Feedback is My Friend:Data Mining for Intern ImprovementDr. Vivian Martin CovingtonDr. Diana LysFall 2012 Clinical Teacher Conference

Question• What guiding feedback is provided

to interns on the ECU Progress Report?

• How complete is that feedback?• Is the feedback provided specific

enough to support intern growth throughout their internship?

Research Literature• Frances Fuller (1969)

– Survival > Task> Impact

• David Berliner (1988)– Takes 3-4 yrs– Novice > Adv. Beginner > Competent

Methodology and Data• Analyzed comments on progress

reports for completeness and quantity

• Included data for interns with 4 completed progress reports

• Focused on progress reports with scores and comments

PROGRESS REPORT COMMENTS

Findings

Classroom Management

1 2 3 N/ A

1. Has lesson materials/supplies ready in advance.

2. Gets students on task quickly.

3. Monitors student behavior.

4. Stops inappropriate behavior.

5. Maintains high time on task.

6. Establishes and follows procedures and protocols.

Instructional Planning 1 2 3 N/ A

1. Draws on appropriate data to develop classroom and instructional plans based on state standards. (EE3-1a.2, 3a.1) 2. Demonstrates knowledge of links between grade/subject and the state standards by relating content to other disciplines. (EE3 - 3c.1) 3. Develops instructional plans for each lesson/activity (Review, introduction, summary, planned strategies, etc.)

4. Integrates 21st century skills and content in instruction. (3d.1) 5. Selects appropriate technology to integrate into instruction. (4d.1) 6. Integrates effective literacy instruction throughout the curriculum and across content areas to enhance students’ learning. (3a.2) 7. Integrates specific instruction that helps students develop the ability to apply processes and strategies for critical thinking and problem solving. (4e.1) 8. Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership. (4f.1)

1 2 3 N/ A

9. Incorporates research-verified strategies to provide effective learning activities for students with special needs. (2d.2) 10. Appropriately uses materials or lessons that counteract stereotypes and acknowledges the contributions of all cultures and incorporates different points of view in instruction. (2b.1, 2b.2)

11. Plans a variety of appropriate methods and materials to meet the needs of all students. (4c.1)

12. Selects relevant examples/demonstrations. 13. Content is appropriate and accurate. (EE2-3b.1) 14. Plans multiple indicators, both formative and summative, to monitor and evaluate students’ progress and to inform instruction. (4h.1)

Implementation of Instruction

1 2 3 N/ A

1. Follows lesson/activity plan (Review, introduction, summary, etc.).

2. Displays appropriate subject matter competency.

3. Uses appropriate instructional technology to maximize student learning. (4d.1)

4. Encourages students to investigate the content area to expand their knowledge and satisfy their natural curiosity. (3b.2)

5. Uses appropriate level of questions.

6. Assists students in articulating thoughts and ideas clearly and effectively. (4g.2)

7. Provides feedback on correctness/ incorrectness of student work, probes for student answers.

8. Uses a variety of appropriate methods and materials to meet the needs of all students. (4c.1)

1 2 3 N/ A

9. Provides relevant examples/demonstrations

10. Uses strategies to develop critical thinking and problem solving. (4e.1)

12. Gives clear instructions/assignments.

Evaluation and Assessment

1 2 3 N/ A

1. Evaluates the progress of students toward high school graduation using a variety of assessment data measuring goals of the North Carolina Standard Course of Study (1a.1)

2. Provides timely written and/or verbal feedback on student work.

3. Uses multiple indicators, both formative and summative, to monitor and evaluate students’ progress and to inform instruction. (4h.1)

4. Provides evidence that students attain 21st century knowledge, skills and dispositions. (4h.2)

5. Uses data to adjust instruction to improve student learning (5a.1)

OUR DATACOE Assessment and Accreditation Resource Brief #2

Feedback in TPA Programs

Feedback in non-TPA Programs

Feedback in all UG Programs

Feedback in MAT Programs

DATA MINING

Table talk

Transformation Initiative forNCATE AccreditationPirate CODE is the framework

for ECU’s Transformation Initiative for NCATE accreditation.

The COE’s commitment to developing professional expertise utilizing data driven integrated assessment system is at the heart of the design.  

By strategically and systematically focusing on pk-12 teaching, ECU’s COE will continue to lead the nation in innovative use of assessment in preparing higher quality educator candidates.

Clinical Supervision

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