Program: Elementary Education (BEd)
Degree: Bachelor's
Date: Fri Oct 10, 2014 - 2:24:57 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. ACEI Standard: I. Development, Learning, and Motivation: Candidates know and understand, and use the major concepts, principles, theories, and research related to development of children and youth to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)
2. ACEI Standard: II. Curriculum: Candidates demonstrate a high level of competence in their knowledge and application of the central concepts, tools of inquiry, and structures of content for students across the K-6 grades in the areas of English language arts, science, mathematics, social studies, the arts, health education, and physical education.
(1a. General education, 1b. Specialized study in an academic field)
3. ACEI Standard: III. applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.
(1b. Specialized study in an academic field, 2a. Think critically and creatively)
4. ACEI Standard: IV. Assessment: Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
5. ACEI Standard: V. Professionalism: Candidates understand and apply practices and behaviors that are characteristic of developing career teachers.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://eecehandbook.weebly.com/national-standards.html Student Handbook. URL, if available online: http://eecehandbook.weebly.com/eece-program.html Information Sheet, Flyer, or Brochure URL, if available online: http://eecehandbook.weebly.com/
UHM Catalog. Page Number: Course Syllabi. URL, if available online: Each course has specific learning outcomes based on the national standards for each content area, and are included in course syllabi. Other: Other: 3) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50% 51-80% 81-99%
100%5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
Yes No (skip to question 14)6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Our program is focused on continual improvement and we use assessment results for that purpose. We gathered data from multiple sources to identify strengths in our programs as well as areas in need of improvement. Our main questions follow:
1. Do our graduates have the requisite subject-specific content knowledge, as well as general and subject-specific teaching skills, that you need for beginning teaching? (SLO: ACEI #2)
2. To what degree are our graduates able to plan at levels required of successful beginning teachers? (SLO: ACEI #1, 2, 3, 5)
3. To what degree are our graduates able to assess at levels required of successful beginning teachers? (SLO: ACEI #4, 5)
4. To what degree do our graduates perceive they were prepared for teaching, with respect to the Teacher Standards and ACEI Standards? (SLO: ACEI #5)
5. To what degree do COE field supervisors and school principals (our graduates' employers) perceive that our graduates have the knowledge, skills, and dispositions of effective beginning teachers? (SLO: ACEI #5)
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
Direct evidence: Students' knowledge, skills, and dispositions:
1. Assessment #3: Assessment of Candidate Ability to Plan for Instruction (Fall 2013, Spring 2014). This assignment assesses students' knowledge, skills, and dispositions in planning instruction. Students analyze and are assessed on child development and learning theories, subject matter and content area standards, integration/application of knowledge, adaptations/modifications for diverse children, critical thinking and problem solving, classroom management, communication skills, assessment, professional growth, reflection and evaluation, and collaboration.
2. Assessment #5: Candidates' Effect on Student Learning (Spring 2014). Overview: This assignment involves the implementation of the integrated unit students planned and developed for Assessment 3: Candidates ability to plan instruction. It specifically addressed the teacher candidate’s effect on K-6 student learning. In this assignment students:
a. Analyzed the results of the pre-, formative, and summative assessments they developed and implemented in the integrated unit for the i) class as a whole and ii) for three students demonstrating different levels of performance (ACEI 4).
b. Based on the above, students reflected upon and evaluate the effects of their professional decisions and actions on student learning (ACEI 5.1).
c. Reflected upon and discussed the extent to which they were able to establish and maintain positive, collaborative relationships with families and develop collaborative relationships with specialists to support students’ learning and well
being. (ACEI 5.2)
d. Reflected upon and discussed their personal growth as a knowledgeable, caring and effective teacher (ACEI 5.1) as a result of implementing this unit.
3. Praxis II: Candidates must pass this standardized, nationally-normed examination of content knowledge. The data for the Praxis II is available through HEOA Title II reporting for two years prior (AY 2012-13) to the current academic year.
4. Student Teaching Evaluation. Candidates demonstrate proficiency in their field experience including classroom management, instruction, assessment, communication, professionalism, and collaboration. Data is reported for AY 2013-14 (Fall 2013, Spring 2014, Summer 2014).
5. Professional Dispositions: Candidates must demonstrate professional dispositions, including professionalism, work habits, communication, collaboration, and reflection. Data is reported for AY 2013-14 (Fall 2013, Spring 2014, Summer 2014).
Indirect evidence: Each semester, program completer surveys are distributed by the Dean’s Office to our candidates in their final semester of the program. This data is published in reports aggregated by program in the COE Intranet and is also reported on the COE public website, “Measuring Our Success.” Mentor Teachers (Clinical Supervisors) and Principals (Employers) are also surveyed regarding their perceptions of our graduates' knowledge, skills, and dispositions.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
374 persons submitted evidence that was evaluated.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: 10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: 11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
1. Do our graduates have the requisite subject-specific content knowledge, as well as general and subject-specific teaching skills, that you need for beginning teaching? (SLO: ACEI #2)
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Education Testing Service administers the Praxis II test. It measures subject-specific content knowledge, as well as general and subject-specific teaching skills, that is needed for beginning teaching.
- Of the elementary (and secondary) Bachelor of Education College of Education 2013 graduates, 99% passed the Praxis II exam.
2. To what degree are our graduates able to plan at levels required of successful beginning teachers? (SLO: ACEI #1, 2, 3, 5)
- Our students were assessed on their ability to plan in four content areas: 1) Reading, Writing, and Oral Language, 2) Science, 3) Mathematics, and 4) Social Studies. Although 99-100% of the students were proficient in planning for instruction, fewer students (59%) were rated as "Target" (as opposed to "Acceptable") in Reading, Writing, and Oral Language, in comparison to the other content areas. For example, 81% of students received a "Target" rating for their planning for mathematics lessons.
- Planning for Assessment was also a relative weakness. 59% of students received "Target" and 40% received "Acceptable" ratings.
3. To what degree are our graduates able to assess at levels required of successful beginning teachers? (SLO: ACEI #4, 5)
- As previously mentioned, Planning for Assessment was a relative weakness. 59% of students received "Target" and 40% received "Acceptable" ratings.
- Mentor Teachers rated our students as relatively weaker in assessment (44% "Target")
- Mentor Teachers rated our students as relatively weaker in development of critical thinking and problem solving (41% "Target")
- Our students' scores on our assignment designed to examine our students' ability to assess, "Teacher Candidates' Effect on Student Learning" showed improvement over the past year. In spring 2014, 47% our our students scored "Target" and 52% scored "Acceptable."
4. To what degree do our graduates perceive they were prepared for teaching, with respect to the Teacher Standards and ACEI Standards? (SLO: ACEI #5)
- Data was gathered through a web-based survey to all students in teacher preparation programs who petitioned for graduation in the semester of the survey’s administration. In Spring 2013, 97 of the 180 teacher candidates responded, resulting in a response rate of 54%.
- In response to the question, "My teacher education program helped me become a more knowledgeable teacher (developed my knowledge) in my field," 96% agreed or strongly agreed.
- 96% responded, in agreement or strong agreement, that the teacher education program helped him/her become a more knowledgeable teacher.
- 90% believed that the teacher education program helped him/her become a more caring teacher (developed his/her professional dispositions).
5. To what degree do Mentor Teachers (clinical supervisors in field classrooms) perceive that our graduates have the knowledge, skills, and dispositions of effective beginning teachers? (SLO: ACEI #5)
- Data were gathered through a web-based survey to all mentor teachers. In Spring 2013, 112 of the 166 mentor teachers responded, resulting in a response rate of 68%.
- 90% of mentor teachers believed that, as a new teacher who soon will be responsible for his or her own classroom, the student teacher showed that he or she is knowledgeable in his or her field of study.
- 85% of mentor teachers believed that, as a new teacher who soon will be responsible for his or her own classroom, the student teacher showed that he or she is effective in his or her teaching practices.
- 93% of mentor teachers believed that, as a new teacher who soon will be responsible for his or her own classroom, the student teacher showed that he or she is caring in his or her professional dispositions.
6. To what degree do COE field supervisors and school principals (our graduates' employers) perceive that our graduates have the knowledge, skills, and dispositions of effective beginning teachers? (SLO: ACEI #5)
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Principals responded to a survey question, "As a group, I would describe the College of Education graduates who work in my school as..."
- Knowledgeable: 94%
- Effective: 87%
- Caring: 91%
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COE field supervisors ratings of students' professional dispositions revealed strengths and weaknesses
- 6% of students were rated as "Needs Improvement" in effective work habits
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More than 97% of students were rated as "Meets Expectations" in "Professional and Ethical Conduct" and "Collaboration."
12) State how the program used the results or plans to use the results. Please be specific.
The goal of the College of Education is to prepare educators who are knowledgeable, effective, and caring professionals. The Elementary Education (B.Ed.) program is committed to the assessment of our academic programs in order to continually improve student learning and to meet professional education standards. Program assessment is an ongoing process for us, designed to monitor and improve student learning at the program (e.g., degree) level. We used key program assessments of students’ knowledge, skills, and dispositions in several ways.
The data collected show that the Elementary Education (B.Ed.) Program is successful in preparing students to be knowledgeable, effective, and caring teachers. We have used multiple sources of data including a content knowledge and pedagogy exam (Praxis II), criterion-referenced, field-based signature assessments, and student, mentor teacher, and employer surveys.
Although our students received high ratings and did well on assessments, there were recurring findings that suggested our graduates needed more assistance and guidance in teaching diverse learners, using co-teaching models, incorporating culturally relevant pedagogy, and integrating technology tools in the classroom. As a result, Elementary Education (B.Ed.) has implemented several initiatives focused on improvement.
One of the largest in scope was the development of a completely new teacher preparation program. Faculty leaders designed a new “Merged Dual Preparation Program in Elementary and Special Education” that incorporated facets of teaching and learning to better prepare our graduates as professionals. In the year prior to admission of teacher candidates into the cohort, course content and syllabi were created to reflect the principles of Response to Intervention and courses are co-taught by GEN and SPED instructors. Technology, evidence-based practices, and Culturally Relevant Pedagogy were interwoven into all courses.
The first cohort was admitted for the Fall 2013 semester. Some classes were taught in the Webster 101 Collaborative Classroom, which capitalized on the technology available to maximize active learning and engagement. Surveys and focus group discussions revealed that the students benefitted from the use of innovative spaces, so program leaders continue to find instructional spaces that promote collaboration and creative uses of technology.
Second, we collected data on the Merged Program students and the co-teaching teams of instructors and found that the students want to learn more strategies to meet the needs of English Language Learners (ELL). This need mirrored inquiries of students in other cohorts as well. As a result, the Elementary Education (B.Ed.) Program hired a full-time ELL instructor who is in the process of developing a stand-alone course focused on teaching strategies to help ELLs and will be co-teaching in other methods courses to infuse ELL strategies in different content areas. We are also examining the possibility of integrating the CREDE (Center for Research on Education, Diversity & Excellence) standards to promote ELL and multicultural understanding that will influence instruction. We also offered our students a sequence of ELL courses for the first time. Candidates who complete this sequence will receive a COE endorsement in this area. In 2015, we will require all of our candidates to complete a course focusing on curriculum and instruction for ELLs.
A third data-driven initiative focused on assessment. In order to strengthen our Teacher Candidates’ assessment skills, faculty teaching the required Educational Psychology course bolstered the instruction on student assessment. More emphasis was placed on using data, and multiple sources of data, to plan for meaningful, relevant, and developmentally appropriate learning opportunities, as well as focusing on summative and high-stakes testing. Instructors in all methods courses taught both general assessment techniques as well as subject-specific ways to assess and evaluate children’s knowledge, skills, and dispositions.
Fourth, in response to our graduates’ need to be able to work with families and communities, some Elementary Education (B.Ed.) Program faculty have developed modules focused on this topic that will be integrated into our program in 2014.
Finally, we continue to support our graduates as they transition to teaching in their own classrooms through induction programs. We instituted a new mentoring program called “SONG,” Supporting Our New Graduates. Faculty will provide assistance and support to our graduates who are teaching in Hawaii DOE schools. We have hired a Specialist to dedicate work to this endeavor; other faculty participate in partial fulfillment of their workload.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
Another assessment we plan to use as a tool to gather data about the strengths and areas in need of improvement for our students and our program is the “edTPA” assessment. It is a rigorous performance-based assessment of our students that aligns with our SLOs, ACEI, and InTASC standards. Some faculty, including all Merged Program faculty co-teaching teams, are piloting its use with our students. We are in the process of redesigning some of our signature assessments to promote more effective teaching and learning. Through edTPA, we will be collecting specific evidence on students' ability to instruct. Segments of each student's teaching will be videotaped and each student will compose a written commentary and self-analysis of his/her instruction.