












































Fall 2014 Conference Abstracts 

Abstracts 
Co -Teaching in Student Teaching: A Curriculum Redesign that Works! .................................................... 2 

The complexities of assessment systems: Developing a plan to close the continuous improvement 
loop ........................................................................................................................................................................... 2 

The Cornerstones and Keystone of Effective Assessment ................................................................................. 3 

Depth of Knowledge in Action: How Might Methodology Classes Reflect Partnership School 
Practices? ................................................................................................................................................................ 3 

Developing Highly Qualified Teachers through Professional Pre-Service Teaching Opportunities 4 

Development and Implementation of and edTPA online Tagging System .................................................. 4 

Efforts to Embed Linked Learning Principles in the Single Subject Credential Program through 
Faculty Inquiry and Learning Communities ............................................................................................ 5 

An Electronic Assessment System to Monitor Teacher Candidate Progress: Lessons in in 
Development, Implementation, and Planning for the Future ........................................................... 5 

Expanding Teacher Education at Emporia State University with a 1-1 Mobile Initiative .................... 6 

A Hybrid Approach to Teacher Preparation: Nevada State College Two Track Program .................... 7 

Impact of the Conspiracy Against Educator Preparation: Multiple Measures to Counter-Act the 
DOE, CAEP, and NCTQ ....................................................................................................................................... 7 

Panicked and Out of Ideas: Politics of Education Reform .................................................................................. 7 

Partnerships Between Higher Ed and K-12: Affecting All Aspects of the Institution ............................. 8 

Pre-service teacher knowledge of and readiness to teach to the common core standards: 
Comparing pre-service and inservice perspectives in the Common Core Standards ............. 8 

Rigor and Engagement in Online Instruction .......................................................................................................... 9 

Scaling Up the edTPA: Quick Wins, Spilt Milk, and other Lessons Learned ............................................... 9 

Student Perceptions of Teacher Testing: What They Think and Ho w Universities Can Help.......... 10 

Teacher Performance Assessment in California .................................................................................................. 10 

 

 
  



Co -Teaching in Student Teaching: A Curriculum Redesign that Works! 
Dr. Nancy Melser, Asst. Professor of Elementary Education, Ball StateUniversity 
 

Co -teaching in student teaching is a recent curriculum revision that really works. At Ball 
State University, the majority of student teachers are now placed in classrooms where co-
teaching with the classroom supervisor occurs. In co-teaching, student teachers co -teach 
and co-plan for the children in the classroom along with their veteran teachers.  

They work together, bounce ideas off of each other, and share new strategies for 
successfully teaching their students. As a result of co-teaching, teachers are more willing to 
accept student teachers in their classrooms, since they do not have to give up total control, 
and student teachers no longer feel abandoned when their teachers leave the classroom. 
This session will focus on the positive aspects of co-teaching, the ways that teachers and 
student teachers are trained in this process, and concerns/questions about the co-teaching 
process. 

 

The complexities of assessment systems: Developing a plan to close the 
continuous improvement loop 
Dr. Judy A. Abbott, Dean, Stephen F. Austin State University 
Dr. Jannah S. Nerren, Associate Dean, Stephen F. Austin State University 
Dr. Tracey C. Hasbun, NCATE/CAEP Co-Coordinator, Stephen F. Austin State University 
Ms. Haley C. Gillen, Assessment Technologies Coordinator, Stephen F. Austin State University 
 

This session will address strategies for closing the assessment and continuous 
improvement loop, which includes effective methods for collecting data, garnering faculty 
buy-in for assessment, and assessment for accountability and improvement – as they are 
one in the same. The use of assessment data to monitor and improve student-learning 
outcomes is at the very core of the education profession. Measuring student learning for 
the purpose of assessing performance, enhancing curricular effectiveness, and raising 
institutional standards are considered the primary foci of learning assessment and 
continuous improvement. This presentation will shed light on the process of building an 
effective assessment infrastructure, which includes the balancing of collecting assessment 
data on measureable outcomes and managing and administering a system to improve 
offerings for students. Attendees will see how the collected assessment data can be used to 
then drive improvement at the program level. Our program has moved and continues to 
move from a compliance-focused program to a continuous improvement for learning 
model. Our focus is on addressing the learning that occurs while in college and being able 

2 
 



to measure and assess the knowledge and skills students possess. With such a philosophy 
in place, we have developed a process of assessing students’ acquisition of knowledge and 
skills as a component of their learning experiences through direct methods of assessment, 
by which the results of doing so have led us to enhancing the quality of programming we 
provide. 

 

The Cornerstones and Keystone of Effective Assessment 
Dr. Lance Tomei (Retired June, 2013) Director for Assessment, Accreditation, and Data 

Management at University of Central Florida 
 

Assessment continues to grow in importance, and expectations regarding the quality of 
assessment data continue to rise. As a result, most colleges and universities are actively 
engaged in auditing and/or redesigning their assessment system. What does it take to 
ensure success in this important work? There are several key components and 
characteristics that serve as the cornerstones of an effective assessment system. This 
presentation will provide an overview of those cornerstones and suggest a "best practices" 
approach to effective assessment. There is also a keystone upon which the integrity of the 
entire assessment system depends--the quality of assessment instruments. Specific 
examples of commonly seen weaknesses in assessment instruments will be discussed along 
with strategies to help avoid those common problems. 

 

Depth of Knowledge in Action: How Might Methodology Classes Reflect 
Partnership School Practices? 
Dr. Lisa Nyberg, Professor, California State University, Fresno 
 

Webb's Depth of Knowledge (DOK) framework (2005) provides a common language to 
determine the cognitive demand or "rigor" intended by the standards and assessments. 
Partnership teachers are beginning to apply the DOK framework to student performance 
assessments. Teachers are also working to meet the expectations of the Common Core State 
Standards as well as science standards.   

 

Come see how the Common Core State Standards (CCSS) and the Next Generation Science 
Standards (NGSS)...or state science standards...may be taught applying the Depth of 
Knowledge framework.   

3 
 



See how methods courses may move the theory into practice by reflecting the DOK 
framework.  

 

Developing Highly Qualified Teachers through Professional Pre-Service 
Teaching Opportunities 
Dr. Nancy Akhavan, Assistant Professor, California State University, Fresno 
Ms. Nichole Walsh, Doctoral Candidate, Doctoral Program in Educational Leadership, 

California State University, Fresno 
 
A particular area of concern in developing teachers for middle school classrooms is in 
respect to achievement trends of adolescent learners. Data from national studies on middle 
school achievement show performance deficiencies persist in the middle grades, whether 
students attend a Kindergarten through grade eight school model, a traditional seventh 
through eighth model, or a modified grade six through eight model. A study conducted in 
2014 examined the success of pre-service teachers during a summer academy. Pre-service 
teachers were given a pre and post survey before teaching in the academy to measure their 
self-efficacy, academic ability and desire to teach, the control group included pre-service 
students who did not participate in teaching during the summer academy. The findings 
revealed pre-service teachers attitudes and confidence levels in their preparation to teach, 
and the differences between pre-service teachers’ attitudes and confidence levels between 
candidates with and without summer teaching experience. Findings will be discussed in 
view of teacher development and effective pre-service teaching program experiences. 

 

Development and Implementation of and edTPA online Tagging System 
Dr. Mary Herring, Associate Dean, University of Northern Iowa 
 

At the CAEP Spring Conference, Ray Pecheone spoke to the needs of edTPA 2.0 & ESA 
‘Cumulative’ System of Assessment and Accountability. This session will share the process 
used to establish a cumulative, reliable and valid evidence for candidate learning and 
program accreditation, and a new technology solution to support an evidence-based 
accountability system. 

 

4 
 



Efforts to Embed Linked Learning Principles in the Single Subject 
Credential Program through Faculty Inquiry and Learning Communities 
 
Dr. Nancy Akhavan, Assistant Professor, California State University, Fresno 
Dr. Colleen Torgerson, Professor, California State University, Fresno 
Ms. Cindy Brown, Director of Student Pathways, Porterville Unified School District 
 
Since 2008 Fresno State has been working with several other California State Universities 
to implement programs focused on Linked Learning in California. California's Central 
Valley is unique in the high poverty and low education rates of the citizenry. To focus on 
increasing students' success in school as a way to address poverty and education, Fresno 
State has been committed to infusing Linked Learning principles in the secondary teacher 
preparation program. Focus of this work has been to inform preservice teachers about 
Linked Learning as a way to improve student engagement, ensure students meet 21st 
Century Skills and graduate with career ready skills. In 2014, efforts were redoubled at 
Fresno State to infuse Linked Learning across the entire single subject credential program. 
From engaging faculty across all schools and colleges, to forming a faculty learning 
community, the school of education faculty launched a systemic plan to embed Linked 
Learning into the credential program. This effort resulted in a collaborative inquiry which 
began with faculty working together across the University to develop understanding and 
need and resulted in faculty involvement in a robust programmatic focus on Linked 
Learning including school visitations, doctoral student research, and a partnership with a 
school district for teacher and administrator credentialing.  
 

An Electronic Assessment System to Monitor Teacher Candidate 
Progress: Lessons in in Development, Implementation, and Planning for 
the Future 
Dr. Tony Kirchner, Director, Educational Technology, Western Kentucky University 
Dr. Jacqueline Pope-Tarrence, Associate Dean, Accountability and Research, Western Kentucky 

University 
Dr. Tony Norman, Director, Educational Leadership Doctoral Program, Western Kentucky 

University 
 

Educators at all levels have seen increasing demands for accountability in all facets of their 
work. These demands come from federal and state legislatures, national and state 
accrediting agencies, parents, and students. Higher education in particular has received 
particular scrutiny because of its impact on so many different aspects of society. The 
consumer driven society has pushed higher education to provide evidences of student 
learning and the impact institutions have on students and others in the community in 
which they serve. This scrutiny has increased the need for teacher preparation institutions 

5 
 



to address these accountability mandates effectively and provide defensible evidence of 
their accomplishments. The National Council for Accreditation of Teacher Education 
(NCATE) and the Teacher Education Accreditation Council (TEAC), now under the umbrella 
of the Council for the Accreditation of Educator Preparation (CAEP), are the primary 
organizations responsible for accrediting educator preparation programs and ensuring that 
they consistently produce quality educators. Both have standards that address all major 
aspects of educator preparation, and many institutions struggle with the large amount of 
data needed to address these standards. This presentation will outline one institution’s 
efforts to develop and implement a web-based accountability system that meets present 
NCATE and future CAEP requirements. After a brief introduction to the accountability 
structure and capabilities, focus will be on unit decisions, tools, and processes related to (a) 
“worthwhile” data collection, (B) reporting for program evaluation, accreditation, and 
continuous improvement, and (c) coordinating with state agencies to gather PK-12 student 
impact and other data in light of new CAEP expectations. 
 

Expanding Teacher Education at Emporia State University with a 1-1 
Mobile Initiative  
Dr. Lori Mann, Associate Professor/Elementary Education Faculty, Emporia State University 
Dr. Ken Weaver, Dean/Teachers College, Emporia State University 
Dr. Matt Seimears, Chair/Dept. of Elementary Education/Early Childhood/Special Education, 

Emporia State University 
One of technology’s impacts on teaching and learning in P-12 schools in Kansas is students’ 
increased use of mobile technology in the classroom. In a Kansas State Department of 
Education 2014 Digital Learning Report, 49% of 210 responding districts were currently 
implementing a 1:1 initiative. This rapidly increasing usage has implications for preparing 
teachers to engage students using devices.  Emporia State University’s 1:1 mobile device 
initiative called Hornet Connected Learning was created to require elementary education 
majors to obtain and bring their iPads to education courses starting this fall semester, to 
provide faculty with the training to become competent with using the device and 
expanding their pedagogy to teach effectively using the device, and to develop supports for 
both faculty and students as this initiative unfolds this year.  This one-year old project is 
now launched with an assessment plan in place to evaluate the effectiveness of faculty and 
student use of the device for teaching and learning.  What started in one program appears 
to be growing into a model for other programs around campus. 

  

In this session, presenters will share the steps in developing and implementing Hornet 
Connected Learning, the training and supports for faculty and students, and the assessment 

6 
 



plan.  The session will conclude with questions on how the 1:1 initiative is changing the 
culture of Kansas schools, the challenges for school principals and superintendents, and the 
long-term effectiveness of the device’s impact on learning. 

 

A Hybrid Approach to Teacher Preparation: Nevada State College Two 
Track Program 
Dr. V. James Garofalo, Dean School of Education, Nevada State College 
 

With a pre-service teacher certification student population that is first in their family to 
attend college, over ninety percent female, with an average age over twenty-five years, 
attending college part time while working at least thirty hour a week and sharing family 
responsibilities having completed their K-12 education in systems that are rated in the 
bottom five in the country, Nevada State College prepares successful in-service teachers for 
the Nevada Public Schools. This presentation describes the two track program employed 
and identifies indicators overlooked or negatively rated by the "Quality" of Teacher 
Preparation Program gurus. 

 

Impact of the Conspiracy Against Educator Preparation: Multiple 
Measures to Counter-Act the DOE, CAEP, and NCTQ 
Dr. Susan Tracz, Graduate Coordinator, School of Education, California State University, Fresno 
Dr. Paul Beare, Dean, Kremen School of Education and Human Development, California State 

University, Fresno 
This presentation will discuss the impact that the CAEP selectivity standard could have on 
the profession.  Participants will learn the replicable methods of assessment used to 
demonstrate the benefits of teacher preparation and examine the differential effect of 
various pathways using questionnaires, TPAs, and forms of P-12 achievement data. 

Panicked and Out of Ideas: Politics of Education Reform 
Barmak Nassirian, Director of Federal Relations and Policy Analysis, American Association of 

State Colleges and Universities 
For nearly three decades, a coalition of critics and politicians on both sides of the aisle has 
breathlessly warned of a massive failure of public education in the United States. As each 
grandiose national remedy to the (largely) manufactured crisis has collapsed, the education 
reform movement has opted to double down on the set of solutions it initially offered as a 
panacea: a mechanistic, test-driven approach combined with a blistering critique of 

7 
 



teachers and public schools. The paucity of results in the successive K12 initiatives, far 
from discrediting reformers, has instead turned their attention to higher education and 
teacher preparation programs. The remainder of this Administration’s tenure and the 
pending reauthorization of the Higher Education Act will provide multiple opportunities 
for supporters and critics of teacher preparation programs to make their respective cases. 

Partnerships Between Higher Ed and K-12: Affecting All Aspects of the 
Institution  
Dr. Paul Beare, Dean, Kremen School of Education and Human Development, California State 

University, Fresno 
Dr. Colleen Torgerson, Director, Partnership Programs, California State University, Fresno 
Dr. Susan Tracz, Graduate Coordinator, School of Education, California State University, Fresno 
Dr. James Marshall, Associate Dean, California State University, Fresno 
 

This presentation will focus on the multiple levels of partnership between a University and 
six local school districts leading not only to better prepared teachers and higher K-12 
achievement, but a plethora of services and involvement between institutions at multiple 
levels. Data in the form of Principal Surveys, TPA Scores, and P-12 achievement will be 
discussed.  

 

Pre-service teacher knowledge of and readiness to teach to the common 
core standards: Comparing pre-service and inservice perspectives in the 
Common Core Standards 
Dr. Raymond Lorion, Dean College of Education, Towson University 
Dr. Eugene Schaffer, Chair, Department of Education, University of Maryland at Baltimore 

County 
 

In spring 2014 surveys were conducted across Maryland's 24 school systems of nearly 
10,000 teachers and school leaders and 650 pre-service interns across public and private 
teacher education programs concerning the respective samples' familiarity with and 
readiness to teach the Maryland College and Career Ready Standards. In fall 2013 
comparable samples of teachers, school leaders and district office staff were surveyed 
concerning their views of transitioning from existing curricula standards to the Common 
Core. The presentation compares the fall 2013 and spring 2014 surveys of Maryland's 
educators and reveals interesting shifts in perspectives over time. Comparison of current 
and future (i.e., interns) generations of teachers reveals both progress and challenges for 

8 
 



the successful transition to the common core standards. The survey represents a portion of 
the investigators involvements as evaluators for Maryland's Race to the Top initiatives. 

Rigor and Engagement in Online Instruction 
Dr. Glenn DeVoogd, Professor, California State University Fresno 
Dr. Karen DeVoogd, Professor, California State University, Fresno 
Dr. Walter Ullrich, Professor, California State University, Fresno  
 

Online instruction can engage the learner in intellectual ways not available in the face to 
face classroom.  In discussion boards and interactive sessions, if the instructor evaluates 
posts with audio and video responses using a rubric that focuses on the readings, 
originality, depth, and significance to classroom instruction. In this workshop, we will 
demonstrate how professors evaluate online discussion and engage students through 
personal interactions using audio and video feedback.  

 

Scaling Up the edTPA: Quick Wins, Spilt Milk, and other Lessons Learned 
Ms. Lynn Lindahl, Director, Office of Field Expriences, UW-Whitewater 
Dr. Melanie Agnew, Assistant Dean, UW-Whitewater 
Ms. Marie Benson, Student Services Coordinator, UW-Whitewater 
 

Wisconsin Department of Public Instruction has recently adopted the edTPA (teacher 
performance assessment) for licensure endorsement. The edTPA is designed to evaluate 
authentic teaching evidence using specific content area rubrics.  Over the past two year 
(August 2012-2014), the College of Education and Professional Studies (UW Whitewater) 
has engaged in a variety of strategies to support this initiative.To date, we have piloted 
over 80 students in the edTPA across 11 programs. Early analysis of pilot data indicate that 
the greatest areas of support needed for teacher candidates is in assessment of student 
learning, use of academic language, and reflective critical writing in response to their 
teaching performance. Key strategies include increasing leadership capacity, policy 
development, faculty development, teacher candidate support, curriculum development 
and program redesign.  

9 
 



Student Perceptions of Teacher Testing: What They Think and Ho w 
Universities Can Help 
Dr. Nancy Melser, Asst. Professor of Elementary Education, Ball State University 

As teaching certification and licensing changes, pre-service teachers are required to 
complete new and different tests in order to be certified as teachers. In Indiana, the testing 
procedure has recently changed, and many students are concerned about this process. This 
presentation will share the results o f a recent survey that asked pre-service teachers their 
perceptions of new teacher testing. It will examine their concerns, issues, and how 
universities can better prepare future teachers for the successful completion of these tests. 

  

Teacher Performance Assessment in California 
Dr. Conni Campbell, Associate Dean for Teacher Education, Point Loma Nazarene University 
Dr. Carlos Ayala, Dean of the School of Education, Sonoma State University 
 

This study describes one of those multiple measures of pre-service teachers, the Teacher 
Performance Assessment (TPA), and the various models of Teacher Performance 
Assessments currently implemented. It examined the perceived value of teacher 
performance assessments from the perspective of 1000 teachers across California now 
employed and teaching in their own classrooms as beginning teachers. Analyses were 
completed by university leaders of teaching performance assessment implementation of 
various models at both public and private universities with the support of graduate student 
researchers and School of Education staff. The research team found that most teachers 
surveyed reported an enhanced understanding of key teaching aspects through the TPA 
assignment, at the same time they reported the teaching performance assessment to be 
unacceptably time consuming, stressful during clinical practice, and void of meaningful 
feedback. 

10 
 


	Co -Teaching in Student Teaching: A Curriculum Redesign that Works!
	Dr. Nancy Melser, Asst. Professor of Elementary Education, Ball StateUniversity

	The complexities of assessment systems: Developing a plan to close the continuous improvement loop
	Dr. Judy A. Abbott, Dean, Stephen F. Austin State University
	Dr. Jannah S. Nerren, Associate Dean, Stephen F. Austin State University
	Dr. Tracey C. Hasbun, NCATE/CAEP Co-Coordinator, Stephen F. Austin State University
	Ms. Haley C. Gillen, Assessment Technologies Coordinator, Stephen F. Austin State University

	The Cornerstones and Keystone of Effective Assessment
	Dr. Lance Tomei (Retired June, 2013) Director for Assessment, Accreditation, and Data Management at University of Central Florida

	Depth of Knowledge in Action: How Might Methodology Classes Reflect Partnership School Practices?
	Dr. Lisa Nyberg, Professor, California State University, Fresno

	Developing Highly Qualified Teachers through Professional Pre-Service Teaching Opportunities
	Dr. Nancy Akhavan, Assistant Professor, California State University, Fresno
	Ms. Nichole Walsh, Doctoral Candidate, Doctoral Program in Educational Leadership, California State University, Fresno

	Development and Implementation of and edTPA online Tagging System
	Dr. Mary Herring, Associate Dean, University of Northern Iowa

	Efforts to Embed Linked Learning Principles in the Single Subject Credential Program through Faculty Inquiry and Learning Communities
	Dr. Nancy Akhavan, Assistant Professor, California State University, Fresno
	Dr. Colleen Torgerson, Professor, California State University, Fresno
	Ms. Cindy Brown, Director of Student Pathways, Porterville Unified School District

	An Electronic Assessment System to Monitor Teacher Candidate Progress: Lessons in in Development, Implementation, and Planning for the Future
	Dr. Tony Kirchner, Director, Educational Technology, Western Kentucky University
	Dr. Jacqueline Pope-Tarrence, Associate Dean, Accountability and Research, Western Kentucky University
	Dr. Tony Norman, Director, Educational Leadership Doctoral Program, Western Kentucky University

	Expanding Teacher Education at Emporia State University with a 1-1 Mobile Initiative
	Dr. Lori Mann, Associate Professor/Elementary Education Faculty, Emporia State University
	Dr. Ken Weaver, Dean/Teachers College, Emporia State University
	Dr. Matt Seimears, Chair/Dept. of Elementary Education/Early Childhood/Special Education, Emporia State University
	A Hybrid Approach to Teacher Preparation: Nevada State College Two Track Program
	Dr. V. James Garofalo, Dean School of Education, Nevada State College

	Impact of the Conspiracy Against Educator Preparation: Multiple Measures to Counter-Act the DOE, CAEP, and NCTQ
	Dr. Susan Tracz, Graduate Coordinator, School of Education, California State University, Fresno
	Dr. Paul Beare, Dean, Kremen School of Education and Human Development, California State University, Fresno


	Panicked and Out of Ideas: Politics of Education Reform
	Barmak Nassirian, Director of Federal Relations and Policy Analysis, American Association of State Colleges and Universities

	Partnerships Between Higher Ed and K-12: Affecting All Aspects of the Institution
	Dr. Paul Beare, Dean, Kremen School of Education and Human Development, California State University, Fresno
	Dr. Colleen Torgerson, Director, Partnership Programs, California State University, Fresno
	Dr. Susan Tracz, Graduate Coordinator, School of Education, California State University, Fresno
	Dr. James Marshall, Associate Dean, California State University, Fresno
	Pre-service teacher knowledge of and readiness to teach to the common core standards: Comparing pre-service and inservice perspectives in the Common Core Standards
	Dr. Raymond Lorion, Dean College of Education, Towson University
	Dr. Eugene Schaffer, Chair, Department of Education, University of Maryland at Baltimore County


	Rigor and Engagement in Online Instruction
	Dr. Glenn DeVoogd, Professor, California State University Fresno
	Dr. Karen DeVoogd, Professor, California State University, Fresno
	Dr. Walter Ullrich, Professor, California State University, Fresno
	Scaling Up the edTPA: Quick Wins, Spilt Milk, and other Lessons Learned
	Ms. Lynn Lindahl, Director, Office of Field Expriences, UW-Whitewater
	Dr. Melanie Agnew, Assistant Dean, UW-Whitewater
	Ms. Marie Benson, Student Services Coordinator, UW-Whitewater

	Student Perceptions of Teacher Testing: What They Think and Ho w Universities Can Help
	Teacher Performance Assessment in California
	Dr. Conni Campbell, Associate Dean for Teacher Education, Point Loma Nazarene University
	Dr. Carlos Ayala, Dean of the School of Education, Sonoma State University



