Program: Education: Teaching (MEdT)
Degree: Master's
Date: Fri Oct 02, 2009 - 3:51:33 pm
1) List your program's student learning outcomes (SLOs).
There are three sets of SLOs for teacher candidates within the Master of Education in Teaching Program within the College of Education at UH Manoa.
1. The first set of SLOs consists of the newly revised College of Education Conceptual Framework which is available as an informational sheet at this time.
Conceptual Framework Overview
A sense of purpose, a sense of place:
Preparing knowledgeable, effective, and caring educators to contribute to
a just, diverse, and democratic society
Vision and Mission of the Institution and Unit
The Mānoa campus’s overarching vision states that The University of Hawai‘i at Mānoa is a premier research institution whose scholars are leaders in their disciplines and whose students are prepared for leadership roles
in society. Mānoa strives for excellence in teaching, research, and public service. Mānoa is an innovative institution, comfortable with change. Mānoa celebrates its diversity and uniqueness as a Hawaiian place of learning. We build on our strengths including our unparalleled natural environment and tradition of outstanding Asia-Pacific scholarship.
In keeping with these ideals, the vision of the College of Education is A community of educators who provide innovative research, teaching, and leadership in an effort to further the field of education and prepare professionals to contribute to a just, diverse, and democratic society.
Our vision guides the direction and work of the College in and beyond Hawai‘i and is informed by a sense of purpose and a sense of place. To achieve this vision, the College of Education has as its mission to work as a diverse, just, and democratic community in three areas:
Teaching—prepare new educational professionals and provide on-going professional
development in education.
Research—increase the knowledge base in education and related fields through the
production and application of educational research.
Service—serve as partners and leaders for excellence in education.
The college also recognizes its responsibility to enhance the well-being of the Native Hawaiian people, and others across the Pacific Basin, through education.
Philosophy, Purposes, Goals, and Core Values of the College
The College of Education’s philosophy is reflected in our purposes: to promote excellence in
teaching and scholarship, encourage life-long learning, and develop educational leadership at
all levels. We are particularly focused on serving the needs of Hawai‘i, and we invite all
members of our college—candidates, faculty, staff, alumni, retirees, and friends—to join our
commitment to the children, communities, and citizens of this state.
As we strive to fulfill our purposes, we must understand and respect the history and culture of
Hawai‘i and honor the uniqueness of this place. The candidates we prepare are different
because their sense of who they are is deeply influenced by their experiences in this place.
Our candidates’ work in schools and communities in Hawai‘i and beyond should reflect that
difference. The wonder, the diversity, the complexity, and the spirit of Hawai‘i make our work
here different from that anywhere else on earth. Thus, we embrace a sense of place in all that
we do, especially in how we prepare future educators.
Diversity and cultural plurality among the students and families in our schools brings challenge
and opportunity. The college strives to meet the needs of all children. We seek solutions to our
challenges through research and research-based practice, and through our efforts to increase
the numbers of teachers and leaders who can work effectively and respectfully with all learners
in response to their diverse needs.
Hawai‘i is the most geographically remote archipelago in the world, with the nearest landmass
more than 2000 miles away. The ocean both connects and separates us. Even within the state
there is a high degree of local isolation. The geographical realities create potential barriers to
providing equitable educational opportunities. We are committed to the creative use of
communicative technologies to alleviate the effects of isolation, bring together our islands, and
help us become global citizens.
Our goal as a college is to employ and prepare educators who are knowledgeable, effective,
and caring professionals. COE educators must be prepared to serve in this place, nationally,
and throughout the world and exemplify our core values.
• Knowledgeable
The College of Education values inquiry and collaboration in the learning process. We ask
critical questions and encourage others to do the same. We draw from and contribute to the
knowledge bases of our disciplines, the needs of unique learners, research and development,
curriculum, pedagogy, human development, assessment, and evaluation. COE educators
must be prepared to respect and engage with the divergent perspectives, wide-ranging
backgrounds, and distinct ways of knowing that characterize our learning communities.
• Effective
The College of Education values active participation in school, community, university, and
professional partnerships to enhance reflective practice. Building on a strong grounding in
educational research and theory, we share our understandings, compare our experiences,
and hone our skills to promote learning. Our aim is to provide, and to assist our candidates in
learning to provide, quality and inclusive learning environments; deeply engaging and
challenging learning opportunities; and the guidance and support that all learners need to
develop intellectually, emotionally, socially, and physically. COE educators must be prepared
to work effectively and responsively with a diversity of students, families, colleagues, and
community members from Hawai‘i and around the world. That preparation includes the
development of expertise with the full range of technological tools available to educators for
teaching and learning.
• Caring
College of Education educators care deeply about education and the lives they touch through
their profession. The college seeks to help its members act in the best interests of their
learning communities, advancing social justice and overcoming both discrimination and
oppression, and working toward a sustainable world. The college requires a high level of
professionalism demonstrated through ethical behavior, competence, reflection, fairness,
respect for diversity, and a commitment to inclusion and social responsibility. We build
relationships to nurture safe and positive learning communities in the belief that all individuals
can learn.
Revised March 2009
2. The second set of SLOs consist of the Hawaii Teacher Performance Standards that can be accessed through the College of Education website. These Standards are created by the Hawaii Teacher Standards Board that issues teacher licenses for the state of Hawaii.
Hawaii Teacher Performance Standards
Standard 1: Focuses on the Learner
Standard 2: Creates and maintains a safe and positive learning environment
Standard 3: Adapts to learner diversity
Standard 4: Fosters effective communication in the learning environment
Standard 5: Demonstrates knowledge of content
Standard 6: Designs and provides meaningful learning experiences
Standard 7: Uses active learning strategies
Standard 8: Uses assessment strategies
Standard 9: Demonstrates professionalism
Standard 10: Fosters parent and school community relationships
3. The third set addresses the Master of Education in Teaching (MEdT) Conceptual Framework.
Master of Education in Teaching (MEdT)
The Master of Education in Teaching Program (MEdT) was created in 1991 as an alternative route for teacher licensure in the State of Hawaii. The intent was to attract candidates who had already earned an undergraduate degree in an area other then education but had a desire to become an elementary teacher or a secondary teacher of science, mathematics, social studies or English Language Arts. The MEdT program is fully aligned with the COE conceptual framework.
MEdT Conceptual Framework
The MEdT program of professional studies is based upon four principles clearly aligned with the
College of Education Conceptual Framework that serve to guide faculty in preparing teachers who are knowledgeable, effective, and caring. The four principles are:
1. Integrating Theory and Practice: Professional learning should take place in the context of thinking and acting as a teacher. MEdT integrates pre-service teacher preparation and in-service professional development opportunities in the context of a partnership school.
2. Inquiry based learning: To become independent and critical thinkers, learners should be actively involved in and responsible for their own learning. The inquiry mode of problem solving is the primary teaching/learning activity of the MEdT. The aim is to build a community of inquiry within the context of a community of learners.
3. Collaboration: Candidates learn about teaching in collaboration with one another and with practicing professionals. The aim for MEdT teacher candidates and mentors is to plan together, reflect together and co-construct knowledge together.
4. Reflection: To develop a thoughtful and self-critical attitude toward professional practice, learners should routinely assess and evaluate their learning and performance. The aim is to support teachers to be reflective of their practice. The program of study reflects the COE conceptual framework and program principles. Each semester the candidates participate in co-requisite coursework and clinical experiences, and professional specialization courses, described in part 7 of this Context Section.
2) Where are your program's SLOs published?
Department Website URL: http://www.coe.hawaii.edu/ite/medt 
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: http://www.htsb.org/html/details/teacherstandards/teachers.html UHM Catalog. Page Number: Course Syllabi. URL, if available online: Other: College of Education Informational Flyer (Conceptual Framework Overview) Other: 3) Upload your program's current curriculum map(s) as a PDF.
- File (03/16/2020)
4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)
0% 1-50%
51-80% 81-99% 100%5) State the SLO(s) that was Assessed, Targeted, or Studied
Program Assessments
|
Assessment Title |
Type or form of assessment |
When assessment is administered |
Who assesses the work |
|
1. Knowledge (knowledgeable): Praxis I & II |
Licensure Exam(s) Based on Praxis Scores & Subscores evidence |
Prior to Program Admission |
MEdT Admissions Review Committee |
|
2.Knowledge (knowledgeable): Content Course Transcript Analysis |
Transcript Analysis Based on Courses & Grades evidence |
Prior to Program Admission |
MEdT Admissions Review Committee |
|
3. Skills (effective): MEdT Lesson & Unit Planning Assessment |
Assessment Rubric Based on instructional planning document evidence |
Semester 2 |
Instructor(s) of ITE 603/604 |
|
4. Skills (effective): MEdT Student Teaching Rubric |
Assessment Rubric Based on teaching performance evidence |
Semester 3 |
Instructor(s) of ITE 610/611 |
|
5. Dispositions(caring/professional): MEdT Professional Dispositions Assessment |
Assessment Rubric Based on field performance evidence |
Semester 4 |
Instructor of ITE 612/613 |
|
6. Additional: MEdT Teacher Work Sample |
Assessment Rubric Based on reflective analysis of documented evidence |
Semester 4 |
Instructor(s) of ITE 612/613 |
Relationship of Assessment to Standards
|
Program Standards/Outcomes What candidates should know, do, and care about |
1 Knowledge Knowledgeable |
2 Knowledge Knowledgeable |
3 Skills Effective |
4 Skills Effective |
5 Dispositions Caring |
6 Additional Assessment of Standards |
|
Standard 1: Focuses on the Learner |
Lesson & Unit Planning Assessment |
Professional Dispositions Assessment |
||||
|
Standard 2: Creates and maintains a safe and positive learning environment |
Lesson & Unit Planning Assessment |
Professional Dispositions Assessment |
||||
|
Standard 3: Adapts to learner diversity |
Lesson & Unit Planning Assessment |
Professional Dispositions Assessment |
||||
|
Standard 4: Fosters effective communication in the learning environment |
Student Teaching Rubric |
Teacher Work Sample |
||||
|
Standard 5: Demonstrates knowledge of content |
Licensure Exam(s), Transcript Analysis, |
Licensure Exam(s), Transcript Analysis, |
Student Teaching Rubric |
|||
|
Standard 6: Designs and provides meaningful learning experiences |
Lesson & Unit Planning Assessment |
Student Teaching Rubric |
||||
|
Standard 7: Uses active learning strategies |
Student Teaching Rubric |
Teacher Work Sample |
||||
|
Standard 8: Uses assessment strategies |
Student Teaching Rubric |
Teacher Work Sample |
||||
|
Standard 9: Demonstrates professionalism |
Student Teaching Rubric |
Teacher Work Sample |
||||
|
Standard 10: Fosters parent and school community relationships |
Student Teaching Rubric |
Teacher Work Sample |
6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity
|
Entry |
Mid-Point Give Assessment Title |
Completion Give Assessment Title |
Follow-up |
|
|
Program Assessments |
List your criteria for program admission: |
Identify 3 or 4 key assessments that candidates must do during the program: |
Identify 3 or 4 key assessments that candidates must do for program completion: |
Surveys from Dean’s Office (and program, if applicable) of candidates, graduates, and employers |
|
Knowledgeable |
Earned undergraduate degree from an accredited college or university in an area other than education. Earned a minimum 3.0 cumulative GPA for all prior college coursework. |
#1 Licensure Exam(s) Elementary teacher candidate assessment based on PRAXIS PPST results for Reading, Writing, and Mathematics test sections. Secondary Candidate assessment based on PRAXIS Subject Content Test results for given content area. These assessments must be successfully completed prior to program completion. |
#2 Content Course Transcript Analysis Based on prior academic coursework in content field* (Subject specific analyses are based on SPA content requirements. The subject specific reviews can be found within individual SPA Program Reports for each subject field. |
Praxis Completion of Praxis II PLT, and other Praxis exams based on level and content area required for Hawaii State Licensure as per Hawaii Teacher Standards Board. |
|
Effective |
Interview criteria addressing literacy skills addressing reading, writing, speaking, and listening. |
#3 MEdT Lesson & Unit Planning Assessments can be found within individual SPA Program Reports for each subject field. |
#4 MEdT Student Teacher Rubric* (Subject Specific Attachments can be found within individual SPA Program Reports for each subject field. |
K-12 School administration submits report of MEdT graduate teacher effectiveness. |
|
Caring (Professional Behaviors) |
Complete self review of Pre-Professional Dispositions Assessment. |
#5 MEdT Professional Dispositions Assessment* Administered to all teacher candidates. |
K-12 School administration completes Professional Dispositions Assessment of teacher candidate. |
|
|
None. |
#6 MEdT Teacher Work Sample Addresses teacher candidate Impact on K-12 Pupil Learning |
None. |
||
7) State the Type(s) of Evidence Gathered
Program Assessments
|
Assessment Title |
Type or form of assessment |
When assessment is administered |
Who assesses the work |
|
1. Knowledge (knowledgeable): Praxis I & II |
Licensure Exam(s) Based on Praxis Scores & Subscores evidence |
Prior to Program Admission |
MEdT Admissions Review Committee |
|
2.Knowledge (knowledgeable): Content Course Transcript Analysis |
Transcript Analysis Based on Courses & Grades evidence |
Prior to Program Admission |
MEdT Admissions Review Committee |
|
3. Skills (effective): MEdT Lesson & Unit Planning Assessment |
Assessment Rubric Based on instructional planning document evidence |
Semester 2 |
Instructor(s) of ITE 603/604 |
|
4. Skills (effective): MEdT Student Teaching Rubric |
Assessment Rubric Based on teaching performance evidence |
Semester 3 |
Instructor(s) of ITE 610/611 |
|
5. Dispositions(caring/professional): MEdT Professional Dispositions Assessment |
Assessment Rubric Based on field performance evidence |
Semester 4 |
Instructor of ITE 612/613 |
|
6. Additional: MEdT Teacher Work Sample |
Assessment Rubric Based on reflective analysis of documented evidence |
Semester 4 |
Instructor(s) of ITE 612/613 |
Section III
Relationship of Assessment to Standards
|
Program Standards/Outcomes What candidates should know, do, and care about |
1 Knowledge Knowledgeable |
2 Knowledge Knowledgeable |
3 Skills Effective |
4 Skills Effective |
5 Dispositions Caring |
6 Additional Assessment of Standards |
|
Standard 1: Focuses on the Learner |
Lesson & Unit Planning Assessment |
Professional Dispositions Assessment |
||||
|
Standard 2: Creates and maintains a safe and positive learning environment |
Lesson & Unit Planning Assessment |
Professional Dispositions Assessment |
||||
|
Standard 3: Adapts to learner diversity |
Lesson & Unit Planning Assessment |
Professional Dispositions Assessment |
||||
|
Standard 4: Fosters effective communication in the learning environment |
Student Teaching Rubric |
Teacher Work Sample |
||||
|
Standard 5: Demonstrates knowledge of content |
Licensure Exam(s), Transcript Analysis, |
Licensure Exam(s), Transcript Analysis, |
Student Teaching Rubric |
|||
|
Standard 6: Designs and provides meaningful learning experiences |
Lesson & Unit Planning Assessment |
Student Teaching Rubric |
||||
|
Standard 7: Uses active learning strategies |
Student Teaching Rubric |
Teacher Work Sample |
||||
|
Standard 8: Uses assessment strategies |
Student Teaching Rubric |
Teacher Work Sample |
||||
|
Standard 9: Demonstrates professionalism |
Student Teaching Rubric |
Teacher Work Sample |
||||
|
Standard 10: Fosters parent and school community relationships |
Student Teaching Rubric |
Teacher Work Sample |
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
Program Faculty analyzed the assessment outcomes as evident on standardized test scores (Praxis), undergraduate coursework, and four program assessments. Descriptive statistics involving mean and range of scores were used to quantify results for Assessment 1 (Praxis Test Scores). Please note that data were not available for the other assessments (2-5) since these assessments were not implemented during the time period of this report.
9) State How Many Pieces of Evidence Were Collected
Six pieces of candidate data were collected. These include:
- Licensure Exam
- Content Course Transcript Analysis
- MEdT Lesson and Unit Plan Assessment
- MEdT Student Teacher Evaluation
- MEdT Professional Disposition Assessment
- MEdT Teacher Work Sample
10) Summarize the Actual Results
Since the assessments (2-6) were not available during the time period of this report, the assessment descriptions for all of the assessments are presented in this section. These assessments were the actual results of the assessment planning process that took place during the time period of this report. Future annual assessment reports will have data to report in this "results" section. (Limited data for assessment 1 can be found in Section 12 of this report.)
Assessment 1
Licensure Exam(s)
Description of the assessment and its uses in the program
Licensure exams consists of the Praxis Series created and administered by the Educational Testing Service. The Praxis qualifying or passing scores are set by the Hawaii Teacher Standards Board (HTSB). Teacher licensure is controlled and regulated by HTSB in the state of Hawaii. Test scores are based on approximate 200 maximum for each test. Tests are scaled-scored. ETS Recognition of Excellence is available for Praxis II test takers who perform exceptionally well. The following table lists the Praxis I Pre-Professional Skills Test (PPST) and the Praxis II Subject Assessments required of MEdT teacher candidates. All MEdT teacher candidates must pass the Praxis I PPST for MEdT Program admission. The MEdT secondary teacher candidates must also pass the Praxis II Subject Assessment for their licensure content area for admission.
The Praxis I and Praxis II Tables below indicate the test code and the qualifying or minimum passing scores as determined by the Hawaii Teacher Standards Board. Although the subscores are reported, ETS does not provide information on how to scale subscores to calculate the total test score.
Praxis I Qualifying Score required of all MEdT Teacher Candidates
|
Praxis I |
Praxis Code* |
Qualifying Score* |
|
PPST |
||
|
PPST Reading |
10701 |
170 |
|
PPST Writing |
20720 |
170 |
|
PPST Reading |
10730 |
170 |
|
Composite |
516 |
Praxis II Qualify Score required of secondary MEdT Teacher Candidates
|
Praxis II Subject Assessment |
Praxis Code* |
Qualifying Score* |
|
English |
||
|
English Language, Literature & Composition |
10041 |
164 |
|
Knowledge |
||
|
Mathematics |
||
|
Mathematics |
10061 |
136 |
|
Praxis II Subject Assessment |
Praxis Code* |
Qualifying Score* |
|
Science (choose one) |
||
|
Biology, Part I |
20231 |
161 |
|
Chemistry |
20241 |
144 |
|
General Science, Part I |
10431 |
150 |
|
Physical Science |
20481 |
149 |
|
Physics |
10261 |
144 |
|
Social Studies |
||
|
Social Studies |
10081 |
154 |
All prospective MEdT teacher candidates must pass the required Praxis I and Praxis II courses to be eligible for “full” admission status. For MEdT applicants with pending Praxis test scores at the time of the admission deadline (March 1), a grace period of one semester may be granted to extend the passing test score submission date. Under these circumstances, prospective MEdT teacher candidates may be accepted under “conditional” admission status. This accommodation has been implemented due to the small number of test administration dates and the intervening time it takes to receive test results after tests have been completed.
Assessment 2
Content Course Transcript Analysis
Description of the assessment and its uses in the program
The Content Course Transcript Analysis ensures that teacher candidates have adequate content knowledge background for admission into the MEdT program. For elementary education, content knowledge assessments have included College Base Exam and the Content in Context Assessment. For secondary English, an English Course Transcript Analysis is performed to align course learning outcomes with NCTE content standards. Secondary Mathematics conducts a similar analysis of applicant mathematics background as compared to the NCTM content standards. Secondary Science transcript analysis consists of aligning completed science courses and science content competencies as noted on the NSTA Content Analysis Form. Social Studies content course analysis employs a Social Studies Tracking Sheet that links specific courses with NCSS Content Themes. Collectively, these individual content knowledge checks address each unique SPA in a concise and thorough manner to evaluate MEdT teacher candidate content knowledge competencies.
The content analysis for each MEdT program is completed prior to program admission for teacher candidates. Applicants lacking essential content knowledge may be accepted on a conditional basis with the requirement that they must complete college level (upper undergraduate division or graduate level) content knowledge coursework. Teacher candidates will then be required to successfully complete content courses as part of their professional specialization coursework. (All teacher candidates complete 12 semester credit hours of professional specialization courses addressing but not limited to pedagogy, content, curriculum, educational theory, and diversity issues.)
Assessment 3
MEdT Lesson & Unit Planning Assessment
Description of the assessment and its uses in the program
The MEdT Lesson and Unit Planning is individualized to each program SPA. Elementary addresses planning through backwards design and differentiated instruction format while English candidates are guided by a Lesson Planning Assessment & Rubric instrument. Teacher candidates in mathematics complete a lesson planning assignment scored with a rubric while the science teacher candidates complete a broader collection of coherent lessons in the form of a unit plan that is assessed with a Unit Plan Assessment Rubric. Social Studies teacher candidates complete backwards design format in their planning that progressively becomes more complex as they gain field experience in social studies classrooms throughout the MEdT program.
The lesson and unit plan evaluation instruments developed for each MEdT program are presented in Semester 1 and formally scored during Semester 2. Please note that if teacher candidates do not achieve acceptable or target for each rubric dimension during Semester 2, then they will be evaluated in Semester 3 and possibly Semester 4 to ensure that they have achieved mastery of the rubric dimensions and have acceptable planning skills for effective instruction.
Assessment 4
MEdT Student Teaching Evaluation
Description of the assessment and its uses in the program
The MEdT Student Teaching Rubric consists of the following six sections:
a. Preparation and Planning
b. Instruction
c. Classroom Management
d. Assessment
e. Professionalism
f. Dealing with the School Community.
Each of these sections is defined by a set of coherent dimensions. Levels of performance are described by specific criteria for each dimension. All candidates must earn an Acceptable or Target score for each dimension on this rubric. The rubric is scored by the university supervisor under the consultation of the mentor classroom teacher.
If a teacher candidate earns an unsatisfactory score on any dimension during the student teaching (semester three). Then, the candidate can address the dimension during semester 4 during the teaching internship. In this way, all MEdT teacher candidates will achieve acceptable or target scores for each rubric dimension prior to program completion.
Assessment 5
MEdT Professional Disposition Assessment
Description of the assessment and its uses in the program
Candidate Dispositions are evaluated with a Professional Disposition Assessment rubric consisting of the following dimensions:
A. Professional and Ethical Conduct
B. Individual and Cultural Sensitivity
C. Effective Work Habits
D. Effective Communication and Collaboration
E. Self-reflection and Life-long Learning.
The MEdT Professional Disposition Assessment is administered during each semester while teacher candidates are enrolled in the MEdT program. However, the Internship Semester, semester 4, is the evaluation that is recorded by MEdT faculty for NCATE reporting purposes. In this manner, teacher candidates will become well versed in the dimensions contained on the rubric. The rubric dimensions address dispositions in the context of each MEdT teacher candidate’s performance as a teacher intern during Semester 4. This design is meant to facilitate effective communication between teacher candidates, university supervisors, and mentor teachers who collaborate in the form of a triad to support MEdT teacher candidates’ reflection and classroom practice. The goal is to have MEdT teacher candidates’ model and internalize the desired dispositions for effective classroom teachers.
Assessment 6
MEdT Teacher Work Sample
Description of the assessment and its uses in the program
During the Internship (Semester 4), all MEdT candidates create and teach a unit that includes content and grade-level specific instructional sequence that will lead students to mastery of specific SPA content standards. Candidates need to turn in their unit to their mentor and UH faculty supervisor before implementation. A specific goal is for MEdT teacher candidates to design and implement active learning strategies that address the needs of all students, and to gauge students’ understanding before and after the unit—to which end candidates discuss various ways to gather pre- and post- assessment data (both traditional and alternative assessments with adequate rubrics are acceptable). Candidates implement the unit in their classrooms and are required to collect several pieces of data that document student learning (e.g., group work, essays, outcomes of presentations such as posters, photos of performances).
Student learning for this portfolio is a demonstrable change in student understanding of content, reasoning, and/or process skills, as defined by SPA standards. Evidence of learning beyond memorization of concepts, principles, and theories may include summaries of students’ gain scores in the form of graphs, charts, and/or tables. Candidates produce a narrative in which they describe their unit, specify how they selected evidence, and analyze the data to demonstrate how students learned the content and skills outlined by the NCTE standards. Candidate communicate student academic performance with a set of parents, or guardians. Student work must show a range of responses, and teacher candidate’s narrative analysis should provide reflections on teacher strengths and areas of improvement in planning, teaching, and assessment as evidenced by the student work and its corresponding analysis. Candidates must include specific suggestions about how they will design and deliver their lessons in future to improve the performance of all students (including those performing below and above average). In summary, the teacher work sample (TWS) should contain the following elements:
- Description of the classroom, school, and community context.
- SPA Standards and benchmarks to be addressed in the lesson(s).
- Rationale (why the standards were chosen, significance of the topic to students).
- Assessment procedures (formative and summative), including details for pre-/post-assessments and how grow (or lack of it) will be documented.
- Instructional plans (teaching strategies that engage all students in active learning experiences).
- Student work: selection, description, and interpretation.
- Reflection and next steps.
Teacher candidates are evaluated on the assessment strategies they select in relation to the standards and benchmarks they are teaching, their selection of student work to illustrate the range of student learning in the classroom, their reflective analysis, and use of data to plan next steps. All students are expected to reach an Acceptable level of performance on the Teacher Work Sample assessment to be able to graduate from the program.
11) Briefly Describe the Distribution and Discussion of Results
Results were sent to the UH Manoa NCATE Unit Coordinator: Dr. Beth Pateman (Associate Dean for Academic Affairs within the College of Education). Discussion of results took place between the MEdT program chair and the department assessment coordinator. In the future, additional MEdT faculty will take part in the analysis and discussion of results as data become available.
12) Describe Conclusions and Discoveries
Knowledge
Praxis test scores have been implemented across all MEdT levels and subjects (Assessment 1). All MEdT teacher candidates are required to pass the Praxis I PPST prior to admission. In the past, this requirement was waived for some candidates who could not present passing scores due to timing of test administration and other circumstances beyond the candidate’s control. In these cases, teacher candidates needed to submit passing PPST scores during their first semester in the MEdT program or face de-matriculation. Therefore, the PPST pass rate for program completers was 100%.
Data results for the Praxis II Subject Assessments is presented next. The Praxis II Subject Content Assessment is required for admission for secondary teacher candidate applicants. The Elementary teacher candidates need to complete the Praxis II for licensure that follows program completion. However, it is recommended that they take the Praxis II prior to program completion. The range of passing percentage rates for MEdT teacher candidates is 85-100% with the average of 94.8% pass rate for all candidates by program.
Praxis II Pass Rate (% of candidates passing)
|
Praxis II |
Praxis II Subject Content |
|
Elementary Education Content Area Exercises |
100% |
|
Secondary English |
100% |
|
Secondary Mathematics |
94% |
|
Secondary Science |
85% |
|
Secondary Social Studies |
95% |
|
Average (by program) |
94.8% |
Further refinement of the Praxis content knowledge assessment is to require Praxis II Elementary Education Content Area Exercises proficiency for MEdT elementary program completion. The pass rate for secondary mathematics, science, and social studies reveals that the Praxis II Subject Assessment requirement is not enforced for all secondary MEdT teacher candidates. This result is due in part from reporting candidates who are currently enrolled in the secondary MEdT subject fields who have not yet submitted passing Praxis II test scores. It is also due to some candidates in the On-the-Job Training cohort—including those enrolled in the Teach for America program—who are assigned secondary subject area teaching fields by external TFA administrators in conjunction with Hawaii Department of Education administrators without having passed the Praxis II content test for the subject they are assigned to teach. Some of these candidates may have their teaching assignments switched to a different subject field mid-way in the four semester MEdT program resulting in their having to take additional Praxis II tests for their new teaching field.
Assessment 2: Content Course Transcript Analysis has been implemented by all MEdT subject and grade level areas. The assessments have taken unique forms such as the Content in Context Assessment for the Elementary Teacher Candidates as per ACEI standards and the Content Analysis Form for Secondary Science Teacher Candidates as per NSTA requirements. These and the other content assessments are situated on the content knowledge required of teacher candidates based on their grade level and subject area. This is an example of using a similar thematic assessment addressing the knowledge competency of teacher candidates that is unique to the subject and grade level standards of the various SPAs.
Just as the Praxis II Subject Assessments are unique to the subject content, the content course transcript analysis process is unique to the subject and grade level. However, the Praxis content assessment and the content course transcript analysis is conducted across all subject and grade levels for the MEdT program. In this way, the assessment system is consistent yet flexible in allowing for individual content area concentrations as required by SPA standards.
Skills
Assessment 3: MEdT Lessons & Unit Planning Assessment provides a consistent measure to evaluate teacher candidate ability to plan for effective instruction. However, as for the Knowledge assessments, lesson and unit planning is assessed through unique instruments guided by the SPA standards.
Assessment 4: MEdT Student Teaching Rubric is a new assessment that will be implemented for all MEdT teacher candidates beginning in Fall 2009 for MEdT teacher candidates enrolled in Semester 3. This unified evaluation will be supplemented with Subject Specific Assessment based on the requirements for each SPA. In this way, the common assessment will allow for added dimensions. An example of a Subject Specific Assessment addresses secondary science content area. NSTA requires that teacher candidates convey a knowledge of and implementation of safety practices during student teaching. Therefore the Subject Specific Assessment for science teacher candidates will be comprised of science safety measures addressing NSTA SPA standards. Along with this addendum, the science teacher candidates will be assessed with the common student teaching rubric instrument used for all teacher candidates.
Assessment 6: MEdT Teacher Work Sample is a common assessment across all subject and grade levels. This is a new instrument that will be implemented for the first time in Spring 2010 for teacher candidates enrolled in semester 4. The Work Sample documents teacher candidates’ impact on the learning of K-12 students.
Professional Dispositions
Professional dispositions were not formally measured in the past for all subject areas and grade levels and this significant gap in the assessment system is being addressed at this time with the adoption of the MEdT Professional Dispositions Assessment. This assessment will be administered beginning Fall 2010 for students enrolled in semester 4. The instrument is a common assessment to be used with all MEdT teacher candidates. The Dispositions Assessment will be modeled with teacher candidates during semester 3 (Student Teaching). In this way, MEdT teacher candidates will be familiar with the instrument and aware of the rubric dimensions and criteria. This instrument will offer a substantial improvement for the unified MEdT assessment system.
13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results
The Master of Education in Teaching (MEdT) faculty understand and appreciate the significance of national accreditation and the importance of standards-based assessments for both evaluating the progress of teacher candidates and analyzing the curriculum, instruction, and assessment of the MEdT program. Since the appointment of a new MEdT Program Chair in 2007 and a new NCATE Unit Coordinator in 2008, the MEdT faculty has worked diligently to document teacher candidates’ knowledge, skills, and dispositions with relation to individual SPA standards. Revised reports for four MEdT programs (elementary education, and secondary English, science, and social studies) were submitted to the respective SPAs in September 2008. (The mathematics report was submitted to NCTM in Fall 2007 and was nationally recognized with conditions.) SPA program reviewers granted national recognition or national recognition with conditions for the four revised SPA program reports. Although the efforts of the faculty, and teacher candidates, have gained measurable success based on this documentation, the MEdT program as a whole had not aligned the various SPA assessments to a programmatic set of unified assessments. Additionally, the program had not adopted uniform program standards beyond the Hawaii Teacher Performance Standards. This section of the report describes the efforts the MEdT faculty is making to implement programmatic assessments based on program and SPA standards.
The MEdT faculty believe that aligning NCATE SPA assessments within the MEdT program is vital for three reasons. First, assessment alignment is needed for analyzing program effectiveness based on program and national standards. In this era of excessive new teacher attrition, an alignment of valid, reliable, and bias-free standards-based assessments is fundamental for producing program completers who have constructed the knowledge, demonstrated the skills, and internalized the professional dispositions needed for successful teaching careers. Secondly, aligning assessments enables the MEdT faculty to jointly reflect upon assessment outcomes as they seek to refine curricula and enhance the learning experiences of teacher candidates. Aligned assessments foster reflection among all MEdT faculty seeking to improve their seminar-based instruction and field-based supervision. Thirdly, since the MEdT program is multifaceted including cohorts of combined elementary and secondary teacher candidates in professional development schools, Hawaiian immersion schools, and On-the-Job-Training, including Teach For America candidates, assessment alignment brings consistency for MEdT teacher candidates regardless of their cohort designation.
The MEdT program is in the process of unifying NCATE Assessments across all subjects and levels. As noted in previous sections within this report, knowledge will be addressed through Assessment 1: Praxis I & II Scores and Subscores as well as Assessment 2: Content Course Transcript Analysis. Skills will be documented through Assessment 3: MEdT Lesson & Unit Planning Assessment, Assessment 4: MEdT Student Teaching Rubric, and Assessment 6: MEdT Teacher Work Sample. Professional Dispositions will be addressed through the MEdT Professional Dispositions Assessment 5. Implementing these unified assessments will bring accountability to the assessment system for the MEdT program.
The MEdT program has adopted the Hawaii Teacher Performance Standards published by the Hawaii Teacher Standards Board (www.htsb.org). This Board issues teacher licensure within the state of Hawaii. The Teacher Performance Standards are listed in Section I, #7 of this report. The alignment of the Standards and the MEdT assessments can be found in Section I, #8. Adopting the Hawaii Teacher Performance Standards has sharpened the focus of the individual assessments while broadening the view to incorporate grade level and subject specific SPA standards. This application of program, state, and national standards confirms the assessment-domain content.
The MEdT assessment system was created to fully represent the assessment domain so inferences regarding teacher candidate performance as evident from assessment documented outcomes may be judged as having a high degree of content validity. The criterion of follow-up assessments administered after teacher candidates complete the MEdT program will determine the criterion related validity. The MEdT faculty will use the follow-up assessment outcomes to determine the validity of the assessment system and make necessary corrections. They will monitor all assessment outcomes and introduce modifications as needed to ensure that assessments remain internally consistent and bias-free.
14) Reflect on the Assessment Process
The MEdT Program has constructed a set of unified assessments to be implemented for all MEdT teacher candidates across all cohorts. The unified assessments address teacher candidate knowledge, skills, and professional dispositions as per the Hawaii Teacher Performance Standards and individual SPA standards. Some of the unified assessments have addendums as in the MEdT Student Teaching Rubric (Assessment 4). Others have related yet unique assessments addressing lesson and unit planning (Assessment 3). In this manner, all MEdT faculty including those who lead professional development school cohorts, Hawaiian immersion school cohorts, and On-the-Job-Training cohorts will have consistent yet flexible assessments targeting essential components of program, state, and national standards. As the new instruments are used with teacher candidates, assessment results will help MEdT faculty target specific gaps in the teacher candidates’ outcomes as well as gaps in the curricula/instruction provided to the candidates. The MEdT assessment system will undergo annual reviews as faculty members evaluate teacher candidate outcomes and review the effectiveness and efficiency of their assessment and instruction practices.
15) Other Important Information
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16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.
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17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.
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