Unit: Institute for Teacher Education
Program: Education: Teaching (MEdT)
Degree: Master's
Date: Fri Nov 16, 2018 - 1:38:01 pm

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. Standard 1: Learner Development

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

2. Standard 2: Learning Differences

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

3. Standard 3: Learning Environment

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

4. Standard 4: Content Knowledge

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

5. Standard 5: Application of Content

(3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

6. Standard 6: Assessment

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

7. Standard 7: Planning for Instruction

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

8. Standard 8: Instructional Strategies

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

9. Standard 9: Professional Learning and Ethical Practice

(4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

10. Standard 10: Leadership and Collaboration

(4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: https://coe.hawaii.edu/academics/institute-teacher-education/med-teaching
Student Handbook. URL, if available online: https://sites.google.com/a/hawaii.edu/medt-candidate-handbook/
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: 210-211
Course Syllabi. URL, if available online:
Other:
Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2018:

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) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

No
Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

Yes
No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

8) Briefly explain the assessment activities that took place.

Collect/evaluate student work/performance to determine SLO achievement:

The COE licensure programs engaged in a collaborative effort to develop shared key assessments to assess student learning across all licensure programs. In 2015-16, a cross program committee worked on developing the four shared assessments. In 2016-17, the newly developed assessments were piloted by programs. In 2017-18, the shared assessments were fully implemented in all COE licensure programs.

1. Assessment A – Planning Instruction: Candidates must demonstrate their ability to plan instruction for P12 learners. Evidence for this assessment is a minimum of three lesson plans, which are scored on Domain 1 (Planning and Preparation) of the Charlotte Danielson Framework for Teaching (CDF). The assessment is completed prior to the student teaching semester.

2. Assessment B - Student Teaching Evaluation: Candidates demonstrate their competence as a teacher candidate in the four domains of the Charlotte Danielson Framework for Teaching (CDF): (1) Planning and Preparation, (2) the Classroom Environment, (3) Instruction, and (4) Professional Responsibilities. This assessment is completed during student teaching and is cumulative across the entire semester of work.

3. Assessment C – Effect on P12 Learning: Candidates demonstrate their ability to plan, teach, and assess a unit of instruction/sequence of lessons. This assessment specifically addresses candidates’ ability to plan and teach a unit of instruction/sequence of lessons, analyze student learning through assessment data, and reflect on their teaching practice to improve their instruction. The assessment is scored on designated components and elements of the Charlotte Danielson Framework for Teaching (CDF). This assessment is completed during student teaching.

4. Assessment D - Professional Dispositions:  Candidates must demonstrate professional dispositions, including professionalism, communication (verbal and nonverbal), collaboration, reflection, and diversity. This assessment is completed in all field and student teaching experiences.

Collect/analyze student self-reports of SLO achievement via surveys:

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.”

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

Artistic exhibition/performance
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

By Academic Year (AY):

AY 2015-2016:  33 students

AY 2016-2017:  93 students

AY 2017-2018:  83 students

11) 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: Director of Assessment (compiled survey results)

12) 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:

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

Degree MEDT        
Academic Period Desc AY15-16        
           
Assessment Criterion Target Acceptable Unacceptable Grand Total
MEdT ELEMENTARY Professional Dispositions MEdT D1 Professional, Collaborative, and Ethical Conduct 3 9 5 17
  MEdT D2 Respect for Diversity 7 9 1 17
  MEdT D3 Professional Work Habits and Ethics 8 6 3 17
  MEdT D4 Effective Communication and Collaboration 5 8 4 17
  MEdT D5 Professional Reflection and Growth 6 9 2 17
  MEdT D6 Leadership 3 9 5 17
           
MEdT ELEMENTARY Student Teaching Evaluation 1. Develop   16   16
  2.1 Read 5 11   16
  2.2 Sci   16   16
  2.3 Math 2 14   16
  2.4 Soc St   16   16
  2.5 Art 2 14   16
  2.6 Health 1 9 6 16
  2.7 PE   5 11 16
  3.1 Knowledge 1 14 1 16
  3.2 Diversity 1 13 2 16
  3.3 Critical think   16   16
  3.4 Active learn 1 13 2 16
  3.5 Communicate 1 11 4 16
  4.0 Assess   15 1 16
  5.1 Professional 2 11 3 16
  5.2 Collaborate 4 10 2 16
           
MEdT SECONDARY Professional Dispositions D1 Professional, Collaborative and Ethical Conduct 14 2   16
  MEdT D2 Respect for Diversity 15 1   16
  MEdT D3 Professional Work Habits and Ethics 13 3   16
  MEdT D4 Effective Communication and Collaboratioin 14 2   16
  MEdT D5 Professional Reflection and Growth 14 2   16
  MEdT D6 Leadership 15 1   16
           
MEdT SECONDARY Student Teaching Evaluation P2 Content Pedagogy 15 1   16
  P3 Learning Environment 15 1   16
  P3a Motivation 15 1   16
  P3b Assessment 15 1   16
  P3c Strategies 15 1   16
  P4 Professional K&S 15 1   16
  P4a Professional Experiences 15 1   16
  P4b Equitable, Ethics 16     16
  P4c Collaboration 14 2   16
  P4d Teaming 16     16

 

Degree MEDT          
Academic Period Desc AY16-17          
             
Assessment Criterion Target Acceptable Unacceptable Grand Total  
MEdT ELEMENTARY Professional Dispositions MEdT D1 Professional, Collaborative, and Ethical Conduct 23 9   32  
  MEdT D2 Respect for Diversity 25 7   32  
  MEdT D3 Professional Work Habits and Ethics 20 11 1 32  
  MEdT D4 Effective Communication and Collaboration 20 11 1 32  
  MEdT D5 Professional Reflection and Growth 23 7 1 31  
  MEdT D6 Leadership 18 13   31  
             
MEdT ELEMENTARY Student Teaching Evaluation 1. Develop 16 8   24  
  2.1 Read 18 6   24  
  2.2 Sci 16 8   24  
  2.3 Math 19 5   24  
  2.4 Soc St 18 6   24  
  2.5 Art 15 8   23  
  2.6 Health 15 8   23  
  2.7 PE 15 5   20  
  3.1 Knowledge 17 7   24  
  3.2 Diversity 16 8   24  
  3.3 Critical think 18 6   24  
  3.4 Active learn 16 8   24  
  3.5 Communicate 19 5   24  
  4.0 Assess 15 9   24  
  5.1 Professional 17 7   24  
  5.2 Collaborate 16 8   24  
             
MEdT SECONDARY Professional Dispositions D1 Professional, Collaborative and Ethical Conduct 24 3   27  
  MEdT D2 Respect for Diversity 25 2   27  
  MEdT D3 Professional Work Habits and Ethics 16 11   27  
  MEdT D4 Effective Communication and Collaboratioin 23 4   27  
  MEdT D5 Professional Reflection and Growth 24 3   27  
  MEdT D6 Leadership 11 16   27  
             
MEdT SECONDARY Student Teaching Evaluation P2 Content Pedagogy 7 6   13  
  P3 Learning Environment 9 4   13  
  P3a Motivation 8 5   13  
  P3b Assessment 10 3   13  
  P3c Strategies 11 2   13  
  P4 Professional K&S 7 6   13  
  P4a Professional Experiences 9 4   13  
  P4b Equitable, Ethics 9 4   13  
  P4c Collaboration 9 4   13  
  P4d Teaming 9 4   13  
             
Assessment Criterion Distinguished Proficient Basic Unsatisfactory Grand Total
Assessment A Planning Instruction (COE Shared) 1a Demonstrates knowledge of content and pedagogy 1 9 2   12
  1b Demonstrates knowledge of students   6 5 1 12
  1c Sets instructional outcomes 2 2 8   12
  1d Demonstrates knowledge of resources   6 5 1 12
  1e Designs coherent instruction 4 5 3   12
  1f Designs student assessments 2 9 1   12
             
Professional Dispositions Assessment (COE Shared) 1 Professionalism   34     34
  2 Communication (verbal and nonverbal)   33   1 34
  3 Collaboration   34     34
  4 Reflection   34     34
  5 Diversity   33   1 34
  Overall Assessment   33   1 34

 

Degree MEDT            
Academic Period Desc AY17-18            
               
Assessment Criterion Criterion Desc Distinguished Proficient Unsatisfactory Basic Grand Total
Assessment A Planning Instruction (COE Shared) 1a Demonstrates knowledge of content and pedagogy 1 33     34
  1b Demonstrates knowledge of students 1 32   1 34
  1c Sets instructional outcomes   32   2 34
  1d Demonstrates knowledge of resources   34     34
  1e Designs coherent instruction 1 30   3 34
  1f Designs student assessments   31   2 33
               
Assessment B Student Teaching Evaluation (COE Shared) 1a Demonstrates knowledge of content & pedagogy 12 33   4 49
  1b Demonstrates knowledge of students 15 31   3 49
  1c Sets instructional outcomes 10 30 1 8 49
  1d Demonstrates knowledge of resources 12 32 1 4 49
  1e Designs coherent instruction 9 33 1 6 49
  1f Designs student assessments 7 26 1 13 47
  2a Creates an environment of respect and rapport 16 32   1 49
  2b Establishes a culture for learning 10 36   3 49
  2c Manages classroom procedures 10 33   6 49
  2d Manages student behavior 8 34   7 49
  2e Organizes physical space 11 36   1 48
  3a Communicates with students 14 30   5 49
  3b Uses questioning and discussion techniques 8 31   10 49
  3c Engages students in learning 12 33   4 49
  3d Uses assessment in instruction 9 31 1 8 49
  3e Demonstrates flexibility and responsiveness 12 33   4 49
  4a Reflects on teaching 15 30 1 3 49
  4b Maintains accurate records 10 29 1 3 43
  4c Communicates with families 9 22   9 40
  4d Participates in the professional community 11 31   5 47
  4e Grows and develops professionally 11 33   5 49
  4f Shows professionalism 14 32   3 49
               
Assessment C Candidate Effect on P-12 Learning (COE Shared) 1c Sets instructional outcomes 12 31   5 48
  1f Designs student assessments 9 36   3 48
  3d Uses assessment in instruction 7 32 1 8 48
  4a Reflects on teaching to improve instruction 9 29   9 47
  4b Maintain accurate records 4 35 1 7 47
               
Assessment Criterion Criterion Desc Meets Expectations Needs Improvement Grand Total    
Assessment D Professional Dispositions (COE Shared) 1 Professionalism 35 14 49    
  2 Communication (verbal and nonverbal) 45 4 49    
  3 Collaboration 48 1 49    
  4 Reflection 46 3 49    
  5 Diversity 48 1 49    
  Overall Overall Assessment 48 1 49    

 

14) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
Other:

15) Please briefly describe how the program used the results.

Our program has had an opportunity to discuss assessment practices on our monthly faculty meeting agenda and continues to make time each month for these discussions.  During the June 2015 to October 2018 period, we have discussed results from the program completer surveys to reflect on aspects of our program.  We have shared and discussed information about student performance on the common assessments and engaged in collaboration to ensure we are all applying the rubrics in a manner that is generally consistent.  Based on student performance and feedback we have adjusted our curriculum map of courses.  We also have developed common resources available for each of our core courses. 

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

We have realized the importance of sharing more regularly our assessment practices - not to achieve homogenity or perfect alignment, but as an opportunity to share our ideas and strategies with colleagues to allow them to use those ideas (or not) as they feel most appropriate for their students.  While we have always been reflective of evidence of student learning in our program and made adjustments as needed to our program, we are now starting to use the common assessments to further leverage those conversations.  

17) If the program did not engage in assessment activities, please justify.

We engaged in assessment activities throughout this period.