Development of the PTEPA
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The Physics Teacher Education Program Assessment (P-TEPA) is a rubric developed to evaluate physics teacher preparation programs based on seven standards, including institutional commitment and recruitment. It aims to measure elements that contribute to the success of programs that produce a high number of physics teachers and supports self-study and research. The P-TEPA is currently being refined and tested for validity, with a report due in February 2018.
![EXAMPLE COMPONENT
Standards >> Components >> Items >> Scale points
COMPONENT 5C: EARLY TEACHING EXPERIENCES
Early teaching experiences give first or second year students a taste of the rewards and challenges of teaching. [Objective is PTEPA9 5.4.]
NP Possible attributes at
BASIC LEVEL
Possible attributes at
BENCHMARK LEVEL
Possible attributes at
EXEMPLARY LEVEL
Essential
5C-1
Number of early
teaching
experiences*
There is at least one early
teaching experience
There is at least one sustained
early teaching experience (e.g.,
STEP1 course, LA program)
There are several early
teaching experiences, at
least one of which is
sustained.
5C-2 Availability of early
teaching
experiences
Early teaching experiences
accommodate the number of
students who typically enter
the program
Early teaching experiences
accommodate slightly more than
the number of students who
typically enter the program.
Early teaching
experiences can
accommodate many more
than the number of students
who typically enter the
program.
5C-3 Quality of early
teaching
experiences
New V10
Students receive some
level of mentorship in teaching
Students are exposed to the
expertise of teaching
Students are explicitly
exposed to and mentored in
the expertise of teaching
Enabling
5C-4
Marketing of early
teaching
experiences
Early teaching experiences
are informally marketed (e.g.,
in advising appointments,
passive notices)
At least one of the early
teaching experiences is well-
marketed (e.g., posters,
brochures, announcements)
At least one of the early
teaching experiences is
aggressively marketed as an
entry point to a teaching
career
5C-5 Recruitment within
early teaching
experiences
Students participating in
early teaching experiences
may be informed about the
PTE program and
credentialing options
Students participating in early
teaching experiences are informed
about the PTE program and
credentialing options
Students participating in
early teaching experiences
are strongly encouraged to
consider teaching as a
career
* Early teaching experiences may include tutoring, outreach, Learning Assistant, STEP or other entry level courses, or Learning Assistant
experiences, among other possibilities. Early teaching experiences are those which are intended primarily to give an early experience with
Component 5C: Early Teaching Experiences](https://image.slidesharecdn.com/ptepatalkaapt2017-v2-170726162025/85/Development-of-the-PTEPA-9-320.jpg)
![COMPONENT 5C: EARLY TEACHING EXPERIENCES
Early teaching experiences give first or second year students a taste of the rewards and challenges of teaching. [Objective is PTEPA9 5.4.]
NP Possible attributes at
BASIC LEVEL
Possible attributes at
BENCHMARK LEVEL
Possible attributes at
EXEMPLARY LEVEL
Essential
5C-1
Number of early
teaching
experiences*
There is at least one early
teaching experience
There is at least one sustained
early teaching experience (e.g.,
STEP1 course, LA program)
There are several early
teaching experiences, at
least one of which is
sustained.
5C-2 Availability of early
teaching
experiences
Early teaching experiences
accommodate the number of
students who typically enter
the program
Early teaching experiences
accommodate slightly more than
the number of students who
typically enter the program.
Early teaching
experiences can
accommodate many more
than the number of students
who typically enter the
program.
5C-3 Quality of early
teaching
experiences
New V10
Students receive some
level of mentorship in teaching
Students are exposed to the
expertise of teaching
Students are explicitly
exposed to and mentored in
the expertise of teaching
Enabling
5C-4
Marketing of early
teaching
experiences
Early teaching experiences
are informally marketed (e.g.,
in advising appointments,
passive notices)
At least one of the early
teaching experiences is well-
marketed (e.g., posters,
brochures, announcements)
At least one of the early
teaching experiences is
aggressively marketed as an
entry point to a teaching
career
5C-5 Recruitment within
early teaching
experiences
Students participating in
early teaching experiences
may be informed about the
PTE program and
credentialing options
Students participating in early
teaching experiences are informed
about the PTE program and
credentialing options
Students participating in
early teaching experiences
are strongly encouraged to
consider teaching as a
career
* Early teaching experiences may include tutoring, outreach, Learning Assistant, STEP or other entry level courses, or Learning Assistant
experiences, among other possibilities. Early teaching experiences are those which are intended primarily to give an early experience with
EXAMPLE COMPONENT
Standards >> Components >> Items >> Scale points
Three levels – basic, benchmark, exemplary – plus “not
present”
Item
Items each measure one
dimension.
Component 5C: Early Teaching Experiences](https://image.slidesharecdn.com/ptepatalkaapt2017-v2-170726162025/85/Development-of-the-PTEPA-10-320.jpg)
![COMPONENT 5C: EARLY TEACHING EXPERIENCES
Early teaching experiences give first or second year students a taste of the rewards and challenges of teaching. [Objective is PTEPA9 5.4.]
NP Possible attributes at
BASIC LEVEL
Possible attributes at
BENCHMARK LEVEL
Possible attributes at
EXEMPLARY LEVEL
Essential
5C-1
Number of early
teaching
experiences*
There is at least one early
teaching experience
There is at least one sustained
early teaching experience (e.g.,
STEP1 course, LA program)
There are several early
teaching experiences, at
least one of which is
sustained.
5C-2 Availability of early
teaching
experiences
Early teaching experiences
accommodate the number of
students who typically enter
the program
Early teaching experiences
accommodate slightly more than
the number of students who
typically enter the program.
Early teaching
experiences can
accommodate many more
than the number of students
who typically enter the
program.
5C-3 Quality of early
teaching
experiences
New V10
Students receive some
level of mentorship in teaching
Students are exposed to the
expertise of teaching
Students are explicitly
exposed to and mentored in
the expertise of teaching
Enabling
5C-4
Marketing of early
teaching
experiences
Early teaching experiences
are informally marketed (e.g.,
in advising appointments,
passive notices)
At least one of the early
teaching experiences is well-
marketed (e.g., posters,
brochures, announcements)
At least one of the early
teaching experiences is
aggressively marketed as an
entry point to a teaching
career
5C-5 Recruitment within
early teaching
experiences
Students participating in
early teaching experiences
may be informed about the
PTE program and
credentialing options
Students participating in early
teaching experiences are informed
about the PTE program and
credentialing options
Students participating in
early teaching experiences
are strongly encouraged to
consider teaching as a
career
* Early teaching experiences may include tutoring, outreach, Learning Assistant, STEP or other entry level courses, or Learning Assistant
experiences, among other possibilities. Early teaching experiences are those which are intended primarily to give an early experience with
EXAMPLE COMPONENT
Standards >> Components >> Items >> Scale points
Items may be identified as “essential” or
“enabling”
Essential
Enablin
g
Component 5C: Early Teaching Experiences](https://image.slidesharecdn.com/ptepatalkaapt2017-v2-170726162025/85/Development-of-the-PTEPA-11-320.jpg)
Development of the PTEPA
- 1. DEVELOPMENT OF THE PHYSICS TEACHER EDUCATION PROGRAM ASSESSMENT (P-TEPA) Stephanie Chasteen (Chasteen Educational Consulting) Rachel Scherr (Scherr & Associates) Monica Plisch (American Physical Society)
- 2. HOW DO WE DEFINE “EXCELLENCE” FOR PHYSICS TEACHER PREPARATION PROGRAMS? Key Components of successful physics teacher preparation programs include: • Champion • Teacher in Residence • Collaboration • Institutional Commitment • Assessment • Recruitment • Early Teaching Experiences • Pedagogical Content Knowledge • Learning Assistants • Induction & mentoring http://www.phystec.org/keycomponents/
- 3. OUR SOLUTION: DEFINE EXCELLENCE BY CREATING A SYSTEM TO MEASURE IT. • The Physics Teacher Education Program Assessment (P-TEPA) is a rubric to systematically categorize what teacher preparation programs do. • Enables self-study and research. • Our hypothesis: The P-TEPA measures things that thriving programs (large institutions producing 5+ teachers/year) tend to have.
- 4. METHODS • Started with Teacher Education Program Assessment (TEPA)* • Reconcile with PhysTEC Key Components, SPIN-UP, T- TEP, SCII, VALUE and PULSE** for creation of items. • Created scale points for each item (very hard!) • Applied at 8 diverse ”thriving programs” (4 PhysTEC, 4 non-PhysTEC). • Revised P-TEPA (in progress) * Teacher Education Program Assessment, C. Coble, through APLU’s Science Math Teacher Imperative (SMTI) ** APS Strategic Program… (SPIN-UP); National Task Force on Teacher Education in Physics (T-TEP), Survey of Climate for Instructional Improvements (SCII), AAC&U VALUE Rubrics, Partnership for Undergraduate Life Science Education (PULSE).
- 5. HYPOTHESES WE ARE EXPLICITLY NOT TESTING - A high score on the P-TEPA* means you probably produce a large number of physics teachers - Increasing your P-TEPA score will increase the number of teachers you produce. * Physics Teacher Education Program Assessmen
- 6. WHAT THE P-TEPA LOOKS LIKE 7 Standards 1. Institutional commitment 2. Leadership and Collaboration 3. Strong Physics program 4. Physics pedagogical knowledge 5. Recruitment 6. Mentoring 7. Assessment Each standard has • A definition of that standard • Components of that Standard Standards >> Components >> Items >> Scale points
- 7. WHAT THE P-TEPA LOOKS LIKE 7 Standards 1. Institutional commitment 2. Leadership and Collaboration 3. Strong Physics program 4. Physics pedagogical knowledge 5. Recruitment 6. Mentoring 7. Assessment Each standard has • A definition of that standard (e.g., “The program recruits many physics teacher candidates from diverse sources”) • Components of that Standard Standards >> Components >> Items >> Scale points
- 8. WHAT THE P-TEPA LOOKS LIKE 7 Standards 1. Institutional commitment 2. Leadership and Collaboration 3. Strong Physics program 4. Physics pedagogical knowledge 5. Recruitment 6. Mentoring 7. Assessment Each standard has • A definition of that standard (e.g., “The program recruits many physics teacher candidates from diverse sources”) • Components of that Standard (e.g., ”recruitment success,” “recruitment pool,” “early teaching experiences,” “streamlined and flexible program options”). Standards >> Components >> Items >> Scale points
- 9. EXAMPLE COMPONENT Standards >> Components >> Items >> Scale points COMPONENT 5C: EARLY TEACHING EXPERIENCES Early teaching experiences give first or second year students a taste of the rewards and challenges of teaching. [Objective is PTEPA9 5.4.] NP Possible attributes at BASIC LEVEL Possible attributes at BENCHMARK LEVEL Possible attributes at EXEMPLARY LEVEL Essential 5C-1 Number of early teaching experiences* There is at least one early teaching experience There is at least one sustained early teaching experience (e.g., STEP1 course, LA program) There are several early teaching experiences, at least one of which is sustained. 5C-2 Availability of early teaching experiences Early teaching experiences accommodate the number of students who typically enter the program Early teaching experiences accommodate slightly more than the number of students who typically enter the program. Early teaching experiences can accommodate many more than the number of students who typically enter the program. 5C-3 Quality of early teaching experiences New V10 Students receive some level of mentorship in teaching Students are exposed to the expertise of teaching Students are explicitly exposed to and mentored in the expertise of teaching Enabling 5C-4 Marketing of early teaching experiences Early teaching experiences are informally marketed (e.g., in advising appointments, passive notices) At least one of the early teaching experiences is well- marketed (e.g., posters, brochures, announcements) At least one of the early teaching experiences is aggressively marketed as an entry point to a teaching career 5C-5 Recruitment within early teaching experiences Students participating in early teaching experiences may be informed about the PTE program and credentialing options Students participating in early teaching experiences are informed about the PTE program and credentialing options Students participating in early teaching experiences are strongly encouraged to consider teaching as a career * Early teaching experiences may include tutoring, outreach, Learning Assistant, STEP or other entry level courses, or Learning Assistant experiences, among other possibilities. Early teaching experiences are those which are intended primarily to give an early experience with Component 5C: Early Teaching Experiences
- 10. COMPONENT 5C: EARLY TEACHING EXPERIENCES Early teaching experiences give first or second year students a taste of the rewards and challenges of teaching. [Objective is PTEPA9 5.4.] NP Possible attributes at BASIC LEVEL Possible attributes at BENCHMARK LEVEL Possible attributes at EXEMPLARY LEVEL Essential 5C-1 Number of early teaching experiences* There is at least one early teaching experience There is at least one sustained early teaching experience (e.g., STEP1 course, LA program) There are several early teaching experiences, at least one of which is sustained. 5C-2 Availability of early teaching experiences Early teaching experiences accommodate the number of students who typically enter the program Early teaching experiences accommodate slightly more than the number of students who typically enter the program. Early teaching experiences can accommodate many more than the number of students who typically enter the program. 5C-3 Quality of early teaching experiences New V10 Students receive some level of mentorship in teaching Students are exposed to the expertise of teaching Students are explicitly exposed to and mentored in the expertise of teaching Enabling 5C-4 Marketing of early teaching experiences Early teaching experiences are informally marketed (e.g., in advising appointments, passive notices) At least one of the early teaching experiences is well- marketed (e.g., posters, brochures, announcements) At least one of the early teaching experiences is aggressively marketed as an entry point to a teaching career 5C-5 Recruitment within early teaching experiences Students participating in early teaching experiences may be informed about the PTE program and credentialing options Students participating in early teaching experiences are informed about the PTE program and credentialing options Students participating in early teaching experiences are strongly encouraged to consider teaching as a career * Early teaching experiences may include tutoring, outreach, Learning Assistant, STEP or other entry level courses, or Learning Assistant experiences, among other possibilities. Early teaching experiences are those which are intended primarily to give an early experience with EXAMPLE COMPONENT Standards >> Components >> Items >> Scale points Three levels – basic, benchmark, exemplary – plus “not present” Item Items each measure one dimension. Component 5C: Early Teaching Experiences
- 11. COMPONENT 5C: EARLY TEACHING EXPERIENCES Early teaching experiences give first or second year students a taste of the rewards and challenges of teaching. [Objective is PTEPA9 5.4.] NP Possible attributes at BASIC LEVEL Possible attributes at BENCHMARK LEVEL Possible attributes at EXEMPLARY LEVEL Essential 5C-1 Number of early teaching experiences* There is at least one early teaching experience There is at least one sustained early teaching experience (e.g., STEP1 course, LA program) There are several early teaching experiences, at least one of which is sustained. 5C-2 Availability of early teaching experiences Early teaching experiences accommodate the number of students who typically enter the program Early teaching experiences accommodate slightly more than the number of students who typically enter the program. Early teaching experiences can accommodate many more than the number of students who typically enter the program. 5C-3 Quality of early teaching experiences New V10 Students receive some level of mentorship in teaching Students are exposed to the expertise of teaching Students are explicitly exposed to and mentored in the expertise of teaching Enabling 5C-4 Marketing of early teaching experiences Early teaching experiences are informally marketed (e.g., in advising appointments, passive notices) At least one of the early teaching experiences is well- marketed (e.g., posters, brochures, announcements) At least one of the early teaching experiences is aggressively marketed as an entry point to a teaching career 5C-5 Recruitment within early teaching experiences Students participating in early teaching experiences may be informed about the PTE program and credentialing options Students participating in early teaching experiences are informed about the PTE program and credentialing options Students participating in early teaching experiences are strongly encouraged to consider teaching as a career * Early teaching experiences may include tutoring, outreach, Learning Assistant, STEP or other entry level courses, or Learning Assistant experiences, among other possibilities. Early teaching experiences are those which are intended primarily to give an early experience with EXAMPLE COMPONENT Standards >> Components >> Items >> Scale points Items may be identified as “essential” or “enabling” Essential Enablin g Component 5C: Early Teaching Experiences
- 12. CHALLENGES • Programs achieve excellence in many ways and we do not want to be prescriptive. • Defining scale points that are valid and reliable is very hard. • Figuring out how to score an institution without “bean- counting” to excellence.
- 13. NEXT STEPS • Report with final P-TEPA due out in February 2018 • Test with site leaders for validity and reliability • Assess whether P-TEPA is useful for self-study and program improvements • Apply to low- and high- producing sites to test predictive validity. Many thanks to PhysTEC for funding this study.
Editor's Notes
- #2: Noets – how will be used? Use for applying for grants. Work with Uteach; John Stewart had some thoughts, they do require things, but produce small #’s (?) Maybe apply PTEPA to Uteach sites that do and don’t produce large #s of physics teachers. What’s different? Join Uteach/PT? We are external evaluation team for PhysTEC, which commissioned this as part of program evaluation. One minute over. 3 main points: We need to be able to have systematic assessment. Programs achieve success in many ways and we need to honor those. The PTEPA captures what actually happens and can happen, but is not predictive and is a long term project. Talk flow: The problem is that we have a bunch of things programs should do, in the KC’s, but this is not very systematic. How do we guide programs in how to achieve excellence? How do we measure it, so we can do research on what programs do? And how can we tell people where they are lacking and what they might do? The solution is to develop a rubric to describe what thriving programs do. The rubric will allow us to do systematic research (what tends to happen at an R1? What elements seem most consistently connected to high teacher production?) and for sites to do self-assessment and use that to guide programmatic change. Here is the hypothesis we are testing. The hypotheses we are not testing and hope to test. Started with TEPA and KC’s, did 8 case study site visits, filling in and iterating. Hard because programs achieve excellence in many ways. Here’s what we have right now. Starting to validate against site visit data. Open questions are how to score without beancounting, trying to use accreditation without being prescriptive. http://www.business2community.com/cloud-computing/instance-management-tool-checklist-01835428#MOEo6liY30PV87iJ.97
- #3: The problem is that we have a bunch of things programs should do, in the KC’s, but this is not very systematic. How do we identify where programs are lacking in these areas, so we can guide them on how to improve their programs, and do research on elements of different types of programs? We need to have some way to define what programs do.
- #4: The solution is to develop a rubric to describe what thriving programs do. The rubric will allow us to do systematic research (what tends to happen at an R1? What elements seem most consistently connected to high teacher production?) and for sites to do self-assessment and use that to guide programmatic change. http://www.teachhub.com/teacher-rubric-guide
- #5: Started with TEPA and KC’s, did 8 case study site visits, filling in and iterating. TEPA had categories and items. But no scale points. Hard to make the scale points since it requires defining what is low, medium, and high levels of, for example, having a Teacher in Residence. Is it the disciplinary expertise? Is it the FTE? Is it the number?
- #6: Here is the hypothesis we are testing. The hypotheses we are not testing and hope to test.
- #7: Taking from the accreditation literature, describing several standards, and components of those standards.
- #8: Taking from the accreditation literature, describing several standards, and components of those standards.
- #9: Taking from the accreditation literature, describing several standards, and components of those standards.
- #10: Within each component, we identify essential items, and enabling items. Got this idea from teacher accreditation guidelines.
- #11: Within each component, we identify essential items, and enabling items. Got this idea from teacher accreditation guidelines.
- #12: Within each component, we identify essential items, and enabling items. Got this idea from teacher accreditation guidelines.
- #13: Hard because programs achieve excellence in many ways. How do we develop a rubric that isn’t prescriptive, and allows people to achieve excellence in many ways. https://www.orangehilldev.com/top-4-challenges-small-digital-marketing-agencies-are-facing/
- #14: NSF funding or not? http://onespokane.com/next-steps/