Date Published: March 9, 2021

Presentation at the Missouri Association of Colleges for Teacher Education 2021 Spring Conference

Source

The NEE Research Team made the following presentation at the Missouri Association of Colleges for Teacher Education 2021 Spring Conference.

Abstract: The presentation focused on using NEE data to address CAEP Standard 4.2, which states: Indicators of Teaching Effectiveness requires the following: The provider demonstrates, through structured and validated observation instruments, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve. In this presentation, we share how the University of Missouri’s educator preparation program successfully used NEE data to address this CAEP requirement.

Background: The Network for Educator Effectiveness (NEE) is a comprehensive and research-based system developed by researchers at the University of Missouri in deep collaboration with pK-12 educators. It was designed to maximize benefit to teachers and administrators and minimize burden, while also meeting all state and federal requirements for rigorous teacher and administrator evaluation. NEE provides systematic classroom observation of up to 27 teaching practices. For this presentation, we focused specifically on three advanced teaching practices measured in NEE: (1) cognitively engaging students in content, (2) promoting students’ problem-solving and critical thinking, and (3) monitoring the effect of instruction on the whole class and individual students. We further discuss attributes of the NEE data collection procedure so that attendees better understand NEE data.

Why use NEE data to address CAEP Standard 4.2?

There are three reasons.

  1. The reliability and validity of NEE has been investigated; therefore, educator preparation programs (EPP) meet the CAEP requirements of demonstrating their program outcomes using reliable and valid teaching observation data.
  2. 283 school districts, most in Missouri, are using NEE. Thus, the graduates of many EPPs are likely to be in the NEE database.
  3. NEE provides annual measures of each participating teacher and annual benchmarks. Thus, EPPs can compare results across certification program areas within the EPP, between the EPP completers and external benchmarks such as state average or over time. CAEP requires representative data as well as disaggregated results for completer impact over three-year cycles to demonstrate trend and make comparisons.

We discuss a successful method we used for analyzing EPP outcomes using NEE data. We used Two-way ANOVAs to compare outcomes across certification areas using four years of NEE data. We  conclude with how we use our results not only for CAEP accreditation but also for continuous quality improvement of our programs.