Program: Education: Teaching (MEdT)
Degree: Master's
Date: Tue Sep 20, 2011 - 8:24:50 pm
1) Below are your program student learning outcomes (SLOs). Please update as needed.
The MEdT program has adopted the National Council for Accreditation of Teacher Education (NCATE) Initial Licensure/Post Baccalaureate (IL/PB) Standards for teacher candidates pursuing the secondary areas of English, mathematics, science and social studies. Teacher candidates pursuing elementary (grade K-6) licensure have standards created by the NCATE SPA: Association for Childhood Education International (ACEI). Together, ACEI for elementary and IL/PB for secondary have standards and student learning outcomes (SLOs) for graduate students seeking intial teacher licensure in the two-year MEdT program that is part of the Institute for Teacher Education within the College of Education.
The MEdT faculty created assessments aligned with the IL/PB Principles for secondary MEdT teacher candidates. Some of these new assessments were implemented for the first time during the 2010/2011 academic year. Even though the MEdT program has new assessments aligned with NCATE IL/PB standards (secondary) and the ACEI standards (elementary), the program faculty still incorporate the Hawaii Teacher Performance Standards (HTPS) for many seminar and field-based assessments. The HTPS were the basis of the 2010 Assessment Report. These "state-level" assessments may be aligned with the NCATE IL/PB and the ACEI Standards when data are reported to NCATE. The use of state and national assessments is essential since the Hawaii Teacher Standards Board (HTSB) has endorsed the HTPS as their own licensing standards. Additionally, the College of Education has actively pursued and obtained NCATE unit accreditation as per the recommendation of the HTSB. Based on the importance of the HTPS, the following was noted in the MEdT 2010 assessment report:
"The SLOs for the MEdT program consist of the Hawaii Teacher Performance Standards (HTPS) that can be accessed through the College of Education Wiki for students or they may obtained directly from the Hawaii Teacher Standards Board (HTSB). These standards were issued by the HTSB that issues licenses for teachers within the state of Hawaii. The HTPS are based on the 1992 Interstate Teacher Assessment and Support Consortium (InTASC). Specific learner performance benchmarks for each of the 10 standards are contained within the HTPS. These benchmarks are listed as criteria on the Student Teaching Evaluation that serves as the primary assessment for the MEdT program.
Hawaii Teacher Performance Standards (HTPS)
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
(Note: The HTPS are based on the InTASC standards that are undergoing revision at this time. Changes in the InTASC Standards will likely result in parallel changes in the HTPS and these changes will drive modifications for the MEdT Program assessments including the Student Teaching Evaluation in future annual reports submitted to the UH Manoa Assessment Office.)"
Along with the HTPS noted above, the NCATE IL/PB principles provide an overarching assessment domain which is targeted in all of the course and field based assessments. The NCATE IL/PB Principles consist of the following:
IL/PB Principle #1: Content Knowledge
IL/PB Principle #2: Content Pedagogy
IL/PB Principle #3: Learning Environments
IL/PB Principle #4: Professional Knowledge and Skills
A set of of new assessments have been created this past year that align the IL/PB Standards with NCATE Professional Specialization Associations (SPAs) Standards. In this way, the MEdT program may submit a unified NCATE report rather than submit separate reports for each secondary area of licensure. The IL/PB assessments provide descriptive quality indicators to determine the degree to which MEdT teacher candidates have achieved the the identified assessment goals.
Along with the IL/PB standards and principles noted above, the MEdT elementary level teacher candidates complete assessments based on the ACEI standards. The ACEI standards are based on the following broad categories:
#1. Development, Learning and Motivation
#2. Curriculum Standards
#3. Instructional Standards
#4. Assessment Standards
#5. Professionalism Standards.
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://coe.hawaii.edu/ite/medt Student Handbook. URL, if available online: not applicable Information Sheet, Flyer, or Brochure URL, if available online: http://students.coe.hawaii.edu/Departments/MEdT UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/education/ite.htm Course Syllabi. URL, if available online: http://wiki.coe.hawaii.edu/Academic_Departments/MEdT/MEdT_Course_Syllabi Other: http://www.htsb.org/html/details/teacherstandards/teachers.html Other: http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedures/GuidelinesforSubmittingILPBProgramReports/tabid/651/Default.aspx3) Below is the link(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.
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) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Due to the breadth and depth of the NCATE IL/PB Principles and ACEI SPA Standards, this year's report (2011) will focus on the Professional Dispositions assessment. The assessment goals are based on assessment scores for two dispositions: Individual and Cultural Sensitivity as well as Effective Communication and Collaboration. Here are the target and acceptable indicators for each of these dispositions.
Individual and Cultural Sensitivity
Target indicators:
Understanding and ability to demonstrate a commitment to equitable and ethical treatment of all students and colleagues.
Engages students in building a classroom community that supports learning for all.
Consistently respects and values diversity.
Capitalizes on the strengths of diverse populations.
Seeks and responds appropriately to others' perspectives and feelings.
Models culturally sensitivity and actively promotes it in the classroom.
Acceptable indicators:
Uses words and actions that show fairness and equity toward all individuals an groups.
Uses words and actions to communicate the belief that all individuals and groups of students are capable of learning.
recognizes diversity.
Listens and responds appropriately to others' perspectives and feelings.
Demonstrates cultural awareness.
Effective communication and collaboration
Target Indicators:
Communicates clearly in an open and respectful manner with students, peers, professionals, families and supervisors.
Asks questions and seeks information appropriately.
Carefully considers communication context and makes adjustments.
Written and oral communication is clear, grammatically correct, and professional.
Is proactive in communicating with instructors and school personnel to be sure there is adequate time for planning or making changes.
Initiates and participates in collaborative efforts with others.
Seeks input from others.
Assists in problem solving.
Shares in responsibilities.
Acceptable Indicators:
Communicates well with others.
Shares ideas.
Asks questions appropriately.
Matches communication with context.
Written and oral communication generally is clear and grammatically correct.
Communicates in a timely manner with instructors and school personnel.
Is able to work in a collaborative manner.
Contributes as a team member.
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
The MEdT Professional Disposition Assessments were completed with two cohorts of MEdT students during the Fall 2010 semester. The instrument consists of a rubric with three levels of proficiency: Target, Acceptable, and Unacceptable. Each proficiency description contained a series of descriptors. Each descriptor was scored separately and there were summary sections for each of the five dispositions that comprised the rubric criteria. There was a summative score for the entire rubric as well. A MEdT Cohort Coordinator/Student teaching supervisor signed off on the completed Disposition Rubric.
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Two of the four MEdT cohort coordinators complete the Disposition with their students during the third semester of the four semester program. The third semester consists of student teaching and seminar. Cohorts often range in size from 15-25 MEdT teacher candidates. MEdT cohorts consist of three unique populations of teacher candidates including those completing school-based field experiences in a professional development K-12 school complex. These teacher candidates are part of a UH Manoa-DOE School Complex partnership. Other cohorts consist of on-the-job teachers otherwise known as "emergency hire" teachers who are full-timed employed teachers without licensure. A third group of teacher candidates are enrolled in the Hawaiian emersion Ho'okulaiwi cohorts on the Leeward Coast of Oahu.
8) 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: NCATE Assessment Coordinator9) 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: 10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.
Results
I. Individual and Cultural Sensitivity
n=35
|
Target Indicators |
Number/Percentage 20/57 |
|
Engages students in building a fair and equitable classroom community |
17/49 |
|
Engages students in building a classroom community that supports learning for all. |
16/46 |
|
Consistently respects and values diversity. |
21/60 |
|
Capitalizes on the strengths of diverse populations. |
10/29 |
|
Seeks and responds appropriately to others' perspectives and feelings. |
21/60 |
|
Models culturally sensitivity and actively promotes it in the classroom. |
15/43 |
|
Acceptable Indicators |
Number/Percentage 14/40 |
|
Uses words and actions that show fairness and equity toward all individuals an groups. |
20/57 |
|
Uses words and actions to communicate the belief that all individuals and groups of students are capable of learning. |
20/57 |
|
Recognizes diversity. |
21/60 |
|
Listens and responds appropriately to others' perspectives and feelings. |
15/43 |
|
Demonstrates cultural awareness. |
17/49 |
II. Effective communication and collaboration
n=35
|
Target Indicators |
Number/Percentage 19/54 |
|
Communicates clearly in an open and respectful manner with students, peers, professionals, families and supervisors. |
23/66 |
|
Asks questions and seeks information appropriately. |
28/80 |
|
Carefully considers communication context and makes adjustments. |
20/57 |
|
Written and oral communication is clear, grammatically correct, and professional. |
21/60 |
|
Is proactive in communicating with instructors and school personnel to be sure there is adequate time for planning or making changes. |
19/54 |
|
Initiates and participates in collaborative efforts with others. |
19/54 |
|
Seeks input from others. |
28/80 |
|
Assists in problem solving. |
25/71 |
|
Shares in responsibilities |
26/74 |
|
Is flexible in performing various roles |
23/66 |
|
Acceptable Indicators |
Number/Percentage 15/43 |
|
Communicates well with others. |
9/26 |
|
Shares ideas. |
9/26 |
|
Asks questions appropriately. |
6/17 |
|
Matches communication with context. |
8/23 |
|
Written and oral communication generally is clear and grammatically correct. |
9/26 |
|
Communicates in a timely manner with instructors and school personnel. |
12/34 |
|
Is able to work in a collaborative manner. |
15/43 |
|
Contributes as a team member |
17/49 |
.
III. Comparison of Dispositions: Individual and Cultural Sensitivity, Effective Communication & Collaboration with the TOTAL DISPOSITION SCORE
n=35
|
Target Indicators |
Target Number/Percentage |
Acceptable Number/Percentage |
|
Individual and Cultural Sensitivity. |
14/40 |
20/57 |
|
Effective Communication & Collaboration |
15/43 |
19/54 |
|
TOTAL DISPOSITION SCORE |
22/63 |
12/34 |
11) State how the program used the results or plans to use the results. Please be specific.
The current emphasis on the dispositions of "Individual and cultural sensitivity" and "Effective communication & collaboration" is justified based on the findings that the summative "target" scores for these individual dispositions scored well below the total "target" disposition values obtained on the MEdT Professional Disposition Assessment.
I. Individual and cultural sensitivity
For this disposition, the lowest performing target descripters that were below the mean target score were:
Capitalizes on the strengths of diverse populations,
Models culturally sensitivity and actively promotes it in the classroom, and
Engages students in building a classroom community that supports learning for all.
The lowest performing acceptable descripters that were below the mean acceptable descripter score were:
Listens and responds appropriately to others' perspectives and feelings, and
Demonstrates cultural awareness.
At the time of submiting this report, the MEdT faculty have not used the results of these findings for their teaching. However, two MEdT faculty members are preparing a conference presentation addressing cultural diversity in teacher preparation. The conference presentation will address each of the 5 discriptors noted above. The presentation will take place at the annual meeting of the National Association for Multicultural Education in November, 2011. The abstract for presentation is:
The presentation for teacher educators addresses how to employ interactive activities, small and whole group discussions, and guided reflections to enhance teacher candidates’ respect for diversity. Session participants will receive, analyze, and discuss instructional strategies aligned with target performance indicators from a NCATE approved Professional Dispositions Assessment.
II. Effective communication & collaboration
For this disposition, the lowest performing target descripters that were below the mean target score were:
Is proactive in communicating with instructors and school personnel to be sure there is adequate time for planning or making changes, and
Initiates and participates in collaborative efforts with others.
The lowest performing acceptable descripters that were that were below the mean acceptable descripter score were:
Asks questions appropriately,
Matches communication with context.
A formal plan has not yet been designed for addressing the lowest performing descriptors for the disposition of Effective communication & collaboration. At this time, this information is being shared with the MEdT program faculty so they may determine how to move forward in raising the scores for these descriptors.
12) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
At the time of writing this report, the MEdT faculty have not used the results of these findings for their teaching. However, two MEdT faculty members are preparing a conference presentation addressing cultural diversity in teacher preparation. The conference presentation will address the 5 discriptors for the disposition titled: Individual and cultural sensitivity. The presentation will be made at the annual meeting of the National Association for Multicultural Education in November, 2011. The abstract for presentation is:
"The presentation for teacher educators addresses how to employ interactive activities, small and whole group discussions, and guided reflections to enhance teacher candidates’ respect for diversity. Session participants will receive, analyze, and discuss instructional strategies aligned with target performance indicators from a NCATE approved Professional Dispositions Assessment."
Other issues dealing with assessment procedures include:
... interrater reliability since the disposition assessment rubric is applied by different faculty in different contexts include MEdT teacher candidates in various program configurations.
... mentor teacher involvement in the assessment process since the instrument is administered during student teaching when the MEdT teacher candidates are deeply embedded in K-12 classrooms.
... linking specific seminar instruction strategies and assessment documents with both the Diverisity and Communication dispositions as defined by the descripters on the assessment instrument.
... further modify the standards-based assessment development and implementation process based on the example from this inquiry.
13) Other important information.
Please note: If the program did not engage in assessment, please explain. If the program created an assessment plan for next year, please give an overview.
Not Applicable