NEE: CAEP Accreditation | MACTE Conference 3-9-21 скачать в хорошем качестве

NEE: CAEP Accreditation | MACTE Conference 3-9-21

CAEP Standard 4.2: Indicators of Teaching Effectiveness requires the following: The provider demonstrates, through structured and validated observation instruments that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve. We will discuss how one university’s educator preparation program successfully uses NEE data to address this CAEP requirement. The Network for Educator Effectiveness (NEE) is a comprehensive and research-based system developed by researchers at the University of Missouri in deep collaboration with pK-12 educators. It was designed to maximize benefit to teachers and administrators and minimize burden, while also meeting all state and federal requirements for rigorous teacher and administrator evaluation. NEE provides systematic classroom observation of up to 27 teaching practices. We will focus specifically on three advanced teaching practices measured in NEE: (1) cognitively engaging students in content, (2) promoting students’ problem-solving and critical thinking, and (3) monitoring the effect of instruction on the whole class and individual students. We will further discuss attributes of the NEE data collection procedure so that attendees will better understand NEE data. Why use NEE data to address CAEP Standard 4.2? There are three reasons. First, the reliability and validity of NEE has been investigated; therefore, educator preparation programs (EPP) meet the CAEP requirements of demonstrating their program outcomes using reliable and valid teaching observation data. Second, 283 Missouri school districts are using NEE. Thus, the graduates of many EPPs are likely to be in the NEE database. Third, NEE provides annual measures of each participating teacher and annual benchmarks. Thus, EPPs can compare results across certification program areas within the EPP, between the EPP completers and external benchmarks such as state average or over time. CAEP requires representative data as well as disaggregated results for completer impact over three-year cycles to demonstrate trend and make comparisons. We will discuss a successful method we have used for analyzing EPP outcomes using NEE data. We used ANOVAs to compare outcomes across certification areas using 4 years of NEE data. We will conclude with how we use our results not only for CAEP accreditation, but also for continuous quality improvement of our programs.