Teacher Education - Undergraduate
Results of Assessment
2003-2004 (submitted 09/09/04)
Introduction
The purpose for the WSU Undergraduate Teacher
Education Program Outcomes and Assessments Plan is to ensure that teacher
licensure candidates can demonstrate appropriate content knowledge, pedagogy,
and dispositions necessary to teach all learners. Program
outcomes/assessment plans are carefully crafted to be congruent with INTASC and
Utah State Board of Education standards for new teachers.
INTASC and the Utah State Board of Education
standards are approved for use with NCATE 2000 Standards for Teacher Preparation
Programs. Such standards regularly assess teacher licensure candidates’
progress, make provision for monitoring candidates’ progress, and provide
ongoing feedback for program and candidate improvement. Additionally, the
Department has articulated INTASC standards with NCATE SPA standards for the
following programs: Association for Childhood Education International (ACEI) for
elementary education; ACEI and Council for Exceptional Children (CEC) f or the
elementary/special education composite major; and National Association for the
Education of Young Children (NAEYC) for early childhood education.
1. What data were collected on your student
majors in 2003-2004?
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. Teacher Work Samples - TWS/Critical Performance Indicators
(CPIs) and INTASC electronic Portfolio (This is a new assessment to
demonstrate a teacher candidate's content knowledge and pedagogy skills)
- Each professional core level has defined Critical Performance
Indicators (knowledge and skills teacher candidates must demonstrate to
be effective teachers)
- Teacher Work Samples are the artifacts that candidates prepare to
demonstrate their mastery of Critical Performance Indicators
- Teacher Candidates also begin to create an INTASC-based electronic
portfolio (assessed at the conclusion of the licensure program that also
indicates competency in knowledge, skills, and dispositions
(professional attitudes)
E. 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 were
reported to State and Federal authorities
3. What changes are anticipated as a result of
these discussions?
- Revising Teacher Education core classes to
incorporate INTASC and SPA standards.
- Continuing discussions related to
proposed Federal requirements for subject-area competency tests
- Revision of professional course licensure
syllabi to incorporate INTASC outcomes and assessments.
- Commitment on part of Teacher Education
faculty to define Critical Performance Indicators (CPIs) and Teacher Work
Samples (TWS) for the purpose of aligning the Department’s
outcomes/assessments plan with NCATE standards.
4. What student learning outcomes will your
department assess in 2004-2005?
- Data concerning percentages of Critical
Performance Indicators met.
- Data collection forms that utilize scantron
technology will be designed and used for data collection, analysis, and
reporting.
- Percentage of pass rates for Praxis II Content-Exams (being required
Fall Semester 2004, this is a new outcome)
- 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 2003-2004 outcomes assessment:
A. Now that CPIs and TWS have been created for each level
and standard reporting form collected, please report percentages for:
Standard Met, Standard Developing, and Standard Not Met in summary reports.
B. Begin a process to capture, reduce, and
interpret data from Praxis II Content Tests.
C. Develop rubrics for scoring INTASC
electronic portfolio.
D. Use the above data for NCATE accreditation,
scheduled for Fall 2005.
Mission Statement
/ Student Learning Outcomes
/ Curriculum Grid / Assessment Plan / Contact Person
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