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2011-2012 NCE Program Assessment Report Template 4/12 1

2011-2012

NCE Annual Program Assessment Information, Template and Rubric

Purpose: The purpose of annual assessment reporting by programs is to demonstrate how we are monitoring candidate learning in order to demonstrate the extent to which candidates are achieving the goals that we have set for them. Program annual assessment reports provide information that allows faculty to make decisions about candidate learning needs and our own pedagogical effectiveness in order to be able to make appropriate changes. As per its constitutional charge, the NCE Assessment Council’s role in reviewing NCE program assessment reports is to provide feedback and support to programs on their assessment processes and to encourage continuous improvement in moving their candidates and programs forward. Directions: This document includes the 2011-12 Annual NCE program assessment template and rubric that NCE programs will use in completing this year’s report. NCE Program Assessment Report Template (2011-2012): Although the same overall format is used as in previous year’s reports, the language and directions of the template have been revised to provide more detail to better assist you in including comprehensive information and data related to your candidates and your program. It is recommended that you use the template as it is designed as the framework for writing your report. NCE 2011-2012 Rubric for Reviewing Program Assessment Reports: The rubric is used by NCE Assessment Council reviewers in reviewing annual assessment reports as the means for providing written feedback to programs. It is highly recommended that programs use the rubric while writing annual assessment reports as a guide for incorporating an appropriate amount and level of detail and completeness so that outside reviewers can fully understand the program and its assessment system. In addition to revisions to the language of this year’s rubric as a means to ensure a more direct alignment to the report template, there is one new additional category that provides feedback on the overall organization and writing of the report. You will find it as the last component of the rubric – Report Writing and Organization. Due Date: Program assessment reports must be completed and emailed as a .doc or (.docx) file to Daniel Sloyan ([email protected]) no later than June 30, 2012 to assist in our NCATE visit that is scheduled for early fall 2012. Need Further Assistance? If you have questions regarding the process, the template or accompanying rubric, please contact your department’s NCE Assessment Council representative or the co-chairs of the Council for assistance.


NCE Program Assessment Report Template (2011-2012)

Program ____BA Elementary Education________________________________________________ Assessment Report Writers __________Ruth Freedman____________________________________

Section I: Program Overview This section provides an overview into your programs’ candidates and completers. The data needed to complete this chart will be provided to your program’s identified contact person from the Office of Institutional Research by June 15, 2012.

2011-2012 (September 1, 2011 – December 31, 2012) Number of Students:

Undergraduate Graduate Alternative Programs (AUSL, TFA, etc.)

Online

Number of Students Admitted to the Program

66

Number of Students Enrolled in the Program

66

If deemed helpful, a brief overview of the program can be provided to assist reviewers in understanding the framework, philosophy and key elements of the program.

Section II: Relationship of Assessments to Program Outcomes and Standards

Please complete the following two charts below. In the first chart, show the alignment of the program’s assessments to the NCE Conceptual Framework/Outcomes. In the second chart, show the alignment of the program’s assessments to the program outcomes and other professional standards. In addition, a narrative description of the alignment in these charts to supply further description can be provided. Alignment of Program Assessments to NCE Conceptual Framework/Outcomes

NCE Conceptual Framework/Outcomes

NCE Candidates:

Program Assessments

Envision, articulate and model democratic and progressive education

ELE 470 Competency Appraisal Indicators Teacher Work Sample

Design powerful learning environments that integrate appropriate technologies

BA Portfolio ELE 470 Competency Appraisal Indicators

Design powerful learning environments that utilize multiple meaningful assessments

ELE 470 Competency Appraisal Indicators BA Portfolio BA Lesson Plan and Analysis

Design powerful learning environments that enable self-directed learning

ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and the Environment

Work collaboratively in diverse communities and with diverse learners to achieve learning goals


Advocate for democratic values, equity, access and resources to assure educational success for all

ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and Students

Cultivate curiosity and excitement for learning in themselves and others

ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and


Instruction/Teaching and the Curriculum Respect and learn from other peoples, cultures, and points of view ELE 470 Competency Appraisal Indicators

BA Portfolio Demonstrate a caring attitude in recognizing the needs of others and acting to promote their growth

ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and Instruction

Act with confidence and self-knowledge to assume professional leadership roles and responsibilities

ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and the Profession

Use information from self and others to continuously improve ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and the Profession

Alignment of Program Assessments to Professional Standards and Program Outcomes

Program Outcomes

Professional Standards Program Assessments

Are knowledgeable about a variety of philosophical, theoretical, historical, and practical approaches to teaching

3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community

ELE 470 Competency Appraisal Indicators

Draw on knowledge bases which underlie the program to make informed decisions that support the intellectual, social, and personal development of their students.

1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation

ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and Students Teacher Work Sample

Adapt to diverse educational contexts while maintaining professional integrity.

3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments

ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and the Environment Teacher Work Sample

Make linkage between theory, research, and practice, the university and the school classroom

3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving


Are knowledgeable, critical consumers of research; understand implications from research for their own classroom practices.



Work collaboratively with other professionals in the school, with parents, with children, and with the community.

5.2 Collaboration with families, colleagues, and community agencies— Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.

ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and the Profession

5.1 Professional growth, reflection, and ELE 470 Competency


Model and demonstrate a commitment to the importance of life-long learning.

evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally

Appraisal Indicators BA Portfolio – Teaching and the Profession

Acknowledge, respect, and critically support multiple perspectives within the educational and social contexts.



Meet the challenges of students with diverse learning abilities.

3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students

ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and Students Teacher Work Sample

Internalize and demonstrate a beginning repertoire of practices characteristic of effective, novice teachers.



Create a learning environment which allows experiential, integrated, and investigative learning developed around accepted curriculum standards.


ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and the Environment Teacher Work Sample

Implement on-going assessments of curriculum and instructional practices.

4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student

ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and Instruction BA Lesson Plan and Analysis Teacher Work Sample

Base planning and organization of classroom experiences upon process as well as outcome assessments


ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and Instruction Teacher Work Sample BA Lesson Plan and Analysis

Create student assessments which include teacher evaluation, peer evaluation, and self-evaluation.


ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and Instruction BA Lesson Plan and Analysis Teacher Work Sample


Create teacher assessments which include student evaluation, peer evaluation, and self evaluation


ELE 470 Competency Appraisal Indicators BA Portfolio – Teaching and Instruction BA Lesson Plan and Analysis

Section III: Key Program Assessments Using the chart below, indicate the name, type, and administration point for each of the assessments that the program uses to assess candidate learning and evaluate program effectiveness. Refer to the specific requirements of the program’s SPA (if any) to ensure that the program is meeting these standards. For non-SPA programs, only one content knowledge assessment domain is necessary.

Assessment Domain Type or Form of Assessment

(Note if assessments are different for Undergraduate,

Graduate, Alternative Programs or Online)

When the Assessment Is Administered

Assessment of Content Knowledge I (i.e., Licensure assessment, or other content-based assessment) *Note: Non-SPA programs do not have state content tests)

Field 110: Elementary/Middle Grades Content Exam

Prior to Student Teaching

Assessment of Content Knowledge II BA Portfolio – Teaching and the Curriculum Section ELE 470 Competency Appraisal – Teaching and the Curriculum Section

Various Benchmarks in the Program – End of Practicum II, end of Practicum III or end of Student Teaching End of Student Teaching

Assessment of Professional Knowledge (Pedagogical content knowledge)

Lesson Plan Analysis Assignment – Part One – Lesson Plan Teacher Work Sample – Component Two, Three and Four

During Practicum III During Practicum III

Assessment of Field Experiences

ELE 470 Competency Appraisal

End of Student Teaching

Assessment of Candidate Impact on Student Learning

Lesson Plan and Analysis Assignment – Part Two – Lesson Plan Analysis Teacher Work Sample – Component Five

During Student Teaching During Student Teaching

Assessment of Candidate Dispositions

ELE 300, ELE 415, ELE 425 Various Benchmarks in the


and ELE 470 Competency Appraisal – Disposition Indicators Disposition Checklist

program – end of ELE 300, ELE 415, ELE 425, and ELE 460 During Practicum I

Assessment of Candidate Diversity Proficiencies

Teacher Work Sample – Component One ELE 470 Competency Appraisal – Diversity Indicators

During Student Teaching During Student Teaching

Assessment of Candidate Technology Proficiencies

Technology Rubric for Portfolio

End of Student Teaching


Section IV: Assessment Tools and Data Analysis In this section, to provide a complete picture of each assessment and its findings, include information for the components listed below for each individual assessment. Note: If the program does not use an assessment for any of the required assessment domains in Section III (Content Knowledge, Professional/Pedagogical Knowledge, Field Experience, Impact on Student Learning, Dispositions, Diversity and Technology), in section V below you will be asked to provide a description of how the program is working toward developing an assessment for that category or a rationalization for why it is not applicable to the program. Required components to include for each assessment tool: **As all of our assessments were revised for the spring term, 2012 due to our conditions response for our SPA from ACEI, I am only using data from our revised assessments which we will be using and revising on a forward going basis.

Assessment of Content Knowledge I (1) State Licensure assessment a. Description and Use The State of Illinois requires the Field 110: Elementary/Middle Grades Content test prior to beginning student teaching. The appropriate Illinois test of content is required prior to issuance of certification in Illinois. This test covers content in the areas of: Language Arts and Literacy, Mathematics, Science, Social Science, the Arts, Health and Physical Education. Each student receives a total scaled score as well as content area scores. In the areas of: language Arts, science, social science, mathematics and the arts, health and physical education. Students are required to achieve a minimum scaled score on the overall assessment as well as a minimum score in each content area. b. Alignment to ACEI Standards

ACEI # Elementary/Middle Grades Content Test

2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;

Subtest – Language Arts

2.2 Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science

Subtest - Science

2.3 Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation

Subtest - Mathematics

2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote

Subtest – Social Science


elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world

2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students

Subtest – The Arts, Health and Physical Education

2.6 Health education—Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health;


2.7 Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.


c. Analysis of Data Findings Bachelors of Arts Elementary Education teacher candidates are required to pass the Field 110: Elementary/Middle Grades Content test prior to student teaching. Our Center for Academic Development provides coaching and tutoring for this subset of students to increase their content knowledge prior to retaking the examination. The overall number of program completers who are successful from the program has consistently surpassed the state’s rate standard, with a pass rate of 98% and 88% for the past two years. Teacher candidates at NLU have a similar passing rate on this content test as other teacher candidates across the State of Illinois when looking at past data.

Total Subtest 1-Languauge Arts

Subtest 2 - Mathematics

Subtest 3 -Science

Subtest 4 Social Scien

Mean SD Mean SD Mean SD Mean SD Mean S

11-12 Pass (22)

254.95 10.71 242 21.8 262.5 18.92 260 17.56 247.14 2

11-12 Fail (13) 225.77 10 217.38 22.51 246.54 22.9 223.31 18.5 203 1

d. Interpretation of Data as Evidence of Meeting ACEI Standards Bachelors of Arts (BA) Elementary Education (ELE) candidate completers’ scores on the Field 110: Elementary/Middle Grades Content test are shown on the graph ELE BA 110 Content Test. This documents that our candidates have sufficient knowledge, as defined by the test, to be considered highly qualified to teach elementary students in the State of Illinois. The data suggests that our candidates possess the content knowledge to meet the standards established by the State of Illinois Board of Education for certification as elementary educators. In addition, the results support that candidates meet ACEI standards 2.1, 2.2, 2.3, 2.4, 2.5, 2.6 and 2.7. The results of the content test data is used by the Program to make decisions about content knowledge of our


students. We use this to determine content which might be integrated into various methods courses in preparation of teacher candidates. (1) Portfolio Artifacts – Teaching and the Curriculum

a. Description and Use BA Elementary Education teacher candidates complete a BA Portfolio as part of their program. The BA Portfolio contains five sections: Teaching and Students, Teaching and the Environment, Teaching and Instruction, Teaching and the Curriculum and Teaching and the Profession. In the portfolio, teacher candidates must present various artifacts and multiple lessons plans from throughout their program. For this assessment, we have used the Portfolio section, Teaching and the Curriculum. In this section, teacher candidates select representative lesson plans for the following content areas: Reading/Language Arts, Science, Social Studies, Math, The Arts, and Health and Physical Education. During the 2012 spring term, we asked students to provide evidence for both Health and Physical Education as separate portfolio artifacts. This set of self selected lesson plans and the corresponding reflective rationale and professional statement show the teacher candidate’s ability to plan and implement lessons across the content areas based on sufficient content knowledge. Teacher candidates may additionally submit elementary student work samples to support this area. Specific requirements are to explain how the artifacts selected are connected to the ACEI standards listed in the chart. By the end of student teaching, there must be evidence of knowledge and performance for each of the following: understanding curriculum content; creating meaningful learning experiences in the content areas of English language arts, science, mathematics, social studies, the arts and health and physical education as well as making connections across the curriculum. The Portfolio Rubric measures student success on a three-point scale using “met” as the highest point, “partially met” and “not met.” A copy of both the portfolio document and the rubric are included here and labeled BA Portfolio Template, 2012 and BA Portfolio Rubric, 2012. Assessment of the section, Teaching and the Curriculum is based on the quality of the teacher candidate’s selected lesson plans, their explanation of how these lesson plan meets the specific standards presented in the document, the use of specific student work samples and finally their analysis of how they believe the lesson has had an impact on their professional growth as a learner and future teacher. Each artifact is assessed by a faculty member with content expertise in each specific area. We use this data to see how well teacher candidates are using their own content knowledge to create lesson plans to have an impact student learning. The Teaching and the Curriculum artifacts are assessed by content specialists in each of the curriculum areas.

b. Alignment to ACEI Standards The BA Portfolio and specifically the area of Teaching and the Curriculum are aligned with specific ACEI standards. These lesson plans are represented in each of the areas of the ACEI Standards: 2.1, Reading, Writing and Oral Language; 2.2, Science; 2.3, Mathematics; 2.4, Social Studies; 2.5, the arts; 2.6, Health Education and 2.7, Physical Education. The assessment measures teacher candidate content knowledge in standards 2.1-2.7, which are the core subject areas of elementary teaching and their ability to plan lessons in the content areas.

ACEI # Portfolio Category 2.1 Reading, Writing, and Oral Language—

Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading,

Teaching and the Curriculum – English Language Arts


language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;


Teaching and the Curriculum – Science


Teaching and the Curriculum – Mathematics

2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world

Teaching and the Curriculum – Social Studies

2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students

Teaching and the Curriculum – The Arts


Teaching and the Curriculum – Health Education

2.7 Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

Teaching and the Curriculum – Physical Education

c. Analysis of Data Findings The Portfolio Rubric measures student success on a three-point scale using “met” as the highest point, “partially met” and “not met”. In this current application of our Portfolio Rubric, the teacher


candidates have shown a consistent strength in the data in the areas of English/Language Arts, 2.1, science, 2.2, math, 2.3, social studies, 2.4 and health education, 2.6 where close to 85% of the teacher candidates achieve the level of “met,” the target goal. The faculty has continuously analyzed this data to make improvements in teacher candidate content knowledge. In the content areas of the arts, 2.5 and physical education, 2.6, the data shows a strong set of data where 81% of the teacher candidates meet the standard. After our last program review process in 2006, two new courses were added to the BA ELE program, ELE 345, Methods of Teaching Arts Education and ELE 347, Methods of Health and Physical Education. This has helped provide continuous improvement in these content area lesson plans. As a faculty we have also integrated concepts about the arts, health and physical Education more fully and gained experience and skill with this content work and thus teacher candidate knowledge and performance has increased. Spring 2012 Data- Student Teaching Competency Appraisal (Sample Size= 28 Students)

ACEI Standard

Portfolio Artifact – Teaching And the Curriculum

Mean Score out of possible

3

Percentage Meeting

Standards

Percentage Partially Meeting

Standards

Percentage Not

Meeting Standards

2.1 English Language Arts 2.85 85% 14% 1% 2.2 Science 2.85 85% 14% 1% 2.3 Mathematics 2.85 85% 14% 1% 2.4 Social Studies 2.85 85% 14% 1% 2.5 The Arts 2.81 81% 18% 1% 2.6 Health Education 2.85 85% 14% 1% 2.7 Physical Education 2.81 81% 18% 1%

d. Interpretation of Data as Evidence of Meeting ACEI Standards The BA Portfolio- Teaching and the Curriculum provides evidence that ELE BA students possess content knowledge and can utilize this knowledge to develop appropriate lesson plans. As seen, lesson plans are represented in each of the areas of the ACEI Standards: 2.1, Reading, Writing and Oral Language; 2.2, Science; 2.3, Mathematics; 2.4, Social Studies; 2.5, The Arts; 2.6, Health Education and 2.7, Physical Education. The assessment measures teacher candidate content knowledge in standards 2.1-2.7, which are the core subject areas of elementary teaching and their ability to plan lessons in the content areas. These lesson plans are assessed by faculty for their content knowledge as well as their pedagogical application for children. There is an expectation in the rubric that teacher candidate content knowledge is present in the lesson plan and appropriate for the specific grade levels. Our teacher candidates utilize lessons plans across the grade level spectrum, K-8. Our goal for the 2012-13 academic year is to fully imbed the Teaching and the Curriculum section of the Portfolio into our methods courses. As these lesson plans are assessed by content specialist as part of their course curriculum, more opportunities for remediation and revision will be provided. This will increase the pool of student who meets the standard. Currently discussion is underway about developing a benchmark for completion of the program related to the portfolio work. (2) Attachment of Assessment Documentation ELEM BA Portfolio Template, 2012 Teaching and Curriculum:

English Language Arts Artifact


Briefly describe the artifact you have included for this theme in this section. Then enter the artifact.

Connecting to the Standards - English Language Arts

Explain how the artifacts and documents that you have placed in this theme are connected to the IL-PTS, INTASC, and ACEI Standards listed below. By the end of Literacy II, there should be evidence of knowledge and performance for each of the following: > understanding curriculum content in English Language Arts [knowledge] > creating meaningful learning experiences in the English Language Arts [performance]

Science Artifact


Connecting to the Standards - Science

Explain how the artifacts and documents that you have placed in this theme are connected to the IL-PTS, INTASC, and ACEI Standards listed below. By the end of Methods of Science, there should be evidence of knowledge and performance for each of the following: > understanding curriculum content in Science [knowledge] > creating meaningful learning experiences in the Science [performance]

Mathematics Artifact


Connecting to the Standards - Mathematics

Explain how the artifacts and documents that you have placed in this theme are connected to the IL-PTS, INTASC, and ACEI Standards listed below. By the end of Math Methods, there should be evidence of knowledge and performance for each of the following: > understanding curriculum content in Mathematics [knowledge] > creating meaningful learning experiences in the Mathematics [performance]

Social Studies Artifact


Connecting to the Standards: Social Studies

Explain how the artifacts and documents that you have placed in this theme are connected to the IL-PTS, INTASC, and ACEI Standards listed below. By the end of Methods of Social Studies, there should be evidence of knowledge and performance for each of the following: > understanding curriculum content in Social Studies [knowledge] > creating meaningful learning experiences in the Social Studies [performance]

The Arts Artifact



Connecting to the Standards: The Arts

Explain how the artifacts and documents that you have placed in this theme are connected to the IL-PTS, INTASC, and ACEI Standards listed below. By the end of Methods of Arts, there should be evidence of knowledge and performance for each of the following: > understanding curriculum content in the Arts [knowledge] > creating meaningful learning experiences in the Arts [performance]

Health Education Artifact


Connecting to the Standards: Health Education

Explain how the artifacts and documents that you have placed in this theme are connected to the IL-PTS, INTASC, and ACEI Standards listed below. By the end of Methods of Health and Physical Education, there should be evidence of knowledge and performance for each of the following: > understanding curriculum content in Health Education [knowledge] > creating meaningful learning experiences in Health Education [performance]

Physical Education Artifact


Connecting to Standards - Physical Education

Explain how the artifacts and documents that you have placed in this theme are connected to the IL-PTS, INTASC, and ACEI Standards listed below. By the end of Methods of Health and Physical Education, there should be evidence of knowledge and performance for each of the following: > understanding curriculum content in Physical Education [knowledge] > creating meaningful learning experiences in Physical Education [performance]

Connecting to Standards – Connections Across the Curriculum

Explain how the artifacts and documents that you have placed in this theme are connected to the IL-PTS, INTASC, and ACEI Standards listed below. By the end of student teaching, there should be evidence of knowledge and performance for each of the following: > by designing instruction which shows their knowledge, understanding and use of connections across the various content areas [performance] In this section, you should direct the reader to the artifact[s] and make specific references to examples connected to the standards.

Professional Development

Discuss your current understanding of curriculum content, design, connections across disciplines, and how it will influence your future teaching.

Standards

Standard Description IL-PTS-2012.2 Content Area and Pedagogical Knowledge – The competent teacher has in-


depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.

INTASC-2010.4

Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.

ACEI-2007.2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.

ACEI-2007.2.2 Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science.

ACEI-2007.2.3 Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation.

ACEI-2007.2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

ACEI-2007.2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students.

ACEI-2007.2.6 Health education—Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.

ACEI-2007.2.7 Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

ACEI-2007.3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.

ACEI-2007.3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.


BA Portfolio Rubric, 2012

BA Portfolio Rubric -2012

Teaching and Curriculum

Not Met (1 pt.) Partially Met (2 pts.) Met (3 pts.)

English Language Arts Artifact (1, 5%) ACEI-2007.2.1 IL-PTS-2012.2

INTASC-2010.4

Teacher candidate has not posted an artifact(s) which represents English language arts content knowledge

Teacher candidate has posted artifact(s) into livetext which represents knowledge and performance related to English language arts content knowledge. Artifact(s) section is missing either a title of the artifact, date artifact was entered or a brief description.

Teacher candidate has successfully posted artifact(s) into livetext which represents content knowledge in the English language arts. Artifact(s) section will have a title of the artifact, date artifact was entered and a brief description.

Connecting to the Standards:

English Language Arts (1, 5%) ACEI-

2007.2.1 IL-PTS-2012.2

INTASC-2010.4

The written rational and artifact(s) demonstrate that the teacher candidate possesses almost no competence in the use of English language arts content knowledge to teach reading, writing, speaking, viewing, listening, and thinking skills.

The written rational and artifact(s) demonstrate that the teacher candidate possesses partial competence in the use of English language arts content knowledge to teach reading, writing, speaking, viewing, listening, and thinking skills.

The written rational and artifact(s) demonstrate that the teacher candidate possesses a high level of competence in the use of English language arts content knowledge to teach reading, writing, speaking, viewing, listening, and thinking skills.

Science Artifact (1, 5%) ACEI-

2007.2.2 IL-PTS-2012.2

INTASC-2010.4

Teacher candidate has not posted an artifact(s) which represents science content knowledge.

Teacher candidate has posted artifact(s) into livetext which represents knowledge and performance related to science content knowledge. Artifact(s) section is missing either a title of the artifact, date artifact was entered or a brief description.

Teacher candidate has successfully posted artifact(s) into livetext which represents content knowledge in science. Artifact(s) section will have a title of the artifact, date artifact was entered and a brief description.

Connecting to the Standards: Science (1, 5%) ACEI-2007.2.2

The written rationale and artifact(s) demonstrate that the teacher candidate possess almost no

The written rationale and artifact(s) demonstrate that the teacher candidate possess a partial

The written rationale and artifact(s) demonstrate that the teacher candidate possess a high level of



IL-PTS-2012.2 INTASC-2010.4

competence in the use of science content knowledge to teach the fundamental concepts of science-including physical, life, earth and space sciences.



Mathematics Artifact (1, 5%) ACEI-2007.2.3 IL-PTS-2012.2

INTASC-2010.4

Teacher candidate has not posted an artifact(s) which represents mathematics content knowledge.

Teacher candidate has posted artifact(s) into livetext which represents knowledge and performance related to mathematics content knowledge. Artifact(s) section is missing either a title of the artifact, date artifact was entered or a brief description.

Teacher candidate has successfully posted artifact(s) into livetext which represents knowledge and performance related to mathematics content knowledge. Artifact(s) section will have a title of the artifact, date artifact was entered and a brief description.


Mathematics (1, 5%) ACEI-2007.2.3 IL-PTS-2012.2

INTASC-2010.4

The written rationale and artifact(s) demonstrate that the teacher candidate possess almost no competence in the use of math content knowledge to teach major concepts, procedures and reasoning processes that define number systems, number sense, geometry, measurement, statistics and probability and algebra.

The written rationale and artifact(s) demonstrate that the teacher candidate possess a partial competence in the use of math content knowledge to teach major concepts, procedures and reasoning processes that define number systems, number sense, geometry, measurement, statistics and probability and algebra.

The written rationale and artifact(s) demonstrate that the teacher candidate possess a high level of competence in the use of math content knowledge to teach major concepts, procedures and reasoning processes that define number systems, number sense, geometry, measurement, statistics and probability and algebra.

Social Studies Artifact (1, 5%) ACEI-2007.2.4 IL-PTS-2012.2

INTASC-2010.4

Teacher candidate has not posted an artifact(s) which represents social studies content knowledge.

Teacher candidate has posted artifact(s) into livetext which represents knowledge and performance related to social studies content knowledge. Artifact(s) section is missing either a title of the artifact, date artifact was entered or a brief description.

Teacher candidate has successfully posted artifact(s) into livetext which represents knowledge and performance related to social studies content knowledge. Artifact(s) section will have a title of the artifact, date artifact was entered and a brief description.


The written rationale and artifact(s) demonstrate





Social studies (1, 5%) ACEI-

2007.2.4 IL-PTS-2012.2

INTASC-2010.4

that the teacher candidate possess almost no competence in the use of social studies content knowledge to teach the major concepts and modes of inquiry for social studies.

that the teacher candidate possess a partial competence in the use of social studies content knowledge to teach the major concepts and modes of inquiry for social studies.

that the teacher candidate possess a high level of competence in the use of social studies content knowledge to teach the major concepts and modes of inquiry for social studies.

The arts Artifact (1, 5%) ACEI-2007.2.5 IL-PTS-2012.2

INTASC-2010.4

Teacher candidate has not posted an artifact(s) which represents the arts content knowledge.

Teacher candidate has posted artifact(s) into livetext which represents knowledge and performance related to the arts content knowledge. Artifact(s) section is missing either a title of the artifact, date artifact was entered or a brief description.

Teacher candidate has successfully posted artifact(s) into livetext which represents knowledge and performance related to the arts content knowledge. Artifact(s) section will have a title of the artifact, date artifact was entered and a brief description.


The arts (1, 5%) ACEI-2007.2.5 IL-PTS-2012.2

INTASC-2010.4

The written rationale and artifact(s) demonstrate that the teacher candidate possess almost no competence in the use of the arts content knowledge to teach the content, functions and achievements of dance, music, theater, and visual arts.

The written rationale and artifact(s) demonstrate that the teacher candidate possess a partial competence in the use of the arts content knowledge to teach the content, functions and achievements of dance, music, theater, and visual arts.

The written rationale and artifact(s) demonstrate that the teacher candidate possess a high level of competence in the use of the arts content knowledge to teach the content, functions and achievements of dance, music, theater, and visual arts.

Health education

Artifact (1, 5%) ACEI-2007.2.6 IL-PTS-2012.2

INTASC-2010.4

Teacher candidate has not posted an artifact(s) which represents knowledge, understanding, and use of the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.

Teacher candidate has posted artifact(s) into livetext which represents knowledge, understanding, and use of the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. Artifact(s) section is missing either a title of the artifact, date artifact was entered or a brief description.

Teacher candidate has successfully posted artifact(s) into livetext which represents knowledge, understanding, and use of the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. Artifact(s) section will have a title of the artifact, date artifact was entered and a brief



description.


Health Education (1, 5%) ACEI-2007.2.6 IL-PTS-2012.2

INTASC-2010.4

The written rationale and artifact(s) demonstrate that the teacher candidate possess almost no competence in the use of knowledge, understanding, and the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.

The written rationale and artifact(s) demonstrate that the teacher candidate possess a partial competence in the use of knowledge, understanding, and the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.

The written rationale and artifact(s) demonstrate that the teacher candidate possess a high level of competence in the use of knowledge, understanding, and the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.

Physical education

Artifact (1, 5%) ACEI-2007.2.7 IL-PTS-2012.2

INTASC-2010.4

Teacher candidate has not posted an artifact(s) which represents knowledge, understanding, use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

Teacher candidate has posted artifact(s) into livetext which represents use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. Artifact(s) section is missing either a title of the artifact, date artifact was entered or a brief description.

Teacher candidate has posted artifact(s) into livetext which represents use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. Artifact(s) section will have a title of the artifact, date artifact was entered and a brief description.


Physical education (1, 5%) ACEI-2007.2.7 IL-PTS-2012.2

INTASC-2010.4

The written rationale and artifact(s) demonstrate that the teacher candidate possess almost no competence in the use —as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

The written rationale and artifact(s) demonstrate that the teacher candidate possess a partial competence in the use —as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

The written rationale and artifact(s) demonstrate that the teacher candidate possess a high level of competence in the use —as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

Connections Teacher candidate has Teacher candidate has Teacher candidate has



across the Curriculum

Artifact (1, 5%) INTASC-2010.7

not posted an artifact(s) which represents knowledge and performance related to making connections across the content area

posted artifact(s) into livetext which represents knowledge and performance related to making connections across the curriculum. Artifact(s) section is missing either a title of the artifact, date artifact was entered or a brief description.

successfully posted artifact(s) into livetext which represents knowledge and performance related to making connections across the content area. Artifact(s) section will have a title of the artifact, date artifact was entered and a brief description.


Connecting across the

curriculum (1, 5%) INTASC-

2010.7

The written rationale and artifact(s) demonstrate that the teacher candidate has almost no competence in making connections across the curriculum by designing instruction which shows their knowledge, understanding and use of connections among concepts, procedures and applications from various content areas.

The written rationale and artifact(s) demonstrate that the teacher candidate has a partial competence in making connections across the curriculum by designing instruction which shows their knowledge, understanding and use of connections among concepts, procedures and applications from various content areas.

The written rationale and artifact(s) demonstrate that the teacher candidate has a high level of competence in making connections across the curriculum by designing instruction which shows their knowledge, understanding and use of connections among concepts, procedures and applications from various content areas.

Professional Statement (1,

5%)

Teacher candidate has no reflection on how the standards have influenced their teaching now and in the future.

Teacher candidate has partially reflected on how the standards have influenced their teaching now and in the future.

Teacher candidate has reflected in a meaningful manner how the standards have influenced their teaching now and will in the future.

Student Work Samples (1, 5%)

Teacher candidate has included sample student work which partially links to an artifact.

Teacher candidate has included sample student work which partially links to an artifact.

Teacher candidate has included sample student work which links to an artifact.

(1) Competency Appraisal – Student Teaching – Teaching and the Curriculum

a. Description and Use A Competency Appraisal is used at various benchmarks as an assessment of fieldwork in our program. The competency appraisal for this data set is taken from our ELE 470, Student Teaching Competency Appraisal. The Student Teaching Competency Appraisal has five sections: Teaching and Students, Teaching and the Environment, Teaching and Instruction, Teaching and the Curriculum and Teaching and the Profession. These five sections are aligned with the five sections in the BA Portfolio and specifically aligned with the ACEI standards. In each section, specific indicators within teaching and learning are measured on a six-point likert scale using the following terms: excellent, good, fair, poor, unsatisfactory and unable to assess. These indicators are


measured using both a quality and a frequency scale to make this determination. This competency appraisal is used by university supervisors (US), and cooperating teachers (CT) as well as teacher candidates (TC). The competency appraisal is used at the midterm of the student teaching experience and at the end. Teacher candidates are observed four times during their student teaching experience and all of their weekly lesson plans are monitored by a university supervisor. This process allows the opportunity for the university supervisors, teacher candidates and the cooperating teachers to determine the extent to which teacher candidates are meeting this requirement. For this assessment, we are using the section of the ELE 470, Student Teaching Competency Appraisal, Teaching and the Curriculum. This section of the competency appraisal measures the teacher candidate’s use of content knowledge to utilize the teacher candidate’s content knowledge as well as to plan and implement lessons in K-8 classrooms.

b. Alignment to ACEI Standards The BA ELE 470 Competency Appraisal and specifically the area of Teaching and the Curriculum are aligned with specific ACEI standards. The specific indicators used here are represented in each of the areas of the ACEI Standards: 2.1, Reading, Writing and Oral Language; 2.2, Science; 2.3, Mathematics; 2.4, Social Studies; 2.5, the arts; 2.6, Health Education and 2.7, Physical Education. The assessment measures teacher candidate content knowledge in standards 2.1-2.7, which are the core subject areas of elementary teaching and their ability to plan lessons in the content areas.

ACEI # Competency Appraisal 2.1 Reading, Writing, and Oral Language—Candidates

demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;

Teaching and the Curriculum – English Language Arts statement The candidate makes proficient use of reading and language arts concepts {reading, writing, listening, and speaking} when planning and teaching curriculum.


Teaching and the Curriculum – Science statement The candidate makes proficient use of science content, concepts, and the interrelationships of the disciplines when planning and teaching curriculum.


Teaching and the Curriculum – Mathematics statement The candidate makes proficient use of mathematical concepts, processes and reasoning to foster student understanding when planning and teaching curriculum.

2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world

Teaching and the Curriculum – Social Studies statement The candidate makes proficient use of social science content, concepts, and the interrelationship of the disciplines when planning and teaching curriculum.


2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as pimary media for communication, inquiry, and engagement among elementary students

Teaching and the Curriculum – The Arts statement The candidate makes proficient use of fines arts content across academic disciplines when planning and teaching curriculum


Teaching and the Curriculum – Health Education statement The candidate makes proficient use of physical development content when planning and teaching curriculum

2.7 Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of lifefor elementary students.

Teaching and the Curriculum – Physical Education statement The candidate makes proficient use of health development content when planning and teaching curriculum

c. Analysis of Data Findings Teaching and the Curriculum – Competency Appraisal Indicators

Our teacher candidates are very successful at a level of almost 90% teaching lessons in the areas of Reading/Language Arts, Math, Science and Social Studies. There is a small percentage who are not observed teaching in the areas of science and social science due to the nature of their school placement or school schedule. Often elementary schools have a rotation of subjects during the term. The data provides evidence that most of our teacher candidates are meeting the ACEI standards 2.1, 2.2, 2.3 and 2.4; English, mathematics, science and social studies. In the area of Health and Physical Education and the Arts, 2.5, 2.6 and 2.7, the evidence shows that a majority of teacher candidates are meeting the ACEI standards, but in addition due to the fact many schools have specialist and do not have time to integrate these subjects, many teacher candidates are not observed teaching these content areas. In future program discussions, a requirement to teach across the curriculum might need to be required.

4 B The candidate makes proficient use of reading and language arts concepts (reading, writing, listening, and speaking) when planning and teaching curriculum. 4 C The candidate makes proficient use of mathematical concepts, processes, and reasoning to foster student understanding when planning and teaching curriculum. 4 D The candidate makes proficient use of science content (physical, life, and earth) and scientific concepts, thinking, and reasoning when planning and teaching curriculum. 4 E The candidate makes proficient use of social science content, concepts, and the interrelationships of the disciplines when planning and teaching curriculum. 4 F The candidate makes proficient use of physical development content when planning and teaching curriculum. 4 G The candidate makes proficient use of health education content when planning and teaching curriculum. 4 H The candidate makes proficient use of fine arts content across academic disciplines when planning and teaching curriculum. Spring 2011 Data- Student Teaching Competency Appraisal (Sample Size= 25 Students)

ACEI Standard

Competency Appraisal Indicator Mean Score (out of

possible

Percentage Meeting

Standards


Standards

Percentage Not

Meeting Standards


4 points)3.3 4.a- Analysis, Synthesis, Evaluation 4.0 100% 0% 2% 2.1 4.b- Reading and Language Arts concepts 3.59 96% 2% 2% 2.3 4.d- Science content 3.59 96% 2% 2% 2.2 4.c- Mathematical concepts 88% 20% 0% 2.4 4.e- Social Studies content 88% 20% 0% 2.6 4.f- Physical Development 82% 10% 8% 2.7 4.g -Health Education 82% 10% 8% 2.5 4.g- Fine Arts content 80% 10% 10% 3.3 4.h- Multiple ways of knowing 92% 4% 4% 3.4 4.i- Enthusiasm for curriculum 96% 2% 2%


d. Interpretation of Data as Evidence of Meeting ACEI Standards The data demonstrate that the Elementary BA ELE candidates meet the ACEI standards 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7 at high levels. Candidates have achieved above the 80% level in all content areas. As BA program we are looking at new ways to help our candidates grow as content area experts related to both the 2007 ACEI standards and elementary and middle grade curricula. In the 2012-2013 year, we are looking at adding additional content to our teacher preparation curriculum. Ongoing conversations in 2012 with our Elementary Education Advisory Board will help us understand the changing nature of K-8 curriculum and the requisite content knowledge teacher candidates must possess in order to be considered highly effective educators. Additional conversations with college and university faculty, outside the ELE BA program, will help infuse additional ways of thinking about the needs of teacher preparation and ways to further build the content knowledge of candidates within our own graduate level coursework, especially in the areas of Mathematics, Physical Education, Health Education and Fine Arts. In summary, our candidates performed well during student teaching on all 2007 ACEI Standards, 2.1-2.7, based on the competency appraisal data analyzed from the spring 2012 Teaching and the Curriculum section. The findings from this specific content knowledge assessment will guide our plans as we continue to assess BA candidate competencies and look toward further program change and improvement in all areas related to building content knowledge for our candidates. Our ELE BA program faculty value the role content knowledge plays in preparing highly qualified candidates for the elementary schools. (2) Attachment of Assessment Documentation

ELE 470, Student Teaching Competency Appraisal – Teaching and the Curriculum Section

National College of Education Bachelor of Arts in Elementary Education

Master of Arts in Teaching Elementary Education ELE 470/590 Student Teaching Competency Appraisal

This competency appraisal is a tool used to assess the active involvement of the teacher candidate with the cooperating teacher and students during his/her student teaching experience. These competency appraisals help determine the course grade for the experience and become a part of the teacher candidate’s permanent record at the university. Please indicate the level of competence attained by the teacher candidate for each item – an O at midterm and an X at the end of the term. You are encouraged to use the space provided for comments. The cooperating teacher, university supervisor and teacher candidate each complete a competency appraisal at the midterm and end of the experience.

Please PRINT below in ink


Teacher Candidate Name Cooperating Teacher Name University Supervisor Name This form was completed by Please PRINT the dates of the midterm and final Competency Appraisal Meetings and SIGN in ink

at the final Competency Appraisal Meeting Midterm Meeting Date Final Meeting Date Teacher Candidate Signature Cooperating Teacher Signature

University Supervisor Signature

School School Address Grade Level/Content Quarter & Year The University Supervisor brings all 3 forms to the Exit Interview.


ELE 470/ELE590 Competency Appraisal Rubric The rubric serves as a guide for understanding the terms of the scale (Excellent to Unable to Assess) used to assess each indicator. The teacher candidate is to be assessed at this point in their development as a preservice teacher. Please include comments in the space provided. Quality Frequency

Excellent Complete understanding and outstanding performance Consistently present throughout the entire of a very high quality is evident in this area. experience. Good Thorough understanding and acceptable performance Present throughout most of the experience. of high quality is evident in this area. Fair Partial understanding and uneven performance of some Present throughout some of the experience. quality is evident in this area. Poor Minimal understanding and performance of questionable Present throughout very little of the experience. quality is evident in this area. Unable to Understanding or performance of this area was not Understanding or performance of this area was Assess observed. not observed.

The Knowledge and Performance Standards on Which the Competency Appraisal Indicators are Based Upon 1. Teaching and Students

Teacher candidates understand the major concepts and principles related to the intellectual, social, and personal development of students and provide opportunities that support their acquisition of knowledge and motivation to learn. Teacher candidates understand and address the diversity of students and their learning needs. ACEI 2007 – 1.0, 3.2 IL-PTS 2010- Standard 1 InTASC 2011- Standard 1, Standard 2 2. Teaching and Instruction Teacher candidates possess the skills of planning and teaching lessons appropriate for the students, subject, and curriculum. Teacher candidates apply knowledge of instruction, engage a diverse population of students in learning, encourage critical thinking and problem solving, utilize effective modes of communication (verbal, nonverbal, written, and/or technology) and demonstrate the ability to incorporate assessment strategies in their teaching. ACEI 2007 – 3.1, 3.2, 3.3, 3.5, 4.0 IL-PTS 2010- Standard 3, Standard 5, Standard 6, Standard 7 InTASC 2011- Standard 5, Standard 6, Standard 7, Standard 8 3. Teaching and the Environment Teacher candidates use their knowledge and understanding of group and individual student motivation and behavior to foster active engagement and positive social interactions in the classroom. Teacher candidates demonstrate an awareness of and the ability to maintain a classroom environment conducive to learning. ACEI 2007 –3.4, IL-PTS 2010- Standard 4 InTASC 2011- Standard 3 4. Teaching and Curriculum


Teacher candidates understand and demonstrate the central concepts, tools of inquiry, and structures of the content of the curriculum in order to create meaningful and appropriate learning experiences that develop all students' competence in subject matter and skills for various developmental levels. ACEI 2007 –2.1, 2.2, 2.3, 2.4, 2.5, 2.6. 2.7 Il-PTS 2010- Standard 2 InTASC 2011- Standard 4 5. Teaching and the Profession Teacher candidates collaborate with parents/families, colleagues and community agencies to support students, their well being and intellectual growth. Teacher candidates apply the skills of reflection/analytic practice and decision making in ways that support their own continuous professional development. Teacher candidates demonstrate a commitment to the ethics and responsibilities of the teaching profession. ACEI 2007 – 5.1, 5.2 Il-PTS 2010- Standard 8, Standard 9 InTASC 2011- Standard 9, Standard 10 Standards Alignment Key: ACEI 2007– Association of Childhood Education International Standards ISBE PTS 2010– Illinois State Board of Education Professional Teaching Standards InTASC 2011– Interstate New Teacher Assessment and Support Consortium Model Core Standards Please circle the letter (E=Excellent, G= Good, F=Fair, P=Poor, U=Unable to Assess) to indicate the level of competence attained. Please use an O for the MIDTERM ASSESSMENT and an X for the FINAL ASSESSMENT. Please refer to the rubric on page 2 for an explanation of E, G, F, P and U. 4. Teaching and Curriculum The candidate uses teaching techniques that demonstrate higher-level thinking (i.e., analysis, synthesis, evaluation) about real-world situations within and across content areas.

E G F P U

The candidate makes proficient use of reading and language arts concepts (reading, writing, listening, and speaking) when planning and teaching curriculum.

E G F P U

The candidate makes proficient use of mathematical concepts, processes and reasoning to foster student understanding when planning and teaching curriculum.

E G F P U

The candidate makes proficient use of science content (physical, life, and earth) and scientific concepts, thinking and reasoning when planning and teaching curriculum.

E G F P U

The candidate makes proficient use of social science content, concepts, and the interrelationships of the disciplines when planning and teaching curriculum

E G F P U

The candidate makes proficient use of physical development content when planning and teaching curriculum

E G F P U

The candidate makes proficient use of health education content when planning and teaching curriculum

E G F P U

The candidate makes proficient use of fine arts content across academic E G F P U


disciplines when planning and teaching curriculum The candidate values multiple ways of knowing and conveys to students that knowledge is developed from the vantage point of the knower.

E G F P U

The candidate shows enthusiasm for the curriculum being taught and helps students make curriculum connections to everyday life.

E G F P U

MIDTERM Comments: FINAL Comments:


2 Professional/Pedagogical Knowledge

(1) Lesson Plan Development

a. Description and Use

The ELE BA Lesson Plan is an assessment that measures teacher candidate’s ability to plan classroom curricula utilizing state and local standards, learning outcomes, the development of assessments, the use of appropriate differentiation as well as critical pedagogy. Teacher candidates are required to complete a formal lesson plan utilizing the BA Lesson Plan Format for a given subject and show evidence of effective planning throughout the lesson plan. Lesson Plans are assessed based on a concrete set of criteria from the BA Lesson Plan Rubric. The BA faculty utilizes this rubric to assess teacher candidate’s planning. The introduction of the ELE BA Program’s lesson plan format occurs in ELE 300, Practicum I Seminar, the first course in the foundational sequence. Teacher candidates continue to learn about planning for instruction in ELE 410/420, Practicum II/III. During this span of time, teacher candidates plan and teach over 40 lessons. Lesson planning is a major focus and the program team faculty begins with a standardized lesson plan format that can be adapted to individual content areas and a variety of lesson plan formats found in the school systems where teacher candidates fulfill hours for field experiences. In order to ensure consistency, however, all lesson plans must include the essential elements of planning found in the Elementary BA Education Program’s lesson plan format. The lesson plan encourages the development of pedagogical and professional knowledge, skills and dispositions related to planning, content knowledge, differentiation and assessment

Formative Assessments of planning and instruction are implemented throughout the program. Formative and summative Benchmark Lesson Plans are submitted to Livetext during ELE 300, Practicum I, ELE 410, Practicum II and ELE 420 Practicum III. The final assessment of candidates’ ability to plan and organize for instruction which occurs in Practicum III allows us to measure growth of individual teacher candidates as well as Benchmark standards for all candidates. All Lesson Plans are analyzed using our 3-point lesson plan rubric using “met” as the highest point, “partially met” and “not met.” This rubric is scored by the ELE 300, ELE 410 and ELE 420 Seminar leader. This new sequence was implemented in spring, 2009, for two pilot groups and implemented across the program for the 2009-10 academic year. BA Faculty have utilized training sessions to share perspectives and develop inter-rater reliability. A new revised Lesson Plan Rubric was used for the Spring, 2012 application with a more direct link to the ACEI standards and a removal of the content standards as they are assessed in other areas of the program.

b. Alignment to ACEI Standards The BA ELE Lesson Plan is aligned with specific ACEI standards in the chart below. Each standard is aligned to a specific element of the lesson plan and corresponding assignment.

ACEI # ACEI Standard Section of Lesson Plan Aligned to Standard

3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory,connections across the curriculum, curricular goals, and community

Standards/Learning Outcome

4.0 Assessment for instruction—Candidates know, understand, and use formal

Assessment


and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student

1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation

Procedures: Opening


Procedures: Instruction


Procedures: Instruction 2

3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom

Procedures: Instruction 3


Procedures: Closing


Differentiation

c. Analysis of Data Findings

The data for the ELE BA Lesson Plan Rubric assessed in ELE 420, Student Teaching shows that of our teacher candidates are meeting the requirements for all; areas of planning through their work with the lesson plan analysis. The lesson plan elements meeting the following ACEI standards are met with a success rate of 95% to 100%: 1.0, Development, learning and motivation; 3.1, integrating and applying knowledge for instruction; 3.2, adaptation to diverse students, 3.3, development of critical thinking and problem solving, 3.4, active engagement in learning, 3.5, communication to foster collaboration as well as 4.0, assessment for instruction. Our data supports that the teacher candidates are successfully meeting these standards.


Lesson Plan Analysis: Instructional Design Practicum III: ELE420 Spring 2012 (Sample Size=21 Students)

ACEI Standard

Lesson Plan Component Mean Score

(out of 3 possible points)

Percentage Meeting

Standards


Standards

Percentage Not

Meeting Standards

3.1 Standards/Learning Outcomes 3.00 100% 0% 0% 4.0 Assessment 2.95 95% 5% 0% 1.0 Procedures: Opening 3.00 100% 0% 0% 3.3 Instruction -Critical Thinking 3.00 100% 0% 0% 3.4 Instruction -Active Engagement 3.00 100% 0% 0% 3.5 Instruction - Communication and

Collaboration 3.00 100% 0% 0%

3.1 Closing 3.00 100% 0% 0% 3.2 Differentiation 2.95 95% 5% 0%

Interpretation of Data as Evidence of Meeting ACEI Standards

If we compare this data with the data presented in our initial SPA report, the data shows that there has been consistent growth for our teacher candidates in the area of classroom based planning for the BA ELE candidates. We have improved our assessment tool and this has placed further demands on the teacher candidates. In the creation of our new BA Lesson Plan, we have developed a tool which will be highly effective in measuring our teacher candidate’s ability to plan classroom based lessons. We believe the creation of this powerful tool and the work the faculty is doing to utilize this tool with teacher candidates beginning in our early field placements is evidence that we are meeting the ACEI standards for classroom based planning. As a new assessment tool, we hope to see continuous improvement with future applications of this assessment tool. During this implementation of this assessment tool, we used benchmark data from ELE 420, Practicum III. All teacher candidates meeting the standards at the Practicum III benchmark are not be required to complete a Lesson Plan in Student Teaching. This allows ELE 470, Student Teaching instructors to engage in remediation with a smaller subset of teacher candidates to improve their work with lesson planning, which will enable closer to 100% of our students to meet the ACEI standards from the lesson plan assessment.

The lesson plan assessment is aligned to the following ACEI standards: 1.0, 3.1, 3.2, 3.3, 3.4, 3.5 and 4.0. As the data reflects, our ELE BA candidates scored well above the 95% level in meeting these standards. With this application of data, all students met the benchmark. (2) Attachment of Assessment Documentation BA Lesson Plan Format 2010

BA Lesson Plan Template


Name of Candidate__________________________________________________ Subject being taught _____________________ Grade Level _________________ Date of Lesson __________________________Time frame of lesson___________

References What resources did you use to plan this lesson? (e.g. curriculum guides, bibliographic materials, artifacts, web sites, texts etc.)

Differentiation, Accommodation& Learning Styles

Connecting to Standards What specific goals are you connecting to?

State, District Benchmark/Learning Standard (as applicable):

Learning Outcomes/ Instructional Objectives What is your intended learning outcome? As a result of this lesson students will (be able to)…

Assessment What evidence will you collect related to learning outcomes to document student learning? (i.e. checklist, observational notes, rubric to be used, student work, writing prompt, journals, other). How will you use this evidence?

Materials/Technology What materials/technology do you need for teaching this lesson?


How will you differentiate in order to accommodate various learning styles or diverse needs?

Core Instruction (methodology) Might include some or all: How and when will you explain, model and demonstrate the content? Guided Practice: How and when will you scaffold student learning toward small group and independent practice? What is your strategy for monitoring and supporting students during guided practice?

Lesson Plan and Analysis Assignment

BA Lesson Plan Analysis Assignment Lesson Plan Development: Develop a formal lesson plan to teach in your Practicum classroom. Discuss your lesson with your cooperating teacher (CT) to collaborate on content, instructional

Opening How will you open the lesson? (e.g.activate prior knowledge, connect to prior learning, set purpose or build interest in this topic, introduce “essential questions” or vocabulary as appropriate?

Closing How will you close the lesson? (e.g. summarize, connect with prior or future learning, examine context, discuss purpose.

Enrichment/Extension How will students reinforce or extend what they learned? (e.g. homework, independent practice, other enrichment)


strategies, the learners in your classroom and resources. The plan and teaching need to include both formative and summative assessments. Be clear about your assessment and make sure it is linked to your learning outcome. State what evidence you will collect. Get feedback from your CT, make needed revisions, write the lesson using the BA lesson plan format and have the final plan approved by your CT prior to teaching. Lesson Plan Analysis: After you have taught the lesson write an analysis of your teaching and learning using the prompts below. The final assignment should include the lesson plan, copy of the assessment tools and all relevant handouts as well as the analysis. Please include # 1-4 below as headings for your responses in the text of your paper to identify each section of your analysis.

1. Write a short paragraph about how you felt about the lesson. This should be a personal reaction.

2. Reflect upon the strategy you selected to teach this lesson. a. Was the selected strategy an effective choice?

i. Why was it effective ii. How could the selected teaching strategy have been more effective?

b. Would a different strategy have been more effective? 3. Assessment Data: Reflect upon how successfully you taught the content?

a. Data Display Present assessment data that display the extent to which students achieved the identified learning outcomes. Use a graphic organizer such as a checklist, graph, chart or spreadsheet to display assessment outcomes.

b. Whole Class/Subgroup Analysis Review the formative and summative assessment data. Comment on what the data tell you about the degree to which the overall learning outcomes were met for all students in the class. If subgroups of students have been identified (e.g., ELL, SPE, Gifted, etc.) comment on the learning outcomes for these groups of students, as well.

c. Individual Student Data Identify one student who did not meet, or only partially met, the intended learning outcome(s), reference the assessment data and:

i. Identify and explain two or more possible reasons for success. Support your reasons with data and your own insights.

ii. Describe how you created or would create new opportunities for learning/reteaching.

d. Describe changes in your plan and instruction that you made or would make to enrich or extend student learning.

4. Reflect on the differentiation during this lesson? Was it included? Was it effective? How might the assessment data inform how effective it was?

Be sure to attach in Livetext: Lesson Plan, Lesson Plan Analysis, Assessment Tool and Sample Student Work


BA ELE Lesson Plan Rubric 2012

BA Lesson Plan Rubric 2012


Standards/Learning outcomes (1, 10%)

ACEI-2007.3.1 INTASC-2010.1

Lesson plan does not include appropriate standards and learning outcomes and are not connected to knowledge of students, learning theory, curricular goals and community context.

Lesson plan partially includes appropriate standards and learning outcomes which represent a clear connection to knowledge of students, learning theory, curricular goals and community context.

Lesson plan clearly includes appropriate standards and learning outcomes which represent a clear connection to knowledge of students, learning theory, curricular goals and community context.

Assessment (1, 10%) ACEI-2007.4 IL-PTS-

2012.7 INTASC-2010.6

Formal and Informal assessments are not aligned to the learning outcomes, and do not provide any structure for planning and evaluating instruction.

Formal and Informal assessments show partial alignment to the learning outcomes, and do not provide a clear structure for planning and evaluating instruction.

Lesson plan includes different formal and informal assessments tools which show a clear alignment to the learning outcomes, providing a clear structure for planning and evaluating instruction.

Procedures: Opening (1, 10%) ACEI-2007.1

INTASC-2010.1

Lesson opening is not connected to an understanding of the concepts, principles and research related to students’ prior knowledge, interests and motivation to learn.

Lesson opening is partially connected to an understanding of the concepts, principles and research related to students’ prior knowledge, interests and motivation to learn.

Lesson opening is clearly connected to an understanding of the concepts, principles and research related to activating students’ prior knowledge, interests and motivation to learn and provides opportunities to construct knowledge.

Procedures: Instruction (1, 10%) ACEI-2007.3.3 IL-

PTS-2012.5 INTASC-2010.7 INTASC-

2010.8

Instructional delivery is not connected to an understanding and use of various teaching practices that encourage the development of critical thinking and problem solving for all students in the

Instructional delivery is partially connected to an understanding and use of various teaching practices that encourage the development of critical thinking and problem solving for all students in the classroom.

Instructional delivery is clearly connected to an understanding and use of various teaching practices that encourage the development of critical thinking and problem solving for all students in the



classroom. classroom.

Procedures: Instruction 2 (1, 10%)

ACEI-2007.3.4 IL-PTS-2012.5 INTASC-

2010.7 INTASC-2010.8

Instruction does not demonstrate an understanding of individual and group motivation and behavior. Instruction does not fosters active engagement in learning and social interaction resulting in supportive learning environments

Instruction partially demonstrates an understanding of individual and group motivation and behavior. Instruction partially fosters active engagement in learning and social interaction resulting in supportive learning environments.

Instruction clearly demonstrates an understanding of individual and group motivation and behavior. Instruction clearly fosters active engagement in learning and social interaction resulting in supportive learning environments.

Procedures: Instruction 3 (1, 10%)

ACEI-2007.3.5 IL-PTS-2012.5 INTASC-

2010.7 INTASC-2010.8

Instruction does not demonstrate a knowledge and understanding of using communication techniques to foster active inquiry and collaboration in the classroom.

Instruction partially demonstrates a knowledge and understanding of using communication techniques to foster active inquiry and collaboration in the classroom

Instruction clearly demonstrates a knowledge and understanding of using communication techniques to foster active inquiry and collaboration in the classroom.

Procedures: Closing (1, 10%) ACEI-

2007.3.1 IL-PTS-2012.5 INTASC-2010.7 INTASC-

2010.8

Closing of the lesson does not demonstrate an understanding of lesson design, learning theory, and creating curricular connections in order to support student learning.

Closing of the lesson partially demonstrates an understanding of lesson design, learning theory, and creating curricular connections in order to support student learning.

Closing of the lesson clearly demonstrates an understanding of lesson design, learning theory, and creating curricular connections in order to support student learning.

Differentiation (1, 10%) ACEI-2007.3.2

IL-PTS-2012.1 INTASC-2010.2

Candidates demonstrate an incomplete knowledge and understanding of and use fundamental/major concepts of the content area that is the focus of this lesson plan.

Candidates demonstrate a partial knowledge and understanding of and use fundamental/major concepts of the content area that is the focus of this lesson plan.

Lesson plan clearly demonstrates an approach to instruction that is appropriately differentiated and adapted to the developmental learning needs of diverse students


3 Field Experience

(1) Student Teaching Competency Appraisal

a. Description and Use The competency appraisal is a tool used by teacher candidates, cooperating teachers and university supervisors to assess the active involvement, as well as the continuous growth and development of teacher candidates during various field experiences. The competency appraisals from ELE 300, Practicum I, ELE 410/420, Practicum II/III and ELE 470, Student Teaching, show a pattern of growth and development of teacher candidate competencies in the area of pedagogical and professional knowledge, skills and dispositions related to teaching and students, teaching and the environment, teaching and instruction, teaching and the curriculum and teaching and the profession. We use the final competency appraisal data from ELE 470, Student Teaching as our assessment tool for pedagogical and professional knowledge skills and dispositions. It is applied at the end of student teaching by the teacher candidate, the cooperating teacher and the university supervisor and is a guideline for the teacher candidate’s final grades in student teaching. This competency appraisal has 42 indicators which cover five main areas. The number of indicators is listed after each of these five main areas: Teaching and the Students (8), Teaching and the Environment (6), Teaching and Instruction (14), Teaching and the Curriculum (9) and Teaching and the Profession (5). This set of indicators covers the span of ACEI standards categorized in the above areas and has been specifically aligned with the ACEI standards.

Teacher candidates, cooperating teachers and university supervisors all complete the same version of the appraisals in the mid-term and end of the student teaching experience. Ratings are entered online using the Livetext system. After the mid-term evaluation, teacher candidates receive feedback from cooperating teachers and university supervisors in preparation for assuming a leading role in the classroom. At the end of the term, the competency appraisals serve as a summative assessment of each candidate’s competency and success. In addition to the rating scale, there are comment sections on the competency appraisal for both the mid-term and final evaluations. Only the end-of-term quantitative data are presented in this report. In order to strengthen our program’s assessment of the student teaching field experience, we as a faculty decided to display only the combined ratings from the cooperating teachers and university supervisors for the spring 2012 application of data. Looking at combined data from only the vantage point of the cooperating teachers and university supervisors allows us, as program faculty, to view candidate competency in the student teaching field experience (both individually and collectively) in an objective manner. In leaving the candidate self-ratings aside, for the purpose of this assessment, we feel that we have created a stronger, more reliable, assessment of the field experience for our program review.

b. Alignment to ACEI Standards Below you can see which section of the portfolio aligns with which standards. For each area, there are multiple indicators to meet the specific ACEI standards.

ACEI # Portfolio Category 1.0 Development, Learning, and Motivation--Candidates

know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation

Teaching and Students



Teaching and Instruction


Teaching and Students Teaching and Instruction




Teaching and the Environment

3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom




5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally

Teaching and the Profession

5.2 Collaboration with families, colleagues, and community agencies— Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.


c. Analysis of Data Findings – needs editing

In looking at the data which represents our assessment of pedagogical and professional knowledge skills and dispositions and its application in practice, there is consistent evidence of our students successfully meeting the standards. Our students score consistently between 80-95% with a rating of excellent or good on most of the competency appraisals indicators which represent the four main areas described above. Data chart are presented with evidence from each of the four areas of the competency appraisal used for this assessment. In the area of teaching and the students, representing ACEI standards, 1.0, Development, learning and motivation and 3.2, adaptation to diverse learners; 96% or more of our students meet the


standard. For the area of teaching and the environment representing ACEI standard 3.4, active engagement in learning; 90% of our students meet the standards, except in one case:

uses a range of strategies and can collaborate with specialists to promote positive relationships within the classroom and throughout the school setting.

In the area of teaching and the environment, our candidates score consistenly from 80% - 98% with a strong showing across the data. In the area of teaching and instruction, which corresponds to ACEI standards, 3.1, integrating and applying knowledge of instruction; 3.2, adaptation to diverse students; 3.5, communication to foster collaboration and 4.0, assessment for instruction, 90% of our teacher candidates are meeting the standards with two exceptions:

The candidate investigates and applies the use of individualized education programs [IEPs] to instruction. The candidate collaborates with resource personnel on accommodating and assessing the needs of students

with special needs. We continue to monitor our teacher candidates’ understanding of special education and meeting the needs of diverse learners. This will be a continued focus during the 2012-13 academic year.

In the area of teaching and the profession, our ELE BA candidates scored the highest. Our candidates are clearly showing their commitment to the profession as lifelong learners with an emphasis on self-reflection, self-assessment and lifelong learning.

Table 4-A: Separated Scores by Theme Spring 2012 Data Student Teaching Competency Appraisal N=25 Year 2011

Teaching and Students

Teaching and the Environment


Teaching and Curriculum


Summative Scores

Cooperating Teachers

99%

94%

95.5%

85%

98%

94%

University Supervisors

97%

93%

93%

83%

97%

93%

Table 4-B: Combined Scores on Competency Appraisal from University Supervisors and Cooperating Teachers Spring 2012 Data- Student Teaching Competency Appraisal Teaching and Students N=25

ACEI Standard

Competency Appraisal Indicator Percentage Meeting

Standards


Standards

Percentage Not

Meeting Standards

The candidate…

3.3 interacts equitably and with sensitivity with diverse learners.

100%

0%

0%

3.2 modifies instruction to meet individual students' needs when necessary.

98%

2%

0%

3.5 uses effective communication strategies to convey information and ask questions.

98%

2%

0%


2.1 proficiently uses oral and written English in his/her teaching.

98%

2%

0%

3.1 assesses the background, skills, prior knowledge, and talents of individual students.

98%

0%

2%

3.2 is sensitive to community and cultural norms and facilitates a learning community in which individual differences and cultural diversity are respected.

96%

2%

2%

1.0 believes that all children can achieve at high levels and consistently helps all children succeed.

100%

0%

0%

3.2 appreciates cultural and linguistic diversity and shows respect for students' varied abilities, intellect, and learning styles.

98%

2%

0%

Spring 2012 Data- Student Teaching Competency Appraisal Teaching and Instruction N=25

ACEI Standard


Standards


Standards

Percentage Not

Meeting Standards

The candidate…

3.1 plans and teaches lessons appropriate for the students, subject, curriculum, and community.

100%

0%

0%

3.2 investigates and applies the use of individualized education programs (IEP's) to instruction.

70%

15%

15%

3.3 applies knowledge of the cognitive processes associated with learning (e.g., critical thinking and problem solving) to instruction.

98%

2%

0%

3.3 plans lessons that develop students' critical thinking, problem solving, and performance capabilities.

98%

2%

0%

3.5 uses a wide range of ancillary materials (e.g., videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources) to enhance teaching and learning.

100%

0%

0%

3.5 uses a wide range of technology (e.g., PowerPoint, united streaming, web-based instruction, computer-based instruction) to enhance teaching and learning.

100%

0%

0%

3.1 plans for short and long-range instructional goals and adjusts plans to meet student needs and enhance learning.

98%

2%

0%

4.0 uses assessment results to diagnose student learning, align and modify instruction, and design teaching strategies.

96%

4%

0%

5.2 collaborates with resource personnel on


accommodating and assessing the needs of students with special needs.

68% 20% 12%

4.0 uses a variety of formative and summative assessments to evaluate student learning.

98%

2%

0%

4.0 encourages students in self-assessment, reflection, and goal setting.

86%

10%

4%

4.0 maintains useful and accurate records of student work and performance for all lessons taught.

95%

5%

0%

3.1 believes that plans must always be open to adjustment and revision upon student needs and changing circumstances and plans accordingly.

98%

2%

0%

3.5 values instructional planning as a collegial activity.

94%

6%

0%

Spring 2012 Data- Student Teaching Competency Appraisal Teaching and Environment N=25

ACEI Standard


Standards


Standards

Percentage Not

Meeting Standards

The candidate…

3.4 organizes and manages time, materials, and physical space to provide an active and engaged classroom learning environment.

98%

2%

0%

3.4 uses different motivational strategies to encourage the development of each student.

92%

4%

4%

3.4 assists in building a supporting and positive climate and learning community in the classroom and throughout the school setting.

96%

2%

2%

3.4 uses a range of strategies and can collaborate with specialists to promote positive relationships within the classroom and throughout the school setting.

81%

12%

8%

3.4 values the role of students in promoting each other's learning and creates opportunities for peer relationships that support a climate of learning.

93%

4%

7%

3.4 recognizes the value of using intrinsic motivation strategies to promote students' life-long learning, growth, and development.

98%

2%

0%

Spring 2012 Data- Student Teaching Competency Appraisal Teaching and Profession N=25

ACEI Standard


Standards


Standards

Percentage Not

Meeting Standards

The candidate…

5.2 collaborates with other professionals as resources for problem solving, generating

94%

4%

0%


new ideas, sharing experiences, and seeking feedback.

5.1 demonstrates commitment to self-reflection, self-assessment, and life-long learning.

100%

0%

0%

5.1 seeks and integrates constructive feedback in his/her teaching.

96%

4%

0%

5.1 follows school and university codes of professional conduct.

98%

2%

0%

5.1 follows school policies and procedures and respects legal and professional responsibilities when working with students, colleagues, and families.

98%

2%

0%

d. Interpretation of Data as Evidence of Meeting ACEI Standards

The above analysis suggests that all candidates in the Elementary Education BA Program meet a high standard of performance in all areas of clinical experience and fieldwork as defined by 2007 ACEI Standards. The competency appraisal used by the ELE BA program aligns with the following 2007 ACEI standards related to performance in field experiences for candidates seeking elementary certification. These 2007 ACEI standards include: 1.0, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1,.3.2, 3.3, 3.4, 3.5, and 4.0.

The evidence from the BA ELE Competency appraisal shows that our teacher candidates have a consistent understanding of the ACEI standards as measured by our assessment tool, the ELE 470 Competency Appraisal and the data is presented in the attachment. The competency appraisal is directly aligned with the ACEI standards and the evidence shows that a high percentage of our students are meeting the desired outcomes on the appraisal form. As was stated earlier, students who do not meet the required level are often assigned a lower grade in the Student Teaching Experience. As a faculty, we often recommend that this set of students spend a year in a supportive role in an educational setting prior to taking a job as a full time classroom teacher. A small group of students who receive very low marks on the competency appraisal are provided with a remediation plan which requires them to complete the student teaching experience a second time. This data is embedded with all of the competency appraisal data.

(2 )Attachment of Assessment Documentation

ELE 470 Competency Appraisal – Complete Document

National College of Education Elementary Education Program

ELE 470/ELE 590 Student Teaching Competency Appraisal This Competency Appraisal is a tool used to assess the active involvement of the candidate (the National- Louis student) with the cooperating teacher and students during his/her ELE 470 or ELE 590 Student Teaching experience. These Competency Appraisals help determine the course grade for the experience and become a part of the candidate’s permanent record at the university.


Please indicate the level of competence attained by the candidate for each item – an O at midterm and an X at the end of the term. You are encouraged to use the space provided for comments. The cooperating teacher, university supervisor and candidate each complete a Competency Appraisal at the midterm and end of the experience.

Please PRINT below in ink

Candidate Name Cooperating Teacher Name University Supervisor Name This form was completed by Please PRINT the dates of the midterm and final Competency Appraisal Meetings and SIGN in ink

at the final Competency Appraisal Meeting Midterm Meeting Date Final Meeting Date Candidate Signature Cooperating Teacher Signature

University Supervisor Signature

School School Address Grade Level/Content Quarter & Year The University Supervisor brings all 3 forms to the Exit Interview.


ELE 470/ELE 590 Competency Assessment Rubric The rubric serves as a guide for understanding the terms of the scale (Excellent to Unable to Assess) used to assess each indicator. The candidate is to be assessed at this point in their development as a preservice teacher. Please include comments in the space provided. Quality Frequency Excellent Complete understanding and outstanding performance

of high quality is evident in this area. Consistently present throughout the entire experience.

Good Thorough understanding and acceptable performance of

high quality is evident in this area. Present throughout most of the experience.

Fair Partial understanding and uneven performance of some

quality is evident in this area. Present throughout some of the experience.

Poor Minimal understanding and performance of

questionable quality is evident in this area. Present throughout very little of the experience.

Unable to Assess

Understanding or performance of this area was not observed.

Understanding or performance of this area was not observed.

The Knowledge and Performance Standards on Which the Competency Appraisal Indicators are Based 1. Teaching and Students Candidates provide opportunities that support all students’ intellectual, social, and personal development (A – #8, C – # 2, D – #2, E – #1) and address the diversity of students and their learning needs (A – #9, B Technology – #4, C – # 3, D – #3, E - #3.2). 2. Teaching and the Environment Candidates demonstrate an awareness of and the ability to maintain a classroom environment conducive to learning (A – #11, C – #5, D – #5, E – #3.4). 3. Teaching and Instruction Candidates possess the skills of planning and teaching lessons appropriate for the students, subject, and curriculum (A – #10 & 12, B Technology – #3, 5, 6, 7 & 8, C – #4 & 6, D – #4 & 7, D – #3.1 & 3.3). Candidates utilize effective modes of communication (verbal, nonverbal, written, and/or technology) (A – #13, B Technology – #6, C – #7, D – #6, E – #3.5). Candidates demonstrate the ability to incorporate assessment in their teaching (A – #14, B – Technology #5 & 8, C – #8, D – #8, E – #4). 4. Teaching and Curriculum Candidates understand and demonstrate the central concepts, tools of inquiry, and structures of content and create meaningful integrated learning experiences that develop all students' competence in subject matter and skills for various developmental levels (A – #1, B Technology – #1, C – #1, D – #1, E – #2.8). 5. Teaching and the Profession Candidates collaborate with school colleagues (including support services personnel), parents/families and community agencies to support students and their learning (A – #15, C – #8, D – #10, E – #5.3 & 5.4). Candidates are reflective/analytic practitioners in ways that support their own professional development (A – #16, B Technology – #2, C – #10, D – #9, E – #5.1 & 5.2). Candidates demonstrate a commitment to teaching as a profession (A – #17, C – #11). (A) ISBE EML – Illinois State Board of Education Elementary and Middle Level Content Area Standard (B) ISBE CAST – Illinois State Board of Education Content Area Standard for All Teachers (C) ISBE IPTS – Illinois State Board of Education Illinois Professional Teaching Standard (D) INTASC – Interstate New Teacher Assessment and Support Consortium Standard (E) ACEI – Association for Childhood Education International Standard


Please circle the letter (E=Excellent, G= Good, F=Fair, P=Poor, U=Unable to Assess) to indicate the level of competence attained. Please use an O for the MIDTERM ASSESSMENT and an X for the FINAL ASSESSMENT. Please refer to the rubric on page 2 for an explanation of E, G, F, P and U. 1. Teaching and Students The candidate interacts equitably and with sensitivity with diverse learners. E G F P U The candidate uses effective communication strategies to convey information and ask questions.

E G F P U

The candidate proficiently uses oral and written English in his/her teaching. E G F P U The candidate modifies instruction to meet individual students’ needs when necessary.

E G F P U

The candidate assesses the background, skills, prior knowledge and talents of individual students.

E G F P U

The candidate is sensitive to community and cultural norms and facilitates a learning community in which individual differences and cultural diversity are respected.

E G F P U

The candidate believes that all children can achieve at high levels and consistently helps all children succeed.

E G F P U

The candidate appreciates cultural and linguistic diversity and shows respect for students’ varied abilities, intellect, and learning styles.

E G F P U

MIDTERM Comments: FINAL Comments: 2. Teaching and the Environment The candidate organizes and manages time, materials, and physical space to provide an active and engaged classroom learning environment.

E G F P U

The candidate uses different motivational strategies to encourage the development of each student.

E G F P U

The candidate assists in building and supporting a positive climate and learning community in the classroom and throughout the school setting.

E G F P U

The candidate uses a range of strategies and can collaborate with specialists to promote positive relationships within the classroom and throughout the school setting.

E G F P U


Please circle the letter (E=Excellent, G= Good, F=Fair, P=Poor, U=Unable to Assess) to indicate the level of competence attained. Please use an O for the MIDTERM ASSESSMENT and an X for the FINAL ASSESSMENT. Please refer to the rubric on page 2 for an explanation of E, G, F, P and U. The candidate values the role of students in promoting each other’s learning and creates opportunities for peer relationships that support a climate of learning.

E G F P U

The candidate recognizes the value of using intrinsic motivation strategies to promote students’ life-long learning, growth, and development.

E G F P U

MIDTERM Comments: FINAL Comments: 3. Teaching and Instruction The candidate plans and teaches lessons appropriate for the students, subject, curriculum and community.

E G F P U

The candidate investigates and applies the use of individualized education programs [IEPs] to instruction.

E G F P U

The candidate applies knowledge of the cognitive processes associated with learning [e.g., critical thinking and problem solving] to instruction.

E G F P U

The candidate plans lessons that develop students’ critical thinking, problem solving, and performance capabilities.

E G F P U

The candidate uses a wide range of ancillary materials (e.g., videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature and other print resources) to enhance teaching and learning

E G F P U

The candidate uses a wide range of technology (e.g., power point, united streaming, web-based instruction, computer–based instruction) to enhance teaching and learning.

E G F P U

The candidate plans for short and long-range instructional goals and adjusts plans to meet student needs and enhance learning.

E G F P U

The candidate uses assessment results to diagnose student learning, align and modify instruction, and design teaching strategies.

E G F P U

The candidate collaborates with resource personnel on accommodating and assessing the needs of students with special needs.

E G F P U

The candidate uses a variety of formative and summative assessments to evaluate student learning.

E G F P U

The candidate encourages students in self-assessment, reflection, and goal setting.

E G F P U

The candidate maintains useful and accurate records of student work and performance for all lessons taught.

E G F P U


Please circle the letter (E=Excellent, G= Good, F=Fair, P=Poor, U=Unable to Assess) to indicate the level of competence attained. Please use an O for the MIDTERM ASSESSMENT and an X for the FINAL ASSESSMENT. Please refer to the rubric on page 2 for an explanation of E, G, F, P and U. The candidate believes that plans must always be open to adjustment and revision upon student needs and changing circumstances and plans accordingly.

E G F P U

The candidate values instructional planning as a collegial activity. E G F P U MIDTERM Comments: FINAL Comments: 4. Teaching and Curriculum The candidate uses teaching techniques that demonstrate higher-level thinking (i.e., analysis, synthesis, evaluation) about real-world situations within and across content areas.

E G F P U

The candidate makes proficient use of reading and language arts concepts (reading, writing, listening, and speaking) when planning and teaching curriculum.

E G F P U

The candidate makes proficient use of mathematical concepts, processes and reasoning to foster student understanding when planning and teaching curriculum.

E G F P U

The candidate makes proficient use of science content (physical, life, and earth) and scientific concepts, thinking and reasoning when planning and teaching curriculum.

E G F P U

The candidate makes proficient use of social science content, concepts, and the interrelationships of the disciplines when planning and teaching curriculum

E G F P U

The candidate makes proficient use of physical development and health content when planning and teaching curriculum

E G F P U

The candidate makes proficient use of health education content when planning and teaching curriculum

E G F P U

The candidate shows enthusiasm for the curriculum being taught and helps students make curriculum connections to everyday life.

E G F P U



Please circle the letter (E=Excellent, G= Good, F=Fair, P=Poor, U=Unable to Assess) to indicate the level of competence attained. Please use an O for the MIDTERM ASSESSMENT and an X for the FINAL ASSESSMENT. Please refer to the rubric on page 2 for an explanation of E, G, F, P and U. 5. Teaching and the Profession The candidate collaborates with other professionals as resources for problem solving, generating new ideas, sharing experiences, and seeking feedback.

E G F P U

The candidate demonstrates commitment to self-reflection, self-assessment, and life-long learning.

E G F P U

The candidate seeks and integrates constructive feedback in his/her teaching. E G F P U The candidate follows school and university codes of professional conduct. E G F P U The candidate follows school policies and procedures, and respects legal and professional responsibilities when working with students, colleagues, and families.

E G F P U



4 Impact on Student Learning

(1) Lesson Plan Analysis:

a. Description and Use

The BA Lesson Analysis is an assessment that measures teacher candidate’s ability analyze the impact a particular lesson has on student learning. For this assessment, the teacher candidate needs to implement a lesson, collect assessment data on students from the lesson, analyze the data and reflect on future goals for teaching the students based on the lesson. Teacher Candidates are required to complete a formal lesson plan analysis following guided prompts and to refer to student work samples in responding to the prompts. Lesson Plan Analysis are assessed based on a concrete set of criteria articulated in the rubric. The introduction of the Elementary Education BA Program’s lesson plan analysis begins in ELE 300, Practicum I Seminar. Teacher candidates continue to learn about assessment and impact on student learning in ELE 410/420, Practicum II/III. This introduction also includes a lesson plan analysis component with a primary focus on impact on student learning. During this span of time, teacher candidates plan and teach over 40 lessons in which formative and summative assessments are included. Lesson planning and analysis are a major focus. Formative Assessments of lesson planning analysis are implemented throughout the program within various practicum and methods courses. Final summative Benchmark Lesson Plan Analysis’ are submitted to Livetext during ELE 420, Practicum III. Lesson Plan Analysis are scored by Practicum III seminar leaders. During the implementation of the lesson plan analysis, training sessions for all BA faculty members have occurred. As part of these training sessions, faculty discussed inter-rater reliability issues and participated in activities to improve this. Information was shared about the given criteria and what constitutes each rating within each area. There is now a more shared consensus on applying the rubric. Over the next few years, rubrics will be applied in individual accounts to verify inter-rater reliability. We continue to look at this as we analyze the data from this area.

b. Alignment to ACEI Standards The evidence from this assessment aligns with two main standards below. ACEI # Rubric 4.0 Assessment for instruction—Candidates know, understand, and

use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

Description/Analysis of Assessment Data

c. Analysis of Data Findings

We have been implemented the Lesson Plan Analysis with teacher candidates since our pilot in Spring, 2009. The process of implementation has resulted in subtle gains during the course of implementation for both the development of assessment tools as well as for the analysis of this data. The data is what we expected to see in this area. In addition, the BA faculty created a very demanding rubric system so that we could raise the expectations for our teacher candidates in the area of lesson plan analysis. In looking at the application of data for spring, 2012, our teacher


candidates are continuing to improve. Over 80% of our teacher candidates are meeting the standards. This is a solid success rate for our ELE BA teacher candidates. Spring 2012 Data- Lesson Plan Analysis (Sample Size=21 Students)

ACEI Standard

Analysis of Teaching and Learning Assessment

Mean Score (out of

possible 3 points)

Percentage Meeting

Standards


Standards

Percentage Not

Meeting Standards

4.0 Description of Data/Analysis of Data Collected

2.82

80%

20%

0%

4.0 Use of Assessment Data 2.82 80% 20% 0%

d. Interpretation of Data as Evidence of Meeting ACEI Standards Data presented here shows that our teacher candidates scored above the 80% level in meeting the ACEI standards in the areas, 4.0 Assessment for Instruction. The evidence reflects the work that our candidates are doing while in their practicum classrooms where they are learning to present assessment data and analyze their own teaching in order to develop a strong understanding of their students’ learning outcomes. We have made a concerted effort as a faculty to explore and study ways to more consistently and systematically introduce our candidates to the importance of teaching for learning as they engage in classroom-based field experiences. For the upcoming 2012-13 academic year, plans are being made to determine new and improved ways to help our candidates learn to easily identify and give appropriate assessments in their assigned field-based classrooms in order to improve their own abilities to assess student learning gains. Looking at whole class, sub-group and individual student needs will continue to be at the forefront of our discussions with our teacher candidates. Improving K-8 student learning and closing achievement gaps are the overarching outcomes for all ELE candidates. Given that this assessment is relatively new to our program, the data shows a solid set of evidence that a large proportion of our teacher candidates are meeting the ACEI standard, 4.0, assessment for instruction based on the Lesson Plan Analysis. We recognize that we have 20% of the teacher candidates who have only partially met the standard, and therefore we have implemented a new plan to remediate this set of teacher candidates. All teacher candidates meeting the standards at the Practicum III benchmark will not be required to complete a Lesson Plan in Student Teaching. This will allow ELE 470, Student Teaching instructors to engage in remediation with a smaller subset of teacher candidates to improve their work with lesson planning, which will enable closer to 100% of our students to meet the ACEI standards from the lesson plan assessment.

(2) Attachment of Assessment Documentation

BA ELED Lesson Plan Analysis Rubric

BA Lesson Plan Analysis Rubric 2012



Description/Analysis of Assessment Data

Collected (1, 10%) ACEI-2007.4 IL-PTS-2012.7 INTASC-2010.6

Lesson Plan Analysis includes minimal description or analysis of the assessment data collected. The description does not demonstrate the candidate’s knowledge and understanding of formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional and physical development of each elementary student.

Lesson Plan Analysis includes an incomplete description and/or analysis of the assessment data collected. The description partially demonstrates the candidate’s knowledge and understanding of formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional and physical development of each elementary student.

Lesson Plan Analysis includes a detailed description and analysis of the assessment data collected. The description demonstrates the candidate’s knowledge and understanding of formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional and physical development of each elementary student.

Use of Assessment Data (1, 10%) ACEI-2007.4 IL-PTS-2012.7

INTASC-2010.6

Lesson plan analysis includes minimal description of how the candidate will use the assessment data to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional and physical development of each elementary student.

Lesson plan analysis includes an incomplete description of how the candidate will use the assessment data to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional and physical development of each elementary student.

Lesson plan analysis includes a detailed description of how the candidate will use the assessment data to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional and physical development of each elementary student.

Lesson Plan and Analysis Assignment

BA Lesson Plan Analysis Assignment Lesson Plan Development: Develop a formal lesson plan to teach in your Practicum classroom. Discuss your lesson with your cooperating teacher (CT) to collaborate on content, instructional strategies, the learners in your classroom and resources. The plan and teaching need to include both formative and summative assessments. Be clear about your assessment and make sure it is linked to your learning outcome. State what evidence you will collect. Get feedback from your CT, make needed revisions, write the lesson using the BA lesson plan format and have the final plan approved by your CT prior to teaching. Lesson Plan Analysis: After you have taught the lesson write an analysis of your teaching and learning using the prompts below. The final assignment should include the lesson plan, copy of the


assessment tools and all relevant handouts as well as the analysis. Please include # 1-4 below as headings for your responses in the text of your paper to identify each section of your analysis.

5. Write a short paragraph about how you felt about the lesson. This should be a personal reaction.

6. Reflect upon the strategy you selected to teach this lesson. a. Was the selected strategy an effective choice?

i. Why was it effective ii. How could the selected teaching strategy have been more effective?

b. Would a different strategy have been more effective? 7. Assessment Data: Reflect upon how successfully you taught the content?

a. Data Display Present assessment data that display the extent to which students achieved the identified learning outcomes. Use a graphic organizer such as a checklist, graph, chart or spreadsheet to display assessment outcomes.

b. Whole Class/Subgroup Analysis Review the formative and summative assessment data. Comment on what the data tell you about the degree to which the overall learning outcomes were met for all students in the class. If subgroups of students have been identified (e.g., ELL, SPE, Gifted, etc.) comment on the learning outcomes for these groups of students, as well.

c. Individual Student Data Identify one student who did not meet, or only partially met, the intended learning outcome(s), reference the assessment data and:

i. Identify and explain two or more possible reasons for success. Support your reasons with data and your own insights.

ii. Describe how you created or would create new opportunities for learning/reteaching.

d. Describe changes in your plan and instruction that you made or would make to enrich or extend student learning.

8. Reflect on the differentiation during this lesson? Was it included? Was it effective? How might the assessment data inform how effective it was?

Be sure to attach in Livetext: Lesson Plan, Lesson Plan Analysis, Assessment Tool and Sample Student Work

Lesson Plan Format

BA Lesson Plan Template

Name of Candidate__________________________________________________ Subject being taught _____________________ Grade Level _________________ Date of Lesson __________________________Time frame of lesson___________


References What resources did you use to plan this lesson? (e.g. curriculum guides, bibliographic materials, artifacts, web sites, texts etc.)

Differentiation, Accommodation& Learning Styles How will you differentiate in order to accommodate various learning styles or diverse needs?

Connecting to Standards What specific goals are you connecting to?

State, District Benchmark/Learning Standard (as applicable):

Learning Outcomes/ Instructional Objectives What is your intended learning outcome? As a result of this lesson students will (be able to)…

Assessment What evidence will you collect related to learning outcomes to document student learning? (i.e. checklist, observational notes, rubric to be used, student work, writing prompt, journals, other). How will you use this evidence?

Materials/Technology What materials/technology do you need for teaching this lesson?


Core Instruction (methodology) Might include some or all: How and when will you explain, model and demonstrate the content? Guided Practice: How and when will you scaffold student learning toward small group and independent practice? What is your strategy for monitoring and supporting students during guided practice?

(1) Teacher Work Sample

a. Description and Use The Elementary Education BA Program Teacher Work Sample (TWS) requires that Teacher candidates construct a content-related group of lessons in which formative, summative and pre and post-assessments guide the teacher candidate in making data-driven decisions for future teaching of students. Developed by a joint task force of BA/MAT faculty members of the Elementary Education Program in spring, 2009, the TWS provides evidence that teacher candidates can plan instruction effectively utilizing student context information as well as have a direct impact on student learning. Evaluation of individual candidate’s ability to demonstrate a

Opening How will you open the lesson? (e.g.activate prior knowledge, connect to prior learning, set purpose or build interest in this topic, introduce “essential questions” or vocabulary as appropriate?

Closing How will you close the lesson? (e.g. summarize, connect with prior or future learning, examine context, discuss purpose.

Enrichment/Extension How will students reinforce or extend what they learned? (e.g. homework, independent practice, other enrichment)


positive effect on student learning is used for making decisions about candidate’s preparedness to exit the program. Aggregated data from this assessment are analyzed and used for improvement of the Elementary Education BA program in relationship to: candidate’s ability to plan instruction, overall student teaching experience as well as the candidate’s effect on student learning.

b. Alignment to ACEI Standards Below is a chart of the ACEI standards which align with the Teacher Work Sample. ACEI # ACEI Standard Component of TWS Aligned with

ACEI Standard 1.0 Development, Learning, and Motivation--Candidates know,

understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

Component 1 – Context of the Classroom and Community

3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;

Component #2 – Planning for Instruction


Component #4 – Instructional Design (Instructional Plan Part 1}


Component #4 – Instructional Design and Implementation (Instructional Plan Part 2}


Component #4 – Instructional Design and Implementation (Instructional Plan Part 3}

4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

Component # 3 – Assessment Plan Component #5 – Analysis of Teaching and Learning

5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally

Component #6 – Reflection and Self Evaluation

c. Analysis of Data Findings The data presented here is from the fifth application of the TWS in our ELE BA Program, Student Teaching, ELE 470. Attached, you can see the TWS assignment and corresponding rubric. The chart below shows a strong presentation of data for all our students across the program. In all aspects of the portfolio, 76% - 90 % of the teacher candidates are meeting the standards. Not a single teacher candidate, among the group received “did not meet the standard,” but a small percentage of teacher candidates only partially met the standards. Spring 2011 Data- Teacher Work Sample (Sample Size= 21 Students)

ACEI Standard

TWS Component Mean Score

Percentage Meeting

Percentage Partially

Percentage Not


(out of possibl

e 3 points)

Standards Meeting Standards

Meeting Standards

1.0 Context of Classroom and Community

2.86

85%

15%

0%

3.1 Planning for Instruction 3.00 100% 0% 0% 4.0 Assessment Plan 2.80 80% 20% 0% 3.2 Instructional Design 2.89 88% 12% 0% 3.3 Instructional Design 2.89 88% 12% 0% 3.4 Instructional Design 2.89 88% 12% 0% 3.5 Instructional Design 2.89 88% 12% 0% 4.0 Analysis of Teaching/Learning 2.80 80% 20% 0% 5.1 Reflection/Self-Evaluation 3.00 100% 0% 0%

d. Interpretation of Data as Evidence of Meeting ACEI Standards The evidence from the TWS for our Spring, 2012 application shows that there is consistent growth among our candidates across all aspects of the TWS. This indicates that our candidates are engaging in a significant assessment which measures a wide range of ACEI standards. There is significant evidence that our teacher candidates are meeting the required standards. In the area of standard 1.0, development, motivation and learning, 85% of the teacher candidates met the standard with 15% partially meeting the standard. For standard, 3.1, integrating knowledge for instruction, TWS evidence indicates that 100% of the teacher candidates met the standard. For 3.2, adaptation to diverse students; 3.3, development of critical thinking and problem solving, and standard 3.4, active engagement in learning, 88% of our students met the standard with only 12% partially meeting the standards. The data for ACEI standard 4.0, assessment for instruction is the weakest data, where in planning, 80% of the students meet the standard and 20% partially meet the standard and for the analysis of teaching and learning, 80% of teacher candidates meet the standard and 20% only partially meet the standard. For standard 5.1, professional growth, reflection and evaluation, 100% of our candidates meet the standard. One goal that the program needs to address in future applications are what steps must be taken for those students who are only partially meeting the standards in a particular area. This will be explored this year for the next application in fall, 2012. One idea that is being explored is to have a benchmark score for the TWS that all students must meet to graduate from the program. This serious work and analysis on how to implement this more carefully across the program is underway and we think this contextual information reinforces the strength of this assessment tool. We also have a smaller “N” for this assessment as a small group of ELE BA students piloted the TPA assessment and did not complete the TWS.

(2) Attachment of Assessment Documentation Teacher Work Sample Document Rubric for Assessing the Teacher Work Sample, Elementary Education

Teacher Work Sample (TWS): Elementary and Middle Level Teacher Education

Vision and Conceptual Framework


The purpose of the Teacher Work Sample (TWS) is to link K-8 student learning with the preparation of elementary and middle level teacher candidates. Teacher candidates in the Elementary Education program are required to design a TWS (unit of study) that connects the complexities of teaching with an assessment-eye toward student learning. Using a TWS design (described below) elementary and middle level teacher candidates plan coherent curriculum grounded in the application of effective instructional and assessment practices in teaching and learning. The goals of the TWS include:

identifying desired learning outcomes based upon the content of curriculum to be taught

developing a knowledge /understanding of the context of the candidate’s own classroom

developing a knowledge /understanding of student learning needs

linking instruction with an understanding of national, state and local curriculum standards

understanding professional teaching standards and pedagogies of practice

designing assessment practices linked to the measurement of student achievement

designing instruction to impact student learning

analyzing student gains related to instruction

reflecting upon the outcomes of student learning

reflecting upon one’s own areas for professional growth

designing next steps in curriculum and instruction for all K-8 students Teacher candidates in the Elementary and Middle Level Teacher Education Program are required to design and document a Teacher Work Sample that contains a minimum of ten lessons. The planning of a TWS grounded in coherent curriculum and instruction for K-8 students provides candidates the opportunity to fully assess learning and adjust instruction accordingly. Formative and summative assessment of student learning underscores the TWS design. As a result, TWS planning is outcomes oriented and results driven; this type of planning enables teacher candidates to understand the connection between teaching and learning. Planning for the TWS begins in Practicum II and extends through Student Teaching. The Elementary Education TWS includes the following required components. Each component is assessed by a corresponding rubric that identifies the knowledge, skill(s) and dispositions of each teacher candidate related to the areas of curriculum planning, instructional practice, assessment of learning outcomes and classroom management. Teacher candidate impact on K-8 student learning is the goal of the TWS.


Components and Implementation Schedule: An Overview

Component #1: Context of the Classroom and Community Draft in Practicum/ Revise in Student Teaching Suggested length of component #1: 2-4 pages 1. Provide an analysis of the context of the school community. Include information about the

geographic location, school population, race/ethnicity, socioeconomic conditions, family involvement, and other relevant information specific to this school and community. Some of this information may be found on the Illinois School Report Card or on the school’s website.

2. Describe the students in your classroom. Include information about the students’ Learning Styles, ELL/ Language abilities, Special Needs, Strengths/Talents, Culture, Parent/Guardian support at home, etc.

3. Identify information related to students’ skill levels and varied approaches to learning. 4. After identifying implications for instructional planning and assessment based upon the context

described, and taking into account students’ skill levels and varied approaches to learning, include a set of recommendations that will impact student learning and an analysis of:

o Differentiation of instruction based upon student characteristics and learning needs o Identification of resources and technology/media applications that you might need to

support instruction Component #2: Planning for Instruction Draft in Practicum/ Complete in Student Teaching Suggested Length of component # 2: 2-4 pages Identify and explain: 5. Topic and grade level of unit to be taught. 6. Rationale – Why is it important to teach this topic? 7. Scope and Sequence – General content included in the unit and where the unit fits within the

academic year. 8. Essential Questions – What are the 2-4 key questions and/or big ideas that connect to the

unit’s curriculum and instructional planning?

Identify Learning Goals, Standards and Outcomes: 1. Illinois State Goals and Standards– include all subjects that apply. For example -------

English/Language Arts, Science, Fine Arts, etc. … Be sure to write out the entire text of each goal and standard you include.

2. Local school or school district standards, if applicable. 3. Specific unit learning outcomes (3-5) and describe how these outcomes are aligned with the

identified learning standards. Think about what you would like the students to know and be able to do as a result of this unit.

Component #3: Assessment Plan Complete in Student Teaching Suggested length of Component # 3: 2-3 pages


4. Identify the pre-assessment(s) you will use prior to teaching the unit. This assessment should provide baseline data about each student’s knowledge and skill related to the unit content. Examples might include quizzes, writing prompts, knowledge or skill checklists, etc.

5. Analyze your results and discuss how you will use this information to plan your instruction 6. Identify the post-assessments you will implement in order to assess your impact on student

learning. What is the culminating activity/assessment that brings together the big ideas included in the unit [e.g., presentations, tests, writing sample projects

7. Use the following chart to align pre and post assessments with standards and learning outcomes for the unit.

Standards Unit Learning Outcomes

Pre -Assessment Post-Assessment

8. When you have completed teaching the unit, present pre and post assessment data that explains

students achievement related to the identified learning outcome(s) (i.e., met, partially met, not met). Use a graphic organizer such as a checklist, chart or spreadsheet to profile student assessment outcomes.

Component #4: Instructional Design Complete in Student Teaching Suggested Length of Component# 4: 10 pages (or more as needed) 9. Unit Overview - Make a chart or outline of a minimum of 10 lessons that includes lesson title,

learning outcome, activity overview, lesson assessment, and technology (if applicable): Lesson Title Learning Outcome Activity Assessment Technology

9. Include a formal, detailed lesson plan for every lesson to be presented in the unit. Use the

EMLTE department’s common lesson plan framework for each lesson in this unit. A minimum of ten lessons plans is required.

o Lessons should be integrated across content areas, as appropriate. Language arts, math, science, social studies, technology, health, PE and the arts may contribute to the interdisciplinary design of the unit of study.

o Reference the use of technology/media on individual lesson plans. o Include all handouts for students and all teaching materials needed for each plan.

10. Include representative student work samples showing variations in achievement for students.

Make sure to remove any identifying student information. Compile a resource list including all the materials you used in planning and teaching this unit

including textbooks, trade books, reference materials, internet web sites. If you plan a field trip, include that information here.

Component #5: Analysis of Teaching and Learning Complete in Student Teaching


Suggested Length of Component # 5: 2-4 pages Present and analyze pre and post assessment data that explains the extent to which students achieved the unit learning outcomes (i.e., met, partially met, not met). Use a graphic organizer such as a checklist, chart or spreadsheet to profile student assessment outcomes. Consider what the display of data tells you about student learning by answering the following question: 11. What does the display of data tell you about the learning gains for all students? Identify areas

of strength and areas in need of additional work/improvement for individual students as well as for the entire class.

12. For students who did not meet intended learning outcomes, how did you create new opportunities for student learning? Include here (if appropriate) a discussion of students with special needs, including IEP’s, English Language Learners, etc.

13. For students meeting or exceeding expectations, how did you plan for enrichment and

extension of learning? Component 6: Reflection and Self Evaluation Complete in Student Teaching Suggested Length of Component # 6: 2-3 pages Based on the unit you designed and taught and the analysis of student learning, what would

you retain and what would you change in future planning and teaching? Explain why you would retain and/or revise these elements.

What actions will you take for your own improved practice and professional development

when teaching this unit, or another unit, in the future?


Checklist for Teacher Work Sample Teacher Candidate:__________________________________ Date:_____________ Directions: Teacher Candidates, University Supervisors, and Seminar Leaders: Use this checklist as you work through the Teacher Work Sample to document completion of each component. Categories: Comments: Context of the Classroom Community:

Complete Incomplete

School Overview Type of Students Student Skill Level Implications for Teaching Planning for Instruction: Complete Incomplete Topic and Grade Level Rationale Scope and Sequence Essential questions State Goals and Standards Local Goals and Standards {optional} Unit Outcomes Assessment Plan: Complete Incomplete Pre-Assessment Analysis of Pre-Assessment Post Assessment Assessment Chart Pre and Post Assessment Graphic Instructional Design: Complete Incomplete Unit Overview Minimum 10 Lesson Plans Student Handouts Student Work Samples Resource List Analysis of Teaching and Learning Complete Incomplete Analysis of Assessment Data Analysis of Student Data –Not Meeting Expectations

Analysis of Student Data – Exceeding Expectations

Reflection/Self-Evaluation Complete Incomplete Analysis of Data for Future Teaching Plan for Future Teaching


Standards for Teacher Work Sample

Context of the Classroom Community: ACEI 2007: Standard 1.0 Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual student’s development, acquisitions of knowledge, and motivation. Standard 3.2- Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. IL-PTS 2010: Standard 1 Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning.

InTASC 2011: Standard 1 Learner Development- The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard 2 Learning Differences-The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard 3 Learning Environments- The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Planning for Instruction: ACEI 2007: Standard 3.1 Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. IL-PTS 2010: Standard 3 Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement. Standard 4 Learning Environment – The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting. Standard 6 Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student. InTASC 2011: Standard 4 Content Knowledge- The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard 5 Application of Content- The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Standard 7 Planning for Instruction- The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Assessment Plan: ACEI 2007: Standard 4.0 Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. IL-PTS 2010: Standard 7 Assessment – The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student. InTASC 2011: Standard 6 Assessment-The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.


Instructional Design: ACEI 2007: Standard 3.2- Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. Standard 3.3- Candidates understand and use a variety of teaching strategies that encourage the elementary students development of critical thinking and problem solving. Standard 3.4- Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments. Standard 3.5 Communication to foster collaboration-Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom IL-PTS 2010: Standard 2 Content Area and Pedagogical Knowledge – The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice. Standard 3 Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement. Standard 5 Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student. InTASC 2011: Standard 7 Planning for Instruction- The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard 8 Instructional Strategies-The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Analysis of Teaching and Learning: ACEI 2007: Standard 4.0- Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. IL-PTS 2010: Standard 7 Assessment – The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student. InTASC 2011: Standard 6 Assessment-The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Reflection and Professional Growth: ACEI 2007: Standard 5.1 Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally IL-PTS 2010: Standard 8 Collaborative Relationships – The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members. Standard 9 Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession. InTASC 2011:


Standard 9 Professional Learning and Ethical Practice- The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard 10 Leadership and Collaboration- The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Rubric for Assessing the Teacher Work Sample Elementary Education

Spring 2011

Teacher Work Sample

ACEI Standard

Not Met (1) Partially Met (2) Met (3)

Context of the Classroom and Community

1.0 Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual student’s development, acquisitions of knowledge, and motivation.

Context does not include an appropriate description of the community, school, classroom and students’ learning needs as well as implications for planning, teaching, motivation and differentiation.

Context includes a partial description of the community, school, classroom and students ‘learning needs as well as implications for planning, teaching, motivation and differentiation.

Context clearly includes an appropriate description of the community, school, classroom and students’ learning needs as well as implications for planning, teaching, motivation and differentiation.

Planning for Instruction

3.1 Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.

Instructional plan includes appropriate topic, grade level, rationale, essential questions, scope and sequence, standards, and unit learning outcomes that shows little or no connection to knowledge of the students, learning theory, curriculum goals and community context.

Instructional plan includes appropriate topic, grade level, rationale, essential questions, scope and sequence, standards, and unit learning outcomes that show a partial connection to knowledge of the students, learning theory, curriculum goals and community context.

Instructional plan includes appropriate topic, grade level, rationale, essential questions, scope and sequence, standards, and unit learning outcomes that show a clear connection to knowledge of the students, learning theory, curriculum goals and community context.

Assessment Plan 4.0 Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical

Assessment plan does not include appropriate pre/ post as well as formative and summative assessments which show little or no alignment to the unit outcomes and providing limited structure for planning and evaluating

Assessment plan may or may not include appropriate pre/ post as well as formative and summative assessments demonstrating some alignment to the unit outcomes and providing a limited structure for planning and evaluating instruction

Assessment plan includes appropriate pre/ post as well as formative and summative assessments demonstrating a clear alignment to the unit outcomes and providing a clear structure for planning and evaluating instruction.


Teacher Work Sample

ACEI Standard


development of each elementary student.

instruction.

Instructional Design

3.2 Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. 3.3 Candidates understand and use a variety of teaching strategies that encourage the elementary students development of critical thinking and problem solving. 3.4 Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning

environments. 3.5 Communication to foster collaboration-

Lesson plans do not demonstrate an understanding of how students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students Lesson plans do not demonstrate a knowledge and use of various teaching strategies that encourage the elementary students development of critical thinking and problem solving. Lesson plans do not demonstrate an understanding of individual and group motivation and behavior in order to foster active engagement in learning, self-motivation, and positive social interaction in order to create supportive learning environments. Verbal, non-verbal and media communication techniques no not foster active inquiry,

Lesson plans demonstrate a partial understanding of how students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. Lesson plans partially demonstrate a knowledge and use of various teaching strategies that encourage the elementary students development of critical thinking and problem solving. Lesson plans partially demonstrate an understanding of individual and group motivation and behavior in order to foster active engagement in learning, self-motivation, and positive social interaction in order to and to create supportive learning environments. Verbal, non-verbal and media communication techniques partially

Lesson plans demonstrate an understanding of how students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. Lesson plans demonstrate a knowledge and use of various teaching strategies that encourage the elementary students development of critical thinking and problem solving.. Lesson plans demonstrate an understanding of individual and group motivation and behavior in order to foster active engagement in learning, self-motivation, and positive social interaction in order to to create supportive learning environments. Verbal, non-verbal and media communication techniques clearly


Teacher Work Sample

ACEI Standard


Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom

collaboration and supportive interaction in the elementary classroom.

foster active inquiry, collaboration and supportive interaction in the elementary classroom.

foster active inquiry, collaboration and supportive interaction in the elementary classroom.

Analysis of Teaching and Learning

4.0 Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

Analysis of teaching and learning does not include a description of the assessment data. The description does not demonstrate a knowledge and understanding of formal and informal assessment strategies to plan, evaluate and strengthen instruction in order to promote continuous intellectual, social, emotional, and physical development of each elementary student.

Analysis of teaching and learning includes a partial description of the assessment data. The description demonstrates a partial knowledge and understanding of formal and informal assessment strategies to plan , evaluate and strengthen instruction in order to promote continuous intellectual, social, emotional, and physical development of each elementary student.

Analysis of teaching and learning includes a detailed description of the assessment data. The description demonstrates a knowledge and understanding of formal and informal assessment strategies to plan, evaluate and strengthen instruction in order to promote continuous intellectual, social, emotional, and physical development of each elementary student.

Reflection and Self-Evaluation

5.1 Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics and resources available for professional learning; they continually evaluate the effects of their

Reflection and self-evaluation do not demonstrate the effects of professional decisions and actions on students, families and other professionals in the learning community. Candidates do not seek opportunities to grow professionally

Reflection and self-evaluation partially demonstrate the effects of professional decisions and actions on students, families and other professionals in the learning community. Candidates sometimes seek opportunities to grow professionally.

Reflection and self-evaluation clearly demonstrate the effects of professional decisions and actions on students, families and other professionals in the learning community. Candidates actively seek opportunities to grow professionally.


Teacher Work Sample

ACEI Standard


professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.


(5) Candidate dispositions Principal Findings from Evidence: Competency Appraisal - The evidence from the competency appraisal documents show evidence that in the Student Teaching experience, our teacher candidates are very successful and are meeting the depositional expectations of the program. The competency appraisal data supports this determination. In cases where students are not successful, there have been remediation plans for this group of students to support them in the process. The evidence shows a high percentage of students meeting the requirements. Spring 2012 Data- Student Teaching Competency Appraisal Teaching and Profession N=25

ACEI Standard


Standards


Standards

Percentage Not

Meeting Standards

The candidate…

5.2 collaborates with other professionals as resources for problem solving, generating new ideas, sharing experiences, and seeking feedback.

94%

4%

0%

5.1 demonstrates commitment to self-reflection, self-assessment, and life-long learning.

100%

0%

0%

5.1 seeks and integrates constructive feedback in his/her teaching.

96%

4%

0%

5.1 follows school and university codes of professional conduct.

98%

2%

0%

5.1 follows school policies and procedures and respects legal and professional responsibilities when working with students, colleagues, and families.

98%

2%

0%

Samples from Competency Appraisal: 5. Teaching and the Profession The candidate collaborates with other professionals as resources for problem solving, generating new ideas, sharing experiences, and seeking feedback.

E G F P U

The candidate demonstrates commitment to self-reflection, self-assessment, and life-long learning.

E G F P U

The candidate seeks and integrates constructive feedback in his/her teaching. E G F P U The candidate follows school and university codes of professional conduct. E G F P U The candidate follows school policies and procedures, and respects legal and professional responsibilities when working with students, colleagues, and families.

E G F P U

Dispositional Worksheet – The BA faculty look forward to the dispositional work being completed by the Assessment Council to enhance our work in this area.


(6) Candidate diversity proficiencies Principal Findings from Evidence: Competency Appraisal – The competency appraisal has been used in our program for many years. The indicators related to diversity currently show solid evidence for knowledge related to diversity as documented by our teacher candidates, their cooperating teachers and their supervisors. We are seeing teacher candidates utilizing more technology in the classroom.

ACEI Standard


Standards


Standards

Percentage Not

Meeting Standards

The candidate…

3.3 interacts equitably and with sensitivity with diverse learners.

100%

0%

0%

3.1 assesses the background, skills, prior knowledge, and talents of individual students.

98%

0%

2%

3.2 is sensitive to community and cultural norms and facilitates a learning community in which individual differences and cultural diversity are respected.

96%

2%

2%

1.0 believes that all children can achieve at high levels and consistently helps all children succeed.

100%

0%

0%

3.2 appreciates cultural and linguistic diversity and shows respect for students' varied abilities, intellect, and learning styles.

98%

2%

0%

Special Education – The indicators within the competency appraisal related to Special Education, show that this is an area of challenge. Our teacher candidates and their cooperating teachers are seeing our student’s success with special education students. This has been an area we have observed for many years and significant improvement has occurred. We still have some difficulty with our supervising teachers seeing this engagement. It is our goal to assess students more directly in this area. 3.2 investigates and applies the use of

individualized education programs (IEP's) to instruction.

70%

15%

15%

5.2 collaborates with resource personnel on accommodating and assessing the needs of students with special needs.

68%

20%

12%

Teacher Work Sample – The evidence from the Teacher Work Sample show that for Component One, Context of the Classroom and the Community, more than 85% of our teacher candidates are meeting the expectations. This required element is allowing us an opportunity to understand the teaching context and to see how our teacher candidates are exploring issues of diversity, learning differences and students with special needs.

ACEI Standard

TWS Component Mean Score

Percentage Meeting

Percentage Partially

Percentage Not


(out of possibl

e 3 points)

Standards Meeting Standards

Meeting Standards

1.0 Context of Classroom and Community

2.86

85%

15%

0%


7 Technology Competency Appraisal – The competency appraisal has been used in our program for many years. The indicators related to technology currently show outstanding evidence for knowledge related to technology as documented by our teacher candidates and their cooperating teachers. We are seeing teacher candidates utilizing more technology in the classroom. Our success rate is close to 100% for spring, 2012. 3.5 uses a wide range of ancillary materials

(e.g., videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources) to enhance teaching and learning.

100%

0%

0%

3.5 uses a wide range of technology (e.g., PowerPoint, united streaming, web-based instruction, computer-based instruction) to enhance teaching and learning.

100%

0%

0%

BA Portfolio – We recognize that the BA Portfolio Technology Rubric is an initial step to assess the technology knowledge of our teacher candidates. At this time, the data from the BA Portfolio Technology Rubric shows that our candidates are imbedding multiple examples of technology across their Portfolios. They are using the Portfolio to include a Technology Showcase. Students are using: Microsoft Office – Production Suite, internet search strategies, interactive smart boards, PowerPoint’s, Prezis, digital/portable video cameras and video resources in a variety of classroom settings. The growth in the use of technology is exciting to see.

BA Portfolio, Technology Rubric 2012

Teaching

and Students

Teaching and

Environment

Teaching and

Instruction

Teaching and

Curriculum

Teaching and

Profession

No Evidence

Technology Artifact #1 (1, 20%)






Section V: Use of Assessment Results to Improve Candidate and Program Performance

1. Content Knowledge Principal Findings from Evidence: Although we believe data for this report from the State of Illinois Field 110: Elementary/Middle Grades Content test suggests that all candidates who are admitted to Student Teach in the BA Elementary Education Program possess a solid foundation in content knowledge that directly affect their ability to plan and organize instruction, we still believe that it is an area to be focused upon. The teacher candidates use their content knowledge to plan and implement lesson plans across the content areas as evidenced in the both the Student Teaching competency appraisal and the BA Program Portfolio in the area of Teaching and the Curriculum. There is still room for improvement and growth for our students. Faculty Interpretation of these Findings: For the past few years, we have worked to improve the Portfolio section, Teaching and the Curriculum to support students in teaching outstanding content lessons, but also to improve their written analysis about these lessons. In addition, we have placed a great emphasis on the assessment and analysis of these lessons which has led to more student work samples included in the portfolio. The work on the Portfolio section will continue although much improvement has occurred. During the 2011-12 academic year, we continued to use the assessments in the portfolio but they were assessed by content instructors. We serve a diverse, underserved population and know that they enter the University with challenges in the content areas. In response to this, the BA Elementary Education Program is involved in a new Department of Education Teacher Quality Partnership (TQP) grant, the CTPP Grant. Work on this grant has a primary focus on helping our teacher candidates develop a stronger content base in the areas of science, math and the English Language Arts. This work has initiated many rich conversations with our partner faculty in the College of Arts and Science with much potential collaboration to improve candidate content learning.

2. Professional and pedagogical knowledge, skill, and dispositions Principal Findings from Evidence: The use of competency appraisal data to measure student’s professional and pedagogical knowledge, skills and dispositions has been documented successfully in our program for many years. The data shows a strong success rate for our teacher candidates in this area. We have recognized a few specific areas where our teacher candidates are less successful or supervisors are unable to observe behaviors. We have worked to add changes to the program to shore up these areas. This includes the use of technology and areas related to special education and diversity. The BA Elementary Education Program has maintained a strong commitment to our ongoing Portfolio work with teacher candidates. Each area of the Portfolio measures teacher candidate’s ability to self select artifacts which reflect their own learning about professional and pedagogical knowledge, skills and dispositions. During our application, Spring, 2012, the revised rubric has helped to refine this assessment and more accurately measure the given ACEI standards.


The data from our BA Lesson Plan and Analysis is emerging data that we are closely monitoring. We see improving trends with this data and growth across student populations. This year we moved the benchmark to ELE 420, Practicum III and implemented a remediation process. Faculty Interpretation of these Findings: During the past two years, the BA program has engaged in training to support the consistent application of the BA Portfolio Rubric with inter-rater reliability. We are utilizing a new Livetext site which provides us with inter-rater reliability data. We have added a newer assessment for examining teacher candidate’s planning for instruction and analysis of impact on student learning through the use of our revised Lesson Plan and Analysis. The implementation of this assessment tool has had a direct impact on our coursework. Coursework across the BA program now has a greater emphasis on planning as well as analysis of impact on student learning. With this emphasis comes a greater focus on all aspects of the ACEI standards from those related to development, learning and motivation, curriculum, instruction and assessment. With the implementation of the new BA Lesson Plan format, coursework across the program utilized a similar lesson plan format. This new assessment as well as the work with the TWS has led to meetings with methods faculty to assess a stronger integration within their coursework and the ACEI standards. As a result of these meetings, there are new implementations across our program. During the, 2009-10 academic year, our Methods of Arts course and Methods of Health and PE were revised to include more integration of planning and instruction specific tasks and the use of the BA Lesson Plan and Analysis. During the Fall, 2010, we began a collaboration with the Reading and Language Department for the use of shared assignments which involve understanding the impact on student learning with a combined Reading and Language Arts/Practicum II case study. Faculty in all methods areas are working to add additions content which will help students with assessment and impact on student learning across the disciplines. In order to increase professional and pedagogical knowledge, skill and dispositions, a new two course reading sequence will be implemented with our next assessment iteration.

3. Student Learning

Principal Findings from Evidence: Lesson Plan And Analysis – Lesson plan analysis has been implemented across the program since spring, 2009. From initial analysis, improvements for teacher candidates on their impact on student learning have been needed. We have made specific adaptations to assignments within the BA Practicum courses. It became clear from the data, that teacher candidates needed more time with the analysis of student work early in coordination with their work in the field. After our spring, 2011 application, we determined that the benchmark assessment for Lesson Plan and Analysis will be Practicum III and any students not meeting the benchmark will receive individual remediation work. Teacher Work Sample data shows a gradual improvement of teacher candidate knowledge with each application of the teacher work samples and specifically the impact on student learning. The first pilot, there was a strong weakness in the area of impact on student learning. In the most recent application of the TWS in spring, 2012, major gains in impact on student learning and our teacher candidate understanding of that were seen.


Faculty Interpretation of these Findings: As a result of the principal findings from the above evidence for impact on student learning, we have integrated multiple activity based assignments across the Practicum Seminars during the 2010-11 academic year including case studies, new lesson plan and analysis assignments and video analysis based on 2009-10 data. Each of these has strengthened teacher candidates understanding of the impact on student learning. We are continuing to analyze the data by campus location to understand what different teacher candidates in different campuses might need. Lesson Plan and Analysis – Work with the Lesson Plan and Analysis is growing and improving. We are using the evidence to determine which faculty need more experience with working with teacher candidates on the planning of lesson and the interpretation of impact on student learning. We also understand the importance of differentiating instruction for our own teacher candidates. Teacher Work Sample - The Current version of the Elementary Program BA/MAT Teacher Work Sample (TWS) was a new requirement for candidates as of fall, 2009. A similar unit plan was piloted in spring, 2009 with teacher candidates. For implementation in Fall, 2009, student were introduced to the document after work in earlier courses on planning and analysis of student work. Two BA faculty members implemented the first iteration of the TWS with students. Data was collected from this group of students. Both faculty implemented the TWS and applied the rubric to their own group of students as well as the other group of students. This was followed up by a BA faculty meeting devoted to applying the rubric and discussing various results and developing a clearer set of criteria for inter-rater reliability. During the winter term, during a quarterly Supervisor’s workshop, all faculty and university supervisors were participated in a morning training devoted to the TWS. It was clear to the faculty that we needed a shared training after reviewing the fall data. The Elementary Education university supervisors will receive more training regarding the Teacher Work Sample document to ensure consistency, fairness and avoidance of bias in the evaluation of the document During the next implementation, spring, 2010, faculty shared strategies used to support students, guiding principles and other insights to support teacher candidate success with this work. The BA Elementary faculty met to discuss our TWS data. This TWS is to be our capstone program assignment. We have set goals to do the following with the TWS in the coming academic year: develop a stricter validity/reliability factor with inter-rater reliability; discussions related to having a minimum score for successful completion of the program and as well as more scoring training for our faculty. In the application, spring, 2012, faculty has gained confidence in the process. In addition, a few faculty members are also beginning to work with the TPA which may be an alternative to this assessment in the future. Overall Program Changes: The BA Elementary Education Program is involved in a new Department of Education TQP grant, the CTTP Grant briefly discussed earlier. Work on this grant has a focus on helping our teacher candidates develop a stronger content base as well as greater professional and pedagogical knowledge, skill and dispositions. This work is in collaboration with four universities in the Chicago area began in the fall, 2009 and continues for 5 years. It has helped to begin many cross departmental conversations which will have a dynamic effect on the BA Program Outcomes. We


believe this grant will be the driving force for many new changes in the program through a collaborative process. (5) Candidate dispositions Principal Findings from Evidence: Competency Appraisal - The evidence from the competency appraisal documents show evidence that in the Student Teaching experience, our teacher candidates are very successful and are meeting the depositional expectations of the program. The competency appraisal data supports this determination. In cases where students are not successful, there have been remediation plans for this group of students to support them in the process. The evidence shows a high percentage of students meeting the requirements. Dispositional Worksheet – The BA faculty look forward to the dispositional work being completed by the Assessment Council to enhance our work in this area. Faculty Interpretation of these Findings: Our teacher candidates are displaying positive depositional behaviors throughout the program. The small percentages who are struggling are documented through remediation plans which monitor their progress whether successful or not. This is an area where we have consistently collected solid data to support our candidate dispositions, but believe we could make some improvements with more data collection and analysis of the disposition chart. (6) Candidate diversity proficiencies Principal Findings from Evidence: Competency Appraisal – The competency appraisal has been used in our program for many years. The indicators related to diversity currently show solid evidence for knowledge related to diversity as documented by our teacher candidates, their cooperating teachers and their supervisors. We are seeing teacher candidates utilizing more technology in the classroom. Special Education – The indicators within the competency appraisal related to Special Education, show that this is an area of challenge. Our teacher candidates and their cooperating teachers are seeing our student’s success with special education students. This has been an area we have observed for many years and significant improvement has occurred. We still have some difficulty with our supervising teachers seeing this engagement. It is our goal to assess students more directly in this area. Teacher Work Sample – The evidence from the Teacher Work Sample show that for Component One, Context of the Classroom and the Community, more than 85% of our teacher candidates are meeting the expectations. This required element is allowing us an opportunity to understand the teaching context and to see how our teacher candidates are exploring issues of diversity, learning differences and students with special needs. Faculty Interpretation of these Findings:


The work our teacher candidates are producing in their Teacher Work Sample documents that they are skilled at analyzing the diversity of their context and then subsequently developing plans for how to differentiate to this group of students. In addition, as observed in their competency appraisals, the data shows that there is solid learning related to issues of diversity. The indicators related to reflection on diversity show strong evidence. We know that our teacher candidates are teaching in diverse settings and that they are aware of the implications of this. We will continue to work with the special education indicators as part of the diversity area and provide more opportunities to engage in Context studies throughout the program to enhance this. (7) Candidate technology proficiencies Competency Appraisal – The competency appraisal has been used in our program for many years. The indicators related to technology currently show outstanding evidence for knowledge related to technology as documented by our teacher candidates and their cooperating teachers. We are seeing teacher candidates utilizing more technology in the classroom. Our success rate is close to 100% for spring, 2012. BA Portfolio – We recognize that the BA Portfolio Technology Rubric is an initial step to assess the technology knowledge of our teacher candidates. At this time, the data from the BA Portfolio Technology Rubric shows that our candidates are imbedding multiple examples of technology across their Portfolios. They are using the Portfolio to include a Technology Showcase. Students are using: Microsoft Office – Production Suite, internet search strategies, interactive smart boards, PowerPoint’s, Prezis, digital/portable video cameras and video resources in a variety of classroom settings. The growth in the use of technology is exciting to see. Faculty Interpretation of these Findings: The evidence shows that are teacher candidates are placing technology related artifacts into their portfolios. As a result of the principal findings from the above evidence for use of technology, we continue to explore how we are integrating technology across our program. Faculty has continued to imbed new technology based assignments which are providing continuous opportunities for our teacher candidates to work with various technologies. Each of these has strengthened teacher candidates understanding of the impact of technology on learning. We are continuing to analyze the data by campus location to understand what different teacher candidates in different campuses might experience in their placements. We hope to continue to collaborate on technology experiences in courses and throughout their school based experiences.

1. Reflect on the previous year’s assessment and recommendations. What changes were implemented? What progress was made.

Due to the fact that our program received conditional approval from NCATE for the SPA report, 2010 and 2011, major revisions to our assessments were made. Below are the specific revisions made to all of our assessment documents. Upon review of our SPA report comments, it became clear to our faculty, that each of our program assessment tools were not aligned with the correct, current ACEI standards. In response to this, for the new application of data, spring term, 2011, all assessments were realigned to match the


current standards. This includes the following assessments: ELE 470, Student Teaching Competency appraisal, BA ELE Portfolio, BA Lesson Plan and Analysis and the BA/MAT Teacher Work Sample. For the Spring, 2011, the new assessment were given to all teacher candidates. In Spring, 2012, another set of revisions was implemented. Revised Assessments: In addition to adding the current standards, we used the time to improve our existing rubrics and align them more closely with the ACEI standards. With the exception of the ELE 470 Student Teaching competency appraisal, all of our other assessment tools {Portfolio, Lesson Plan and Analysis and Teacher Work Sample} have been revised to include only three levels for assessment. These are: meets the standard, partially meets the standard and does not meet the standard. Change will enable increased data for curriculum improvement. For the Portfolio document, we created a more thorough rubric to accurately measure the artifacts, written reflection and analysis presented by our teacher candidates. Finally, a number of the elements of the Portfolio were delineated to have one standard per item.

2. Include recommendations for assessment revisions/actions based on this year’s data for the program/department.

Utilizing Data from Assessments to Differentiate: The BA faculty has begun to determine revisions which need to be made to our assessment documents. Overall, our students have been very successful with the assessments. Our goal for the 2011-12 academic year was to take each assessment and utilize a program meeting to review the 2010-11 data in depth and develop formal benchmarks throughout the program to more closely monitor student progress. At this time, we apply the assessments, but there is no implication for moving forward in the program. We are taking this path to ensure that we implement more differentiation across the program to support our struggling students. During the 2011-12 academic year, the Lesson Plan analysis was revisited and is now given in ELE 420, Practicum III and any student who does not receive passing assessments is asked to complete another assessment in ELE 470, Student Teaching. Our Portfolio is assessed across the program, and individual instructors are developing remediation plans for any students who do not receive “Meets the Standard” at benchmark points in the program including ELE 410, Practicum II and ELe 420, Practicum III. This differentiation was implemented in 2011-12 and will continue. Lesson Plan Analysis: One area we want to continue to support Teacher Candidates in is that of impact on student learning. In response to this, the Lesson Plan Analysis assignment has been revised to support teacher candidate work in this area. It continues to be refined. Dispositions: At this point, we are waiting for the university wide disposition form to be developed. We believe this is our best course of action.

National College of Education


2011-2012 Rubric for Reviewing Program Assessment Reports

I. Program Overview ___ Student data table from section I is complete Section II. Relationship of Assessments to Program Outcomes and Standards No Evidence Some Evidence Acceptance Evidence

Relationship to Standards

The report does not communicate the relationship between program outcomes, NCE conceptual framework, and all relevant professional standards. The report does not show the alignment between the major program assessments and professional standards.

The report partially communicates the relationship between program outcomes, NCE conceptual framework, and relevant professional standards. The report does not show the full alignment between the major program assessments and professional standards.

The report clearly and fully communicates the relationship between program outcomes, NCE conceptual framework, and relevant professional standards. The report shows full alignment between the major program assessments and professionals standards.

Narrative Feedback: Section III: Key Program Assessments No description Insufficient description Sufficient description Description of key program assessments

The report does not describe the key assessments (name, type of assessment, and administration procedures) that align with each assessment domain.

The report partially describes the key assessments (name, type of assessment, and administration procedures) that align with each assessment domain.

The report fully describes key assessments (name, type of assessment, and administration procedures) that align with each assessment domain.

Narrative Feedback: Section IV. Assessment Tools and Data

Assessment of Content Knowledge (Note: Non SPA programs do not have state licensure tests.) No evidence Some evidence Acceptable evidence Strong evidence

Content Knowledge

There is no evidence for assessing candidates’ content knowledge.

There are some, but insufficient evidence for assessing candidates’ content knowledge.

The assessment tool(s) and data provide acceptable evidence for assessing all aspects of candidates’ content knowledge.

The assessment tool(s) and data show multiple kinds of evidence and/or data collection points for assessing all aspects of candidates’ content knowledge.

Narrative Feedback: Assessment of Professional Knowledge: Pedagogical Content Knowledge


No evidence Some evidence Acceptable evidence Strong evidence

Professional Knowledge

There is no evidence for assessing candidates’ pedagogical content knowledge and professional skills required by the state and national standards.

There are some, but insufficient evidence for assessing candidates’ pedagogical knowledge and professional skills required by the state and national standards.

The assessment tool(s) and data show acceptable evidence for assessing candidates’ mastery of pedagogical content knowledge in subjects and context and professional skills in working with students, families, and professional communities.

The assessment tool(s) and data show multiple kinds of evidence and/or data points for assessing candidates’ mastery of pedagogical content knowledge in subjects and context and professional skills in working with students, families, and professional communities.

Narrative Feedback: Assessment of Field Experiences No evidence Some evidence Acceptable evidence Strong evidence

Field Assessment

There is no evidence for assessing candidates’ field experience and practice.

There is some, but insufficient evidence for assessing candidates’ field experience and practice.

The assessment tool(s) and data show acceptable evidence for assessing candidates’ field experience and their professional skills in designing, assessing, implementing lessons, and self-reflections.

The assessment tool(s) and data show multiple kinds of evidence and/or data points for assessing candidates’ field experience and their professional skills in designing, assessing, implementing lessons, and self-reflections.

Narrative Feedback: Assessment of Candidate Impact on Student Learning No evidence Some evidence Acceptable evidence Strong evidence

Impact on Student Learning

There is no evidence for assessing candidates’ impact on P-12 student learning.

There is some, but insufficient evidence for assessing candidates’ impact on P-12 student learning.

The assessment tool(s) and data show acceptable evidence for assessing candidates’ ability to use assessment techniques and data to document P-12 student learning and use data to differentiate teaching and instructions.

The assessment tool(s) and data show multiple kinds of evidence and/or data points or assessing candidates’ ability to use assessment techniques and data to document P-12 student learning and use data to differentiate teaching and instruction.

Narrative Feedback: Assessment of Candidate Dispositions


No evidence Some evidence Acceptable evidence Strong evidence

Dispositions

There is no evidence for assessing candidates’ professional dispositions.

There is some, but insufficient evidence for assessing candidates’ professional dispositions.

The assessment tool(s) and data show acceptable evidence for assessing candidates’ professional dispositions in various areas and settings.

The assessment tool(s) and data show multiple kinds of evidence and/or data points for assessing candidates’ professional dispositions in various areas and settings.

Narrative Feedback: Assessment of Candidate Diversity Proficiencies No evidence Some evidence Acceptable evidence Strong evidence

Diversity

There is no evidence for assessing candidates’ diversity proficiencies

There is some, but insufficient evidence for assessing candidates’ diversity proficiencies.

The assessment tool(s) and data show acceptable evidence for assessing candidates’ understanding of diverse learners, diverse contexts, as well as proficiency in confronting issues of diversity that affect teaching and student learning.

The assessment tool(s) and data show multiple kinds of evidence and/or data points for assessing candidates’ understanding of diverse learners, diverse contexts, as well as proficiency in confronting issues of diversity that affect teaching and student learning.

Narrative Feedback: Assessment of Candidate Technology Proficiencies No evidence Some evidence Acceptable evidence Strong evidence Technology There is no evidence

for assessing candidates’ technology proficiencies

There is some, but insufficient evidence for assessing candidates’ technology proficiencies.

The assessment tool(s) and data show acceptable evidence for assessing candidates’ use of technologies to support teaching and professional development as well as candidates’ reflection on social, ethical, and legal Issues of using technologies.

The assessment tool(s) and data show multiple kinds of evidence and/or data points for assessing candidates’ use of technologies to support teaching and professional development as well as candidates’ reflection on social, ethical, and legal Issues of using technologies.

Narrative Feedback: Section IV. Assessment Tools and Data Analysis


Quality of Assessment Tools Low quality Medium quality High quality

Quality of Assessment Tools

All or some assessment tools are not reflective of the target program outcomes. The tools lack variety, and there is no information on the assessment reliability and validity.

Most assessment tools are reflective of the target program outcomes. A few different assessment tools are involved and there is some but limited reliability and validity information.

All assessment tools are reflective of the target program outcomes. A variety of assessment tools were used and there are good indications of assessment reliability and validity.

Narrative Feedback: Data Analysis and Presentation Low quality Medium quality High quality

Data Analysis and Presentation

Data analysis is not appropriate or efficient and data presentation is disorganized.

Data analysis is generally appropriate and the data presentation is relatively efficient.

Data analysis is sufficient in understanding all aspects of collected information and data presentation is organized, clean, and easy to follow.

Narrative Feedback: Section V. Use of Assessment Results to Improve Candidate and Program Performance Low quality Medium quality High quality Use of Assessment Data

Interpretation of the assessment data is not included or limited. It is not clear how the program use assessment data to support its improvement in curriculum and services.

Interpretation of the assessment data is relatively efficient and the assessment data has been used somewhat to plan for program improvement in curriculum and services.

Interpretation of assessment data is fairly efficient and the assessment data has been used meaningfully to plan for program improvement in curriculum and services.

Narrative Feedback: Low quality Medium quality High quality Use of Assessment Data Related to NCE Conceptual Framework/ Outcomes

Interpretation of the assessment data related to the NCE Conceptual Framework/Outcomes is not included or limited. It is not clear how the program uses assessment data to assess candidates are meeting the NCE Conceptual Framework/Outcomes.

There is some interpretation of the candidate assessment data related to the NCE Conceptual Framework/ Outcomes that demonstrates how candidates are meeting the NCE Conceptual Framework Outcomes.

The program has meaningfully described how it interprets the candidate assessment data related to the NCE Conceptual Framework/Outcomes. There is a plan for program improvement related to the NCE Conceptual Framework/Outcomes explicitly outlined in the narrative.

Narrative Feedback:


Section VI. Report Writing and Organization Low quality Medium quality High quality Writing and Organization

The report’s overall writing needs improvement. The organization of the report is not efficient (e.g., sections are not clearly labeled; the assessment description, data presentation, and data interpretation are not well organized.

The report’s overall writing is clear, but the organization needs further improvement.

The report is well written and organized. All information is clearly specified and labeled.

Narrative Feedback: Notes from Reviewers:

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