program assessment 2010-2011 academic year university … · describe the teacher's philosophy...

Program Assessment 2010-2011 Academic Year

University of Alaska Southeast School of Education

Master of Education in Early Childhood Education

National Association for the Education of Young Children (NAEYC)

Susan Andrews

Introduction

The University of Alaska Southeast is a public, comprehensive university located in Juneau, Sitka and Ketchikan. It is one of three Major Academic Units (MAUs) of the University of Alaska. UAS provides graduate level educational opportunities in Early Childhood Education to the residents of Southeast Alaska and, through eLearning, across the state. The School of Education’s mission is to provides undergraduate and graduate programs, both on-site and distance, that identify, prepare, and strengthen effective teachers who make sustained contributions to students and the education profession in rural and urban settings in Alaska and nationally.”

Alignment of Goals and Standards: Early Childhood Education Program

UAS

Core Themes &

Objectives

UAS Graduate

Competency

School of Education

Goals

Alaska Teacher Standard NAEYC Standards

Theme: Student Success

Objective: Access

Objective: Success

Theme: Teaching and

Learning Objective:

Breadth of Programs and

Services Objective:

Academic Excellence

Theme: Teaching and

Learning

Objective: Quality of

Faculty and Staff

Theme: Teaching and

Learning

Objective: Effectiveness

& Efficiency


Objective: Success

Theme: Teaching &

Learning

Objective: Academic

Excellence

Inclusive 1.1 – 3.5 Goal 4. Candidates possess

current academic content

knowledge.

AK Standard 4: A teacher knows

the teacher's content area and

how to teach it.

NAEYC Standard 5: Using content knowledge to build meaningful curriculum.


Objective: Success

Theme: Teaching &

Learning

Objective: Academic

Excellence

Communication 1.1-1.4 Professional Behavior 2.1-2.3 Critical Thinking & Problem Solving 3.1-3.5

Goal 1: Articulate, maintain,

and develop a philosophy of

education that they also

demonstrate in practice.

Goal 9: Use technology

effectively, creatively, &

wisely.

AK Standard 1: A teacher can

describe the teacher's philosophy

of education and demonstrate its

relationship to the teacher's

practice.

NAEYC Standard 1: Promoting child development and learning Standard 2: Building Family and Community Relationships Standard 3: Observing, documenting, and assessing Standard 4: Using develop-mentally

effective approaches to connect with

children and families.

Theme: Teaching &

Learning

Objective: Academic

Excellence

Theme: Community

Engagement

Objective: Individual

Engagement

Communication 1.1 1.2 1.3 Critical Thinking and Problem Solving 3.2 3.4





Goal 2: Understand how

human development affects

learning & apply that

understanding to practice.

Goal 3: Differentiate

instruction with respect for

individual & cultural

characteristics

Goal 4: Candidates possess

current academic content

knowledge. Goal 5:

Facilitate learning using

assessment to guide

planning, instruction &

modification of practice.

AK Standard 3: A teacher

teaches students with respect for

their individual and cultural

characteristics.


facilitates, monitors, and assesses

student learning.

NAEYC Standards 1 – 6 inclusive

Theme: Community

Engagement

Objective: Individual

Engagement

Objective: Institutional

Engagement

Communication 1.1 1.2 1.3 1.4 Professional Behavior 2.1 2.2 2.3 Critical Thinking and Problem Solving 3.3 3.4 3.5





Goal 3: Differentiate

instruction with respect for

individual & cultural

characteristics

Goal 5: Facilitate learning

using assessment to guide

planning, instruction &

modification of practice.

Goal 9: Use technology

effectively, creatively, &

wisely.


participates in and contributes to

the teaching profession.

NAEYC Standard 1: Promoting child development and learning Standard 3: Observing, documenting, and assessing Standard 4: Using develop-mentally



Standard 5: Using content

knowledge to build meaningful

curriculum.

Theme: Research &

Creative Expression

Objective: Learning

Impact

Communication 1.1 1.2 1.3 1.4 Professional Behavior 2.1 2.2 2.3 Critical Thinking & Problem Solving 3.3 3.4 3.5

Goal 1: Philosophy and Practice Goal 2: Human Development and Learning; Goal 3: Diversity and Differentiation; Goal 4: Content Knowledge;

Goal 5: Facilitating Student

Learning;

Goal 6: Learning

Environment;

Goal 9: Educational

Technology




characteristics.



student learning.

AK Standard 6: A teacher creates

and maintains a learning

environment in which all students

are actively engaged and

contributing members.

NAEYC Standard 1: Promoting child development and learning; Standard 4: Using develop-mentally effective approaches to connect with children and families; Standard 5: Using content knowledge to build meaningful curriculum; Standard 6: Growing as a

professional (Advanced)

Theme: Teaching &

Learning

Objective: Academic

Excellence

Professional Behavior 2.1 Critical Thinking & Problem Solving 3.5

Goal 1: Philosophy and Practice Goal 2: Human Development and Learning; Goal 4: Content Knowledge;


Learning;


understands how students learn

and develop, and applies that

knowledge in the teacher's

practice.

NAEYC Standard 1: Promoting child development and learning Standard 3: Observing, documenting, and assessing Standard 4: Using developmentally



Standard 5: Using content

knowledge to build meaningful

curriculum.

Theme: Teaching &

Learning

Objective: Academic

Excellence

Communication 1.2 Professional Behavior 2.2 Critical Thinking & Problem Solving 3.4

Goal 2: Human Development and Learning; Goal 4: Content Knowledge;

Goal 9: Educational

Technology





practice.

NAEYC Standard 1: Promoting child development and learning Standard 2: Building Family and Community Relationships Standard 4: Using developmentally



Theme: Teaching & Learning Objective: Academic Excellence Theme: Community Engagement Objective: Individual

Engagement

Communication 1.1 1.2 1.3 1.4 Professional Behavior 2.1 2.2 2.3 Critical Thinking & Problem Solving 3.3 3.4 3.5

Goal 1: Philosophy and Practice Goal 2: Human Development and Learning; Goal 3: Diversity and Differentiation; Goal 4: Content Knowledge;


Learning;

Goal 6: Learning

Environment;

Goal 9: Educational

Technology

AK Standard 1: A teacher can

describe the teacher's philosophy

of education and demonstrate its

relationship to the teacher's

practice.





practice.




characteristics.

AK Standard 4: A teacher knows

the teacher's content area and

how to teach it.



student learning.

AK Standard 6: A teacher creates

and maintains a learning

environment in which all students

are actively engaged and

contributing members.

NAEYC Standards 1 – 6 inclusive

Admission criteria


Objective: Success Theme: Teaching & Learning

Objective: Academic Excellence

Candidates must meet the following criteria to be admitted to the program:

A completed application and $60 processing fee;

Official academic transcript indicating baccalaureate degree and a GPA of 3.0;

Two letters of recommendation addressing professional dispositions on specific forms provided by the UAS School of Education;

Statement of Professional Goals & Objectives – a 2-3 page typewritten and double-spaced formal essay that summarizes the candidate’s educational experiences and professional goals & Objectives;

Valid teaching certificate (if the candidate’s goals include receiving the graduate certificate); and

Evidence of successful work with children (Early Classroom Experience Form) for candidates seeking the knowledge base without teacher certification.

For candidates interested in the MAT ECE the above criteria plus the following were applicable:

Praxis I scores at state pass level;

Evidence of successful work with children (Early Classroom Experience Form);

Candidates who do not meet a requirement such a content preparation, Praxis I or GPA are admitted with departmental conditions; and

In 2011 a criminal background check will be added for candidates seeking enrollment in the MAT ECE program which includes initial teacher preparation.

I. Student Profile


Objective: Access

Objective: Success Theme: Teaching and Learning

Objective: Breadth of Programs and Services Objective: Academic Excellence

Table 1a. Student credit hours (SCH) generated for each of the past five years.

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

267 1008 885 832 1077

Table 1b. Number of admitted students

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

16 18 22 26 20

Table 1c. Annual number of graduates

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

Certificates* 20

1 7 2 8 4

Analysis and commentary on enrollment and graduation trends

The M.Ed. ECE program enrollment was at a low during the 2006-2007 academic year. Near the end of the following year, 2007-2008 a change in the program coordination took plan. Since that time, program

enrollment showed a slight increase which included a return of candidates to the program who had chosen to suspend their coursework temporarily. The previous data reflects candidates graduated with the specified degree as well as those receiving graduate certificates. Candidates who sought out the M.Ed. ECE program did so based on the recommendation of friends, family, and co-workers in the field. Data from the few candidates seeking the Master of Arts in Education in Early Childhood Education (M.A.T. ECE) are not included in this analysis.

2. Faculty Profile

Theme: Teaching and Learning

Objective: Quality of Faculty and Staff

Table 2a. Profile of unit faculty with degrees, areas of specialization, rank and tenure status, years of experience, for 2010-2011

Faculty Member Highest Degree & Institution

Tenure Track Y/N

Assignment/ Rank

Scholarship or Leadership

Susan Andrews Master, National-Louis University

N Assistant Professor

Thomas S. Duke Ph.D. in Special Education, Multicultural Studies University of Hawaii Manoa

Y Associate Professor 1. Duke, T. S. (in press). Working

with LGBTQ youth with disabilities:

How special educators can

reconceptualize the CEC

standards. In C. Bertram, S.

Massey, & S. Crowley, (Eds.),

Beyond progress, beyond

marginalization: LGBTQ youth in

and out of schools. New York:

Peter Lang.

2. Duke, T. S., Ward, J. D., &

Burkert, J. (in press). Preparing

critically conscious, information

literate special educators for

Alaska’s schools. In M. Accardi, E.,

Drabinski, & A. Kumbier (Eds.),

Critical library instruction: Theories

and methods. New York: Library

Juice Press.

3. Duke, T. S., & Ward, J. D.

(2009). Preparing information

literate teachers: A metasynthesis.

Library & Information Science

Research.

doi:10.1016/j.lisr.2009.04.003Duke,

T. S., & Ward, J. D. (2009).

http://dx.doi.org/10.1016/j.lisr.2009.04.003

Preparing information literate

teachers: A metasynthesis. Library

& Information Science Research.

doi:10.1016/j.lisr.2009.04.003

4. Duke, T. S. (2007). Hidden,

invisible, marginalized, ignored: A

critical review of the professional

and empirical literature (or lack

thereof) on gay and lesbian

teachers in the United States.

Journal of Gay and Lesbian Issues

in Education, 4(4), 19-38.

Kay McCarthy MA. Pacific Oaks College, Pasadena, CA

N Assistant Professor 1. Duke, T. S., & McCarthy, K. W. (2009) Homophobia, Sexism, and Early Childhood Education: A Review of the Literature. Published in the Journal for Early childhood Teacher Educators 2. McCarthy, K. W., & Duke, T. S.

(2007). The observation,

documentation, and shared

reflection process: Preparing early

childhood educators to teach in

Alaska Native communities.

Journal of Early Childhood Teacher

Education, 28(2), 97-113.

3. McCarthy, K. W., & Duke, T. S., (2006, November). The observation, documentation, and Shared reflection process: Preparing early childhood educators to teach in Alaska’s Native communities. Paper presented at the meeting of the National Association for the Education of Young Children, Atlanta, GA.

Chandler, Judy Ph.D. in Adapted and Develop- mental Physical Ed., University of Missouri

N Visiting Professor 1. Mumford, V.E., Fuller, D.P. & Chandler, J.P. (2009). Providing equity and access in Physical Education for students with Learning Disabilities. Strategies, January 2009.

2. Chen, L., Ping, X., Keating, X.D. Olrich, T.W., & Chandler, J.P. (2006). Status and gender differences of coaches perceiving

http://dx.doi.org/10.1016/j.lisr.2009.04.003

membership incentives of their respective associations. Applied Research in Coaching and Athletics Annual, 21, 108-129.

Sheila Wray Master, University of Alaska Southeast

N Adjunct Instructor

Ann Oliver Master, University of Alaska Southeast

N Adjunct Instructor

Brief Analysis of Faculty Data

Faculty members are qualified, having obtained a master or doctorate degree in education including extensive service in the field as a practioner.

3. Institutional Data

Theme: Teaching and Learning

Objective: Effectiveness & Efficiency

Table 3a. Headcount for Full and Adjunct Faculty

Status 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

Regular 2 6 5 5 4

Adjunct 3 4 1 0 5

Total 5 10 6 5 9

Table 3b. Instructional Full-Time Equivalent (FTE) for Full and Adjunct Faculty (Actual FFTE = sum of credits taught/12)

Status 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

Regular 0.5 2.3 2.4 2.3 2.3

Adjunct 1.0 1.0 0.3 0.0 1.0

Total 1.5 3.3 2.7 2.3 3.3

Table 3c. Average Student Credit Hours (SCH) Per Full-Time Equivalent (FTE) Faculty

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

124 124 141 159 108

Table 3d. Average Class Size by Full-Time and Adjunct Faculty

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

Regular 13 12 18 12

Adjunct 6 9 10 10 5

Total 11 10 10 10 7

Table 3e. Student/faculty ratio

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

15 25 28 30 28

Brief Analysis of Institutional Data

Smaller class size for regular faculty may be because of low S/T ratios for directed studies, student teaching and portfolio classes.

4. Quality of Graduates (criteria used by the program for SPA reporting)

Assessment #1: Assessment of content knowledge in the disciplines to be taught in an early

childhood classroom.

NCATE: Knowledge of Content Theme: Student Success

Objective: Success Theme: Teaching & Learning

Objective: Academic Excellence There are nine required classes or experiences for an initial certificate in Early Childhood Education. These each align with NAEYC standards, the 8 Alaska standards for professional teachers, the Mission and Vision of University of Alaska SE and SOE goals for our program candidates. Successful completion of each course/experience provides one metric for having met NAEYC standards.

Course

Summer

2009

Fall

2009

Spring

2010

Summer

2010

Fall

2010

Spring

2011

N µ SD N µ SD N µ SD N µ SD N µ SD N µ SD

ED S605 Early Childhood

Education Principles and

Practices

3 4.0 0.00

2 4.0 0.00 11 4.0 0.00

EDSE S605 Early

Childhood Special

Education

8 4.0 0.00

ED S609 Classroom

Management and Child

Guidance in ECE*

2 4.0 0.00 2 4.0 0.00

ED S651 Oral Language,

Literacy and Play 8

3.87 0.18

ED S661 Literacy and

Young Children 2 2.00 2.83 5 2.88 1.65 4 4.0 0.00 3 3.66 0.57

ED S662 Advanced

Studies in Play and

7 3.85 0.24 1 4.0 0.00

Childhood Development

in ECE

ED S663 Integrated

Constructivist

Curriculum in Early

Childhood Programs

7 4.00 0.00

ED S664 Curriculum Development in early Childhood Programs

10 3.33 1.25

5 4.0 0.00

EDSE 682 Inclusive

Education for Students

with Disabilities *

ED S 695 Certificate

Portfolio Capstone 2 4.0 0.00 3 4.0 0.00 1 4.0 0.00

The University of Alaska School of Education program in Early Childhood Education is a very small program allowing faculty to individualize the teacher education coursework and experiences. Hence, candidate needs are met and students typically do very well. All early childhood education course assessments, both formative and summative are aligned with NAEYC standards. Average candidate grades for those course range from 3.0 to 4.0 indicating that candidates met the NAEYC standards designated for those courses. Assessment #2: Average Scores on Master’s Portfolio: Reflections for M.ED. ECE Degree NCATE: Knowledge of Content Theme: Teaching & Learning


The 5 National Association for the Education of Young Children (NAEYC) Standards are the initial teacher standards

and provide the ECE foundation for the program.

NAEYC Standard

1 2 3 4 5

4a 4b 4c 4d

AY 10-11 n = 6

3.25 4.0 4.0 3.83 4.0 4.0 3.5 3.96

AY 11-12 NAEYC standards will be updated and0o9I reflected as 6 standards starting 2012 and moving to 7 standards in 2013. The current standard 4 will become two standards addressing the 4 sub-standards in the two new standards.

Assessment #3: Average Scores on Lesson Observation documentation and video viewing NCATE: Professional & Pedagogical Knowledge Theme: Teaching & Learning


Objective: Learning Impact

2010-2011 Content Knowledge

Context Student Learning Appropriate Assessment

Students Met Objective

Literacy: differentiated

3 3 2.6 2.6 3

instruction

Literacy and language:

3 3 2.8 3 2.5

Math/Science 3 2.7 2.7 3 2.5

2011-2012

Scale of 1-3, 2 is passing

Data is collected through ED S661 and ED S664 which are practicum and methods courses. Candidates conduct lessons that are video recorded for analysis by the instructor including debrief with candidates. Assessment #4: Assessment of Candidate Ability to Plan Instruction Creating & implementing a thematic unit for preschool or kindergarten NCATE: Professional & Pedagogical Knowledge Theme: Teaching & Learning



NAEYC Standards

1 Development

2 Family &

Community Relationships

3 Documentation

& Assessment

(Critical Thinking Problem Solving)

4a Differentiation

4b Developmentally

appropriate approaches

4c Content

Knowledge 4d

Integrating applying

5 Professional

Growth Reflection

AY 2010/11 N = 5

3 2.5 3 2.7 3 3

AY 2011/12 N =


Data is collected through ED S664 which is a practicum/methods course. Candidates are evaluated on their ability to plan, teach and assess learning in an original unit of study presented at the preschool or kindergarten level. Assessment #5: Assessment of Candidate Effect on Student Learning Average Teacher Work Sample (Analysis of Emergent Writing with instructional plan) Scores NCATE: Impact on Student Learning Theme: Teaching & Learning


NAEYC Standards

1 Development

2 Family &


3 Documentation

& Assessment

(Critical Thinking Problem Solving)

4a Differentiation

4b Developmentally


4c Content

Knowledge 4d


5 Professional

Growth Reflection

AY 2010/11 2.5 N/A 3 2.8 2.8 2.7

N = 7

AY 2011/12 N =


Data is collected through ED S661 which is a practicum/methods course. Candidates engage in research, learning about the developmental stages of writing (process, not the ability to form letters through handwriting), collect emergent writing samples providing analysis, and provide plans for instructional support for each emergent writer.

Assessment #6: Additional Assessment that Addresses SPA Standards Public Service Product - Play NCATE: Professional & Pedagogical Knowledge Theme: Research & Creative Expression


NAEYC Standards

1 Development

2 Family &


3 Documentation &

Assessment (Critical Thinking Problem Solving)

4a Differentiation

4b Developmentally


4c Content

Knowledge 4d


AY 2010/11 N = 8

3 3 N/A 3 2.7

AY 2011/12 N =


Assessment #7: Additional Assessment that Addresses SPA Standards NAEYC Knowledge Papers NCATE: Knowledge of Content Theme: Research & Creative Expression


NAEYC Standards

1 Development

2 Family &


3 Documentation &

Assessment (Critical Thinking Problem Solving)

4a Differentiation

4b Developmentally


4c Content

Knowledge 4d


ED S609 N = 4

3 2.4 N/A 3 3

ED S605 N = 13

N/A 2.6 2.5 3 N/A

AY 2011/12 N =


Content is specific to the course taken therefore, not all standards are presented as having been addressed with the intent of candidates composing a knowledge statement. Candidates include their compositions within the final portfolio project in partial fulfillment of the degree requirements.

program assessment 2010-2011 academic year university … · describe the teacher's philosophy...

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