Proficiency Based Education Grant Final Report & Summary of Grant Activities

By Dr. Kari Dahle-Huff - Montana State University of Billings

During the summer of 2023, the MSUB Proficiency Based Education (PBE) grant team reviewed syllabi of the general and special education courses for the undergraduate elementary teaching major. The grant team had a representative faculty member from special education, secondary education, elementary education, and literacy. Syllabi were coded (see Table 1) to determine how each course scaffolded student learning of specific proficiencies evaluated by the Teacher Work Sample (TWS) at the conclusion of student teaching (see Appendix B: TWS Components & Descriptions).

Table 1: Codes for Curriculum Mapping of Syllabi
Score 0 Not included/Not applicable
Score 1 The category was mentioned in the syllabus
Score 2 The syllsbus had required readings related to the category
Score 3 The class had assignments or projects related to the category
Score 4 The class provided the opportunity for teacher to practice the strategy and receive evaluation

*Codes developed from Oliver & Reschly (2010)

The grant team also designed a series of faculty workshops to present coded syllabi to faculty for review and to discuss the curriculum mapping process (see Appendix A: Faculty Score Sheet Example). In addition to reviewing the results of the syllabi coding completed by the grant team, faculty were able to speak into the curriculum mapping process. Each course was evaluated by the faculty member that teaches it using the Teacher Work Sample (TWS) Pedagogical continuum.

This image shows a progression of the Teacher Work Sample Pedagogical Continuum. It starts with "Learn It" (which includes reading, listening to a lecture, and having a class discussion), segueing to "Practice It" (including writing a lesson plan [without teaching it], completing an assignment that includes practicing a specific skill), and ending in "Applying it" which includes creating and teaching a lesson plan to an individual, group, peers or P-12 students)

Click on an image to view as a slideshow.

 

TWS Pedagogical Continuum Scoring Sheet for Faculty
TWS Component & Description Learn It Practice It Apply It N/A
1.1 Preparation through collaboration        
1.2 Creating a continual growth plan        
1.3 Preparation through knowledge of students        
1.4 Unit planning        
1.5 Receptivity to feedback on unit planning         
1.6 Lesson planning        
1.7 Receptivity to feedback on lesson planning        
2.1 Using formative assessment to monitor learner progress        
2.2 Recording summative assessment data        
2.3 Reflecting on assessment data        
3.1 Reflecting on instruction        
3.2 Finalizing the continual growth plan        

 

In addition to the Curriculum Mapping workshops, 10 faculty members completed the 2022 Danielson Framework online training. This training was provided to faculty as a professional development opportunity to learn more about the Danielson Framework, which the TWS is aligned with.

Lastly, the grant team presented the TWS and the findings from the curriculum mapping process to an advisory board made up of stakeholders from Eastern Montana and the Billings area. 

Reference

Oliver, R. M., & Reschly, D. J. (2010). Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders. Behavioral Disorders, 35(3), 188-199.  https://doi.org/10.1177/019874291003500301