticut’s assessment system that will be implemented in 2014.
  5. Pilot program for field experience which offers a range of diverse students: 
     As of the Fall 2013, all candidates in Introduction to Education courses will conduct observations in urban settings.
  6. The unit and local districts have expanded their partnerships in order to increase opportunities for candidates to develop the knowledge, skills and professional dispositions to help all students learn. Beginning in the Fall 2010, the secondary math methods course instructor created an additional field experience during professional semester in which each secondary education math candidate delivers a lesson plan to a group of high school students.
  7. Based on the results of faculty and cooperating teacher evaluations submitted to the Coordinator of Student Teaching and in response to comments and conditions from SPA reviewers in 2009, the number of required formal observations of student teachers by university supervisors was reduced from five to four, but the supervisor’s required visits to the student teaching site was expanded to six, and now includes initiation and closure meetings with the student teacher and cooperating teacher. The feedback that the unit has received about these changes indicate that the additional meetings a) enable supervisors to establish channels for collaboration and communication within the “triad” (student teacher, cooperating teacher, university supervisor); and (b) simplify paperwork related to student teaching process. Furthermore, the  Coordinator of Student Teaching revised the Student Teaching Handbook (I.5.a.4) to ensure consistency with current practices and changes in state level regulations.
  8. The unit piloted a new Teacher Work Sample Rubric (3.4.f.3b) for two semesters after Connecticut’s decision to transition to edTPA. The TWS is also aligned with the CCCT.
  9. Counselor Education faculty will begin to hire masters-level school counselors as adjunct faculty to teach the internship classes. This initiative will give candidates greater access to current technologies used in scheduling and post-secondary planning, including the college selection and application process, and will give them the opportunity to learn directly from current practitioners in the field.

• Discuss plans for sustaining and enhancing performance through continuous improvement:

The unit has several plans to sustain its continuous improvement efforts:

1. Major changes to the CSDE regulations concerning field/clinical experiences for teacher preparation programs are forthcoming (Interim Report of the Educator Preparation Advisory Council (EPAC); a central component of the proposed changes will be increasing the number of field/clinical experiences from two semesters to four semesters. The unit is in the process of incorporating the increased number of field experience semesters into a strategic plan which will also encompass other impending reform initiatives, such as a revision of the University’s General Education requirements and recent changes at the state level to Praxis I and Elementary Education Praxis II.
2. Since two additional semesters of field experience will be required, the unit will create a new position- Field Experience Coordinator.
3. The unit created the NCATE coordinator position and a Tk20 position. These positions will become permanent in order to sustain the data collection process.
4. In January 2012, the Secondary Education Coordinator position was moved from the A & S faculty to the Education Department. This coordinator possesses the public school knowledge and experience needed to guide the A & S faculty through the transition to CCSS and to assist A & S faculty with the advisement of secondary education candidates.
5. The development of a practitioner/clinical model: Beginning Fall 2012, the Unit includes practitioners from partnership districts in the unit’s teaching faculty. Public school educators with extensive experience in their fields now teach the Introduction to Education course, the special education course, and the English methods course.
6. Students are admitted into the Intermediate Administration and Supervision Certificate Program (092 every other year. Data from the most recent two cohorts of candidates (2020 and 2012) indicate that all candidates (100%) scored at the target or acceptable levels on all standard elements of the assignments. Scores indicated that candidates scored slightly lower on items related to practical aspects of administration (e.g. budgeting) and so two changes have been planned: opportunities have been planned that will provide candidates with more hands on experiences with practical applications and b) more face-to-face contact with working administrators (e.g., administrators’ panels)  will be incorporated into the program.
7. In the dissertation review process, a Reader is someone who is asked to critique the dissertation and provide feedback in an objective manner. In most cases, the readers provide very positive ratings, often 4/4, with very few lower ratings or critical remarks. This is not useful in providing an “outside” perspective of the dissertation process. In the future, the reviewer will receive additional directions about the objective nature of the procedure and possibly be assigned a “blind” dissertation to read and review.
8. In fall 2012, a field placement database was created to track initial candidates’ placements regarding diversity. The database will be enhanced to track advanced candidates’ fieldwork in regard to diversity beginning in fall 2013.