Appendix A: SHSU ITP Milestones Report

!Overall Progress"

GOAL 1: Develop programming that builds competency through practice. Common understanding and interpretation of teacher candidate competencies (an instructional rubric) (Highlights indicate a positive change in rating)

Not Yet Started Emerging Developing Sustainable

1. Faculty are trained and calibrated (annually) on the T-

TESS and professionalism rubrics. 2. Faculty co-score TC videos. 3. TCs use video capture technology during formal observations. 4. Methods courses are redesigned using the DBR process. 5. Clinical Experiences are led by a full-time

Site Coordinator. 8 walkthroughs and 4

PAs per year 6. Site Coordinators conduct weekly

Clinical Seminars 7. Curricula that teaches and assesses key content and

competencies. 8. A clear intervention process is implemented when

TCs are not meeting performance gate expectations. 9. Performance gates allow TCs to advance from one stage to another.

Focus for Goal 1

● Develop process and system to continue calibrating faculty on T-TESS and dispositions rubrics. This includes co-scoring candidate videos on a regular basis. Create a yearly training and calibration schedule for T-TESS and inter-rater reliability. ● Continue to support faculty as they engage in curriculum design. ● Build on the high-quality feedback training and find ways to support supervisors in implementing best practices. ○ Address it in orientation for the Fall and do a review - pull written feedback from T-TESS and evaluate where to go

TPI Recommendations:

Implementing rigorous training in methods and practices of high quality oral and written feedback for all supervisors and mentor teachers, making sure that observation of candidate practice has a strong lens on student learning during observed lessons; monitoring the quality of these observation and feedback practices, and using the results promptly for candidate development and program improvement efforts.

Yearlong residency placement list and total candidates - 165 candidates in YLR Coursework redesign to allow for student teaching course during both YLR semesters - 4-8 Course Swap and EC-6 Course Swap

The leadership team at SHSU has made revisions to the handbooks to include performance gates for T-TESS and professionalism dispositions. Current YLR Handbook Field 1, 2 and 3 Handbooks - progression rubrics ● Field 1 Handbook

● Field 2 Handbook ● Content Methods Lesson Template ● Add the Lesson Plan Template with Annotations ● Student Teaching Guidelines Fall 2019 o District Start and Orientation Dates There are strong rubrics in place to assess TCs key competencies: ● Professionalism/Dispositions Rubric and a plan for use of the professionalism/dispositions ○ Description to approach to supporting and assess candidates with dispositions ● T-TESS Evaluation Form ○ T-TESS Progression Rubrics ● T-TESS Rubric There has been a faculty co-scoring/norming event in which faculty normed on the T-TESS rubric using a video of a Sam Houston teacher candidate teaching. Also, multiple training sessions have been done with all supervisors on using T-TESS to provide high-quality feedback. Faculty and supervisor T-TESS training will occur in April 2021 and August 2021. ● High-Quality Written Feedback Webinar ● Co-Scoring Presentation for Faculty ● Pre-Conference Training-- including using student data to drive lessons (Student Achievement Chart) Faculty have met to look at coursework alignment and discussions about teacher educator effectiveness in Fall 2018. Faculty have been working in

PLCs in the Spring of 2019 to address assignments and coursework and how they connect to the field. SHSU faculty participated in the June 2020

Curriculum Design Symposium. Also, faculty from SHSU were identified to serve as coaches in the curriculum work. Curriculum Design

Symposium Agenda. Field block work (Field 2 handbook) is happening to address the competencies. SHSU Faculty are working with TeachingWorks to revise curriculum and embed teacher educator pedagogies that align to the T-TESS competencies.

This work has a focus on rehearsals and practice-based coursework.

SWIVLs are being used for video capture in all of the pilot sites. Teacher Candidates are using the videos to self-reflect and prepare for postconference discussions. Site coordinators conducted T-TESS cycles, walkthroughs, pre- and post- conferences with fidelity. Data was collected and shared with stakeholders through mentor training and governance. A growth plan and process was developed to support students and was added into the handbook. ● Governance Agendas A student teaching companion course is developed for 2nd semester; however, there is work to be done to develop an official 1st semester student teaching course. Also, there are efforts to ensure that the companion course is clearly tied to the needs of the teacher candidates and their performance assessment data. Site Coordinators have been meeting virtually with their cohort of students on a regular basis and providing support based on data collected from walkthroughs, progress reports and T-TESS cycles. Culturally responsive teaching modules were created and introduced in the YLR -- CRT Report 41

Goal 1 Additional Evidence

● Reformed curriculum-Fall 2019roll out ● Cohort model Junior 1: 1 day a week in the field Junior 2: 2 days a week Senior 3: 3 days a week Senior 4: 5 days Curriculum Work Pictures May 2nd joint faculty meeting to talk about the new curriculum and US PREP (all faculty). Program coordinators have been informed and are on board. Then, working groups for field experience 1 and 2. Time to work together and plan--assignments and support for field experience

Faculty are meeting monthly:

Used 2 articles that they shared and discussed to help introduce cultural competence to faculty and Julie gave an example for faculty. A book is being ordered to serve as a resource of strategies for the faculty. Doing a gallery walk through the school and looking at how it reflects all students Re-aligned some course to address cultural competence and teaching all students (not other students) Curriculum Design Symposium Agenda

August 6th Orientation for Teacher Candidates

Introduction and implementation of the SPS Assignment: Overview of SPS for TCs TC SPS Self-Surveys: K-2, 3-5, 6-12

T-TESS Training for TCs

Co-Scoring Presentation for Faculty

Supervisor/SC Training Feedback Survey

Supervisor/SC Training Agenda with Links to Resources

Combined Residency Data Collection Dates

GOAL 2: University and school district faculty members demonstrate commitment to Continuous Improvement

The university systematically collects, analyzes, and uses pre-service teacher candidate data, K-12 school system feedback, and graduate data (attitudinal, observational, outcome) to make instructional and programmatic decisions.

Not Yet Started Emerging Developing Sustainable

1. Site Coordinators use data to inform a. MT training topics b. Clinical Seminar topics c. Coaching w/ TCs during walkthroughs & PAs 2. Data is disseminated to faculty on a consistent basis. Types of data will include: district perception survey data, tc exit survey data, and graduate data as applicable. 3. Program leaders and

Focus for Goal 2

Deans convene at the end of each semester for ‘data day’ and actionable next steps are developed based on analysis. 4. Program Leaders use data to inform topics for bimonthly professional development sessions. 5. Site Coordinator effectiveness is evaluated and data is used formatively to support their development.

● Continue to hold data days and create action plans based on the discussions. This could include additional data collection or work to better understand shared data. ● Create a structure and system to support site coordinators--collecting and using data to drive the support. A survey was created by site coordinators, but was not used by all or shared with leadership: SC Survey for TCs ● Review program data on a regular basis as a leadership team and use this to drive support for Site Coordinators, faculty, and Teacher Candidates.

Example program data shared at a leadership meeting

TPI Recommendations:

Creating a set of systematic structures and regular practices through which program leadership, at all levels, monitors the quality of coursework, candidate performance, and observation and feedback practices; using monitoring results to identify areas of improvement with a sense of urgency; and developing a strategic improvement plan with specific goals, timelines, performance benchmarks, and accountable responsible parties to strengthen program quality and candidate outcomes.

SHSU is working with WestED to improve data for continuous improvement practices. They have an initial goal to focus on how faculty are using data to drive their own instruction and coursework. Also, Learning by Scientific Design has engaged faculty in doing coursework revisions. Crosswalk

SHSU has conducted a data use self-study, which has informed their data use practices. They are also engaged in a data project with US PREP, in which they are piloting a dashboard that will allow them to more seamlessly share data with stakeholders. The leadership is engaging in data discussions and are using these discussions to drive program changes. For example, the SHSU Site Report from EPIC was used as one piece of data to drive leadership discussions, as well as the TPI report.

SHSU comes together on a regular basis to review data and make plans for improvement: Data Day Documents. SACs reports include goals and objectives for the program. Also, SHSU brings back graduates (Bring ‘em Back Cats) and uses data from principal surveys to inform the professional development.

Site Coordinators are regularly using data to inform mentor training and are having rich discussions with district partners about teacher candidate data.

They have recently been trained to gather their own data/reports from TK20. Example Mentor Training Presentation Second Example of Mentor Training Presentation

SHSU leadership reviews written feedback and other data to inform professional development for site coordinators and supervisors. A survey was developed to help gain feedback from teacher candidates. SC Survey for TCs This feedback can be used to help support site coordinators in their growth and development. The RTS and Clinical Coach has been using anecdotal data from observations and discussions to help guide the training and support of the site coordinators. Professional development on high-quality written feedback was provided as a result of the data analysis. High-Quality Written Feedback Site Coordinator Meeting Agendas

Goal 2 Additional Evidence

Monthly Leadership Meeting Agenda Data Day Documents

GOAL 3: The teacher preparation program ensures that their teacher educators are effective teachers of teachers.

The program establishes clear expectations for effective teaching for teacher educators, provides professional learning opportunities for teacher educators, and uses multiple measures to provide teacher educators with feedback.

Not Yet Started Emerging Developing Sustainable

1. Course Instructors: a. Clear criteria established for teacher educators- Considering ATE Teacher Educator Standards b. Participate in professional development c. Effectiveness measured in multiple ways - Faculty peer evaluation process implementation beginning Fall 2021. Adjunct Faculty engage in student

Focus for Goal 3

evaluation reflections. Full time Faculty engage in student evaluation reflections through the DFES process.

2. Site Coordinators: a. Clear job description and selection process b. Attend SC training and faculty professional development c. Effectiveness measured in multiple ways 2. Mentor Teachers: a. Clear job description and selection process b. Attend 4 SC-led professional development sessions per year c. Effectiveness measured in multiple ways

● Facilitate professional development trainings with teacher educator faculty, as measured by training agendas ○ Continue connecting to the field through video use ● Employ multiple measures (i.e. teacher candidate evaluation, mentor teacher evaluation, and site coordinator evaluation) to determine teacher educator effectiveness.

TPI Recommendation:

Working to strengthen all program coursework by establishing and implementing research-based definitions of key teaching skills across the program; embedding the application of these definitions in all coursework in ways that include explicit and frequent modeling by faculty, and providing frequent opportunities for candidates to practice and apply their knowledge and skills through classroom teaching experiences.

The site coordinator role has been implemented with fidelity and there are written roles and timelines created to support the site coordinators and their development. There is still work to be done to clearly define who is supporting site coordinators in their daily work and ensuring their effectiveness. The Clinical Coach and RTS have provided site coordinators with training and support through a summer training and bi-weekly meetings. The site coordinators worked on a survey to gather feedback from teacher candidates regarding their role and the district perception survey is another measure to gather feedback. There is work to be done to develop other measures to support site coordinator growth. The Teacher Educator Effectiveness Framework has been presented to faculty and areas have been addressed. Faculty engagement with data for teaching improvement and program improvement was measured in the Spring 2021 semester. Those data are here. Data were shared with the

Executive Council and will be shared with all faculty in the Fall 2021 semester, to guide improvement of decision-making for use of data for continuous improvement. SHSU is considering ATE Teacher Educator Standards and piloting a peer review process for teaching in Fall 2021.

In governance, the site coordinators worked with district partners to create a mentor training selection process and criteria. Written documents and processes were developed and templates created to support new site coordinators in developing similar practices with new district partners.

Mentor Selection Materials

In addition, the leadership team has begun to discuss measures to assess the effectiveness of the teacher educator roles (site coordinator, mentor, and instructor). These measures are in the process of being developed and piloted.

Faculty have normed during the co-scoring event - Building a Shared Understanding of Teaching Competencies

SHSU leadership reviews written feedback and other data to inform professional development for site coordinators and supervisors. A survey was developed to help gain feedback from teacher candidates. SC Survey for TCs This feedback can be used to help support site coordinators in their growth and development. The RTS and Clinical Coach has been using anecdotal data from observations and discussions to help guide the training and support of the site coordinators. Professional development on high-quality written feedback was provided as a result of the data analysis. High-Quality Written Feedback Site Coordinator Meeting Agendas

Kathy is providing on-going training for the supervisors and will be using written feedback to assess the quality and provide additional support.

Goal 3 Additional Evidence

All four SCs attended the June 2020 SC training: June 2020 Training Agenda SHSU faculty/SC attending the June 2019 SC trainings:

Link to participant chart

August 15- Faculty Retreat (introduction to US PREP and TEEF) Weekly Site Coordinator meetings with RTS

Development of a TC Survey

Governance Meeting Agendas

GOAL 4: The teacher preparation program prioritizes K-12 school systems and the communities they serve.

The university and school district partners engage in quarterly shared governance meetings and share in joint recruitment of teachers who meet the needs of the students in the communities.

Not Yet Started Emerging Developing Sustainable

1. During collaborative governance meetings, university-school partners develop strategic teacher recruitment plans to include:

Future Teachers

Clubs

Social media strategies

Programming that addresses district and prospective teachers’ needs

Utilization of district 3. The site coordinators plan and facilitate quarterly governance/partnership meetings between the district and university that include shared data and decision making

Focus for Goal 4

and university website

2. Site coordinators work with district partners to help graduates get positions in the school district in which they trained (in schools that serve low-income, Black, and Hispanic students)

● Maintain a clear, measurable, action-oriented recruitment plan in connection with districts with written plans and goals based on the needs of the district partners--building on the following work that has been started: ○ Bilingual teacher pipeline form has been disseminated to TCs in the district to promote their hiring in the district. Also, students are being sought after by the districts ■ Example of hiring efforts ○ Resume and interview practice materials are posted on Blackboard to support TCs ○ Events are created to help students with interviewing and resumes...also finances

TPI Recommendation:

Developing a shared vision for teacher preparation quality and strong P-12 student learning outcomes with partner school districts by articulating in writing a joint mission that addresses recruiting, preparing, and supporting well-prepared new teachers. A district-provider partnership should include clear aligned expectations about the goals and outcomes of teacher candidate clinical placement, with a well-defined strategy supporting consistently high goals for performance that is communicated to supervising teachers and classroom cooperating teachers.

The site coordinators are implementing governance with fidelity. They are sharing data and engaging the district partners in rich conversations. They are having discussions about recruitment and retention of teacher candidates. One of the challenges is the location of teacher candidates homes vs. the district. For example, none of the New Caney candidates are interested in being hired in the district because of the long travel distances. Support or interviewing and resume writing was provided to teacher candidates by the site coordinator and college. 52

■ Sample TC Interview Video ■ Mock Interview Rubric ■ Sample Interview Questions ■ Tips for Interviewing

There are conversations underway about recruitment strategies and this is a topic of discussion in governance.

SHSU has worked with two district partners to create paid residencies and plan to scale these positions in Fall 2022. List of paid residents in districts

Goal 4 Additional Evidence

Partnership Schedule

Governance Meeting Agendas

GOAL 5: The teacher preparation program tracks graduate employment and effectiveness.

Graduates are confident in their ability to teach, get employed in high need schools, and demonstrate effective teaching.

Not Yet Started Emerging Developing Sustainable

1. Graduates are effective - VAM 2. Graduates are retained as measured by year 1, year 2, and year 3 retention rates 3. Graduates are employed in schools that serve low income, Black, and Hispanic students 4. Candidates are confident in their ability to teach as measured by the Exit Survey 5. Candidates are proficient in content as measured by state content exams 6. Graduates are diverse (at least 30% of candidates are racially diverse ) 7. Candidates are proficient in teaching pedagogy as measured by the T-TESS Rubric 8. Candidates are proficient in dispositions as measured by the professionalism/disposition rubric

Focus for Goal 5

● Dr. Craig Morton will work closely with your data lead to gather, review, and share data in these areas.

Goal 5 Additional Evidence

2019 Data Report

GOAL 6: The teacher preparation program scales and sustains the transformed teacher preparation model.

Not Yet Started Emerging Developing Sustainable

1. US PREP and program leaders communicate about transformation efforts publicly (videos, e-blasts, social media, publications). 2. New grants or funding to support programming. 3. US PREP and program leaders conduct 5. US PREP and Program

Leaders build capacity in Program Coaches (i.e. PDFs) to train and support site coordinators and clinical quality components. 6. Program is financially sustainable. •Site Coordinator

research on the most promising practices and disseminate learning by presenting at conferences (i.e. AACTE, AERA, etc.) and write articles/publications.

4. All program components are scaled to impact all candidates in the teacher preparation program. salaries •PDF role/leader is in place •Video hardware/software (i.e.SWIVL) •Design Based Research continues •Data System: $15,000

Focus for Goal 6

● Identify and begin to support and train a coach for current and new site coordinators. ● By Spring 2021, create a plan for scale considering financial challenges and current context. ● Begin working to recruit and collaborate with district partners to develop pipelines and use social media to promote your residency program.

● SHSU has scaled the role of the SC to support 165+ YLR candidates. Three of the SCs are working as support systems for the new SCs. This structure will lead to the sustainability and further scale of the SC role. Also, the COE has established a plan for further scale to secondary programs. Their research lead has presented with partners at conferences and has contributed to US PREP monthly communications. Also, leaders have presented on the innovation pilot and transformation work at several conferences--including at the June 2020 US PREP Convening ● SHSU Innovation Pilot Presentation There is not a strong social media presence, but this will be a focus as the partnerships develop more. The RTS provided a sample MOU that details sharing the cost of the site coordinator role with the district partner. This could be an option for some districts.

Goal 6 Additional Evidence

Scale Documents