University of the Pacific:PACT Implementation
Claudia Schwartz, Director of Professional PracticeElizabeth Keithcart, Assessment Coordinator
Gladys L. Benerd School of EducationPACT Seminar, November 13-14, 2008
PACT 101: Strategies for Supporting Candidates
Focus Questions:
1. In what ways has the Benerd School of Education (BSE) managed the dilemma between preparing candidates for the PACT assessment without PACT colonizing the curriculum?
2. In what ways is the BSE integrating strategies to help candidates develop the knowledge and skills assessed by PACT into coursework and supervision?
University of the Pacific
Overview of Presentation
• History of PACT Selection
• Program Revision
• Current PACT Implementation
• Examples of Strategies in Coursework
• Our Next Steps
PACT Selection at theBenerd School of Education (BSE)
• 2005-2006: – Faculty Field Trips– Panel Discussion – Cal TPA vs. PACT– Faculty Vote and Buy-in
• Summer 2006:– Planning for ESAs
• 2006-2007– Mini-PACT in Fall– ID Areas of Strength & Improvement
• 2007-2008– Pilot TE in Spring– More Formal Assessment of TE– Identified Areas to Strengthen
Program Revision1. Based on BSE Big Roadmap:
– Conceptual Framework, CTC, NCATE Standards– Faculty-Identified Goals for Student Outcomes
2. Based on Varied Forms of Assessment– Surveys of Graduates, Cooperating Teachers, University Supervisors– PACT Pilot Study 2006-2008
3. Determined by Faculty:– Academic Pillars and Threads for Spiraling Concepts– Course Objectives– Dove-tailing PACT into Coursework
• PACT Was Not an Add-on• PACT Does Not Drive Curriculum• Existing and Revised Program Features Were Identified as Compatible with
PACT
BSE Program Revision Model
BSE Conceptual FrameworkCTC NCATE
Program RevisionsPhilosophy: Process:Academic Pillars Faculty ContributionsThreads for Spiraling Concepts PACT Considerations
BSE Curriculum and Assessments:- Course Requirements- Student Outcomes- PACT- On-going Assignments and Assessments
Essential Elements for PACT Implementation
• Faculty Buy-In from Inception– Informed Choice of 2 programs (Cal TPA & PACT)– Selection of Supporting Technology (TaskStream)– Pivotal: PACT Supports BSE Curriculum and Assessment
• PACT Pilot for 2 Years (2006-2007 & 2007-2008)– PACT Pointers– Camera & TaskStream Instruction– Student Success Rate
• BSE Program Requirements• PACT
• Community Support– Students, Cooperating Teachers, Principals
• Excellent Support from PACT & TaskStream
BSE Curriculum Map: Spiraling Concepts andPACT Assessments Embedded in Coursework
Term PACT Assessments
Junior Fall
Pre-Professional
- Ethnography
Junior Spring
Pre-Professional
- Lesson Plan Narrative
Senior Fall
Professional
- Math/Science
Assessment Case Study
- Integrated Lesson Plan
- Individual Assessments
Senior Spring Professional Practice
- Reflective Lesson Plan
- PACT Teaching Event
Spiraling Concepts: Academic Language Lesson Planning Theories of Development Learning Theory Personal Philosophy of Education Reflective Practitioner Learning Environment/
Motivation Assessment Diversity Technology Professionalism Pedagogical/ Content Knowledge Historical/ Political Knowledge of Education Social/ Emotional Awareness Fieldwork
Level 1: Pre-Professional Strategies
AssignmentTask 1:
Context
Task 2:
Planning
Task 3:
Instruction
Task 4:
Assessing
Task 5:
Reflection
Ethnography X
Lesson Plan Narrative X X
Level 2: Professional Strategies
AssignmentTask 1:
Context
Task 2:
Planning
Task 3:
Instruction
Task 4:
Assessing
Task 5:
Reflection
Math/ Science Assessment Case Study
X X
Integrated Lesson Plan X X
Individual Assessments X X X
Level 3: Professional Practice Strategies
AssignmentTask 1:
Context
Task 2:
Planning
Task 3:
Instruction
Task 4:
Assessing
Task 5:
Reflection
Reflective Lesson Plan X X X
Next Steps
• Refine Curriculum Map / Assessment Map
• Coordinate Student Teaching Placement with PACT TE
• Identify Supplemental PACT Tasks in Courses
• Provide On-going Support for Students
• Continue with On-going Programmatic Assessment
• Support On-going Faculty Collaboration
Photographs by Elizabeth Keithcart