Weber State University   

Teacher Education - Undergraduate

Results of Assessment

2005-2006 (submitted 08/28/06)

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.

WSU’s undergraduate Teacher Education licensure programs were granted continued accreditation status by the National Council for Accreditation of Teacher Education (NCATE) Spring, 2006.

1. What data were collected on your student majors in 2005-2006?

   1. 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)

   2. 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

      • Demonstration of professional dispositions

      • Demonstration of professional knowledge, skills, and dispositions on a Teacher Work Sample (TWS)  and Critical Performance Indicators (CPIs). See description below.

      • Completion of USOE-approved Praxis II content exam.

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

      • Completion of all licensure requirements indicated in section B (above)

      • Student teaching assessments  (cooperating teacher[s], university supervisor, student teaching  coordinator)

      • Completions of INTASC Licensure portfolio requirement

   4. Teacher Work Samples and Critical Performance Indicators Description:

      • 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

   5. Other student/licensure program assessments:

      • Job placement rates

      • Inputs from Teacher Education advisory  councils

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

   1. Summary reports complied by Department chair and NCATE data collection coordinator. Faculty review annual assessment data noting programs strengths and weaknesses. Identified weaknesses become agenda items for next academic year.

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

   3. Pass rates on Praxis II content exams were reported to State and Federal authorities and used for NCATE accreditation documentation.

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

   • Scoring rubrics used for data collection need to be revised to be consistent throughout teacher education levels, particularly Elementary Level 2.

   • A process needs to be in place for all faculty to view student portfolios when viewing CPI and Dispositional data.

   • Elementary education licensure courses will be separate from secondary licensure courses with different numbering systems used.

   • Faculty will incorporate instruction on explicit in contrast to implicit teaching.

   • Licensure programs will incorporate the whys and hows of reflection.

4. What student learning outcomes will your department assess in 2006-2007?

   • Data concerning percentages of “Standard met, standard developing, and standard not met”  for Teacher Work Samples, Critical Performance Indicators, Portfolio, and Student Teacher Evaluations.

   • Percentage of pass rates for Praxis II Content-Exams

   • 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 2005-2006 outcomes assessment:

   • Use data to inform our programs and make better decisions

   • Look at ways to “progress monitor” candidates’ portfolios

   • Explore other options for displaying program data: histograms, pie graphs, etc.

   • Separate Levels 1E and 1S for better data collection and student monitoring purposes

   • Explore Teacher Education admission protocols to see how predictive the current process is at attracting and identifying the best teacher candidates.

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