Departmental Assessment Update - Education Report
Department: Institute for Teacher Education
Program: BEd in Sencondary Education
Level: Undergraduate
1. List in detail your undergraduate Student Learning Outcomes (SLOs) for each degree/certificate offered.
The College of Education has two programs to prepare Teacher candidates for a secondary license (grades 7-12) in art, English, English as a Second Language, foreign languages, mathematics, music, science, social studies, career and technical education, and drama/theater arts and physical education. The Bachelor in Education in Secondary Education (B.Ed.) is an upper division degree program designed to meet the needs and experiences of teacher candidate seeking a licensure in secondary education. The Post-Baccalaureate Certificate in Secondary Education (PBCSE) is a non-degree certificate program designed for teacher candidates who have a bachelor’s degree and are seeking an initial secondary teacher license.Conceptual Framework and Program Standards:The conceptual framework and core values of the unit (College) provide directions for each of the programs, courses, instructors, scholars, researchers, and administrators of the College of Education. The College remains committed to the fundamental goal of preparing education professionals who: are knowledgeable, effective, and caring, and who demonstrate those core values through their (k)nowledge, (s)kills, and (d)ispositions to work as a diverse and democratic community to prepare educators and provide ongoing professional development in education; increase the knowledge base in education and related fields through the production and application of research related to teaching, learning, and assessment; and serve as partners and leaders for excellence in education.
Secondary Teacher Education Program:
The Secondary Teacher Education Program prepares teacher candidates to be:
· knowledgeable of the disciplines they will teach and make learning meaningful to a diverse group of teacher candidates;
· effective classroom teachers who are culturally sensitive and reflective of their practice; and
· caring educators who promote social justice and principles of a democratic society in their classrooms (and meet the standards of licensure in their content with professionalism).
Program Standards:
The Secondary Program Standards support and reinforce the vision, mission, and conceptual framework of the College of Education as it prepares teacher candidates to fulfill the roles and responsibilities of becoming: knowledgeable teachers who understand the foundations of the education profession, content implications for curricula, and the characteristics of diverse learners; effective teachers who plan and implement curricula grounded in pedagogical and psychological theory; and caring teachers who are reflective, collaborative and responsive decision-makers, serving as role models within the classroom, school, community and global environment.
The Secondary Program Standards align with the College Conceptual Framework, Hawaii Teacher Standards (HSTB) and Interstate New Teacher Assessment Consortium (INTASC) Standards (see attached chart 1.1).
HSTB is the state teacher licensing board that sets high teacher licensing and credentialing standards to: provide every child with qualified teachers; promote professionalism and teaching excellence; build public confidence in the teaching profession; and provide more accountability to the public. INSTASC is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers. The mission of INTASC is to provide a forum for its member states to learn about and collaborate in the development of compatible educational policy on teaching among the states, new accountability requirements for teacher preparation programs and new techniques to assess the performance of teachers for licensing and evaluation. Teacher candidates in the Secondary Program will be knowledgeable, effective, and caring teachers as demonstrated through their strong foundation in the following standards:
Knowledgeable1. Professional, Legal and Ethical Responsibilities - The teacher candidate demonstrates an understanding of and ability to apply and model ethical and legal responsibilities expected of professional educators. The teacher candidate is reflective, assesses the effectiveness of choices and actions on others, and actively seeks professional growth.
2. Foundations of Secondary Education - The teacher candidate can articulate the history and role of public education and contemporary school issues in Hawaii and the nation.
3. Philosophical Theories of Education - The teacher candidate understands the ideas and beliefs that have influenced the purpose of education and have shaped contemporary teaching and learning,
4. Psychology of Learning - The teacher candidate demonstrates an understanding of current theories of human learning and development and research in those areas. The candidate demonstrates an understanding of how to apply theoretical concepts in these areas to education.
Caring5. Adolescent Development - The teacher candidate understands adolescent culture and how they learn and develop in order to actively engage teacher candidates in learning opportunities that support the intellectual, social, and personal development.
6. Inclusion, Equity and Democracy - The teacher candidate acknowledges the diversity of teacher candidates and schools (e.g., ethnic, cultural, language, religion, disabilities) and uses this understanding to create equitable learning opportunities that facilitate social justice.
Effective
7. Content of the Secondary Curriculum - The teacher candidate understands the purpose, structure, and organization of the high school and middle school curriculum, the major concepts, tools of inquiry, and structures of the content/subject areas to create meaningful learning experiences for all teacher candidates.
8. Planning and Instructional Strategies - The teacher candidate uses long and short-term curriculum planning to create a variety of instructional strategies and resources that support the intellectual, social, and personal development of diverse learners.
9. Assessment and Accountability - The teacher candidate understands and uses developmentally appropriate formal and informal assessment strategies to evaluate and ensure continuous intellectual and social development of the learner.
10. Educational Technology - The teacher candidate uses technology effectively to enhance their productivity and professional practice and implements curriculum plans that include methods and strategies for applying technology to maximize teacher candidate learning.
11. Communication and Relationships - The teacher candidate models effective speaking, writing and listening skills that enable communication and foster relationships with multiple and diverse audiences.
12. Classroom Learning Environment - The teacher candidate understands individual and group motivation and behavior. creates a safe, healthy learning environment, and develops a learning community.
Secondary Program Standards Alignment to COE Conceptual Framework, Hawai‘i Teachers Standards, Interstate New Teacher Assessment and Support Consortium (INTASC) Standards, and Teacher Work Sample
COE Conceptual Framework
Secondary Program Standards Hawai‘i Teacher Standards INTASC Standards Teacher Work Sample KNOWLEDGABLE 1. Professional Legal and Ethical Responsibilities 3. Adapts to learner diversity9. Demonstrates professionalism 9. Reflection and Professional Development Step 5 – Self -Evaluation & Professional Growth Implications 2. Foundation of Secondary Education 9. Demonstrates Professionalism10. Fosters Parent and school community relationships 2. Student Learning Step 1 – Description of Educational Context 3. Philosophical Theories of Education 9. Demonstrates professionalism 9. Reflection and Professional Development Step 1 – Description of Educational ContextStep 5 – Self-Evaluation & Professional Growth Implications 4. Psychology of Learning 1. Focus on the learner7. Uses active student learning strategies 2. Student Learning8. Assessment Step 4 – Unit Implications & Learning AnalysisStep 5 – Self – Evaluation & Professional Growth Implications CARING 5. Adolescent Development 1. Focus on the learner8. Uses assessment strategies 2. Student Learning Step 4 – Unit Implementation & Learning Analysis Step 5 – Self Evaluation & Professional Growth 6. Inclusion, Equity and Democracy 2. Creates and maintains a safe and positive learning environment3. Adapts to learner diversity 3. Diverse Learners10. Collaboration, Ethics, and Relationships Step 1 – Description of Educational Context
EFFECTIVE
7. Content of the Secondary Curriculumú HCPS IIIú NCATE SPAs (NCTM, NCTE, NCSS, NSTA, TESOL, ACTFL)ú Art, CTE—SATE 5. Demonstrates knowledge of content 1. Subject Matter Step 2 – Planning of Long Term Unit 8. Planning and Instructional Strategies 6. Designs and provides meaningful learning experiences 4. Instructional Strategies7. Planning Instruction Step 2 – Planning of Long Term UnitStep 3 – Design of Assessments and Lesson Plans 9. Assessment and Accountability 8. Uses assessment strategies 8. Assessment Step 4 – Implementation of Assessments and Lessons 10. Educational Technology 4. Fosters effective communication in the learning environment5. Demonstrates content knowledge6. Designs and provides meaningful learning experiences 1. Subject Matter4. Instructional Strategies6. Communication Step 2 – Planning of Long Term UnitStep 3 – Design of Assessments and Lesson Plans 11. Communication and Relationships 4. Fosters effective communication in the learning environment10. Fosters parent and school community relationships 6. Communication10. Collaboration, Ethics, and Relationships Step 1 – Description of Educational ContextStep 2 – Planning of Long Term Unit PlanStep 5 – Self-Evaluation & Professional Growth 12. Classroom Learning Environment 2. Creates and maintains a safe and positive environment6. Designs and provides meaningful learning experiences 5. Learning Environment Step 1 – Description of Educational Context
2. Where are these SLOs published (e.g., department web page)?
The Secondary Program Standards that all teacher candidates must meet is:
1) in the program handbook that is given to each student;
2) published on the program website (http://www.hawaii.edu/coe/departments/ite/SecondaryHandbook.shtml);
3) discussed and explained in each courses in the program; and
4) discussed and explained at the new student orientation.
3. Explain how your SLOs map onto your curriculum, i.e., how does your curriculum produce the specific SLOs in your students?
The Secondary Program Standards are the Student Learner Outcomes that are embedded in all the courses in the program. It also provides the basis for the Teacher Work Sample exit portfolio which is an exit requirement for all students. The standards are aligned with all the required courses in the program as well as aligned to the program assessments. The attached matrix (Secondary Program Standards Matrix) provides the framework and identifies the major focus of each of the courses to ensure all students in the program meet the program standards. The standards of the program are public, balanced, coherent, and articulates the expectations for the teacher candidates’ knowledge and skills. Each component of the assessment is part of the whole, and determines whether teacher candidates have integrated knowledge and skills across the curricula and institutional practice.
Program Assessment. Portfolio assessment of teacher candidates in the secondary program is a systematic and continuous way to measure the degree teacher candidates’ learning reflects the goals and standards of the program and assessing the teacher candidates is shared by the secondary faculty. The Secondary Program requires the completion of two portfolios – developmental and exit portfolio. The program assessments answer the questions: “What should teacher candidates know and be able to do?” and “How well did our teacher candidates master the standards of the program?” Artifacts for the developmental portfolio are created within program courses (Secondary Standards Matrix).
An assessment plan answers the question of who is responsible for teaching content and the evidence of teacher candidate learning. The plan considers the content and skills as well as the commitment to ensure all teacher candidates enrolled in the secondary education program meet the stated goals and standards of the program.
Developmental Portfolio:The developmental portfolio matrix aligns the program standards to individual courses and assesses how teacher candidates have met the standards of the program through their knowledge, skills and dispositions. The required Developmental Portfolio and Teacher Work Sample assessments are aligned with the College Conceptual Framework, Secondary Program Standards, Hawaii Teachers Standards, and INTASC (Secondary Program Standards Alignment to COE Conceptual Framework, Hawai‘i Teachers Standards, Interstate New Teacher Assessment and Support Consortium [INTASC] Standards, and Teacher Work Sample).
The rubric for each artifact has been developed for each course in the Secondary Program and is on the departmental website: http://www.hawaii.edu/coe/departments/ite/DevelopmentalPortfolio.shtml). This portfolio must be completed by all teacher candidates before they can proceed to student teaching and is one of the transition points of the program. The portfolio is submitted on TK20, an electronic system for outcomes based assessment and accountability. Teacher Work Sample - Exit Portfolio:The exit portfolio is completed during the teacher candidate’s student teaching semester and is an exit requirement of the program. Student handbook is given to teach student and is also accessible on the departmental website (http://www.hawaii.edu/coe/departments/ite/TeacherWorkSample.shtml). The artifacts for this portfolio will be based on the principles of the Teacher Work Sample (TWS) and the standards of the Secondary Program, Hawaii Teacher Standards and INTASC. The portfolio is submitted on TK20, an electronic system for outcomes-based assessment and accountability.
The TWS model requires teacher candidates to plan and teach a standards-based unit consisting of five components:
1) Description of Educational Context 2) Long-Term Unit Plan 3) Design of Assessments and Lesson Plans4) Unit Implementation and Analysis of Student Learning 5) Self-Evaluation and Implications for Professional Growth Secondary Program Standards Matrix(Major Focus of Program Courses)Key: I = Introduce A= Apply to PracticeD = Demonstrate P = Portfolio artifact requiredA = Apply to Practice
Developmental Portfolio Exit PortfolioTWS Secondary Program Objectives ITE 401 EDEP 631EDEP 311 EDEF 310EDEF 610 ITE 440 SPED 445 ETEC 414ETEC 442ETEC 448ETEC 430 ITE 402
ITE 404 ITE 405 ITE 406 Introduction to Secondary Education Educational Psychology Educational Foundation Multi-Cultural Special Education Educational Technology Field/
Methods
Methods Student Teaching StudentTeaching Seminar Orientation to SecondaryProgram Objectives I
1. Professional Legal. Moral , Ethical Responsibilities I, D, P I I I D,P A
2. Foundations of Secondary Education I I,D,P
A
3. Philosophical Theories of Education I D,P
A 4. Psychology of Learning I I,D,P A 5. Adolescent Development I,D,P I
A 6. Inclusion, Justice & Equity I I,D,P I,D,P
A
7. Content of Secondary Education I
D,P A 8. Planning and Instructional Strategies I I D,P
A D, P A 9. Assessment and Accountability I
D,P A 10. Educational Technology I D, P
A 11. Professional Communication and Relationships I I
D, P A 12. Classroom Learning Environment I I,D,P
A
4. What specific methodologies were used to collect data? In developing your response, consider the following questions:
The Secondary Program requires the completion of two portfolios – developmental and exit portfolio required of all students in the program. Both of these assessments were instituted in 2005-06. All students participated in the exit portfolio requirements of the Teacher Work Sample.
What was the nature of the instruments or methods use?The assessments for the Secondary Program are the developmental course-based portfolio and the Teacher Work sample. These assessments answer the questions: “What should teacher candidates know and be able to do?” and “How well did our teacher candidates master the standards of the program?” Portfolio requirements were put on the TK20 electronic portfolio system.
What was the nature of the data obtained in your assessment?Assessment of the proficiency level of each student on each portfolio artifact from the two required portfolios provided data on student learning outcomes. Artifacts for the developmental portfolio are created within program courses. Each course in the Secondary Program has identified the major focus of the course supporting a program standard(s). A menu of assignments that best supports a program standard along with a scoring rubric was developed for each course. This “standardization” provides assurance that all students in the Secondary Program are held to the same standard and consistency is assessing student knowledge considered essential to a particular course. The rubric is published on the departmental website http://www.hawaii.edu/coe/departments/ite/DevelopmentalPortfolio.shtml
The Teacher Work Sample (TWS), an exit portfolio, completed during the student teaching semester and is also an exit requirement of the program. Each student is given a TWS handbook with specific guidelines to help them and defines the 5 steps and substeps. The rubric is published on the departmental website: http://www.hawaii.edu/coe/departments/ite/documents/Teacher_Work_Sample.pdf. The artifacts of this portfolio is based on the principles of the Teacher Work Sample and the standards of the Secondary Program. The TWS model requires teacher candidates to plan and teach a standards-based unit consisting of: 1) description of educational context; 2) long term unit plan; 3) design of assessments and lesson plans; 4) unit implementation and analysis of student learning; and self evaluation and implications for professional growth. Submission of the TWS is done TK20 Electronic portfolio. ITE 405 (student teaching seminar) faculty assessed the student submissions. The scoring rubrics are accessible on TK20 and aggregate data of student performance on each step of the TWS and substeps are available each semester.
When were the data collected?All submissions of the artifacts are on TK20 Electronic Portfolio system and aggregate data of student performance is collected at the end of each semester.
The data for the developmental portfolio has not been collated. The Secondary Program requires courses taught by faculty from four other departments and the fact that the students in the Secondary Teacher Education Program are not cohorted has left some gaps in collating data of student performance. Work is being done to have the TK20 electronic portfolio system provide a consistent reporting system of students completing the course-based developmental portfolio.
What population(s) is covered by your assessment?All students in the Secondary Teacher Education program must meet the requirements of the course-based developmental portfolio and the program exit Teacher Work Sample portfolio.
What is the size of your assessment sample relative to the possible student population?Completed portfolios of all (100%) of the Secondary Teacher Education program completers is assessed. The student population who complete the course-based developmental portfolio is not currently available. The Secondary Program required courses are taught by faculty from four other departments and students are not cohorted, which has left some gaps in collating data of student performance. Work is being done to have the TK20 electronic portfolio system provide a consistent reporting system of students completing the course-based developmental portfolio throughout their enrollment in the College of Education.
The Teacher Work Sample assessment was instituted in spring 2006 and a total of 148 students have been part of the new program assessment plan.
Spring 2006 Pilot 72 students
Fall 2006 13 students
Fall 2006 Statewide 10 students
Spring 2007 53 students
Who examined the data?
Faculty review the range of performance across different criteria at the end of each semester. A voluntary group of faculty met to assess the secondary candidates’ TWS narratives more directly what they seemed to did or did not understand about analyzing their impact of their students’ learning and understand the other processes involved in teaching. This voluntary group met and read sample narratives as a means of inter rater reliability, then drew conclusions about what candidates seemed to understand or not understand, wrote bout their own discoveries in examining candidates’ work, devised plans for change in their own areas, and brainstormed other needed program changes related to secondary program goals.
This review in ongoing. Examples of improvements are: seminars focusing on interacting and articulation insights about teaching; a list of new seminar readings and threaded discussion topics for WebCT; suggestions for further program changes; added glossary defining terms for the TWS; revisited matrix that list/link courses and standards, continue to increase the reliability of TWS assessment and continue to refine the TK20 process to produce meaningful reports that guide goal setting and improvement.
5. How were the assessment data/results used to inform decisions concerning the curriculum and administration of the program?
The assessment data from the Teacher Work Sample exit requirement of the Secondary Program was reviewed by a group of faculty. They met four times during the academic year to read and discuss TWS narratives, drew conclusions about what candidates seemed to understand or not understand, wrote about their discoveries in examining candidates’ work, devised plans for change in their own areas, brainstormed other needed program changes related to secondary goal areas.
The Lesson Study group summarized the progress and recommendations (e.g., what they discovered from reading candidates’ narratives, how the analysis of candidate learning process worked, what changes they had made in their areas, and what suggestions they offered for further program change).
At the end of the semester, the entire secondary faculty met on a day-long problem-based workshop to improve the conditions surrounding the TWS. Some of the problems and concerns that have emerged in conversation of faculty participating in the Analysis of Student Learning Work Group during 2006-07 were put into short scenarios groups of faculty would resolve. Group Work:1) Groups of 4-5 will discuss each problem and brainstorm solutions for 15 minutes.
2) A group recorder & reporter will collaborate to write out and share 3 suggested solutions with the large group. Large group presentations will total 15 minutes.
3) Notes from each group will be saved, circulated, reviewed, and possibly implemented as part of the 2006-07 Secondary Education Improvement Plan.
The problems presented for faculty analysis:
Problem 1: The student teachers who complete the teacher work sample are concerned that certain steps in the process overlap with others. In particular, students have mentioned overlap between Step 3 (Creating Assessments and Lesson Plans) and Step 4 (Implementing Unit Assessments and Lessons) OR Step 4 and Step 5 (Analyzing Data on Student Learning). They want the TWS process to be revised to eliminate redundancy. They’d like to know what ideas faculty have for such revisions.
Problem 2: Faculty in subject areas that focus on the arts (e.g., music, art, theatre) are concerned that the Teacher Work Sample language seems to be directed at student teachers who are placed in core academic content areas (e.g. social studies or science; language arts or mathematics). In particular, the TWS guidelines and rubrics refer to assessments that measure learning in numeric scores, while learning in the arts is measured in quite different and more qualitative ways. They want the TWS process to be revised so that its language is relevant to any subject area. They’d like to know what ideas faculty have for such revisions.
Problem 3: Secondary education faculty who designed the Teacher Work Sample to align with the Secondary education program standards are concerned that student teachers are not always ready take on the tasks the TWS requires. They want to learn what can be done to assure that each course in the professional sequence plays a role in readying the secondary students for successfully completing the teacher work sample. They are asking faculty in several departments who contribute to the secondary professional sequence for their ideas about the role they play in facilitating the student teachers’ success on this exit assessment.
Problem 4: University coordinators who observe student teachers in the field note that the student teachers’ performance in the field demonstrates a commitment to a just and democratic society. Yet, faculty who have studied student teachers’ writing in the TWS observe that student teachers are relatively inarticulate in response a question like “How does your work as a teacher show that you are contributing to a just and democratic society?” They are asking what ideas faculty have for promoting student teachers’ ability to reflect on the relation of their own practice to societal values.
Problem 5: Student teachers have suggested that the Teacher Work Sample should be started earlier in the program, often noting that it could begin in the methods class. In response, at least one methods faculty member added a “mini-teacher work sample” to the methods. Methods faculty have mixed feelings about incorporating parts of the TWS because this class’ curriculum is so full already. These two groups are asking what ideas faculty have about how or whether TWS should be addressed in methods.
Problem 6: Seminar faculty and student teachers have noted/exclaimed/complained that student teachers completed TWSs to be quite long. The narratives and lesson plans, the charts and samples of student work, the many assessments, summaries or analyses of data can be daunting. While they agree that all TWSs should demonstrate student teachers’ to understanding the relationship between their teaching and their students’ learning, they wonder if, perhaps, they could be briefer. They would like to know what ideas faculty have for trimming the TWS process without losing its value [i.e., as a demonstration of program standards and as a data-driven approach to professional renewal].
What pedagogy changed? What changes were made in the assessment?From the discussion at the faculty workshop, a list of areas to review for change and identification of areas for curriculum improvement emerged as well as suggestions to revise and/or change the rubrics for the TWS. The Lesson Study group agreed to spend three days to work on the changes and make revisions to the handbook and to TK20. At the beginning the next academic year, the finding and recommended changes will be presented to all departments contributing to the secondary program.
6. Has the program developed learning outcomes? Please indicate yes or no.
Yes. It is reflected in the Secondary Program Standards, developmental portfolio and the Teacher Work Sample.
7. Has the program published learning outcomes? Please indicate yes or no.
No. The Teacher Work Sample data of learning outcomes is available for faculty and the chair on TK20. This information is also shared with the Office of Student Academic Services. Data has been collected each semester since spring 2006.
Aggregate data on the developmental portfolio will need to be collated. At the present time, this data is held by individual faculty on their TK20 account.
Sample of Aggregate Data on the Teacher Work Sample.
Teacher Work Sample Spring 2007 TWIITE TWS Step 1 - Description of Educational Context (F06) 0Unacceptable 1Acceptable 2Target Number Assessed Instructional Implications of Community, School and Classroom 0 % 23.08 % 76.92 % 52 Instructional Implications of Student Characteristics 0 % 26.92 % 73.08 % 52 Displays deep understanding of diverse characteristicsand instructional implications (e.g. SES, gender, ethnicity, prior learning, special needs). 0 % 28.85 % 71.15 % 52 Instructional Implications of Classroom Learning Environment 1.92 % 25 % 73.08 % 52 ITE TWS Step 2 - Planning of Long Term Unit (F06) Alignment of Goals with National, State or Local Standards 0 % 19.23 % 80.77 % 52 Significance, Challenge and 0 % 28.85 % 71.15 % 52 Unit Overview 0 % 42.31 % 57.69 % 52 Classroom Environment Statement of equitable and inclusive principles 0 % 42.31 % 57.69 % 52 _ ITE TWS Step 3 - Design of Assessments & Lesson Plans (F06) Pre-Assessment 0 % 38.46 % 61.54 % 52 Lesson and Assessment Structure, Accuracy, Alignment, and Content 0 % 34.62 % 65.38 % 52 Lesson and Assessment Variety 0 % 26.92 % 73.08 % 52 Lesson and Assessment Relevance, Differentiation, Connections to Students? Lives 0 % 34.62 % 65.38 % 52 _ ITE TWS Step 4 - Implementation of Assessments and Lessons (F06) Assessment Criteria and Performance Levels Match Learning Targets 0 % 26.92 % 73.08 % 52 Scoring, Grading, and Monitoring of Different Students? Growth 0 % 32.69 % 67.31 % 52 Communication of Assessment and Feedback with Students and Peers 0 % 36.54 % 63.46 % 52 Adjustment of Teaching and Assessment 1.92 % 38.46 % 59.62 % 52 _ ITE TWS Step 5 - Analysis of Student Learning (F06) Analyzes Whole Class 1.92 % 38.46 % 59.62 % 52 Analyzes Subgroup or Pair of Individuals 0 % 34.62 % 65.38 % 52 Analyzes Assessment Results Relative to Learning Targets/Objectives 1.92 % 34.62 % 63.46 % 52 Draws Conclusions of Impact on Student Learning 0 % 42.31 % 57.69 % 52 _ ITE TWS Step 6 - Self-Evaluation and Reflection (F06) Insights Into Strengths of Instruction and of Unit 1.92 % 26.92 % 71.15 % 52 Insights Into Weaknesses of Instruction and of Unit 0 % 38.46 % 61.54 % 52 Implications for Professional Development 0 % 28.85 % 71.15 % 52 Evidence of Knowledge, Effectiveness, Caring, Justice, and Democracy 0 % 42.31 % 57.69 % 52
8. If so, please indicate how the program has published learning outcomes.
The learning outcomes of the program have not been published for the public. This data has been shared with faculty, Office of Student Academic Services and accreditation team for NCATE.
9. What evidence is used to determine achievement of student learning outcomes?
The Secondary Program Standards are the desired student learning outcomes of the program. Evidence of student learning outcomes is the satisfactory completion of the course-based developmental portfolio and the Teacher Work Sample exit portfolio. This data can be obtained on the reports generated by TK20 Electronic Portfolio system.
In addition to the two required portfolios, each content area in the secondary program meets the requirements of their specific Specialized Professional Associations (SPAs), e.g., National Council for Teachers of Mathematics, National Council for the Social Studies, National Science Teachers Association, etc. These organizations set standards for the teaching specialty which is tied into the National Council of Accreditation of Teacher Education (NCATE) accreditation.
10. Who interprets the evidence?
All the aggregate data from the developmental portfolios, Teacher Work Sample, student teaching evaluations, and disposition forms provide information to program faculty for curriculum review and improvement. Student surveys and assessment of field experience mentors teachers provide additional data. This data was presented to the NCATE Accreditation team (April 2007) and the NCATE SPAs.
11. What is the process of interpreting the evidence?
Faculty review the range of performance across different criteria at the end of each semester. A voluntary group of faculty met to assess the secondary candidates’ TWS narratives more directly what they seemed to did or did not understand about analyzing their impact of their students’ learning and understand the other processes involved in teaching. This voluntary group met and read sample narratives as a means of inter rater reliability, then drew conclusions about what candidates seemed to understand or not understand, wrote bout their own discoveries in examining candidates’ work, devised plans for change in their own areas, and brainstormed other needed program changes related to secondary program goals.
This review in ongoing. Examples of improvements are: seminars focusing on interacting and articulation insights about teaching; a list of new seminar readings and threaded discussion topics for WebCT; suggestions for further program changes; added glossary defining terms for the TWS; revisited matrix that list/link courses and standards, continue to increase the reliability of TWS assessment and continue to refine the TK20 process to produce meaningful reports that guide goal setting and improvement.
12. Indicate the date of last program review.