Weber State University   

Teacher Education - Undergraduate

Results of Assessment

2001-2002 (submitted 09/16/02)

1.  What data were collected on your student majors in 2001-2002?

A.   For licensure program provisional admission (elementary, secondary, and special education:

·       Grade point averages (GPA)

·       University general education communication, writing, mathematics, and computer literacy competencies

·       CAAP scores on reading, writing, mathematics, and critical thinking

·       Interview scores from 3-member faculty interviewing team

·       Fingerprint/criminal background clearance (as required by Utah State Law)

B.     To become a candidate for licensure:

·       Minimum grade requirements in each Teacher Education Professional Core class (candidates must earn at least a B- in each class--faculty and department secretary monitor student grades)

·       Completion rates of first two Teacher Education Professional Levels on provisional status

·       Achievements of outstanding student achievements (Professors’ Honor Roll, nominations for Department awards)

·       Results of student teaching readiness interviews

C.    To be recommended for a Utah Level I License (elementary, secondary, and special education)

·       Student teaching assessments (cooperating teacher(s), university supervisor, student teaching coordinator

·       Licensure portfolio requirements in senior synthesis courses

·       Results of student surveys regarding: licensure program, quality of instruction, strengths and recommendations and student recommendations

D.    Other student/licensure program assessments:

·       Job placement rates

·       Inputs from Teacher Education advisory councils

·       Pass rates on the Praxis II Principles of Learning and Assessment (PLT) competency test (required by Utah and Federal laws)

2. When/how were these data discussed among your faculty?

A.  Summary reports complied by Department chair

B.     Admission and retention rates presented to faculty by chair of Department Admission/Retention committee

C.    Pass rates on Praxis II PLT reported to State and Federal authorities were disseminated

3.  What changes are anticipated as a result of these discussions?

A.   Clearer definition of provisional admission, candidate for licensure, and student teaching requirements.

B.     Discussion of possible Federal requirements for subject-area competency tests

C.    Revision of professional course licensure syllabi to incorporate INTASC outcomes and assessments.

4.  What student learning outcomes will your department assess in 2002-2003?

A.   Department focus groups are articulating processes and procedures for defining course, level, and program assessments based on the 10 INTASC principles (licensure program outcomes)

B.     A data collection coordinator has been hired to facilitate the process and begin data collection for assessments and outcomes

C.    Results of assessments and outcomes will be reported to faculty by summary reports, licensure level committee discussions, and other communications

5.  Specific recommendations from faculty concerning 2001-2002 outcomes assessment:

    A.  Model strategies that beginning teachers can use to:

·       differentiate curriculum

·       plan appropriate instruction for diverse students

·       incorporate developmentally-appropriate practices (DAP)

·       work with large, small, and individual groups of students

B.     Put back requirement for students to video tape lessons and reflections in student teaching block

C.  Define program licensure dispositions recognizing beginning teachers' acknowledgement and responsibility for teaching all students

Mission Statement / Student Learning Outcomes / Curriculum Grid / Assessment Plan / Contact Person