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Standards/Competency and Curriculum Development and Assessment:
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| Projects Home | Policy Analysis | Program Evaluation | Program Approval |
| Assessment Development | Standards | Curriculum Development | Pedogogy |

STATE-LEVEL: K-12 STUDENT KNOWLEDGE and PERFORMANCE STANDARDS

• Facilitated a 125-member statewide group of practitioners and teacher educators in the development of the Show Me Standards, Missouri's knowledge and performance standards for K-12 students in mathematics, science, social studies, English/language arts, health, physical education, and fine arts (music, visual arts, dance, and theater); processes are replicable for other states.
• Over a two-year period, assisted the Department in navigating the political and professional landscape to achieve final adoption of the Show Me Standards, including multiple data-gathering activities to elicit feedback from the state's teachers and administrators, production and publication of informational materials, and implementation of legislative mandates.

STATE-LEVEL: EDUCATOR KNOWLEDGE and PERFORMANCE STANDARDS

• Provided consulting, facilitation, and research services to committees of practitioners and teacher educators in the identification of the subject-matter knowledge base required of beginning teachers; competencies are correlated to the state's K-12 student knowledge and performance standards/curriculum frameworks/assessment system as well as to state course/credit hour certification requirements and the recommendations of national "Learned Societies"; subject-matter competencies have been developed for every certificate issued by the state; process and methodology is replicable for other states.
• Facilitated the state's adoption of performance standards and portfolio assessment for beginning teachers (INTASC-based), administrators (ISLCC-based), and counselors; training in performance-standards writing is replicable for other states.
• Facilitated the development of a standards- and performance-based program approval process, including the redesign of Program Approval Standards, design of a primarily performance-based program approval process, creation and piloting of rubrics for candidate portfolios and unit/program standards, design and implementation of candidate portfolio scorer training, design and implementation of site-team procedures, processes, and reporting; system not only accommodates current joint state/NCATE site visits, but also anticipates both NCATE 2000 and NCATE performance-based partnerships; INTASC-based standards and rubrics are replicable for other states.
• Facilitated the development of Missouri Department of Elementary and Secondary Education policy, regulation, standards and portfolio assessment rubrics, and curriculum guidelines for pre-professional teacher education programs (2- and 4-year); new system not only facilitates students transferring among institutions, but also sets the stage for a performance-based substitute or paraprofessional teaching certificate; required adjustments of baccalaureate program approval standards for application to performance-based program approval for community colleges offering an Associates of Arts pre-professional curriculum in teacher education; INTASC- based curriculum guidelines, standards, and rubrics are replicable for other states.

HIGHER EDUCATION

• Under contracts with the University of Missouri-Columbia and the University of Missouri-St. Louis, facilitated the redesign of teacher education, including competency identification, curriculum redesign, unit re-structuring, portfolio and rubric design and scoring procedures.
• Under a contract with Mineral Area Community College, have begun workshops for deans, department chairs, and all full- and part-time faculty in the development and assessment of measurable competencies for courses, program evaluation, and performance-based institutional evaluation; training program is replicable for other states and institutions.
• Facilitated faculty and K-12 practitioner development of performance standards,  benchmarks, and performance-based assessments for re-designed teacher preparation programs at the University of Missouri-Columbia and University of Missouri-St. Louis.

DISTRICT/BUILDING/CLASSROOM-LEVEL

• Conduct workshops for more than 50 Missouri high schools in identifying, writing, assessing, and tracking measurable competencies aligned to Missouri's Show Me standards as part of the state's "A+ High Schools" program through which qualifying high school graduates receive tuition reimbursement for two years of post-secondary education; participate on site-team evaluation of high schools seeking designation under the program; several of these high-school contracts have been multi-year; training program is replicable for other states and institutions.