PTD Events
2006 SITE Presentation, Orlando Fl
Information-Based Education Practice:
Perspectives from Teacher Education Programs at four Colorado Institutions
Taking PT3 to the Next Level at Four Colorado Teacher Education Programs
Carolyn L. Mears, Ph.D. University of Denver
Preparing Tomorrow’s Teachers to Use Data (PTD) is a consortium of teacher education programs at four Colorado institutions of higher education: University of Colorado at Denver and Health Sciences Center, University of Denver, Mesa State College, and Colorado State University. Successful implementation of information-based educational practice (IBEP) at four diverse institutions has required adjustments based on the institutional profile, program design, and culture of each school.
Information-Based Educational Practice in Teacher Preparation
Julie R. O’Brian, University of Colorado at Denver and Health Sciences Center
This presentation introduces a consortia effort of four teacher preparation institutions in Colorado to more fully incorporate information-based educational practices into the preparation of teachers – the Preparing Tomorrow’s Teachers to Use Data (PTD) project. Leveraging professional development for in-service K-12 educators (sponsored by a state-funded project, the Colorado Consortium for Data-Driven Decisions) and professional development for higher education faculty (sponsored by PTD) has created a community of educators in Colorado with the skills and knowledge to support data-driven instruction and decision making across the educational continuum. The presentation first describes the background of educational reforms that have led to the current emphasis on data use for instruction and accountability in education. Next, the elements of information-based educational practice are described. Finally, the implementation of IBEP within the partner teacher education preparation programs is highlighted.
 Embedding IBEP Standards into Core Courses: UCDHSC Style.
Jami Goetz & Geri I. DiPalma University of Colorado at Denver and Health Sciences Center
This presentation describes how information based educational standards were embedded into core courses for teacher preparation at the University of Colorado at Denver and Health Sciences Center (UCDHSC). UCDHSC prepares teacher candidates through an Initial Professional Teacher Education (IPTE) program. There, faculty function as lead instructors for core educational courses. Based on a needs-assessment of 47 full-time and adjunct faculty, a plan was developed for providing training and support that would promote faculty capacity in assessment strategies, data analysis, and IBEP standards for lead instructors. A product of faculty training was the development of a tool for course review and revision relating to IBEP standards. Course syllabi are being analyzed to determine the degree of infusion of the standards into instruction and assignments. Because core courses are coordinated through lead instructors, IBEP standards will be embedded and sustained throughout the program.
 IBEP Integration through Curriculum Mapping
Kay P. Uchiyama, Ph.D. & Jean L. Radin, Ph.D., School of Education, Colorado State
Colorado State University (CSU), a land grant institution serving north central and northeastern Colorado, houses an active Educator Licensure program that prepares middle and high school teachers in all core content areas along with foreign language, career and technical education. This paper will focus on curriculum mapping as a vehicle to align the teacher education curriculum with the information-based educational practice (IBEP) standards and incorporate data-driven instructional practices into our program. Colorado State University (CSU) is in the early stages of building a framework for data-driven instruction instructional practices and information technology. Current work is focused on aligning the educator licensure curriculum to the IBEP standards. To facilitate this process, the faculty is using a curriculum mapping format to identify the content, skills, and assessments taught in each course, and identifying overlaps and gaps horizontally across the same course and vertically within the licensure course sequence.
 Change or Growth – A Question of Choices: Implementing IBEP in a 9-Month IntensivePost-Baccalaureate Program Utilizing Adjunct Faculty
Suzanne F. Thompson& Donald Trickel, Teacher Education Program. University of Denver
This presentation described the process and outcomes of a three-year project to embed information-based educational practice (IBEP) into the Teacher Education Program (TEP) at the University of Denver. TEP primarily serves college graduates seeking professional licensure and draws upon experienced, adjunct faculty who exemplify best practice in the field of K-12 education. Teacher candidate cohorts attend evening and weekend classes. TEP coursework and field experiences combine theory and practice, using technology tools for lesson and unit design as well as data analysis. A three phase implementation plan was developed to revise syllabi and pilot implementation in selected core courses, train additional faculty on a voluntary basis to expand implementation, and lastly to deepen the skills and knowledge of participants while training and supporting the remaining faculty. Extensive cultural and organizational changes within the program resulted from this process.
 Integrating Data-Driven Dialogue into Preservice, Teacher Education Courses
Ellie-Ann Shahinian-Baldwin & Lisa A. Friel, Center for Teacher Education, Mesa State College
This presentation discussed the impact of the partnership developed between Mesa State College (MSC) and the local K-12 school district when working together on parallel grants for the Preparing Tomorrow’s Teachers to Use Data (PTD) project. Discussion of the Information-Based Educational Practice Standards for Teacher Practice (IBEP) between local school district personnel and MSC Teacher Education faculty resulted in curricular changes to education courses leading to the preparation of better-qualified teachers who are able to use data-driven assessment to make instructional decisions for the purpose of increasing student learning. The paper includes the details of the course revisions centered around the IBEP standards and the impact these assignments have had on the marketability of the preservice teachers in the local school district.
PTD Partner Fair, April21, 2006
The following documents were presented by the partners during the event:
Accolades for CTLT/ PTD’S Wellman Workshop
 Bruce Wellman, a co-director of MiraVia LLC, facilitated an insightful two-day workshop on June 20 & 21 in Vail, Colorado. An array of Colorado educators including: four PTD partnership institutions: University of Colorado at  Denver and Health Sciences (UCD), University of Denver (DU), Mesa State College and Colorado State University (CSU), as well as C2D3 Data Coaches, and a number of educational leaders from Adams 14, Adams 50, BOCES, Brush Schools, Colorado Department of Education (CDE), Cherry Creek SD, Clayton Foundation, Douglas County SD, East Oterp SD, Elizabeth SD, Jefferson County SD, Lamar SD, Mesa SD, Montezuma SD, (PEBC), and Yuma SD, engaged in this workshop.
 Each participant was captivated by Bruce in this highly interactive and engrossing workshop focused on developing and enhancing facilitation, presentation, and communication skills. Learning-focused conversations with supervisors, administrators, teachers and higher Ed educators worked in groups, a true Colorado collaborative experience.
 Many came away with new enthusiasm and a renewed belief in the potential of schools to achieve the goals stating: “Bruce is so masterful at his craft, the connections between content model and application are seamless, what an incredible experience!!”
Information to obtain book or have a workshop with Bruce Wellman. MiraVia LLC
PTD Fair, May 20, 2005
The following documents will be discussed with partners during the event:
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