Teacher Education Instruments

Teacher/Faculty Surveys

Instrument 7: NYCETP Guidelines for Self-Study of Course Documents/Curriculum

Project: New York Collaboratives for Excellence in Teacher Preparation (NYCETP)
CUNY, Brooklyn College

Funding Source: NSF: Collaboratives for Excellence in Teacher Preparation (DUE)

Purpose: To evaluate the extent to which new and revised course documents are aligned with program goals

Administered To: Collaborative faculty and evaluators

Topics Covered:

• Course Evaluation: alignment, assessment, content, effectiveness, materials, methods, objectives, opportunity to practice, skills, technology use

Format/Length: 51 questions, 4 open- and 47 closed-ended. The questions use a 3-point scale to rate the degree of the presence of each criteria; an overall rating relative to meeting the goal uses a 4-point scale.

The Guidelines for Self-Study have been prepared by the NYCETP. The Guidelines are intended to structure your review of the materials prepared for dissemination with Collaborative support. Ratings and WRITTEN COMMENTS are necessary. Both will serve as recommendations for dissemination or further revision of materials.

Date:

Reviewer Name/College:

Course number and title:

Faculty who revised course/College:

Use the Guidelines for Self-study to guide your review and ratings. Rate each course/curriculum package on the categories below. Your ratings need to be explained. ATTACH WRITTEN COMMENTS on your ratings to assist in the improvement of the materials.

1) Rate the individual items in each category: CIRCLE ONE 1 2 3 NA

1-Absent	2-Partially present			3-Present			NA-Not Applicable

2) After you have rated all items, make an OVERALL RATING for the whole category: CIRCLE ONE 1 2 3 4

1-Major Problems	2-Minor Problems			3-Good			4-Excellent

NOTE:  Terms followed by an asterisk are defined in the attached glossary terms.

A. Meets Collaborative Student Centered Instructional Goals—CIRCLE to indicate USE OF ANY OF THE FOLLOWING:

1	2	3	NA	Use of inquiry-based approaches*
1	2	3	NA	Opportunities for hands-on, experiential learning*
1	2	3	NA	Focus on deep understanding of major concepts*
1	2	3	NA	Emphasis on problem solving, critical thinking skills*
1	2	3	NA	Use of collaborative learning groups*
1	2	3	NA	Use of technology in effective ways*
1	2	3	NA	Incorporation of alternative assessment approaches*
1	2	3	NA	OTHERS (describe)  ______________________________________________________

Student Centered Instructional Goals:	OVERALL RATING			1			2			3			4

B.  Meets Collaborative Course Content Goals—CIRCLE to indicate USE OF ANY OF THE FOLLOWING:

1	2	3	NA	National Council of Teachers of Mathematics — Curriculum Standards
1	2	3	NA	National Research Council — National Science Education Standards
1	2	3	NA	New York State Teacher Education test guidelines (LAST)
1	2	3	NA	OTHER (describe)  ___________________________________________________

Course Content Goals:	OVERALL RATING			1			2			3			4

C.  Meets Collaborative Course/Materials Minimum Expectations — CIRCLE to indicate USE OF ANY OF THE FOLLOWING:

1	2	3	NA	Detailed content (concepts, process skills & abits of mind*), including syllabus, objectives, topics, exercises, details of technology, readings, assignments
1	2	3	NA	Detailed of pedagogy, including active learning instructional strategies*, desired student outcomes*, and traditional and/or alternative assessment techniques* to be used when teaching the course, typical classroom, supporting equipment, facilities
1	2	3	NA	Detailed course context, including location of course in teacher education preparation/liberal arts and science requirements target audience - "typical" students and intended population
1	2	3	NA	Descriptions of course preparation include involvement of master teachers, liberal A & faculty, education faculty, field sites, city resources (formal & nformal), teaching assistant preparation (training sessions/training manual)
1	2	3	NA	Describe relation between course content topics and teacher preparation goals*
1	2	3	NA	OTHER (describe)  ___________________________________________________

Course/Materials Minimum Expectations:	OVERALL RATING			1			2			3			4

D.  Meets Collaborative Evidence of Effectiveness Goals — CIRCLE to indicate evidence of each of the following:

    MATHEMATICS &/OR SCIENCES

1	2	3	NA	Conceptual knowledge/Understanding concepts
1	2	3	NA	Problem solving (e.g., emphasis on process - Math)
1	2	3	NA	Theorizing and analyzing* (Sci)
1	2	3	NA	Communicating (i.e., oral &/or written)
1	2	3	NA	Using tools (e.g., protractor, calculator, etc.)
1	2	3	NA	Knowledge of facts and skills/routine procedures
1	2	3	NA	Investigating natural world*(Sci)
1	2	3	NA	Making Connections (i.e., within subject, across subject, &to every day life — Math)
1	2	3	NA	Reasoning: Conjectures and proof (Math)
1	2	3	NA	Habits of mind*

    STUDENT ATTITUDES/OTHER OUTCOMES

1	2	3	NA	Attitudes*
1	2	3	NA	Increasing interest
1	2	3	NA	Careers
1	2	3	NA	Safety*
1	2	3	NA	Participation*

Evidence Of Effectiveness Goals:	OVERALL RATING			1			2			3			4

E.  Evidence of NYCEPT Objectives:

P	A	NA	Collaboration with other NYCEPT campuses
P	A	NA	Alternative assessment methods
P	A	NA	Partnership of science/math faculty and education faculty
P	A	NA	Partnership of science/math faculty and K-12 teachers
P	A	NA	Incorporates the use of urban context (e.g., informal science and mathematics institution)

F.  Meets Collaborative Dissemination Goals:

P	A	NA	Printed copy
P	A	NA	Videotape
P	A	NA	Web site
P	A	NA	Professional journal
P	A	NA	Computer diskette
P	A	NA	Publisher-texts
P	A	NA	Professional conference
P	A	NA	OTHER (describe)  ___________________________________________________________

Dissemination Goals:	OVERALL RATING			1			2			3			4