the assessment plan handbook - wcsu

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Exhibit 1.4.c.2a

The Assessment Plan Handbook

Revision 07/22/13

Western Connecticut State University

Educational Educator Preparation Provider (Unit)

School of Professional Studies Department of Education and Educational Psychology

Health Education

School of Arts and Sciences Elementary Education Concentration

American Studies, Anthropology/Sociology, Biology, Communication, English, Math, Political Science, and Spanish

Secondary Education

Biology, Chemistry, Earth Science, English, History, Psychology, Social Sciences, Mathematics, and Spanish

School of Visual and Performing Arts

Music

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Table of Contents

Contents Page

Purpose and Characteristics of the Assessment System 4

The Development of the Assessment System and Revisions 5

The Academic Programs: Roles and Responsibilities 13

The Assessment of Dispositions and Professional Behaviors 15

The Remediation Triggers 18

The Appeals System 18

How the Assessment System Reflects the Conceptual Framework 19

Figures

Figure 1: The Western Connecticut State University Assessment System Educator Preparation

Provider (Unit) Assessment Flow Diagram*

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Figure 2: The Unit Assessment System: Transition Points and Key Assessments Used in Initial

Certification Programs*

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Figure 3: The Unit Assessment System: Transition Points for Advanced Teacher Preparation

Programs with Criteria and Key Assessments*

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*See Assessment Plan Handbook Addendum for Graphic Representations of Unit Flow Diagram

and Transition Points

Tables

Table 1: The Educator Preparation Provider (Unit) Assessment Plan: An Overview 10

Table2: Disposition Alignment 2008 to 2012 16

Table 3: Use of the Conceptual Framework in Evaluation and Analysis 20

Table 4: The Alignment of the Educator Preparation Provider (Unit) Learner Objectives, NCATE

Standards, Conceptual Framework, and Program Learner Objectives

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Table 5: The Alignment of the Educator Preparation Provider (Unit) Goals with Standards:

NCATE Specialty Professional Association Standards, and the Interstate Teacher

Assessment and Support Consortium (InTASC); and Recognized Assessment Bodies:

Music (NASM) and Counseling (CACREP); and the Behavior Analyst Certification

Board (BACB)

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Table 6: Alignment of the Conceptual Framework, InTASC, CCT, Marzano’s Causal Teacher

Evaluation Model Domains, and Danielson’s Framework for Teaching

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Table 7: The Timeline for Collecting, Analyzing, and Using Data 54

Appendices

A. The PDS Interview Questions 56

B. WCSU Dispositions Instrument: Initial Certification Programs (Spring 2013) 58

Program Entry 63

Pre-PDS 70

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Appendices (Continued)

Post-Student Teaching 78

C. Program for the EdD in Instructional Leadership Dispositions Rubric: Beginning, Middle and

End of Program (Spring 2013)

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D. Undergraduate Initial Licensure Key Assessments: Elementary and Secondary Education 99

E. Initial Licensure/Post-Baccalaureate Key Assessments: Master of Arts in Teaching Program 105

F. Advanced Program Key Assessments: Master of Science (MS) in Education 107

G. Advanced Program Key Assessments: Master of Science (MS) in Music Education 108

H. Advanced Program Key Assessments: EdD in Instructional Leadership Program 109

I. Advanced Program Key Assessments: Preparation of Educational Leaders – District

Leadership

111

J. Advanced Program Key Assessments: Preparation of Educational Leaders – School Building

Leadership: Advanced Program

113

K. Advanced Program Key Assessments: School Counseling 116

L. The Education Educator Preparation Provider (Unit) Goals and Performance Outcomes 117

M. Ensuring Accuracy, Consistency, Fairness and Freedom From Bias in Key Assessments and

Rubrics within the WCSU Assessment System

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N. Interstate Teacher Assessment and Support Consortium (InTASC) Standards 123

O. Connecticut Common Core of Teaching 2010 & Code of Professional Responsibility 125

P. Common Core of Leading: Connecticut School Leadership Standards 133

Q. Transition Points Checklist: Elementary and Secondary 134

R. Transition Points Checklist: M.A.T. 136

S. Music Standards Map 137

T. Behavior Analyst Certification Board Standards 155

*See Assessment Plan Handbook Addendum for Unit Flow Diagram and Graphic Representation

of Transition Points

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Purpose and Characteristics of the Assessment System

The purpose of the assessment of candidates, programs, and the Educator Preparation Provider (Unit) is to improve performance. The assessment system provides a structured and systematic way for collecting, analyzing, and using candidate performance data for making decisions about individual candidates, courses within the programs, programs, and the Educator Preparation Provider (Unit) that delivers the programs. The major goal of the assessment system is to enable the members of the professional community to make data-driven decisions that will lead to the improvement of the programs and the Educator Preparation Provider (Unit). The assessment system has a clear set of objectives and is defined by marked characteristics that facilitate the members of the professional community in reaching their goal. They are the following:

The Objectives of the Assessment System

1. To provide an assessment system that has been developed by the professional community and open to revision for the purpose of meeting the growing demands of the schools we serve;

2. To monitor candidates’ progress throughout the program from their admission to and exit from the program and into their first year after graduation;

3. To systematically collect performance data that are aligned to the Educator Preparation Provider (Unit)’s, state’s, and professional standards;

4. To analyze data at specific transition points or phases within the candidates’ program;

5. To use candidates’ performance data to make decisions on individual candidates for improving their performance;

6. To use data on a regular basis for improving instruction, courses, programs, and the Educator Preparation Provider (Unit).

The Characteristics of the Assessment System

The assessment system is marked with the following characteristics:

1. Candidates are evaluated through the use of performance-based assessments. 2. The assessment system relies on multiple measures of assessments, formal and

informal, that are aligned to the standards. 3. The assessment system includes internal and external measures. 4. Evaluation of the candidates occurs at multiple points within the program. 5. Data are collected, analyzed, and used on a regular basis. 6. An assessment committee works together to ensure reliable, fair, and equitable

assessments to make appropriate decisions. 7. The appeals process allows candidates to appeal decisions rendered by the

assessment committee.

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The Development of the Assessment System and Revisions

The Educator Preparation Provider (unit) has designed and implemented an Educator Preparation Provider (Unit) Assessment System (UAS) with the main purpose of ensuring that its professional education programs prepare graduates of the highest quality in order to maximize learning for all P-12 students. The prime focus of the Educator Preparation Provider's (Unit) Assessment System is candidate performance at the initial and advanced levels.

The system, which reflects Western Connecticut State University’s Conceptual Framework, provides a cyclical process for measuring how candidates demonstrate proficiency related to specific expectations aligned to professional, state and institutional standards. The system uses multiple assessments to measure candidates' admission into its programs, and progress at designated transition points throughout all programs.

The Educator Preparation Provider (Unit) Assessment System is also used to manage and improve programs (See Table 1). Data are used to continuously evaluate and improve the Educator Preparation Provider (Unit) operations and its programs, as well as to hold candidates accountable for demonstrating a high level of competence in content knowledge, pedagogical skills, and professional dispositions.

The features of the Educator Preparation Provider (Unit) Assessment System include the following:

Collaboration: There is ongoing collaboration among university professional education faculty across programs and schools, amongst clinical faculty, alumni, school-based practitioners, and other K-12 stakeholders in the cycle of implementation, evaluation, redesign, and refinement of the EPP Assessment System.

Assessment Management System (Tk20): A recent evaluation of the EPP’s (Unit) electronic assessment management system has uncovered inconsistencies with data collection, storage, and analysis. As a result, we engaged representatives from TK20 to complete a comprehensive review of the current assessment system to revise the system to make it more versatile, accessible, and user-friendly.

Rubric Review: Established scoring guides or rubrics are used for determining levels of candidate performance/accomplishment and completion of their programs. A review of the key assessment rubrics, completed during the writing of the SPA reports last summer along with feedback from the National Recognition Reports, indicate revisions in several assessments. These revisions are on-going.

Rubrics for key assessments are being revised to demonstrate competency and/or a standards-based focus.

As rubrics and assessments are revised, faculty check alignments with Standard elements. In the rubric development, they are also addressing issues of fairness, consistency, and accuracy and avoidance of bias.

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Syllabi: Syllabi are consistently reviewed for proper alignment to the Conceptual Framework, and professional, state, and institutional standards. Connecticut is implementing new Guidelines for Teacher Evaluation . One university partner district has selected Danielson’s Framework for Teaching and the other Marzano’s Causal Teacher Evaluation Model for their standards-based observation models. We reflect both in our work at the university (see Table 5).

Transition Points: Candidates' performance of knowledge, skills, and dispositions are evaluated at multiple transition points in most programs, using multiple measures for formative and summative purposes. Where transition points weren’t indicated, were unclear, or were not monitored; action was taken to rectify the issues.

Assessments: Multiple assessments are aligned with CCCT 2010 competencies and standards, and are administered in a variety of forms. Faculty in each course/program communicate formative and summative assessment results to candidates. Faculty within the teacher preparation programs as well as for advanced programs assist in the assessment of candidates monitoring candidates from admission to exit the program. Full-time and part-time program faculty play an active and ongoing role in evaluating candidates’ performances, professional commitments, and dispositions.

Data Analysis: A full data retreat is now held in January to evaluate results from the prior semester. A Program Coordinators data retreat is now held in May to review semester and EPP (Unit) assessments, and to prepare them for sharing data with their faculty.

The EPP (Unit) and its programs collect and analyze a broad array of information from multiple sources (i.e., course, clinical, university-wide and school-specific) to evaluate unit governance, diversity, and the effectiveness of the conceptual framework.

Data informs instruction. Data also influences decisions for strengthening courses, clinical experiences and programs, and the unit's operations.

Historically, as outlined below, the Educator Preparation Provider (Unit) Assessment System has evolved over several different phases and continues to be revised. The conceptual framework provided the foundational underpinnings for the original Educator Preparation Provider (Unit) Assessment System design, and has influenced how the system has been evaluated and refined.

Continuous improvement includes the following:

• 2004-2005, the Educator Preparation Provider (Unit) (i.e. Education and Educational Psychology (E&EP) Department Chair, a designated E&EP faculty member, School of Professional Studies (SPS) Dean worked with a State Connecticut State Department of Education's Education Preparation Program Approval Coordinator for guidance in development of the Educator Preparation

http://www.connecticutseed.org/wp-content/uploads/2012/09/Adopted_PEAC_Guidelines_for_Teacher_Evaluation.pdf

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Provider (Unit)'s Assessment System. Additionally, these individuals examined the NCATE Standards, and attended NCATE's Accreditation Workshops.

• 2005-2006, the Educator Preparation Provider (Unit) Assessment Committee (i.e., SPS Dean, Assistant Dean, E&EP Chair (now the NCATE Co-Coordinator), E&EP Assessment Coordinator) identified proficiencies and mapped them across the theoretical components of the Conceptual Framework and the Educator Preparation Provider (Unit) Transition Points, then seeking input from all the Educator Preparation Provider (Unit)'s professional education faculty. In Spring 2006, CSDE's Educator Preparation Program Coordinator provided all program coordinators with a SPA workshop training.

• Additionally, several program coordinators attended their national professional associations' SPA training workshops.

• Summer 2006, all Program Coordinators aligned their programs' course/clinical work with institutional, state, and national standards. Additionally, Program Coordinators met with their respective faculty to review their program's assessment measures, transition points and their own national associations 'professional standards. Beginning in Fall 2006, NCATE Assessment meetings were held twice monthly, where all full-time professional education faculty from all programs reviewed, discussed, and provided feedback on the UAS and the programs' assessment measures.

• Twice during the Fall 2006 semester, a consultant visited WCSU to share his expertise in the NCATE accreditation process with the Educator Preparation Provider (Unit)'s E&EP faculty and the Assessment Committee, providing feedback on WCSU's Educator Preparation Provider (Unit)'s Assessment System.

• Beginning in January 2007, the Educator Preparation Provider (Unit) Assessment Committee collaborated with the University's CIO, Associate CIO and IT staff in piloting a commercial, electronic data entry, storage, and analysis management system (i.e., TK20 of Higher Education Tools, Inc.). For electronically obtaining the Educator Preparation Provider (Unit)'s remaining first year assessment data in spring 2007. A TK20 staff member assisted the Educator Preparation Provider (Unit)'s Assessment Coordinator in building the Educator Preparation Provider (Unit)'s Assessment System's framework into the TK20 system, and trained professional education faculty on how to use the TK20 system. In turn, the Assessment Coordinator and second E & EP faculty member provided candidate TK20 data entry training.

• Spring/Summer 2007, the Educator Preparation Provider (Unit) and its programs began collecting and then analyzing part of its first year assessment data.

• 2007-2008, the TK20 system was adopted by WCSU for NCATE. Assessment purposes, and the professional education faculty and candidates entered their second year of data into TK20 system with oversight from the Educator Preparation Provider (Unit) Assessment Coordinator.

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• Summer 2008, all programs eligible for SPA review submitted their SPA reports to NCATE.

• Summer/Fall 2008, an NCATE Steering Committee (i.e., Educator Preparation Provider (Unit)'s Assessment Committee, Coordinator of Student Teaching, Program Coordinators and the other academic deans) reviewed initial Educator Preparation Provider (Unit) data, and the initial SPA Reports' assessment data along with the respective SPA Reviewers' Reports, and then met for an all-day, late August Retreat to identify areas of refinement and further areas of improvement for the Educator Preparation Provider (Unit) and its programs and assessments.

• Fall 2008, at a Stakeholder Retreat (i.e., public school administrators, practitioners, candidates, alumni, Educator Preparation Provider (Unit) Chair, Assessment Coordinator, and the Educator Preparation Provider (Unit) faculty), the programs' assessment data, and the NCATE Steering Committee recommendation were reviewed and their valued input was sought.

• Fall 2008, at several monthly Educational Review Committee (ERC) meetings, new Educator Preparation Provider (Unit) assessment data (e.g., alumni and school employer survey data) were reviewed by members representing all WCSU's professional education programs. With NCATE's recently revised standards in advanced programs, M.S. Education Program faculty met weekly with the NCATE Co-Coordinator and Assessment Coordinator to refine several areas of their program's assessment measures, and to ensure their alignment with NBPTS Standards.

• Fall 2008, the Educator Preparation Provider (Unit)'s Assessment Committee assumed responsibility for improving data management protocols, and refined the Educator Preparation Provider (Unit) and its programs' assessment system based on the recommendations forthcoming from the NCATE Steering and Stakeholders Committee meetings. Additionally, an E&EP faculty member with assistance from a Graduate Assistant, trained initial teacher preparation programs' students/candidates in the development of their own TK20 electronic professional career portfolios

• From Fall 2009 to Fall 2010 a part-time data coordinator managed the Tk20 Data Management System

• In 2010 another part-time data coordinator was hired with the express purpose of managing the Tk20 Data Management System

• In 2010-2012, the data system was updated and reviewed. Data continued to be entered and issues with data analysis and collection were discussed.

• Spring 2012, Ensuring Reliability, Validity, Utility, and Fairness of Key Assessments and Rubrics Within the Assessment System were developed.

• Summer and Fall2012, in response to SPA writing, issues with data retrieval were recorded and reviewed.

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• Fall 2012: The Dean of the School of Professional Studies convened an NCATE Steering group: Dean of the School of Professional Studies, Dean Arts, and Sciences, Associate Dean of the School of Professional Studies, NCATE Coordinator, Chair of the Department of Education and Educational Psychology, Coordinator of Professional Studies- Assessment and Reporting System, and NCATE Consultant.

• FalI 2012: After the SPA reports were submitted on September 14, 2012; an analysis of the process and assessment system was developed. An initial NCATE Assessment Handbook was developed.

• The Western Connecticut State University Assessment System Educator Preparation Provider (Unit) Assessment Matrix was constructed during Fall 2012. (See Figure 1)

• Beginning in Fall 2012, faculty began to re-align rubrics to standards and /or competencies.

• December 2012/January 2013: A review of use of Tk20, as the repository of the Assessment System, was commissioned and completed.

• January 23, 2013 Data Retreat: The entire EPP met and reviewed data from Fall 2012. To align with the new NCATE/CAEP expectations, the Educational Preparation Providers (unit) expanded their knowledge in content pedagogy and pedagogy during the Spring of 2013 Data Retreat. The Data Retreat was expanded to include non-certification programs in the MS in Education, Music Education, EdD in Instructional Leadership, Educational Leadership, and School Counselor Education programs.

• February 2013: Assessment Committee was organized and convened. The Chair of the Assessment Committee was added to the membership of the NCATE Steering Group.

• Tk20 trainers were brought on board in March 2013 to assist the university in making the assessment system more versatile and more efficient for the end user.

• During Spring 2013 the Assessment and Accreditation Committee met regularly (at times weekly) with Tk20 to design the re-boot of the system.

• An assessment matrix was developed including all key assessments and alignments by standard elements during Spring 2013 to inform the re-boot of Tk20.

• At the May2013 Educational Preparation Providers (unit) Data Retreat, Program Coordinators reviewed data across the entire EPP (unit), including the non-certification programs in preparation for sharing with their faculty.

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Table 1: The Educator Preparation Provider (Unit) Assessment Plan: An Overview

Components Explanation Process Requirements

Interpretation of Analyses Data are considered, analyzed, discussed and recommendations integrated

The Program Coordinator and faculty and administrators review and indicate how the information applies to the course they teach

Interpretation of Compiled Appeals/Complaints

A compilation of complaints/appeals is reviewed and discussed, recommendations made for course/program adjustments

Assessment and Accreditation Committee review and indicate receipt of information.

Educator Preparation Provider (Unit)/Program

Based upon the completed Interpretation of Analyses and student complaints/appeals, recommendations for program and Educator Preparation Provider (Unit) improvements are constructed with timelines for the expected criteria for successful completion.

Faculty will then indicate how they will implement the changes in their course instruction and program requirements (e.g., admission field/clinical experiences, transition point requirements, etc.) Faculty will indicate new approval processes, if necessary, (i.e., Dept., ERC, CUCAS, and Graduate Council

Assessment Recommendations All instruments in current use are reviewed and rated for data validity and reliability evidence. Recommendations for improvement are made with respect to the data collected. Recommendations are also made based on evidence for the next year’s review of the assessment instruments, and the SPA Reports Reviewer’s comments and suggestions.

Assessment modification recommendations are considered by the Assessment Committee. The program coordinator reviews individual program data with faculty to make the recommended changes.

New or Modified Rubrics As data are analyzed and State or programmatic changes occur, rubrics

New rubrics or changes to existing rubrics should be approved by the

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Components Explanation Process Requirements

for the scoring of key assessments are being modified and taken through the approval process.

department and the Educational Review Committee.

Evaluation Process/Design Recommendations

The Educator Preparation Provider (Unit) and Programs’ assessment plans are reviewed and recommendations for revisions are made for improvement of the evaluation processes and design.

The evaluation process and design modifications are considered by the NCATE Assessment Committee that works with Educator Preparation Provider (Unit) and Program Coordinators and faculty to make the changes.

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See Addendum for Figure 1: The Western Connecticut State University Assessment System Educator Preparation Provider (Unit) Assessment Flow Diagram

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The Academic Programs: Roles and Responsibilities

Program coordinators of the Educator Preparation Provider (unit), the NCATE Coordinator, and the Data Manager report to the Dean of the School of Professional Studies. Their primary role is to analyze candidate data at the end of each semester and at each of the transition points to determine their proficiencies in meeting the criteria that have been described in the assessment plan.

Coordinate the review of data by semester

Collect and review surveys

Use these data for instructional and program improvement

Program faculty may teach in one or more programs (Elementary, Secondary, Master of Arts in Teaching, Counseling, MS in Education, Educational Leadership, or EdD in Instructional Leadership).

Using data, the program faculty review candidate performance and trends. The Program Coordinator, with input from the program faculty, makes decisions regarding individual candidates. The following decisions on individual candidates for the initial educator program may be rendered:

Admission of the candidate to the program (meeting admission criteria)

Admission of the candidate to: Professional Semester Student Teaching School or Community Counseling internship Dissertation Seminar Sequence Educational Leadership internship

Exit from the program

Recommendation for Connecticut Teacher Certification endorsements

Faculty, working under the guidance of the Program Coordinator, regularly review performance data of candidates. During and at the end of each semester, the faculty discusses candidates’ performances in meeting the established criteria and requirements at each of the transition points.

The Department Chair and the Associate Dean also monitor the graduate candidates for maintaining a GPA of 3.0 throughout the program and meeting admission requirements. Candidates who fall below the required GPA receive letters of notification from the dean’s office, informing them that they are placed on probation and are required to raise their GPA over a period of six credits of course work.

When candidates in the undergraduate programs have met the criteria for admission to the program, a Declaration of Major form signed by the candidate and the Chairperson of the Education Department, is sent to the Registrar’s Office. The Chair’s approval is sent to the candidate, the Education Department, and the registrar who indicates the candidate’s major on the transcript.

When a candidate fails to meet the requirements, the program coordinator notifies the candidate. (See Appeals Process.)

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Candidates who have received degree conferral and have met the Connecticut State certification requirements are recommended for Connecticut Teaching Certification endorsement.

The Role of Faculty in the Assessment of Candidates Faculty members who serve as advisors and instructors within the teacher preparation programs as well as for advanced programs have specific roles in the assessment of candidates. The roles of faculty advisors in the assessment of candidates may be viewed as critical in monitoring candidates from admission to exit the program. Additionally, full-time and part-time faculty who are instructors in the program play an active and ongoing role in evaluating candidates’ performances and professional commitments and dispositions.

These candidates, prior to Fall 2012, were self-declared majors. As of Fall 2012, candidates entering as Freshman are registered as pre-majors. At the end of the Freshman year, the Associate Dean and Department Chair review the GPA of each pre-major. Those candidates maintaining a 3.0 GPA may continue in the teacher preparation program. Those not maintaining the GPA are advised out of the program.

Faculty, under the direction of the Program Coordinator, are responsible for summarizing data at each transition point. When an issue arises, the faculty advisor notifies the program coordinator. At the end of each semester, the program coordinator reviews the candidates’ performance.

When candidates have not met the requirements at a specific transition point the program coordinator may do one of the following:

Inform the candidate of the requirement that has not been met and offer a deadline to meet the requirement.

If the candidate fails to meet the requirement at the appropriate deadline, the faculty informs the candidate of the unmet requirement.

If there are a number of requirements that the candidate lacks and standards that have not been met, inform the candidate of the deficits and present the case to the Academic Review Committee for further action on a decision about the candidate.

Advanced program candidates are advised, as appropriate, and assessed at transition points. (See figures 5-11). The Role of Advisors in Assessment Faculty advise candidates throughout their programs and serve as facilitators in assisting the candidates throughout the program. Elementary faculty advise elementary candidates. Secondary content faculty are primary advisors and education faculty are secondary advisors to secondary candidates. M.A.T., School Counseling, MS in Ed, Educational Leadership (092), and EdD faculty advised candidates in their programs.

For candidates who find some difficulty in meeting certain requirements, the advisor will provide assistance and strategies for meeting expectations. When candidates do not meet the deadlines in fulfilling any, score low on the disposition instrument, or demonstrates a pattern of not meeting the requirements, the instructor notifies the

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advisor and program coordinator. The program coordinator meets with the candidate and the advisor about the consequences of failing to meet the criteria for admission to the program and movement through the transition points.

The Role of the Instructors in Assessment Faculty monitor candidates’ performances in meeting the standards related to teaching and professional dispositions through assessing candidates’ course performances. Course instructors are required to determine the levels of candidates’ performances in meeting the Educator Preparation Provider (Unit) goals and outcomes.

Instructors help candidates submit key assessments to Tk20®, and evaluate the key assessments in a timely manner, using the approved Educator Preparation Provider (Unit) or program rubric.

A dispositions instrument is applied at three times during the program for each candidate (See Figures 2 - 8). During the semester, faculty may detect problems related to candidates’ academic or professional dispositions as they are working with them in the classroom, in field experiences, or student teaching. The instructor initially counsels the candidates to help them correct the problem. When informal assistance does not help, the faculty has a responsibility to notify the program coordinator. The candidate will meet with the instructor and the program coordinator about the problem. A plan for improving the candidate’s performance or professional dispositions will be outlined. The candidate will be monitored and offered feedback related to his/her progress by the faculty.

The Assessment of Dispositions and Professional Behaviors

Candidates are assessed on dispositions in every course throughout the program for content and pedagogical knowledge, skills, and dispositions. The instructor addresses the issue(s) directly with candidate and brings the concern to the attention of the Program Coordinator. The program faculty team discusses the issue(s), how to support the candidate in resolving the issue(s), or how to counsel the candidate. Based on Standards and impending State changes, , the WCSU dispositions underwent a review beginning in Fall 2012 and included a public opinion survey conducted in March 2013. The following Disposition Alignment demonstrates the movement from the original disposition focus in 2008 to the revised dispositions of 2012 (See Table 6).

Previous to 2013, the Professional Development in Schools (PDS) Interview for those in the initial educator program is given the semester prior to the PDS experience (2 week placement, full time in a Connecticut Public School) and two semesters prior to student teaching. Candidates responded to the questions, in writing, submitting their writing in advance of the interview. The candidate responses are reviewed and, at the interview, clarifying questions are asked about the candidates’ responses. The questions are categorized and aligned with the Conceptual Framework. Effective Spring 2013, the new dispositions were evaluated for all candidates at the beginning, middle, and end of the program using the new WCSU Dispositions Instrument.

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Table 2: WCSU Disposition Alignment 2008 and 2012

(Approved Spring 2013, Public Opinion Survey 03/15/2013 – 03/30-2013)

WCSU Dispositions 2008

Successful candidates will…

Categories 2008

WCSU Conceptual Framework


WCSU candidates…

Re-Categorized for 2012

1.Believe that all children can learn

Commitment Expertise in Content Knowledge

Organize

Knowledge and Facilitate Learning

1.Believe that all children can learn

Advocacy

2.Respect diversity Values Diversity 2.Respect diversity and promote understanding of varied cultural traditions, individual differences, learning strengths, and needs.

Diversity

6.Value families and believe in communication with them

Values Commitment

Attitudes

3.Feel passionate about teaching and committed to learning

Values Commitment

Classroom and School Leadership

Technology

3.Demonstrate commitment to the profession of teaching, the success of their students, and school improvement.

High Expectations

4.Value ethical and professional behavior

Professional Ethics

Unity

Reflective Practitioner

4.Exercise sound judgment and ethical professional behavior.

Professional Conduct

6.Value families and believe in communication with them

Values Commitment

Attitudes 5. Demonstrate fairness in promoting social justice, treating students fairly, maintaining confidentiality, and assessment.

Fairness

5.Believe that teachers and counselors share responsibility

Professional Ethics

Attitudes

6. Engage in reflection on practice.

Reflection

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Successful candidates will…

Categories 2008

WCSU Conceptual Framework


WCSU candidates…

Re-Categorized for 2012

for children's cognitive, social and emotional development


Classroom and School Leadership

7.Demonstrate leadership in support of student learning

Leadership

1g. NCATE PROFESSIONAL DISPOSITIONS FOR ALL CANDIDATES TARGET Candidates work with students, families, colleagues, and communities in ways that reflect the professional dispositions expected of professional educators as delineated in professional, state, and institutional standards. Candidates demonstrate classroom behaviors that create caring and supportive learning environments and encourage self-directed learning by all students. Candidates recognize when their own professional dispositions may need to be adjusted and are able to develop plans to do so.

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Remediation Triggers

When a candidate is identified as needing remediation, as identified by the dispositions instrument, classroom professor, or other data-based measurements, one or more of the following responses are triggered:

Immediate response: The instructor identifies weaknesses or gaps in learning and identifies, develops, and tracks strategies for improvement.

Tk20 Benchmark Not Met: Identified benchmarks are not met at the Acceptable level. Triggers notification of the Program Coordinator.

Program Coordinator: The instructor identifies weaknesses or gaps in learning that may result in competencies not being met or the Tk20 benchmark is not met. The program team identifies, develops, and tracks strategies for improvement.

Academic Review Committee: In the case of a higher level of remediation or failure, the candidate is recommended to the academic Review Committee. The Academic Review Committee identifies, develops, and tracks strategies for improvement. Remediation efforts and outcomes are documented in the Tk20 repository.

The Appeals System

When a candidate does not agree with program faculty decision, he or she has a right to file an appeal to the Chairperson of the Education Department. The Academic Review Committee is convened and hears the case. The Chairperson consults with the Assessment Committee and re-considers how the candidates have met/failed to meet each criterion. The Assessment Committee with the Chair of the Education Department reaches one of the following decisions:

Admit the candidate to the program on a probationary status

Counsel the candidate out of the program, offering him/her the best solution to help retain the candidate in the College to complete his/her degree

Admit the candidate to student teaching, the practicum, or internship on the condition that specific proficiencies have been met

The Department Chair will notify the candidate with respect to individual Academic Review Committee decisions.

WCSU’s Offices of the Dean of Professional Studies and E&EP Department Chair maintain identical written records of all formal candidate complaints and appeals, along with their resolution as they pertain to admission and dismissal from clinical practice or a professional education program.

Procedures for these and other types of appeals such as Proficiency Appeals Process, Academic Honesty Policy are located in the University catalogs (WCSU Undergraduate Catalog, WCSU Graduate Catalog ), on the Education and Educational Psychology Department Website , and in the Student Teaching Handbook . The appeal procedures related to academic dishonesty and final course grades for the University are listed in

http://www.wcsu.edu/registrar/policies.asp#proficiency

http://www.wcsu.edu/facultystaff/handbook/forms/honesty-policy.pdf

http://www.wcsu.edu/catalogs/undergraduate/


http://www.wcsu.edu/catalogs/graduate/

http://www.wcsu.edu/education/

http://www.wcsu.edu/education/

http://www.wcsu.edu/education/handbook.asp

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the WCSU Student Handbook , the WCSU Undergraduate Catalog, and the WCSU Graduate Catalog.

Records of this nature are maintained by the Office of the Provost and by the Office of Student Affairs. Procedures for complaints or appeals related to unethical behavior, affirmative action and sexual harassment issues are listed in the WCSU Student Handbook, theWCSU Undergraduate Catalog, and theWCSU Graduate Catalog. These latter types of student appeal records are maintained and handled by the Offices of Student Affairs and Affirmative Action, respectively.

How the Assessment System Reflects the Conceptual Framework

The Conceptual Framework provides the foundation for the assessment system through the alignment with University, Educator Preparation Provider (Unit), and Program missions and the University vision; as well as promoting knowledge base, professional commitments, and dispositions, through goals and outcomes (See Table 2). The Educator Preparation Provider (Unit) mission provides a clear direction for the instruction and assessment of candidates for teaching and school personnel in content knowledge, pedagogical content knowledge, professional skills, and dispositions.

Candidate expectations are stated in the goals and outcomes of the Educator Preparation Provider (Unit)/programs and used to evaluate candidate performances. Course curriculum and key assessments that are used to evaluate candidates’ performance are carefully aligned to the goals and outcomes of the Educator Preparation Provider (Unit)/program at specific transition points within the programs.

http://www.wcsu.edu/currentstudents/wcsu_handbook1213.pdf










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Table 3: Use of the Conceptual Framework in Evaluation and Analysis Conceptual Framework

Evaluation Questions

Analyses to Answer Questions

Analysis Summary Associated Assessments

Expertise in Content Knowledge

Is the program/ Educator Preparation Provider (Unit) producing candidates with mastery of content and subject area knowledge?

Evaluation analysis – critical review of program effectiveness in imparting content knowledge to candidates Data Review by Program Semester Data Retreat Annual Data Retreat Transition points analysis: An individual level examination of preparation and development by program (program Coordinator and designated faculty) Narrative analysis – a look at the effectiveness of various transition points on the success of individual candidates by program at transition points for individual candidates (Annually by program)

Yearly with respect to program improvement By Program By unit in Annual Data Retreat Each semester with respect to candidate development and transition gates By program (facilitated by program coordinator)

Assessment #1: Licensure (Elementary, Secondary, Health, Music, & IL/PB) Praxis II: Elementary Ed.; Health Ed; Music Education; Secondary English, History/Social Studies, Math, and the Sciences (Biology, Chemistry, & Earth Science), IL/PB (M.A.T.) Connecticut Foundations of Reading: Elementary ACTFL Written Proficiency Test: Spanish CT Administrator Test: Leadership (Building) Leadership (District) Assessment #2 (Elementary, Secondary, Health, & Music) Content Rating Profile: Elementary Grade Analysis: Sciences Content Knowledge in English: English Assessment #2 Transcript Review (IL/PB) Transcript Review: Assessment #6 Safety and Welfare: Sciences ACTFL Oral Proficiency Interview: Spanish Assessment #7: Research: Sciences Reflective Essay and Cultures, Literatures: Spanish Assessment # 8: Coordinated School Health Programming: Health Contextualizing Science: Sciences Praxis II: Spanish Pedagogical Content Knowledge: Capstone Project In Education (MS in Ed) Content Knowledge: Educational Research Study (MS Ed) School Counseling (CACREP): Assessment #1: Assessment Project; Assessment #2: Group Counseling Project Assessment; Assessment # 3:

21

Conceptual Framework




Individual Counseling Project; Assessment #6: Comprehensive Exam (School Counseling) Assessment #1: EdD in Instructional Leadership and Educational Leadership

Diversity Is the program/Educator Preparation Provider (Unit) producing candidates who are developing adequate knowledge and skills to support all diverse learners in their professional practices?

Breakdown analysis Review of data in Tk20 Transition points analysis: An individual level examination of preparation and development by program (program Coordinator and designated faculty) Evaluation analysis: Critical review of program effectiveness (content knowledge) to candidates

Data Review by Program

Semester Data Retreat

Annual Data Retreat

Each semester with respect to candidate development and transition gates After each field and clinical experience Yearly with respect to program improvement Cohort and longitudinal review by program Reviewed at each transition

Entry Education Program

Interview (prior to professional semester

Prior to student teaching

Licensure testing completed

Review by Semester; Annual longitudinal review by program and cohort, where

Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership - ELCC) Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching Dispositions: Contemporary Issues Portfolio (MS Ed) School Counseling (CACREP): Assessment #1: Assessment Project; Assessment #2: Group Counseling Project Assessment; Assessment # 3: Individual Counseling Project; Assessments #4&#5: Practicum and Internship Supervisor Evaluation of Student; Assessment #6: Comprehensive Exam(School Counseling) EdD in Instructional Leadership: ED 824- Critical Issues in Diverse School Populations, also see alignment table indicating the focus for diversity across courses

22





appropriate (program improvement) After 2 years of professional practice, survey employers

Unity Is the program/ Educator Preparation Provider (Unit) producing candidates who are highly qualified to work collaboratively, cooperatively, as members of a school team to provide necessary professional services?

Transition points analysis: An individual level examination of preparation and development by program (program Coordinator and designated faculty) Evaluation analysis: Critical review of program effectiveness (content knowledge) to candidates



Annual Data Retreat

Yearly with respect to functioning of the candidates Context, formative and summative evaluations of processes involved in the development of collaborative activities After 2 years of professional practice, survey employers

Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership – ELCC) Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching Assessment #7: (Ed Leadership – ELCC) Planning Portfolio Leadership (Building) Leadership (District) Dispositions: Contemporary Issues Portfolio (MS Ed) School Counseling (CACREP): Assessments #4&#5: Practicum and Internship Supervisor Evaluation of Student

Classroom & School Leadership

Is the program/Educator Preparation Provider (Unit) producing candidates who possess highly qualified professional

Breakdown – description of program results Evaluation analysis – use of criteria against

Generate cross break tables showing the success of candidates with respect to specific outcome measures Context, Input process and

Assessment #2: (Ed Leadership – ELCC) Leadership Portfolio Leadership (Building) Leadership (District) Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership - ELCC)

23





management and leadership skills necessary to fulfill the tasks associated with their professional services?

which to compare descriptive data



Annual Data Retreat

Statistical analysis – preparation for the statistical qualities of instruments and other operational aspects of the assessment/ evaluation program (using Tk20)

progress evaluations are conducted on programs Statistics are generated (from Tk20) to determine relationship between the different aspects of the program, and whether programs are meeting standards After 2 years of professional practice, survey employers

Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching (Ed Leadership – ELCC) Internship Portfolio Leadership (Building) Leadership (District) Impact on Student Learning: Tests & Measurements Project (MS Ed) School Counseling (CACREP): Assessments #4&#5: Practicum and Internship Supervisor Evaluation of Student (Counseling School)

Attitudes Is the program/Educator Preparation Provider (Unit) producing candidates who possess professional dispositions that support successful professional practice?

Transition points analysis: An individual level examination of preparation and development by program (program Coordinator and designated faculty) Evaluative analysis Narrative-developmental analysis

Candidates progress toward the assessment of the development of professional attitudes/dispositions are examined over time Context, process and product evaluation is performed: A developmental picture is prepared to understand how candidates make

Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership – ELCC) Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching Assessment #6: (Elementary, English) Dispositions Dispositions: Contemporary Issues Portfolio (MS Ed) School Counseling (CACREP): Assessment #1: Assessment Project; Assessment #2: Group

24





develop or fail to develop important dispositions

Counseling Project Assessment; Assessment # 3: Individual Counseling Project; Assessments #4&#5: Practicum and Internship Supervisor Evaluation of Student; Assessment #6: Comprehensive Exam(School Counseling)

Technology Is the program/Educator Preparation Provider (Unit) producing candidates who are highly qualified in integrating technology into their professional practice?

Evaluation analysis – critical review of program effectiveness in imparting content knowledge to candidates Data Review by Program Semester Data Retreat Annual Data Retreat Transition points analysis: An individual level examination of preparation and development by program (program Coordinator and designated faculty)

Transition points are examined to determine what impact the technological expertise has for development of candidates in effecting student learning Input and process evaluation is conducted Feedback from districts to determine which technologies and skills are emerging in the public schools served

Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership – ELCC) Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching (Competency 2A) Assessment #5: IL/Electronic Professional Educator Portfolio Pedagogical Content Knowledge: Capstone Project In Education (MS in Ed) Assessments #4&#5: Practicum and Internship Supervisor Evaluation of Student (School Counseling)

Organize Knowledge

Is the program/Educator Preparation Provider (Unit) producing candidates who are able to plan, design, organize, deliver, and reflectively evaluate their

Evaluation analysis – critical review of program effectiveness in imparting content knowledge to candidates Data Review by Program Semester Data Retreat Annual Data Retreat

Transition points are examined in their relationship to successful candidates

Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership – ELCC) Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching Assessment #5:(Elementary, Secondary, Health, Music, & IL/PB) Teacher Work Sample

25





effectiveness in effecting the learning of all students?

Transition points analysis: An individual level examination of preparation and development by program (program Coordinator and designated faculty)

Context, input, process evaluation elements are used

Assessment #6: Student Learning Portfolio Leadership (Building) Leadership (District) Pedagogical Content Knowledge: Capstone Project In Education (MS in Ed) Assessment #1: Assessment Project; Assessment #2: Group Counseling Project Assessment; Assessment # 3: Individual Counseling Project; Assessments #4&#5: Practicum and Internship Supervisor Evaluation of Student (School Counseling)


Is the program/Educator Preparation Provider (Unit) producing candidates who are able to learn and improve professional practice through reflection and the evaluation of practice?

Transition points analysis Evaluative analysis Narrative analysis: Developmental analysis: Effectiveness of various transition points on the success of individual candidates by program at transition points for individual candidates (Annually by program)

To determine the practice and impact that reflection has on candidates learning at various transition points, for example, examining the transition points between Professional Development School (PDS) Experience for initial teacher preparation candidates and student teaching Input, context, and process evaluation elements are used in the analysis. Candidates are examined for the formation of reflection capabilities.

Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership – ELCC) Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching Assessment #5: Evaluation of Candidates in WCSU’s 092 Endorsement Program Leadership (Building) Leadership (District) Assessment # 6: Professional Development Interview: Health Portfolio in Mathematics: Mathematics Assessment # 7: Community Health Project : Health Dispositions: Contemporary Issues Portfolio (MS Ed) School Counseling (CACREP): Assessment #1: Assessment Project; Assessment #2: Group Counseling Project Assessment; Assessment # 3: Individual Counseling Project; Assessments #4&#5: Practicum and Internship Supervisor Evaluation of Student (School Counseling)

26

Table 4: The Alignment of the Educator Preparation Provider (Unit) Learner Objectives, NCATE Standards, Conceptual Framework, and Program Learner Objectives

Educator Preparation Provider (Unit) Learner Objectives


Undergraduate Teacher

Certification Learner

Objectives

Initial Licensure/Post Baccalaureate

(M.A.T.) Learner Objectives

Music Learner Objectives

NCATE/CAEP Standard 1 Elements

School and Community Counseling

Program Learner Objectives

Educational Leadership


1. Candidates for certification and graduate students will demonstrate expertise in content knowledge.

Expertise in Content Knowledge Classroom & School Leadership Attitudes Technology Organize Knowledge & Facilitate Learning Reflective Practitioner

1.Demonstrate the connection of content specific knowledge with pedagogical knowledge and skills in developmentally appropriate lesson design specifically for the K-6 elementary or the 7-12 secondary levels

1.Demonstrate the connection of content with pedagogy in developmentally appropriate lesson design for elementary and secondary levels.

a.To provide a professional education for music majors that develops, nurtures, and assures their competency in all aspects of the discipline

1a. Content Knowledge for Teacher Candidates (Initial and Advanced Preparation of Teachers) 1b. Pedagogical Content Knowledge for Teacher Candidates (Initial and Advanced Preparation of Teachers)

1.Students will be exposed to a wide range of theoretical perspectives with an appreciation of students’ own belief systems. 2. Students will be prepared to understand human developmental issues from cognitive, affective, behavioral and contextual perspectives. 5.Students will be educated to a life-span developmental model for viewing human behavior, including career development. 11.Students will attain the knowledge and skills necessary to be successful entry-level counselors within their specific majors.

1.Prepare PK-12 educators to assume roles of leadership in the conceptualization, initiation, assessment and redesign of initiatives for classrooms, schools, and districts

27





Objectives









2.Candidates will demonstrate the ability to plan, develop and adjust services that meet the needs of diverse learners.

Expertise in Content Knowledge Technology

4.Demonstrate knowledge of the education and development of a range of students of varying backgrounds and abilities including exceptional, gifted, talented, and disabled students in a regular classroom.

4.Demonstrate differentiated instruction in effectively working with a range of students of varying backgrounds and abilities.

b.To encourage development of the creative, intuitive, and intellectual capabilities of students, faculty, and audience;

1d. Student Learning for Teacher Candidates (Initial and Advanced Preparation of Teachers) 1f. Student Learning for Other School Professionals

3.Students will be educated to view human issues from a multicultural perspective.

3.Prepare PK-12 educators to develop and implement innovative curricula that focus on excellence and equity in education.

3.Candidates and graduate students will demonstrate the ability to work jointly, cooperatively and collaboratively with learners, peer, educational professionals, parents and other community members.

Expertise in Content Knowledge Unity Organize Knowledge & Facilitate Learning Reflective Practitioner

7.Actively participate as members of a learning community to collaboratively discuss best practices and continue to learn innovative ways to impact student learning.

8.Demonstrate the construction of meaning in the collaborative cohort setting.

e.To support collaborations between music and related disciplines, and to cultivate and apply new approaches to performance, scholarship, and education.

1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates (Initial and Advanced Preparation of Teachers) 1e. Knowledge and Skills for Other School Professionals

4. Students will demonstrate the ability to facilitate inter- and intra-personal growth in both individual and group process.

3.Prepare PK-12 educators to develop and implement innovative curricula that focus on excellence and equity in education.

4.Candidates and graduate students will

Organize Knowledge

2.Demonstrate leadership in the conceptualization,

2.Demonstrate leadership in the conceptualization,

d.To provide for and to enrich the cultural and

1c. Professional and Pedagogical Knowledge and

8.Students will be encouraged to develop a strong

1.Prepare PK-12 educators to assume roles of

28





Objectives









demonstrate the ability to provide organization, leadership, direction, and management in their provision of professional services to the learners and clients.

Diversity Unity Classroom & School Leadership Attitudes Technology

initiation, assessment, and redesign of curricular and educational initiatives.

initiation, assessment and redesign of curricular and educational initiatives.

educational life of the campus, city, state, and region through excellence in instruction, research, performance and composition;

Skills for Teacher Candidates (Initial and Advanced Preparation of Teachers) 1e. Knowledge and Skills for Other School Professionals

identity with the counseling profession, including an understanding of its history and philosophy, and its present manifestations, through the American Counseling Association.

leadership in the conceptualization, initiation, assessment and redesign of initiatives for classrooms, schools, and districts 2.Prepare PK-12 educators to conduct meaningful site-based inquiry pertaining to student achievement, program assessment and other measures of educational success.

5.Candidates and graduate students will demonstrate the ability to demonstrate professional dispositions that are consistent with this Conceptual Framework

Diversity Unity Classroom & School Leadership

5.Demonstrate skill as a reflective practitioner to accurately assess and analyze student learning, reflecting on the adjustments needed for both instruction and assessment.

2.Demonstrate leadership in the conceptualization, initiation, assessment and redesign of curricular and educational initiatives.

c.To provide an education for non-majors that introduces them to the discipline of music through appreciation, performance, and basic skills courses, thus developing an informed group of advocates and affirming that music

1g. Professional Dispositions for all Candidates

9. Students will be educated to the ethical and legal parameters of the counseling profession. 10.Students will be encouraged to view professional development as a career-long process that includes continuing education

1.Prepare PK-12 educators to assume roles of leadership in the conceptualization, initiation, assessment and redesign of initiatives for classrooms, schools, and districts

29





Objectives









and in accord with professional, state, and institutional standards.

is an integral part of a classic liberal arts education;

and involvement with professional organizations beyond the attainment of the master’s degree.

6.Candidates and graduate students will demonstrate the ability to integrate a variety of relevant technologies into their professional practice.

Expertise in Content Knowledge Classroom & School Leadership Technology Organize Knowledge & Facilitate Learning

3.Demonstrate the innovative use of web based instructional and information technology in the classroom.

3.Demonstrate the innovative use of web based instructional and information technology in the classroom.

a.To provide a professional education for music majors that develops, nurtures, and assures their competency in all aspects of the discipline


11.Students will attain the knowledge and skills necessary to be successful entry-level counselors within their specific majors.

4.Prepare PK-12 educators to implement school-wide and district-wide professional development activities utilizing applied research, instructional technology and best practices in PK-12 schools.

7.Candidates and graduate students will demonstrate the ability to use relevant pedagogic skills, educational psychology and knowledge in the planning, development,

Organize Knowledge Attitudes Technology Reflective Practitioner

6.Appropriately apply the knowledge, skills, and dispositions of human development in the effective management of the classroom environment.

5.Demonstrate knowledge of the education and development of exceptional, gifted, talented, and disabled students in a regular classroom. 6.Accurately assess and analyze student learning,

c.To provide an education for non-majors that introduces them to the discipline of music through appreciation, performance, and basic skills courses, thus developing an informed group of advocates and affirming that music is an integral part of


6.Students will be educated in methods of contextual evaluation, appraisal and goal setting.

4.Prepare PK-12 educators to implement school-wide and district-wide professional development activities utilizing applied research, instructional technology and best practices in PK-12 schools.

30





Objectives









delivery and assessment of professional services in support of relevant educational and professional goals.

reflecting on the adjustments needed for both instruction and assessment.

a classic liberal arts education;

8.Candidates and graduate students will demonstrate the ability and motivation to develop and incorporate improvements into their professional practice based upon their interpretation, evaluation, and use of relevant data and insights.

Attitudes Classroom & School Leadership Reflective Practitioner

6.Appropriately apply the knowledge, skills, and dispositions of human development in the effective management of the classroom environment.

7.Demonstrate the ability to be both a consumer and a producer of educational research through the use of inquiry, critical analysis, and synthesis in the investigation and implementation of action based research

c.To provide an education for non-majors that introduces them to the discipline of music through appreciation, performance, and basic skills courses, thus developing an informed group of advocates and affirming that music is an integral part of a classic liberal arts education;


7.Students will demonstrate their ability to research and develop interventions for counseling issues.

5.Prepare PK-12 educators to implement school-wide and district-wide professional development activities consistent with emerging national standards as articulated by relevant professional specialty associations. (Spring, 2001, rev. 02/07/07)

31

Table 5: The Alignment of the Educator Preparation Provider (Unit) Goals with Standards: NCATE Specialty Professional Association Standards, and the Interstate Teacher Assessment and Support Consortium (InTASC);and Recognized Assessment Bodies: Music (NASM) and Counseling (CACREP); and the Behavior Analyst Certification Board (BACB)

Education Educator

Preparation Provider (Unit)

GOALS NCATE

Standards

CACREP School Counseling

Program Standards

Connecticut Common Core of Teaching (CCCT)

2010 MUSIC

EDUCATION

Behavior Analyst Certification

Board (BACB)

Specialty Professional Association Standards

Interstate Teacher

Assessment and Support Consortium

(InTASC) Standards

1.Candidates for certification and graduate students will demonstrate expertise in content knowledge.

Standard 1a: Content Knowledge for Teacher Candidates: Initial and Advanced

Standard 1: Content and Professional Knowledge for Other School Professionals

IIK.1-IIK.8

A 1-7; C 1-6;

G 1-3

Domain 1: Content and Essential Skills (1.1-1.6)

Standard 2: Program Content

Standard 3. Desirable Attributes, Essential Competencies, Professional Procedures b) music competencies c) specialization competencies

A-01- A-08, B-01, B-02, D-11, D-12, D-

20, D-21,

E-05, E-10,

F-01-F-08 G-07, H-01, H-02, I-01 J-09 FK-08, FK-09 FK-44, FK-45 FK-48

AAHE1 ACEI 2.1—2.7 ACTFL 1.0 ELCC

(Instructional. Leadership) 1a. 1.2, 5.2 1b. 2.3, 4.2, 6.3; (Educ. Admin.) 1a. 1&2 2.1, 2.2, 2.3, 4.1 1a. 3&4 1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.4, 3.5, 4.2, 5.2, 6. NCTE 3.0 (3.1—3.7) NCTM 1.0—1.5, 9.0-15.0 NCSS 1.1-1.10 NSTA 1—2 NSTE 3.1-3.7 IL/PB 1.0

Standard #4: Content Knowledge. Standard #5: Innovative Applications of Content.

32

Education Educator


GOALS NCATE

Standards


Program Standards


2010 MUSIC

EDUCATION


Board (BACB)


Interstate Teacher


(InTASC) Standards

2.Candidates will demonstrate the ability to plan, develop and adjust services that meet the needs of diverse learners.

Standard 1b: Pedagogical Content Knowledge for Teachers

IIK.1g, IIK.2II

K.3, IIK.4d, IIK.7f&g E 1-4; F 1-4;

G 1; H 5

Domain 3: Planning for Active Learning (3.1-3.9)

Domain 4: Instruction for Active Learning (4.1-4.7)

Standard 3. Desirable Attributes, Essential Competencies, Professional Procedures a) desirable attributes d) teaching competencies

A-01-02, A-09-13 B-03, B-04-07, B-11 C-02-03 D-02-03, D-07, D-15-21, D-06E-02, E-04, E-07,E-12 F-01, F-03-05 G-05-06, G-08, J-03, J-05,

J-11-12, J-15

K-02, K-06, K-08, FK-07, FK-10,

FK-11, FK-13-

15, FK-17-22,

FK-24-25

FK-29-31

FK-35-39

AAHE 3, 4, 5 ACEI 3.1—3.5, 4.0 ACTFL 1.0, 2.0, 3.0 ELCC Instructional. Leadership) 2a. 1.1, 1.2, 1.3, 1.4, 4.3, 4.4, 5.5 2b. 2.1, 2.2, 3.1, 3.3, 4.1, 4.2, 5.4, 6.1, 7.1 2c. 2.3, 3.4, 3.5, 5.2, 5.3; (Educ. Admin.) 2a. 1.1, 1.2, 1.3, 1.4, 4.3, 4.4, 5.5 2b. 2.1, 2.2, 3.1, 3.3, 4.1, 4.2, 5.4, 7.1 2c. 2.3, 3.4, 3.5, 5.2, 5.3 NCTE 2.4, 2.6, 4.1, 4.2, 4.3, 4.5, 4.6, NCTM 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 5—6 NSTE 2.1, 2.2, 2.5, 4.1-4.10

Standard #1: Learner Development. Standard #2: Learning Differences.

33

Education Educator


GOALS NCATE

Standards


Program Standards


2010 MUSIC

EDUCATION


Board (BACB)


Interstate Teacher


(InTASC) Standards

IL/PB 2.0

3.Candidates and graduate students will demonstrate the ability to work jointly, cooperatively and collaboratively with learners, peer, educational professionals, parents and other community members.


Standard 1d: Student Learning for Teacher Candidates

Standard 1f: Student Learning for Other School Professionals

IIK.1 M 1-7; N 1-5;

H 4

Domain 6: Professional Responsibilities and Teacher Leadership (6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11)

B. Common Body of Knowledge and Skills C. Results Standard 3. Desirable Attributes, Essential Competencies, Professional Procedures a) desirable attributes

A-12-14, B-01, B-03-07, B-10 C-02 D-17, D-20-21 E-07, G-06-08 J-08-10

AAHE 6 ACEI 3.1—3.5, 4.0 ACTFL 3.0, 4.0, 5.0 ELCC (Instructional. Leadership) 3a. 2.2, 2.4 3b. 3.1, 3.2, 7.1; (Educ. Admin.) 3a. 2.2, 2.4 3b. 3.1, 3.2, 7 NCTE 2.1, 2.4, 4.1, 4.2, 4.3, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10 NCTM 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 8—9 NSTE 2.3 IL/PB 3.0

Standard #10: Collaboration.

4.Candidates and graduate students will demonstrate the ability to provide organization, leadership, direction, and


Standard 1c: Professional and Pedagogical

IIK.1, IIK.2 O 1-5 ; P 1-2

Domain 6: Professional Responsibilities and Teacher Leadership (6.3, 6.4, 6.5, 6.6, 6.7, 6.9, 6.10, 6.11)

Standard 3. Desirable Attributes, Essential Competencies, Professional Procedures a) desirable attributes

A-12-14, B-01, B-03-07, B-10 C-02 D-17, D-20-21 E-07, G-06-08 J-08-10

AAHE 6, 7, 8 ACEI 3.1—3.5 ACTFL 3.0,4.0, 6.0 ELCC (Instructional. Leadership) 4a. 5.4, 6.2, 6.3 4b. 5.4, 6.2, 6.3;

Standard #9: Reflection and Continuous Growth. Standard #10: Collaboration.

34

Education Educator


GOALS NCATE

Standards


Program Standards


2010 MUSIC

EDUCATION


Board (BACB)


Interstate Teacher


(InTASC) Standards

management in their provision of professional services to the learners and clients.

Knowledge and Skills for Teachers

Standard 1g: Professional Dispositions

b) music competencies c) specialization competencies d) teaching competencies

4.1—4.3 (Educ. Admin.) 4a. 1.3, 5.2 4b. 1.2, 3.1, 6.1, 6.2, 6.3, 7.1 4c. 7.2 4d. 3.3, 4.2, 4.3, 4.4, 5.1, 5.3, 5.4, 5.5, 4e. 2.1, 2.34d. 3.3, 4.2, 4.3, 4.4, 5.1, 5.3, 5.4, 5.5, 4e. 2.1, 2.3 NCTE 2.4, NCTM 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 3, 4, & 7 NSTE 2.3, 4.1-4.10 IL/PB 2.0, 3.0

5.Candidates and graduate students will demonstrate the ability to demonstrate professional dispositions that are consistent with this

Standard 1c: Professional and Pedagogical Knowledge and Skills for Teachers


IIK.1-8; B 1-2; D 1, 5

Domain 6: Professional Responsibilities and Teacher Leadership (6.1-6.11)

Standard 3. Desirable Attributes, Essential Competencies, Professional Procedures a) desirable attributes

A-12-14, B-01, B-03-07, B-10 C-02 D-17, D-20-21 E-07, G-06-08 J-08-10

AAHE 6 ACEI 5.1—5.4 ACTFL 5.0, 6.0 ELCC (Instructional. Leadership) 5a. 1, 2, 3, 4, 5, 6; (Administrative Leadership) 5a. 1.1, 2.1, 2.4, 3.1, 3.2, 3.3,

Standard #9: Reflection and Continuous Growth.

35

Education Educator


GOALS NCATE

Standards


Program Standards


2010 MUSIC

EDUCATION


Board (BACB)


Interstate Teacher


(InTASC) Standards

Conceptual Framework and in accord with professional, state, and institutional standards.

Standard 1e: Professional Knowledge and skills for Other School Professionals

3.4, 3.5, 4.1, 4.3, 5.1, 5.4, 6.1, 6.3 NCTE 2.3, NCTM 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 10 NSTE 2.1-2.6 IL/PB

6.Candidatesand graduate students will demonstrate the ability to integrate a variety of relevant technologies into their professional practice.

Standard 1c: Professional and Pedagogical Knowledge and Skills for Teachers


IIK.1, IIK.4, IIK.8

O3

Domain 3: Planning for Active Learning (3.5)

Domain 6: Professional Responsibilities and Teacher Leadership (6.9)

Standard B: Common Body of Knowledge and Skills 5. Technologies

G-08, Task List: C-03, D-18, D-20, E-07, FK-22, FK-38-39 A-12, A-13-14, B-01, B-03-07, B-10 C-02 D-17, D-20-21 E-07, G-06-08 J-08-10

AAHE 8 ACEI 3.1—3.5, 5.1—5.4 ACTFL 6.0 ELCC (Instructional. Leadership) 6a. 5.1, 5.4 6b. 1.4, 2.4, 4.1, 4.3; (Administrative Leadership) 6a. 5.1, 5.4 6b. 1.4, 2.4, 4.1, 4.3 NCTE 4.1—4.10 NCTM 3.0, 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 10 NSTE 3.2 IL/PB 3.0, 4.0

Standard #3: Learning Environments. Standard #5: Innovative Applications of Content. Standard #6: Assessment. Standard #7: Planning for Instruction. Standard #8: Instructional Strategies.

7.Candidates Standard 1c: IIK.1-IIK.8 Domain 2:

Standard 3. D-03-04, D-08, AAHE 3, 4, 5 Standard #1:

36

Education Educator


GOALS NCATE

Standards


Program Standards


2010 MUSIC

EDUCATION


Board (BACB)


Interstate Teacher


(InTASC) Standards

and graduate students will demonstrate the ability to use relevant pedagogic skills, educational psychology and knowledge in the planning, development, delivery and assessment of professional services in support of relevant educational and professional goals.

Professional and Pedagogical Knowledge and Skills for Teachers


III G & H D 1-5; H 1-3; I 1-3; J 1-3;

L 1-3

Classroom Environment, Student Engagement, and Commitment to Learning

Domain 5: Assessment for Learning (5.1-5.8)

Desirable Attributes, Essential Competencies, Professional Procedures d) teaching competencies

D-21, E-03,, E-07, F-03, J-10 FK-41-42

A-01-14, B-03-04, B-07, C-01, D-05, D-09-13, E-01, E-09-11, F-05, F-07 H-01--04 I-03, 1_05 I-07, J-04 J-15 ttK-01, K-05, K-07, J-05, J-09, J-14 FK-16-18, FK-23, FK-30 FK-32 FK-43-48

ACEI 5.1—5.4 ACTFL 5.0, 6.0 ELCC (Instructional. Leadership) 2.1, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2 ( Administrative Leadership) 7a. 1.1, 2.2, 6.1 7b. 1.2, 1.4, 2.4, 3.4, 6.2 7c. 1.3, 2.3, 4.1, 5.1, 5.3 NCTE 2.5, 4.2, 4.3, NCTM 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 10 NSTE 2.4, 2.5 IL/PB 2.0, 3.0, 4.0

Learner Development. Standard #2: Learning Differences. Standard #3: Learning Environments. Standard #4: Content Knowledge. Standard #5: Innovative Applications of Content. Standard #6: Assessment. Standard #7: Planning for Instruction. Standard #8: Instructional Strategies. Standard #9: Reflection and Continuous Growth. Standard #10: Collaboration.

8.Candidates and graduate students will demonstrate


Standard 1d:

Domain 2: Classroom Environment, Student

Standard 3. Desirable Attributes, Essential

D-03-04, D-08, D-21, E-03,, E-07, F-03,

AAHE 6, 7, 8 ACEI 3.1—3.5 ACTFL 3.0 ELCC 5.1—5.3,

Standard #9: Reflection and Continuous Growth.

37

Education Educator


GOALS NCATE

Standards


Program Standards


2010 MUSIC

EDUCATION


Board (BACB)


Interstate Teacher


(InTASC) Standards

the ability and motivation to develop and incorporate improvements into their professional practice based upon their interpretation, evaluation, and use of relevant data and insights.

Student Learning for Teacher Candidates

Standard 1f: Student Learning for Other School Professionals

IIIG&H D 1,5; J 1, 3

Engagement, and Commitment to Learning (2.1, 2.2)

Domain 3: Planning for Active Learning (3.5)

Domain 5: Assessment for Learning (5.1-5.8)

t

Domain 6: Professional Responsibilities and Teacher

Competencies, Professional Procedures a) desirable attributes b) music competencies c) specialization competencies

J-10 FK-41-42 D-03, D-04, D-08, D-21, E-03,, E-07, F-03, FK-41, J-10 FK-42 A-01-14, B-03-04, B-07, C-01, D-05, D-09-13, E-01, E-09-11, F-05, F-07 H-01--04 I-03, 1_05 I-07, J-04 J-15 K-01, K-05, K-07, J-05, J-09, J-14 FK-16-18, FK-23, FK-30 FK-32 FK-43-48 D-09, D-10,-14, F-07-08, FK-33, FK-43-46

6.1—6.3 NCTE 2.2, 4.4 NCTM 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 5—6 NSTE 2.3, 4.1-4.10 IL/PB 3.0

Standard #10: Collaboration.

38

Education Educator


GOALS NCATE

Standards


Program Standards


2010 MUSIC

EDUCATION


Board (BACB)


Interstate Teacher


(InTASC) Standards

Leadership (6.1, 6.3, 6.4, 6.5, 6.9, 6.10)

Table 6: Alignment of the Conceptual Framework, InTASC, CCT, Marzano’s Causal Teacher Evaluation Model Domains, and Danielson’s Framework for Teaching

39

Professional Education

Provider (Unit) Conceptual Framework

Interstate Teacher Assessment and

Support Consortium (InTASC) Standards

(April 2011)

2010Connecticut Common Core of

Teaching Domains of Teacher

Performance

Marzano’s Causal Teacher Evaluation Model Domains

1

Charlotte Danielson’s Framework for Teaching (2007)

2

Expertise in Content Knowledge

Diversity Attitudes

Content Standard #4: Content Knowledge Instructional Practice Standard #7: Planning for Instruction The Learner and

Learning Standard #1: Learner

Development Standard #2: Learning

Differences Standard #3: Learning

Environments

Domain 1. Content and Essential Skills:

Teachers understand and apply essential skills, central concepts and tools of inquiry in their subject matter or field. Domain 3. Planning for

Active Learning: Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large Domain 2. Classroom

Environment, Student Engagement and Commitment to Learning:

Teachers promote student engagement, independence and

Domain 2: Planning and Preparing

I. Planning and Preparing for

Lessons and Units

II. Planning and Preparing for

Technology and It’s Uses

III. Planning and Preparing for

Needs of English Language

Learners

IV. Planning and Preparing for

Needs of Special Education

Students

V. Planning and Preparing for

Students Who Lack Support

of Learning

Domain 1: Classroom Strategies and Behaviors

30. Lesson Segment Involving Routine Events

DQ1 Communicating Learning Goals and Feedback

DQ6: Establishing Rules and Procedures

Domain 1:Planning and Preparation 1a. Demonstrating Knowledge

of Content and Pedagogy Demonstrating

1b. Demonstrating Knowledge of Students

1c. Setting Instructional Outcomes

1d. Demonstrating Knowledge of Resources

1e. Designing Coherent Instruction

1f. Designing Student Assessments

Domain 2:The Classroom Environment

2a. Creating an Environment of Respect and Rapport

2b. Establishing a Culture for Learning

2c. Managing Classroom Procedures

1Learning Sciences International, (2011).The Marzano Causal Teacher Evaluation Model Alignment to InTASC Model Core Teaching Standards

2Danielson (2007). Enhancing professional practice, A framework for teaching, (2nd Ed). ASCD. (Chapter 1)

40





(April 2011)



Performance


1


2

Organize

Knowledge and Facilitate Learning

Technology

Unity Classroom and

School Leadership

Reflective

Practitioner

Content Standard #5: Innovative

Applications of Knowledge

Instructional Practice Standard #8:

Instructional Strategies

Instructional Practice Standard #6:

Assessment Professional

Responsibility Standard #9: Reflection

and Continuous Growth

Standard #10: Collaboration

interdependence in learning by facilitating a positive learning community. Domain 4. Instruction

for Active Learning: Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large. Domain 5. Assessment

for Learning: Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction. Domain 6. Professional Responsibilities and Teacher Leadership: Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership.

II. Lesson Segment Addressing Content

DQ2: Helping Students Interact with New Knowledge

DQ3: Helping Students Practice and Deepen New Knowledge

DQ4: Helping Students Generate and Test Hypotheses

III. Lesson Segment Enacted

on the Spot DQ5: Engaging Students DQ7: Recognizing Adherence to

Rules and Procedures DQ8: Establishing and

Maintaining Effective Relationships with Students

DQ9: Communicating High Expectations for All Students

Domain 3: Reflecting on

Teaching 30. Evaluating Personal

Performance II. Developing and Implementing

a Professional Growth Plan Domain 4: Collegiality and

Professionalism 30. Promoting a Positive

2d. Managing Student Behavior 2e. Organizing Physical Space

Domain 3:Instruction

3a. Communicating with Students

3b. Using Questioning and Discussion

3c. Techniques 3d. Engaging Students in

Learning 3e. Using Assessment in

Instruction 3f. Demonstrating Flexibility

and Responsiveness Domain 4: Professional Responsibilities

4a. Reflecting on Teaching 4b. Maintaining Accurate

Records 4c. Communicating with

Families 4d. Participating in a

Professional 4e. Community

41





(April 2011)



Performance


1


2

Environment II. Promoting Exchange of Ideas

and Strategies III. Promoting District and School

Development

4f. Growing and Developing Professionally

4g. Showing Professionalism

42

Figure 2: The Unit Assessment System: Transition Points and Key Assessments Used in Initial Certification Programs (See Assessment Plan Handbook Addendum for Graphic Representation of Transition Points)

*Note: All initial program undergraduate candidates must successfully complete the following prior to interviewing for the Professional Development Semester: 3.0 GPA (2012); Fingerprinting/Background Check; Praxis I; Content Major Complete; ED 206, HPX 215, EPY 203 or 204; Recommendations; Application; and Essay.

**Note: The IL/PB requires that candidates must successfully complete the following prior to enrollment: BA or BS in Content Area or Related Field; Meet IL/PB Transcript Requirements; 3.0 GPA or Miller’s Analogy Test (scoring at appropriate percentile); Fingerprinting/Background Check; Praxis I; Praxis II in Content Knowledge; ACTFL OPI and WPT for Spanish Candidates; 3 Recommendations; Application; and Mini-Application Portfolio.

Programs (endorsement

grades)

Transition Point #1 Prior to Professional

Semester

Transition Point #2 After Professional

Semester/Before Student Teaching

Transition Point #3 During Student Teaching

Transition Point #4

After Program Completion

Elementary Education* (K-6) Program Entry: 3.0 CUM GPA 30 Credits Fingerprinting and

Background Check

3.0 CUM GPA Praxis I or 1100 SAT Content Major Complete

(no more than 6 CR remaining)

Gen Ed Complete ED 206, HPX 215, & EPY

203 completed (B or better)

Application Essay Recommendations Interview

Content Knowledge:

ACEI Assessment #2 Content Rating Profile (changed to GPA 3.0 or higher in Fall 2013)

Dispositions:

ACEI Assessment #6 Dispositions

3.0 CUM GPA Application for Student

Teaching Interview with School

District Professional & Pedagogical

Knowledge: ACEI Assessment #3

Planning (PDS Capstone)

3.0 CUM GPA Content Major Complete Pass Student Teaching Teacher Work Sample Content Knowledge:

ACEI Assessment #1 Licensure

Professional & Pedagogical Knowledge/Clinical Experience:

ACEI Assessment #4 Student Teaching Evaluation Instrument

Impact on Student

Learning:

Alumni Survey (Exit Interview)

(immediate and 2 years out)

Employer

Survey (2 years out)

43


grades)


Semester




Transition Point #4


Dispositions Instrument (Fall 2013)

ACEI Assessment #5 Teacher Work Sample

Health Education* (PK-12) Program Entry: 3.0 CUM GPA 30 Credits Fingerprinting and

Background Check

Content Knowledge: AAHE Assessment #2

GPA 3.0 or higher Dispositions:

AAHE Assessment #6 Professional Development Interview


Professional & Pedagogical Knowledge

AAHE Assessment #1 Licensure (effective 2013)

AAHE Assessment #3 Planning

AAHEAssessment #7 Community Health Project

AAHEAssessment #8 Coordinated School Health Project


AAHE Assessment #4 Student Teaching Evaluation Instrument

Impact on Student

Learning: AAHE Assessment #5

Teacher Work Sample

Alumni Survey (immediate and 2 years out)

Employer


ALL Secondary Ed Program Entry:

3.0 CUM GPA 30 Credits Fingerprinting and

Background Check

3.0 CUM GPA Praxis I or 1100 SAT Content Major Complete

(no more than 6 CR remaining)

Gen Ed Complete ED 206, HPX 215, & EPY

203 completed (B or better)

Application Essay Recommendations Interview See Specific Secondary

Content Area (below) for Transition Point #1 Key Assessments

3.0 CUM GPA Application for Student

Teaching Interview with School

District See Specific Secondary


3.0 CUM GPA Content Major Complete Pass Student Teaching Teacher Work Sample See Specific Secondary



Employer


Secondary Ed.: Mathematics*

(7-12)

Content Knowledge: NCTM Assessment #2

GPA

Content Knowledge: NCTM Assessment #1

Licensure (effective


Alumni Survey (immediate and 2 years

44


grades)


Semester




Transition Point #4


NCTM Assessment #6 Portfolio in Mathematics

Dispositions:

Professional Development Interview


2013) Professional & Pedagogical

Knowledge: NCTM Assessment #3

Planning

NCTM Assessment #4 Student Teaching Evaluation Instrument

Impact on Student

Learning: NCTM Assessment #5

Teacher Work Sample

out) Employer


Secondary Ed: English*

(7-12)

Content Knowledge: NCTE Assessment #2

Content Rating Profile (changed to GPA 3.0 or higher in Fall 2013)

Dispositions: NCTE Assessment #6

Dispositions

Content Knowledge: NCTE Assessment #1

Licensure (effective 2013)

Professional & Pedagogical Knowledge:

NCTE Assessment #3 Planning


NCTE Assessment #4 Student Teaching Evaluation Instrument

Impact on Student

Learning: NCTE Assessment #5

Teacher Work Sample


Employer


Secondary Ed: History/Social

Studies* (7-12)

Content Knowledge: NCSS Assessment #2

Content Rating Profile (changed to GPA 3.0 or higher in Fall 2013)

Dispositions:

NCSS Assessment #6 Dispositions

Content Knowledge: NCSS Assessment #1

Licensure (effective 2013)

Professional & Pedagogical

Knowledge: NCSS Assessment #3

Planning


NCSS Assessment #4 Student Teaching Evaluation Instrument

Impact on Student

Learning: NCSS Assessment #5

Teacher Work Sample


Employer


Secondary Ed: Biology*

(7-12)

Content Knowledge: NSTA Biology

Assessment #2 GPA


Assessment #1 Licensure (effective


NSTA Biology


45


grades)


Semester




Transition Point #4



NSTA Biology Assessment #6 Safety & Welfare

Dispositions:


2013) NSTA Biology

Assessment #7 Research


NSTA Biology Assessment #3 Planning

Assessment #4 Student Teaching Evaluation Instrument


Assessment #8 Contextualizing Science

Impact on Student

Learning:

NSTA Biology Assessment #5 Teacher Work Sample

Employer


Secondary Ed: Chemistry*

(7-12)

Content Knowledge: NSTA Chemistry

Assessment #2 GPA Professional &

Pedagogical Knowledge:

NSTA Chemistry Assessment #6 Safety & Welfare

Dispositions:


Content Knowledge: NSTA Chemistry

Assessment #1 Licensure (effective 2013)

NSTA Chemistry Assessment #7 Research


Knowledge: NSTA Chemistry

Assessment #3 Planning


NSTA Chemistry Assessment #4 Student Teaching Evaluation Instrument

Content Knowledge:

Assessment #8 Contextualizing Science

Impact on Student Learning:

NSTA Chemistry


Employer


46


grades)


Semester




Transition Point #4


Assessment #5 Teacher Work Sample

Secondary Ed: Earth Science*

(7-12)

Content Knowledge:

NSTA Earth Science Assessment #2 GPA


NSTA Earth Science Assessment #6 Safety & Welfare

Dispositions:


Content Knowledge:

NSTA Earth Science Assessment #1 Licensure (effective 2013)


Knowledge: NSTA Earth Science


NSTA Earth Science Assessment #7 Research


NSTA Earth Science Assessment #4 Student Teaching Evaluation Instrument

Content Knowledge:

NSTA Earth Science Assessment #8 Contextualizing Science

Impact on Student Learning: NSTA Earth Science

Assessment #5 Teacher Work Sample


Employer


Secondary Ed: Spanish*

(7-12)

Content Knowledge:

ACTFL Assessment #2 GPA

Content Knowledge:

ACTFL Assessment #1 Licensure (effective 2013)

ACTFL Assessment #7 Assessment of Content, Cultures, Literatures

ACTFL Assessment #8 Spanish Curriculum Module


ACTFL Assessment #4 Student Teaching Evaluation Instrument


Employer


47


grades)


Semester




Transition Point #4


Dispositions: ACTFL Assessment #6

Dispositions Dispositions Instrument

(Fall 2013)


ACTFL Assessment #3 Planning

Content Knowledge: ACTFL Assessment #6

Oral Proficiency Interview

Impact on Student

Learning: ACTFL Assessment #5

Teacher Work Sample

Music Education* (K-12)

NASM Accredited Content Knowledge:

Assessment #2 GPA Dispositions:


NASM Accredited Content Knowledge:

Assessment #1 Licensure (effective Fall 2013)

Professional & Pedagogical Knowledge


NASM Accredited Professional & Pedagogical

Knowledge/Clinical Experience:

Assessment #4 Student Teaching Evaluation Instrument

Impact on Student

Learning: Assessment #5 Teacher

Work Sample


Employer


Master of Arts in Teaching** (Secondary Biology, Mathematics, and Spanish) (7-12) Program Entry: 3.0 CUM GPA or

Miller’s Analogy Test

Undergraduate Degree

30 Credits in content area

Content Knowledge: IL/PB Assessment #1

Licensure (Program Entry)

Biology & Math: Praxis II

Spanish: ACTFL Written Proficiency Test

IL/PB Assessment #2 Transcript Review

IL/PB Assessment #6 Biology: Safety & Welfare

Professional & Pedagogical Knowledge: IL/PB Assessment #3

Planning


Mathematics: Portfolio in Mathematics

IL/PB Assessment #7 Biology: Research

IL/PB Assessment #7 Spanish: Assessment of


IL/PB Assessment #4 Student Teaching Evaluation Instrument

Impact on Student

Learning: IL/PB Assessment #5

Electronic Professional Educator Portfolio with Teacher Work Sample


Employer


48


grades)


Semester




Transition Point #4


(IL/PB #2) Pass Praxis I or

SAT Waiver Pass Praxis II Interview Essays Fingerprinting and

Background Check

Dispositions:

Program Interview Dispositions Instrument

(Fall 2013)

Content, Cultures, Literatures

IL/PB Assessment #8 Spanish: Curriculum Module


Spanish: Oral Proficiency Interview (ACTFL)

IL/PB Assessment #8 Biology: Contextualizing Science

49

Figure 3: The Unit Assessment System: Transition Points for Advanced Teacher Preparation Programs with Criteria and Key Assessments (See Assessment Plan Handbook Addendum for Graphic Representation of

Transition Points)

Program

Admission/

Program Entry Transition Point #1

Course Work

Transition Point #2

(Capstone or Internship)

Transition Point #43

Program Completion

MS in Education (Non- certification)

Fingerprinting and Background Check

3.0 Undergraduate GPA

Teacher Certification Interview Bachelor’s degree Completed application

Completion of 30 Credits Completion of Core

Courses: ED 500 (Contemporary Issues), ED 501 (Research), and EPY 505 (Measurement)

Content Knowledge: Assessment #1:

Educational Research Project (InTASC- ED 501)

Impact on Student

Learning Assessment #3:

Measurement and Evaluation Final Project (InTASC - EPY 505)

Dispositions:

Assessment #4: School Board Meeting (InTASC - ED 500)

Advanced Program Disposition Instrument (Fall 2013 implementation)

Completion of ED 592 (Capstone)


Knowledge: Capstone Project in

Education (InTASC & ISTE - ED 592)

Field/Clinical:

2-Day Diverse Experience (Fall 2013 implementation)

Exit Survey (immediate and 2 years out)

Employer Survey (2

years out)

MS in Music

Education

NASM Accredited 3.0 UG GPA 2 recommendations Earned BS/BA in

NASM Accredited Assessment by University

Supervisor and Mentor Approved Program of 30

NASM Accredited 3.0 GPA in MS program Completion of 30 Credits Pass Comprehensive Exam


50

Program

Admission/


Course Work

Transition Point #2



Program Completion

Music Ed from accredited IHE

Certification to teach music

Interview

Credits Decision made on Non-

Thesis or Thesis Option Content Knowledge:

Assessment #1: Overall GPA 3.0

Impact on Student

Learning: Assessment #3: Music Seminar (MUS 590) Final Project

Dispositions:

Assessment #4: Advanced Program Disposition Instrument (Fall 2013 implementation)


Knowledge: Assessment #2:

Comprehensive Exam

Employer Survey (2 years out)

EdD in Instructional

Leadership

Master’s degree in education or a related field

3.0 CUM GPA (3.67 in Fall 2013)

Miller’s Analogy Test (Fall 2013 with 3.67 GPA not required)

• 5 yrs of full-time educational experience (3 yrs in Fall 2013)

• 36 semester hours of special education

• 2 Recommendations

• Application

Complete required course work

Comprehensive Exam (parts 1 and 2)

Dissertation Proposal

Content Knowledge:

Assessment #1: Comprehensive Exam

Professional &

Pedagogical Knowledge:

Assessment #2: Leadership Portfolio

Assessment #3: Planning Portfolio

Assessment #6: Student

Field Work: Dissertation Dissertation Defense Field/Clinical Experience:

Assessment #4: Field Work for the Assessment of Research Skills


Impact on Student

Learning: Assessment #5:

Assessment of WCSU Graduates in Leadership Positions (2 years out)

51

Program

Admission/


Course Work

Transition Point #2



Program Completion

Learning Portfolio Dispositions: Assessment #7:

Dispositions for Advanced Programs (First Semester, Comprehensive Exams, Dissertation)

Advanced Program Disposition Instrument (Fall 2013 implementation)

MS in School

Counselor

Education (Other School Professionals)

CACREP Accredited 2.8 GPA or MAT Interview Praxis I or waiver B in Special Ed course Writing sample 3 letters of reference

CACREP Accredited Successful Completion of

Key Assessments (listed) Core courses complete Practicum Evaluations by

School Site and University Supervisors (including dispositions and reflections)

Content Knowledge:

Assessment #1: Assessment Project (EPY 600)

Professional and

Pedagogical Knowledge: Assessment #2: Group

Counseling Intervention Project (EPY603)

Impact on Student

CACREP Accredited Internship Evaluations by

School Site and University Supervisors (including dispositions and reflections)

Internship clinical folder 3.0 GPA Completion of all Degree

Requirements CPCE Field/Clinical Experience:

Assessment #5: Practicum and Internship (EPY 610, 612, and 613) - Evaluations provided by site and university supervisors


Employer Survey (2

years out)

52

Program

Admission/


Course Work

Transition Point #2



Program Completion

Learning: Assessment #3: Individual Counseling Project and Case Study (EPY 604)

Dispositions: Assessment #4: Advanced

Program Disposition Instrument (Fall 2013 implementation)

Administrator and Supervisor (CT Endorsement #092) – building – district (Other School Professionals)

Enrollment in WCSU EdD in Instructional Leadership Program

3 Prerequisite Courses (ED 800, ED 804, ED 820)

3 Special Education Course Credits

2 Recommendations Interview

Five additional courses: ED 805, EDL 618, EDL656, ED 660, and ED 665

Content Knowledge:

Assessment #1 Licensure: Connecticut Administrator Test (CAT)

Assessment #2: Leadership Portfolio

Professional &

Pedagogical Knowledge: Assessment #3:

Supervision Portfolio Dispositions:

Assessment #6 Student Learning Portfolio

Advanced Program

Completion of Internship Portfolio

Assessment by University Supervisor and Mentor

Pass Connecticut Administrators’ Test (CAT) Certification Exam

5 years as a full-time Educator

Field and Clinical:

One-year Internship Impact on Student Learning:

Assessment #5 Assessment of WCSU Interns and Graduates in Leadership Positions


Employer Survey (2

years out): Assessment of WCSU Graduates in Leadership Positions

53

Program

Admission/


Course Work

Transition Point #2



Program Completion

Disposition Instrument (Fall 2013 implementation)

54

Table 7: The Timeline for Collecting, Analyzing, and Using Data (effective Fall 2013)

Source of Data When Collected Responsible for Collection

& Analyses Use of Data

Praxis II Entry into Student Teaching WCSU Data & Assessment System Coordinator

1. Determine entry to student teaching 2. Distributed to Certification Officer (Associate Dean) and program coordinators for program improvement

Disposition Surveys 1. First Education Class 2. Mid-program 3. Exit from program

Program Coordinators Distributed for program and unit improvement

Cooperating Teachers’ Evaluation of Early Field Experiences (initial certification programs only)

During all early field experiences; sophomore through senior year

Program Coordinators Distributed for programs and unit improvement

Teacher Work Sample (initial certification programs only)

During ED 340 for undergraduates and student teaching in the M.A.T.

Teaching Faculty and Program Coordinator

Distributed for programs and unit improvement

Student Teaching Mid-term Evaluation (initial certification programs only)

Mid-way through Student Teaching

University Supervisor Distributed for programs and unit improvement

Student Teaching Final Evaluation(initial certification programs only)

Exit from Student Teaching University Supervisor Distributed for programs and unit improvement

Student Teachers’ Evaluation of Supervisor (initial certification programs only)

Exit from Student Teaching Coordinator of Student Teaching


Course Evaluations At the end of each course, each semester

Department Chair Personal and professional improvement

Completion Rates At the end of each semester by program

Department Chair Program improvement

Evaluation of Full-time Members of the CSU-AAUP for

See Table 1, page 23 Department Evaluation Committee (DEC) and the

As per contract for personal and professional improvement

http://www.csuaaup.org/wp-content/uploads/2010/07/AAUP2007-2011FINALContract200711.pdf


55

Renewal, Tenure, and Promotion

University-wide Promotion and Tenure Committee

Focus Groups As needed as new aspects of programs are planned and implemented

Program Coordinator and Chair Distributed for program improvement

Feedback from PK-12 Partners

As each PDS and student teaching group completes, and as new aspects of programs are planned and implemented

Program Coordinators, Student Teaching Coordinator, Chair

Distributed for program improvement

Exit Surveys Exit from Program Program Coordinator Distributed for unit improvement

Alumni Survey After Program Completion Program Coordinators and E&EP Department


Employer Survey After Program Completion Program Coordinators and E&EP Department


Program Assessments Each semester Course Faculty and Program Coordinator

Distributed for programs and assessed



56

Appendix A: The PDS Interview Questions

EDUCATOR Category/Questions 1 2 3 N/A

EXPERTISE IN CONTENT KNOWLEDGE

KNOWLEDGE RATING:

How did your academic experiences in the core curriculum and your major develop the content you will need as a teacher?

What is an example that shows how you have developed content expertise at WCSU?

DIVERSITY

KNOWLEDGE RATING:

SKILL RATING:

DISPOSITION RATING:

How do you define diversity?

What experiences have you had with individuals that are different from you?

Explain the positive and negative aspects of those interactions.

UNITY

SKILL RATING:

DISPOSITION RATING:

How would you maintain or build community with colleagues, students, and students' parents?

Why is this activity important?

CLASSROOM AND SCHOOL LEADERSHIP

SKILL RATING:

DISPOSITION RATING:

As a classroom teacher how must you exert leadership?

Why is it important to be a school leader?

ATTITUDES DISPOSITION RATING:

Provide one example of your sense that all children can learn

Provide one example of your respect for diversity

Provide one example of your dedication to life-long learning

Provide one example of your commitment to parent communication

Provide one example of your use of reflective teaching

Provide one example of your use of critical thinking

57

EDUCATOR Category/Questions 1 2 3 N/A

TECHNOLOGY

SKILL RATING:

DISPOSITION RATING:

How would you use technology in the classroom to support student learning?

Why is technology important?

ORGANIZE KNOWLEDGE AND FACILITATE LEARNING

KNOWLEDGE RATING:

SKILL RATING:

As a teacher how would you know your students are learning?

With an example, talk about how you would support student learning?

REFLECTIVE PRACTITIONER

DISPOSITION RATING:

Using an example, explain how you have changed an educational knowledge, skill or disposition using feedback, data or a some other

kind of information.

58

Appendix B: WCSU Dispositions: Initial Certification Programs (Spring 2013) Revised: Rabe and Delcourt 02/21/13

NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings, and the Department of Education believes that professional dispositions can also be observed in a classroom setting prior to the first field/clinical experience. The following measure of dispositions is intended as a tool not only to assess behaviors observed, but also as a guide for growth. For each indicator there are a few exemplary behaviors that may be used as targets of performance by candidates. The Educator Preparation Provider (Educational Unit) is committed to the growth of candidates as well as the impact they will have beyond the classroom.

Disposition Categories Evaluated

1 2 3 4a 4b 4c 4d 4e 4f 4g 4h 5a 5b 5c 6a 6b 6c 7

Program Entry (ED 206)

X X X X X X X X X X

Pre-PDS (EPY 203/204 Clinical Experience)

X X X X X X X X X X X X

Post - PDS X X X X X X X X X X X X X X X X X

Post-Student Teaching

X X X X X X X X X X X X X X X X X X

Baseline Dispositions Rubric: Summary of All Competencies Measured in Program

Baseline Disposition/Criteria

Successful WCSU candidates…

Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

1.Believe that all children can learn:

Candidate loses focus on learning to teach/lead; frequently dismisses or occasionally challenges feedback intended to improve candidate's work and career.

Candidate focuses on learning to teach/lead; responds feedback intended to improve candidate's work and career.

Candidate frequently works in a direction focused on learning to teach/lead; politely accepts feedback intended to improve candidate's work and career.

2.Respect diversity and promote understanding of

Candidate frequently interacts with others (school professionals,

Candidate interacts with others (school professionals, school

Candidate frequently interacts with others (school professionals,

59



Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

varied cultural traditions, individual differences, learning strengths, and needs: Respect of others

school support personnel, students, colleagues, etc.) in a way that shows minor insensitivity toward the effort, work, values, or diverse nature of others; or demonstrates a significant insensitivity toward the effort, work, values, or diverse nature of others; struggles to demonstrate awareness of the interconnectivity of education professionals in the schools.

support personnel, students, colleagues, etc.) in a way that shows minor insensitivity toward the effort, work, values, or diverse nature of others; has difficulty demonstrating awareness of the interconnectivity of education professionals in the schools.

school support personnel, students, colleagues, etc.) in a way that shows sensitivity toward the effort, work, values, and diverse nature of others; respecting the interconnectivity of education professionals in the schools.

3.Demonstrate commitment to the profession of teaching, the success of their students, and school improvement: Enthusiasm

Candidate frequently focuses on negative aspects of teaching and learning to teach/lead; declines to accept tasks; attempt to bring negative beliefs to others' notions.

Candidate focuses on negative aspects of teaching and learning to teach/lead; accepts tasks in an obligatory manner; rarely impacts others' notions of teaching and learning.

Candidate frequently exhibits a positive outlook about teaching and learning to teach/lead; willingly accepts tasks; able to talk positively to others about teaching and learning.

4a.Exercise sound judgment and/or ethical professional behavior: Participation

Candidate misses several meetings and/or classes; fails to provide timely or reasonable notice for missed meetings, or does not independently make-up missed work (when appropriate).

Candidate a tends meetings and/or classes, provides timely or reasonable notice for missed meetings, and independently makes up missed work (when appropriate).

Candidate attends most meetings and/or classes, provides timely and reasonable notice for missed meetings, and works independently to make-up missed work (when appropriate).

4b.Exercise sound judgment and ethical professional behavior: Punctuality

Candidate is consistently not on-time for several meetings or consistently fails to meet many deadlines; not providing timely or reasonable notice for late attendance or work, may fail to work independently to make-up missed work (when appropriate).

Candidate is on-time for some meetings or fails to meet some deadlines; not providing timely or reasonable notice for late attendance or work, may fail to work independently to make-up missed work (when appropriate).

Candidate is on-time for most meetings or adheres to most deadlines; providing timely and reasonable notice for late attendance or work, and working independently to make-up missed work (when appropriate).

4c.Exercise sound judgment and ethical professional behavior:

Candidate does not follow guidance in dressing acceptably for professional situations (or

Candidate accepts guidance in dressing acceptably for professional situations (or mock

Candidate dresses acceptably for professional situations (or mock professional situations).

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Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

Personal Presentation

mock professional situations). professional situations).

4d. Exercise sound judgment and ethical professional behavior: Verbal Communication

Candidate uses unacceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon; or at least once uses a term considered offensive by different cultures/beliefs; candidate exhibits unacceptable skills to enhance "spoken words" such as eye-contact and listening. Occasionally, candidate is not receptive to feedback or fails at attempts to improve.

Candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs; or candidate occasionally exhibits unacceptable skills to enhance "spoken words" such as eye-contact and listening. In all situations, candidate is receptive to feedback and attempts to improve.

In all spoken communications, candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs; and candidate exhibits acceptable skills to enhance "spoken words" such as eye-contact and listening.

4e.Exercise sound judgment and ethical professional behavior: Written communication

Candidate uses unacceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon; or at least once uses a term considered offensive by different cultures/beliefs. Occasionally, candidate is not receptive to feedback or fails at attempts to improve.

In all written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs. In all situations, candidate is receptive to feedback and attempts to improve.

In all written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs.

4f.Exercise sound judgment and ethical professional behavior: Non-verbal communication

Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s) he struggles with information or frequently uses non-verbal cues indicating negativity.

Candidate exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s) heist positively receiving information and uses non-verbal skills in discussions.

Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s) he is positively receiving information and uses these same non-verbal skills in discussions.

4g.Exercise sound Candidate frequently uses minor Candidate uses appropriate Candidate frequently uses

61



Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

judgment and ethical professional behavior: Respect for leadership

inappropriate communication or interactions, or provides significant inappropriate communication or interactions, when working with supervisors or other educational leaders.

communication or interactions when working with supervisors or other educational leaders.

appropriate communication and interactions when working with supervisors and other educational leaders.

4h.Exercise sound judgment and ethical professional behavior: Professional self-concept

Candidate demonstrates minimal self-confidence; may lose emotional control when interacting with others or in challenging situations. Loses emotional control in professional situations, may use inappropriate verbal or non-verbal communication.

Candidate demonstrates developing self-confidence and acceptable emotional control when interacting with others, demonstrates emotional control in conflict or challenging situations.

Candidate demonstrates appropriate self-confidence & emotional control when interacting with others, works to understand ways to manage conflict or challenging teaching situations.

5a.Demonstrate fairness in promoting social justice, treating students fairly, maintaining confidentiality, and assessment: Adherence to legal and ethical guidelines (appropriate communication)

Candidate is dishonest in communication, attempts to deceive. Inappropriate topics/times for discussions. Requires ongoing reminders, is careless with sensitive information. Shows lack of respect for diversity.

Candidate utilizes assistance in communication is .Uses appropriate topics/times for discussions. Respects sensitivity of information and acknowledges diversity.

Candidate seldom requires assistance in appropriate communication. May require occasional feedback regarding the need for/use of confidentiality and how to demonstrate respect for diversity in various settings.

5b.Demonstrate fairness in promoting social justice, treating students fairly, maintaining confidentiality, and assessment: Adherence to legal and ethical guidelines (confidentiality)

Candidate does not treat student information and data responsibly and/or with respect.

Candidate treats student information and data responsibly.

Candidate demonstrates confidentiality in the responsible use of student information and data.

5c.Demonstrate fairness in promoting social justice, treating students fairly,

Candidate does not use APA citations or plagiarize the work of others.

Candidate uses APA citations. Candidate documents the intellectual work of others’ in assignments, and consistently

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Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

maintaining confidentiality, and assessment: Adherence to legal and ethical guidelines (honor work of others)

use APA citations.

6a.Practice reflection: Ability to self-monitor (patience, control of emotions)

Candidate does not provide any substantive suggestions for positive self-improvement and fails to see the need for positive change. Offers excuses/assigns blame to others (e.g., students, parents, colleagues, and supervisor) for negative results.

Candidate evaluates own performance when prompted, with little attention to key issues. Occasionally offers excuses/assigns blame to others (e.g., students, parents, colleagues, and supervisor) for negative results.

Candidate consistently evaluates own performances (e.g., interactions, written work, test results) with a critical lens, generates potential improvements or revisions, and applies them to future performances. Is open-minded and positive when receiving feedback from others. Demonstrates the ability to act on suggestions.

6b.Practice reflection: Practice in the context of student learning

Candidate does not regularly practice reflection on student learning.

Candidate reflects on his/her work within the context of student learning.

Candidate reflects on his/her practice and make necessary adjustments to enhance student learning

6c.Practice Reflection: Dispositions delineated in professional, state, and institutional standards

Candidate demonstrates no awareness of professional dispositions expected of professional educators as delineated in professional, standards, state standards, and the mission of the university

Candidate demonstrates an awareness of and desire to reflect professional dispositions expected of professional educators as delineated in professional standards, state standards, and the mission of the university

Candidate reflects professional dispositions expected of professional educators as delineated in professional standards, state standards, and the mission of the university

7.Demonstrate leadership in support of student learning: Initiative and Ability to Lead

Candidate has difficulty connecting concepts and applications; candidate's opinions and talents do not support the development of colleagues.

Candidate draws connections between concepts and applications; candidate has a positive effect on colleagues.

Candidate engages in educational activities, drawing some connections between concepts and applications; candidate's opinions and talents are accepted by colleagues.

*Adapted from Iona University, SCSU, and NCATE

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WCSU Dispositions: Initial Certification Programs

Dispositions Rubric: Program Entry (ED 206)

NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings, and the School of Education believes that professional dispositions can also be observed in a classroom setting prior to the first field/clinical experience. The following measure of dispositions is intended as a tool not only to assess behaviors observed, but also as a guide for growth. For each indicator there are a few exemplary behaviors that may be used as targets of performance by candidates. The Educator Preparation Provider (Educational Unit) is committed to the growth of candidates as well as the impact they will have beyond the classroom.

Please select the setting you are evaluating: ___ Field/Clinical _____ Classroom Please select your role: _____ Supervising (host or mentor) Teacher _____ WCSU Professor (Seminar or Class)


Disposition/Criteria


Needs Improvement 1

Acceptable 2

Target 3

Score/ Level



Candidate focuses on learning to teach/lead; responds to feedback intended to improve candidate's work and career.


In Class Exemplars

Demonstrates learning differences (based on exceptionalities, ethnic, racial, gender, sexual orientation, language, religious, socioeconomic, and regional/geographic origins).

Completes Teacher Work Sample

In the Field Exemplars

Can articulate the strengths and needs of the students.

2.Respect diversity and promote understanding of varied cultural traditions, individual differences, learning

Candidate frequently interacts with others (school professionals, school support personnel, students, colleagues, etc.) in a way that shows minor insensitivity toward the effort, work, values, or

Candidate interacts with others (school professionals, school support personnel, students, colleagues, etc.) in a way that shows sensitivity toward the effort, work, values, or diverse nature of

Candidate frequently interacts with others (school professionals, school support personnel, students, colleagues, etc.) in a way that shows sensitivity toward the effort,

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Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

strengths, and needs: Respect of others

diverse nature of others; or demonstrates a significant insensitivity toward the effort, work, values, or diverse nature of others; struggles to demonstrate awareness of the interconnectivity of education professionals in the schools.

others; demonstrates awareness of the interconnectivity of education professionals in the schools.

work, values, and diverse nature of others; respecting the interconnectivity of education professionals in the schools.

In Class Exemplars

Addresses all colleagues appropriately.

Compliments other students (“that’s a great idea”).

Uses humor appropriately.

Expresses understanding, sympathy, empathy, and concern.

Provides other students with relevant information / resources “I have a great article for you”.

Is respectful when classmates ask questions seeking clarification of course content.

Responsive to classmates’ request for assistance.

In Field Exemplars

Consistently solicits and uses input and feedback.

Demonstrates respect for diverse languages and dialects by not overcorrecting

3.Demonstrate commitment to the profession of teaching, the success of their students, and school improvement: Enthusiasm


Candidate focuses on positive aspects of teaching and learning to teach/lead; accepts tasks; and/or impacts others' notions of teaching and learning.

Candidate frequently exhibits a positive outlook about teaching and learning to teach/lead; willingly accepts tasks; able to talk positively to others about teaching and learning.

In Class Exemplars

Ready, willing and enthusiastic about learning.

Preparedtoengageinthelearningactivitiesofthecourse(e.g.,hasnecessarymaterials,hascompletedassignedreadings).

Readily accepts necessary changes in course schedules

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Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

In Field Exemplars

Participates in both independent and group work.

Collects and uses data from multiple sources



Candidate attends meetings and/or classes, provides timely or reasonable notice for missed meetings, and/or independently makes missed work (when appropriate).


In Class Exemplars

Willing to work/collaborate with any classmate.

Readily works on small group projects/papers.

Readily participates in class discussions.

Attentive in class, including taking notes when necessary.

Utilizes WCSU technological resources as assigned/required (e.g. monitor WCSU e-mail, participate in discussion boards, course website, Tk20).

Integrates technology meaningfully into class presentations and class work .

Uses technology-based collaboration tools.

Makes proactive attempts to understand expectations of course.

Seeks help and direction from the instructor and classmates to be successful in course.

In Field Exemplars

Can articulate why a specific technology has effectively used as a vehicle for instruction in the classroom.

Differentiates between having technology and using technology to promote and support student learning.


Candidate is consistently not on-time for several meetings or consistently fails to meet many deadlines; not providing timely or reasonable notice for late attendance or work, may fail to

Candidate is on-time for meetings; meets deadlines; provides timely or reasonable notice for late attendance or work, works

independently to make-up missed work (when appropriate).

Candidate is on-time for most meetings or adheres to most deadlines; providing timely and reasonable notice for late attendance or work, and working independently to make-up

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Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

work independently to make-up missed work (when appropriate).

missed work (when appropriate).

In Class Exemplars

Adheres to course and university deadlines (e.g., assignments and applications are submitted on time, student comes to class on time.)

In Field Exemplars

Is on time

Frames needs as positive and solution driven, with realistic timelines.



Candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, does not use s terms considered offensive by different cultures/beliefs; or candidate exhibits acceptable skills to enhance "spoken words" such as eye-contact and listening. Candidate is receptive to feedback and attempts to improve.


In Class Exemplars

Makes only positive comments about classmates and faculty members.

Effectively communicates using professional language.

In Field Exemplars

Proactively communicates with all stakeholders.


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Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

Communications are professional, positive, and maintain the best interests of students.



In written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, does not use terms considered offensive by different cultures/beliefs. Candidate is receptive to feedback and attempts to improve.


In Class Exemplars

Assignments are professional in appearance using appropriate style guidelines.

Seeks source material beyond those assigned.

In Field Exemplars





Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he struggles with information or frequently uses non-verbal cues indicating a negativity.

Candidate exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he is positively receiving information and non-verbal cues.

Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he is positively receiving information and uses these same non-verbal skills in discussions.

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Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

In Class Exemplars

Actively listens when classmates contribute in class.

Actively works to understand opposing views through attentive listening.

In Field Exemplars

Relates teaching to real-world issues

4g.Exercise sound judgment and ethical professional behavior: Respect for leadership

Candidate frequently uses minor inappropriate communication or interactions, or provides significant inappropriate communication or interactions, when working with supervisors or other educational leaders.

Candidate uses appropriate communication or interactions when working with supervisors or other educational leaders.

Candidate frequently uses appropriate communication and interactions when working with supervisors and other educational leaders.

In Class Exemplars

Accepts constructive criticism and input from faculty.

Incorporates suggestions for improvement into assignments and/or class performance.

Schedules personal commitments so as not to conflict with class meetings and assignment completion.

Arrives at class on time and remains engaged for the duration of the class

Adheres to the policies outlined in student handbook and SCSU undergraduate/graduate catalog.




Represents own work and activities accurately.

In Field Exemplars

Collects and uses data from multiple sources.

69




Needs Improvement 1

Acceptable 2

Target 3

Score/ Level



Candidate evaluates his/her own performance when prompted,. Responds positively to suggestions.

Candidate consistently evaluates his/her own performances (e.g., interactions, written work, test results) with a critical lens, generates potential improvements or revisions, and applies them to future performances. Is open-minded and positive when receiving feedback from others. Demonstrates the ability to act on suggestions.

In Class Exemplars

Demonstrates patience

Reflective in journals

Accepts constructive criticism

In Field Exemplars

Demonstrates patience when confronted by students

Demonstrates patience when confronted by peers

Accepts constructive criticism

70

WCSU Dispositions: Initial Certification Programs Dispositions Rubric: Pre- PDS (mid-program)


Please select the setting you are evaluating: ___ Field/Clinical _____ Classroom Please select your role: _____ Supervising (host or mentor) Teacher _____ WCSU Professor (Seminar or Class)

Pre-PDS Disposition/Criteria


Needs Improvement 1

Acceptable 2

Target 3

Score/ Level



Candidate focuses on learning to teach/lead; responds to feedback intended to improve candidate's work and career.


In Class Exemplars

Demonstrates learning differences (based on physical, cognitive, socio-emotional development)).

Completes analysis of childhood paper

In the Field Exemplars

Can articulate the strengths and needs of the child or adolescent.

2.Respect diversity and promote understanding

Candidate frequently interacts with others (school

Candidate interacts with others (school professionals,

Candidate frequently interacts with others

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Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

of varied cultural traditions, individual differences, learning strengths, and needs: Respect of others

professionals, school support personnel, students, colleagues, etc.) in a way that shows minor insensitivity toward the effort, work, values, or diverse nature of others; or demonstrates a significant insensitivity toward the effort, work, values, or diverse nature of others; struggles to demonstrate awareness of the interconnectivity of education professionals in the schools.

school support personnel, students, colleagues, etc.) in a way that shows sensitivity toward the effort, work, values, or diverse nature of others; demonstrates awareness of the interconnectivity of education professionals in the schools.

(school professionals, school support personnel, students, colleagues, etc.) in a way that shows sensitivity toward the effort, work, values, and diverse nature of others; respecting the interconnectivity of education professionals in the schools.

In Class Exemplars








In Field Exemplars



3.Demonstrate commitment to the profession of teaching,

Candidate frequently focuses on negative aspects of teaching and learning to

Candidate focuses on positive aspects of teaching and learning to teach/lead;

Candidate frequently exhibits a positive outlook about teaching and

72



Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

the success of their students, and school improvement: Enthusiasm

teach/lead; declines to accept tasks; attempt to bring negative beliefs to others' notions.

accepts tasks; impacts others' notions of teaching and learning.

learning to teach/lead; willingly accepts tasks; able to talk positively to others about teaching and learning.

In Class Exemplars


Prepared to engage in the learning activities of the course (e.g., has necessary materials, has completed assigned readings).


In Field Exemplars





Candidate misses several meetings and/or classes, or fails to provide timely or reasonable notice for missed meetings, or does not independently make-up missed work (when appropriate).


In Class Exemplars








73



Needs Improvement 1

Acceptable 2

Target 3

Score/ Level



In Field Exemplars

Can articulate why a specific technology has effectively used as a vehicle for instruction in the classroom.




Candidate is not on-time for some meetings or fails to meet some deadlines; not providing timely or reasonable notice for late attendance or work, may fail to work independently to make-up missed work (when appropriate).


In Class Exemplars


In Field Exemplars

Is on time



Candidate uses unacceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of

Candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon,

In all spoken communications, candidate uses acceptable language for given situations, including

74



Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

colloquial jargon; or at least once uses a term considered offensive by different cultures/beliefs; candidate exhibits unacceptable skills to enhance "spoken words" such as eye-contact and listening. Occasionally, candidate is not receptive to feedback or fails at attempts to improve.

never using terms considered offensive by different cultures/beliefs; candidate exhibits acceptable skills to enhance "spoken words" such as eye-contact and listening. In all situations, candidate is receptive to feedback and attempts to improve.

but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs; and candidate exhibits acceptable skills to enhance "spoken words" such as eye-contact and listening.

In Class Exemplars

Makes only positive comments about classmates and faculty members.


In Field Exemplars






In all written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs. In all situations, candidate is receptive to feedback and


75



Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

attempts to improve.

In Class Exemplars



In Field Exemplars





Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he struggles with information or frequently uses non-verbal cues indicating negativity.

Candidate exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he is receiving information


In Class Exemplars



In Field Exemplars


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Needs Improvement 1

Acceptable 2

Target 3

Score/ Level



Candidate occasionally uses minor inappropriate communication or interactions when working with supervisors or other educational leaders.


In Class Exemplars





Adheres to the policies outlined in student handbook and WCSU undergraduate/graduate catalog.





In Field Exemplars


Cites sources of information

5b.Demonstrate fairness in promoting social justice, treating students fairly, maintaining confidentiality, and

Candidate does not treat student information and data responsibly and/or with respect.

Candidate treats student information and data responsibly.

Candidate demonstrates confidentiality in the responsible use of student information and data.

In Class Exemplars

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Needs Improvement 1

Acceptable 2

Target 3

Score/ Level

assessment: Adherence to legal and ethical guidelines (confidentiality)

Demonstrates respect of others and their personal information

In Field Exemplars

Demonstrate confidentiality in use of student information

Demonstrate confidentiality in the use of student data



Candidate evaluates his/her own performance when prompted, with little attention to key issues. Occasionally offers excuses/assigns blame to others (e.g., students, parents, colleagues, and supervisor) for negative results.

Candidate consistently evaluates his/her own performances (e.g., interactions, written work, test results) with a critical lens, generates potential improvements or revisions, and applies them to future performances. Is open-minded and positive when receiving feedback from others. Demonstrates the ability to act on suggestions.

In Class Exemplars

Self-reflective of work for personal improvement

Analyze work for improvement

Positive response to constructive criticism

In Field Exemplars

Self-reflective to promote improvement in student performance

Self-reflective to promote improvement in course/program

Self-reflective to promote school improvement

WCSU Dispositions: Initial Certification Programs

78

Dispositions Rubric: Post-Student Teaching (End of Program)


Please select the setting you are evaluating: ____ Field/Clinical (Student Teaching) _____ Classroom Please select your role: _____ University Supervisor _____ Cooperating Teacher _____ WCSU Professor (Seminar or Class)

Post-Student Teaching Disposition/Criteria


Needs Improvement 1

Acceptable 2

Target 3 Score/ Level



Candidate focuses on learning to teach/lead; readily accepts feedback intended to improve candidate's work and career.


In Class Exemplars

Can articulate learning differences (based on exceptionalities, ethnic, racial, gender, sexual orientation, language, religious, socioeconomic, and regional/geographic origins).

Demonstrates varied instructional approaches that match the learning styles of students, differentiating instruction, evidence of high-quality best-practice instructional strategies and approaches in the Teacher Work Sample

In the Field Exemplars (Student Teaching)

Can articulate the strengths and needs of the students.

Plans demonstrate a clear connection with identified strengths and needs

Designs learning activities that foster the active construction of knowledge.

2.Respect diversity and promote understanding of varied cultural

Candidate frequently interacts with others (school professionals, school support personnel, students,

Candidate interacts with others (school professionals, school support personnel,

Candidate frequently interacts with others (school professionals, school support

79



Needs Improvement 1

Acceptable 2


traditions, individual differences, learning strengths, and needs: Respect of others

colleagues, etc.) in a way that shows minor insensitivity toward the effort, work, values, or diverse nature of others; or demonstrates a significant insensitivity toward the effort, work, values, or diverse nature of others; struggles to demonstrate awareness of the interconnectivity of education professionals in the schools.

students, colleagues, etc.) with sensitivity toward the effort, work, values, or diverse nature of others; demonstrates awareness of the interconnectivity of education professionals in the schools.

personnel, students, colleagues, etc.) in a way that shows sensitivity toward the effort, work, values, and diverse nature of others; respecting the interconnectivity of education professionals in the schools.

In Class Exemplars








In Field Exemplars


Integrates diversity actively, combating the marginalization of groups or individuals.

Identifies and appreciates the varied contributions of individuals to create an inclusive climate.

Seeks to integrate diverse languages and dialects into his/her instructional practice to engage students in learning.

Demonstrates respect for diverse languages and dialects by not overcorrecting.

3.Demonstrate commitment to the profession of teaching, the success of their students, and school improvement:


Candidate focuses on positive aspects of teaching and learning to teach/lead; accepts tasks; impacts others' notions of teaching and learning.

Candidate frequently exhibits a positive outlook about teaching and learning to teach/lead; willingly accepts tasks; able to talk positively to others about teaching and

80



Needs Improvement 1

Acceptable 2


Enthusiasm

learning.

In Class Exemplars


Preparedtoengageinthelearningactivitiesofthecourse(e.g.,hasnecessarymaterials,hascompletedassignedreadings).


In Field Exemplars





Candidate attends meetings and/or classes, provides timely or reasonable notice for missed meetings, and independently makes missed work (when appropriate).


In Class Exemplars










81



Needs Improvement 1

Acceptable 2


In Field Exemplars

Incorporates available technology into teaching and learning activities.

Stays current with technology.




Candidate is on-time for meetings; meets deadlines; provides timely or reasonable notice for late attendance or work, works independently to make-up missed work (when appropriate).


In Class Exemplars


In Field Exemplars

Is on time


4c.Exercise sound judgment and ethical professional behavior: Personal Presentation

Candidate does not follow guidance in dressing acceptably for professional situations (or mock professional situations).

Candidate accepts guidance in acceptable dress for professional situations (or mock professional situations).

Candidate dresses acceptably for professional situations (or mock professional situations).

In Class Exemplars

Professional demeanor is presented

Maintains a high level of professionalism

In Field Exemplars

Professional demeanor is presented


82



Needs Improvement 1

Acceptable 2




Candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs; or candidate exhibits acceptable skills to enhance "spoken words" such as eye-contact and listening. In all situations, candidate is receptive to feedback and attempts to improve.


In Class Exemplars

Make sonly positive comments about classmates and faculty members.


In Field Exemplars






Candidate uses unacceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon; or at least once uses a term considered offensive by different cultures/beliefs. Occasionally, candidate is not receptive to feedback or fails at

In all written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different

In all written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different

83



Needs Improvement 1

Acceptable 2


attempts to improve. cultures/beliefs. In all situations, candidate is receptive to feedback and attempts to improve.

cultures/beliefs.

In Class Exemplars



In Field Exemplars





Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he struggles with information or frequently uses non-verbal cues indicating a negativity.

Candidate exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) .


In Class Exemplars



In Field Exemplars


84



Needs Improvement 1

Acceptable 2




Candidate uses appropriate communication or interactions when working with supervisors or other educational leaders.


In Class Exemplars





Adheres to the policies outlined in student handbook and SCSU undergraduate/graduate catalog.





In Field Exemplars





4h.Exercise sound judgment and ethical professional behavior: Professional self-concept

Demonstrates minimal self-confidence; may lose emotional control when interacting with others or in challenging situations. Loses emotional control in professional situations, may use inappropriate verbal or non-verbal communication.

Demonstrates developing self-confidence and acceptable emotional control when interacting with others, demonstrates emotional control in conflict or challenging situations.

Demonstrates appropriate self-confidence & emotional control when interacting with others, works to understand ways to manage conflict or challenging teaching situations.

85



Needs Improvement 1

Acceptable 2


In Class Exemplars


Professional demeanor is presented, even in challenging situations

Manages conflict appropriately

In Field Exemplars


Professional demeanor is presented, even in challenging situations

Manages conflict appropriately

5a.Demonstrate fairness in promoting social justice, treating students fairly, maintaining confidentiality, and assessment: Adherence to legal and ethical guidelines (appropriate communication)

Dishonest in communication, attempts to deceive. Inappropriate topics/times for discussions. Requires ongoing reminders, is careless with sensitive information. Shows lack of respect for diversity.

Seldom requires assistance in appropriate communication. May require occasional feedback regarding the need for/use of confidentiality and how to demonstrate respect for diversity in various settings.

Candidate communicates effectively. Candidate respects confidentiality and demonstrates respect for diversity in various settings.

In Class Exemplars

In Field Exemplars

5b.Demonstrate fairness in promoting social justice, treating students fairly, maintaining confidentiality, and assessment: Adherence to legal and ethical guidelines

Candidates do not treat student information and data responsibly and/or with respect.

Candidates treat student information and data responsibly.

Candidates demonstrate confidentiality in the responsible use of student information and data.

In Class Exemplars

Demonstrates respect of others and their personal information

In Field Exemplars

86



Needs Improvement 1

Acceptable 2


(confidentiality) Demonstrate confidentiality in use of student information

Demonstrate confidentiality in the use of student data



Candidate evaluates own performance when prompted, with little attention to key issues.

Candidate consistently evaluates own performances (e.g., interactions, written work, test results) with a critical lens, generates potential improvements or revisions, and applies them to future performances. Is open-minded and positive when receiving feedback from others. Demonstrates the ability to act on suggestions.

In Class Exemplars

In Field Exemplars


Models the iterative process of reflective practice (praxis), sharing insights from one’s own experiences.

6b.Practice reflection: Practice in the context of student learning

Candidate does not regularly practice reflection on student learning.

Candidate reflects on his/her work within the context of student learning

Candidate reflects on his/her practice and make necessary adjustments to enhance student learning

In Class Exemplars

Acknowledges possible biases inherent in lived experiences that may not be common across all stakeholders.

In Field Exemplars

Accepts constructive criticism and input from supervisors and cooperating teachers.

Incorporates suggestions for improvement into future practice.

87



Needs Improvement 1

Acceptable 2


Uses reflective practices to adjust future instruction.

Actively works to mitigate biases

6c.Practice Reflection: Dispositions delineated in professional, state, and institutional standards

Candidate demonstrates no awareness of professional dispositions expected of professional educators as delineated in professional, standards, state standards, and the mission of the university

Candidate demonstrates an awareness of and desire to reflect professional dispositions expected of professional educators as delineated in professional standards, state standards, and the mission of the university

Candidate reflects professional dispositions expected of professional educators as delineated in professional standards, state standards, and the mission of the university

In Class Exemplars

Develops and reflects on personal vision, mission, and/or theory of action.

Identifies and locates the appropriate professional standards.

Makes proactive attempts to understand expectations of field placement.

Seeks help and direction to perform optimally in the field placement.

All materials distributed and/or displayed are error free and have a professional appearance.

Adheres to course deadlines.

In Field Exemplars

Observed practices conform to the professional standards.

Attends local (if not regional/national/international) conferences.

Reads (and as appropriate shares) professional literature.

Joins SCSU clubs, sports, and events.

Joins professional organizations and clubs on and off campus.

Attends and/or presents at professional conferences

7.Demonstrate leadership in support of student learning:

Candidate has difficulty connecting concepts and applications; candidate's opinions and talents do not support the development of

Candidate draws connections between concepts and applications; candidate has little effect on colleagues.

Candidate engages in educational activities, drawing some connections between concepts and applications;

88



Needs Improvement 1

Acceptable 2


Initiative and Ability to Lead

colleagues. candidate's opinions and talents are accepted by colleagues.

In Class Exemplars

Accepts request to collaborate with others.

Offers to collaborate with others.

Stays on-topic in classroom discussions (no chatting with friends)

Draws other students into discussion.

In Field Exemplars

Speaks supportively of WCSU.

Constructively criticizes WCSU.

Constructively represents WCSU to outside organizations and the community.

Belongs to and participates in professional organizations.

89

Appendix C: Program for the EdD in Instructional Leadership Dispositions Rubric: Beginning, Middle and End of Program (Spring 2013)

NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings, and the Educational Unit believes that professional dispositions can also be observed in a classroom setting early in the program. The following measures of dispositions are intended as a tool not only to assess behaviors observed, but also as a guide for growth. For each indicator there are a few exemplary behaviors that may be used as targets of performance by candidates. The Educator Preparation Provider (Educational Unit) is committed to the growth of candidates as well as the impact they will have beyond the classroom.

Advanced Program

Disposition/Criterion-

Successful WCSU

candidates… Unacceptable Acceptable Target ELCC Element Sub-component

Advanced Program


Successful WCSU

candidates…

Unacceptable Acceptable Target ELCC Element Sub-component

1.Believe that all

children can

learn/clients can

improve

Candidate does not

provide evidence in

class activities or

assignments, either

verbally or in

writing, that all

students can learn.

Candidate provides

evidence in class

activities or

assignments, either

verbally or in writing,

that all students can

learn.

Candidate provides

evidence in class

activities and

assignments, either

verbally or in writing,

that all students can

learn and includes

this concept in

activities/assignments

to show others how

to be more inclusive.

ELCC Standard Element

5.1 Ensuring that

schools are accountable

for every student’s

academic and social

success (Content

Knowledge).

♦ demonstrates the

principles of integrity

and fairness by

providing evidence of

the belief that all

students can learn

90

Advanced Program


Successful WCSU


2.Respect diversity and

promote understanding

of varied cultural

traditions, individual

differences, learning

strengths, and needs:

Respect of others

Candidate

frequently interacts

with others (school

professionals,

school support

personnel, students,

colleagues, etc.) in

a way that shows

minor insensitivity

toward the effort,

work, values, or

diverse nature of

others; or

demonstrates a

significant

insensitivity toward

the effort, work,

values, or diverse

nature of others;

struggles to

demonstrate

awareness of the

interconnectivity of

education

professionals in the

schools.

Candidate frequently

interacts with others

(school professionals,

school support


colleagues, etc.) in a

way that shows

sensitivity toward the

effort, work, values,

and diverse nature of

others; respecting the


education


schools.


interacts with others


school support


colleagues, etc.) in a

way that shows

sensitivity toward the

effort, work, values,

and diverse nature of



education


schools. In addition,

the candidate serves

as a role model to

others (i.e., indicated

in Leadership Plan,

assignments, etc.).


2.1 Sustainment of a

school culture and

instructional program

conducive to student

learning (Professional

Skills).

♦ promote trust,

equity, fairness, and

respect among peers,

students, parents, and

school staff

3.Demonstrate

commitment to the

profession: Enthusiasm

Candidate

frequently focuses

on negative aspects

of the educational

profession;

declines to accept

Candidate exhibits a

positive outlook

about the educational

profession; willingly

accepts tasks; talks

positively to others


exhibits a positive

outlook about the

educational

profession and

engages in activities


5.5: Candidates

understand and can

promote social justice

within a school to ensure

that individual student

♦ develop the

resiliency to uphold

core values

91

Advanced Program


Successful WCSU


tasks; attempts to

bring negative

beliefs to others'

notions.

about teaching and

learning.

to be a positive role

model; willingly

accepts tasks and

offers assistance to

others; talks

positively to others

about teaching and

learning and corrects

errors others may

have about the

profession.

needs inform all aspects

of schooling.

4a.Exercise sound

judgment and/or

ethical professional

behavior: Participation

Does not provide

constructive

responses to

activities and

assignments.

Provides constructive

responses to activities

and assignments.

Provides constructive

responses to activities

and assignments and

can take the lead in

organizing and

encouraging others to

participate.


5.5: Candidates

understand and can





of schooling.

♦ develop the


core values

4b.Exercise sound

judgment and ethical

professional behavior:

Punctuality

Does not respond

to activities,

assignments,

communications,

etc. in a timely

way. Does not

provide a reason

for any work or

activity that is not

completed on time.

Responds to

activities,

assignments,

communications, etc.

in a timely way.

Provides a reason for

any work or activity

that is not completed

on time.

Anticipates when any

activity, assignments,

communications, etc.

might be delayed and

makes alternate plans

in advance.


5.5: Candidates

understand and can





of schooling.

♦ develop the


core values

92

Advanced Program


Successful WCSU


4c.Exercise sound



Personal Presentation

Frequently

dismisses or

occasionally

challenges

feedback in a

manner that lacks

professionalism

Politely accepts

feedback that is

meant to improve a

candidate's academic

work and/or career

Politely accepts

feedback that is

meant to improve a

candidate's academic

work and/or career

and reflects on the

feedback in order to

incorporate it into an

improvement plan.


6.2: Candidates

understand and can act

to influence local,

district, state, and

national decisions

affecting student

learning in a school

environment.

♦demonstrates

appropriate personal

presentation when

working with peers

and faculty members

4d. Exercise sound



Verbal Communication

Candidate

occasionally uses

unacceptable

language for given

situations,

including but not

limited to

grammar,

vocabulary,

minimal uses of

colloquial jargon,

sometimes using

terms considered

offensive by

different

cultures/beliefs.

In all spoken

communications,

candidate uses

acceptable language

for given situations,

including but not

limited to grammar,

vocabulary, minimal

uses of colloquial

jargon, never using

terms considered

offensive by different

cultures/beliefs.

In all spoken

communications,

candidate uses

acceptable language

for given situations,

including but not

limited to grammar,

vocabulary, minimal

uses of colloquial

jargon, never using

terms considered


cultures/beliefs; and

candidate exhibits

expresses a plan to

enhance these

communication

skills.


6.2: Candidates


to influence local,


national decisions

affecting student


environment.

♦ develop appropriate

verbal communication

skills to advocate for

democracy, equity,

and diversity.

93

Advanced Program


Successful WCSU


4e.Exercise sound



Written

communication

Candidate

occasionally uses

unacceptable

language for

written

communication,

including but not

limited to

grammar,

vocabulary,

minimal uses of

colloquial jargon,

sometimes using

terms considered

offensive by

different

cultures/beliefs.

In all spoken

communications,

candidate uses

acceptable language

for written

communication,

including but not

limited to grammar,

vocabulary, minimal

uses of colloquial

jargon, never using

terms considered


cultures/beliefs.

In all spoken

communications,

candidate uses

acceptable language

for written

communication,

including but not

limited to grammar,

vocabulary, minimal

uses of colloquial

jargon, never using

terms considered


cultures/beliefs; and

candidate exhibits

expresses a plan to

enhance these

communication

skills.


6.2: Candidates


to influence local,


national decisions

affecting student


environment.


written

communication skills

to advocate for

democracy, equity,

and diversity.

4f.Exercise sound



Non-verbal

communication

Candidate

occasionally uses

unacceptable

language for non-

verbal

communication,

including but not

limited to

grammar,

vocabulary,

minimal uses of

colloquial jargon,

sometimes using

In all spoken

communications,

candidate uses

acceptable language

for verbal

communication,

including but not

limited to grammar,

vocabulary, minimal

uses of colloquial

jargon, never using

terms considered


In all spoken

communications,

candidate uses

acceptable language

for verbal

communication,

including but not

limited to grammar,

vocabulary, minimal

uses of colloquial

jargon, never using

terms considered



6.2: Candidates


to influence local,


national decisions

affecting student


environment.


non-verbal


to advocate for

democracy, equity,

and diversity.

94

Advanced Program


Successful WCSU


terms considered

offensive by

different

cultures/beliefs.

cultures/beliefs. cultures/beliefs; and

candidate exhibits

expresses a plan to

enhance these

communication

skills.

4g.Exercise sound



Respect for leadership

Candidate

frequently interacts

with leaders

(school

professionals,

faculty members,

etc.) in a way that

shows minor


the effort, work,

values, or diverse

nature of others; or

demonstrates a

significant


the effort, work,

values, or diverse

nature of others;

struggles to

demonstrate

awareness of the


education


schools.


interacts with leaders


faculty members,

etc.) in a way that

shows sensitivity

toward the effort,

work, values, and

diverse nature of



education


schools.


interacts with leaders


faculty members,

etc.) in a way that

shows sensitivity

toward the effort,

work, values, and

diverse nature of



education


schools. In addition,

the candidate serves

as a role model to

others (i.e., indicated

in Leadership Plan,

assignments, etc.).


5.3 Safeguarding the

values of democracy,

equity, and diversity

(Professional Skills).

♦ democratic values,

equity, and diversity.

95

Advanced Program


Successful WCSU


4h.Exercise sound



Professional self-

concept

On a regular basis,

demonstrates

minimal self-

confidence; may

lose emotional

control when

interacting with

others or in

challenging

situations. Loses

emotional control

in professional

situations, may use

inappropriate

verbal or non-

verbal

communication.

Demonstrates

appropriate self-

confidence and

emotional control

when interacting with

others, works to

understand ways to

manage conflict or

challenging teaching

and learning

situations (i.e.,

displays a tolerance

for ambiguity).

Demonstrates

appropriate self-

confidence and

emotional control

when interacting with

others, works to

understand ways to

manage conflict or

challenging teaching

and learning

situations (i.e.,

displays a tolerance

for ambiguity) by

developing an action

plan.


5.2: Candidates

understand and can

model principles of self-

awareness, reflective

practice, transparency,

and ethical behavior as

related to their roles

within the school.

♦ analyze leadership

decisions in terms of

established ethical

practices

5a.Demonstrate

fairness in promoting

social justice, treating

students/clients fairly,

maintaining

confidentiality, and

assessment:

Adherence to legal and

ethical guidelines

(appropriate

communication)

Dishonest in

communication,

attempts to

deceive.

Inappropriate

topics/times for

discussions.

Requires ongoing

reminders

regarding

professional

content and

delivery in

communicating

ideas (i.e.,

Communicates in a

fair manner, presents

objective descriptions

of situations,

evaluates two or

more sides to an

issue, demonstrates

respect for diversity

when communicating

ideas.

Communicates in a

fair manner, presents

objective descriptions

of situations,

evaluates two or

more sides to an

issue, demonstrates

respect for diversity

when communicating

ideas. Demonstrates

these behaviors

through activities

such as reflective

practice in

assignments such as


5.4 Evaluation of the

potential moral and legal

consequences of

decision making in the

school (Content

Knowledge).

♦ demonstrates

appropriate


regarding moral and

legal consequences of

decision making in

schools

96

Advanced Program


Successful WCSU


demonstrating

respect for

diversity in various

settings).

the Leadership Plan.

5b.Demonstrate



students fairly,

maintaining


assessment:


ethical guidelines

(confidentiality)

Candidate does not

treat student/client

information and

data responsibly

and/or with respect.

Candidate treats

student/client

information and data

responsibly.

Candidate

demonstrates

confidentiality in the

responsible use of

student/client

information and data

(i.e., writing about

classroom

observations,

developing consent

forms for research

projects, etc.)


5.5 Promotion of social

justice within a school to

ensure that individual

student needs inform all

aspects of schooling

(Professional Skills).

♦ review and critique

school policies,

programs, and

practices to ensure

that student needs

inform all aspects of

schooling, including

social justice, equity,

confidentiality,

acceptance, and

respect between and

among students and

faculty within the

school;

5c.Demonstrate



students fairly,

maintaining


assessment:


ethical guidelines

(honor work of others)

Candidate does not

use APA citations

accurately and

work is

consistently under

review for possible

plagiarism and/or

paraphragiarism.

Candidate documents

the intellectual work

of others in all

assignments/activities

and consistently uses

APA citations and

referencing.

Candidate documents

the intellectual work

of others in all

assignments and

consistently uses

APA citations and

referencing without

prompting.


5.4 Evaluation of the

potential moral and legal

consequences of

decision making in the

school (Content

Knowledge).

♦honors the work of

others regarding

moral and legal

consequences of

decision making in

schools

97

Advanced Program


Successful WCSU


6a.Practice reflection:

Ability to self-monitor

(patience, control of

emotions)

Does not provide

any substantive

suggestions for

positive self-

improvement and

fails to see the need

for positive change.

Offers

excuses/assigns

blame to others

(e.g., students,

parents, colleagues,

and supervisor) for

negative results.

Consistently

evaluates own

performances (e.g.,

interactions, written

work, test results)

with a critical lens,

generates potential

improvements or

revisions.

Consistently

evaluates own

performances (e.g.,

interactions, written

work, test results)

with a critical lens,

generates potential

improvements or

revisions, and applies

them to future

performances. Is

open-minded and

positive when

receiving feedback

from others.

Demonstrates the

ability to act on

suggestions.


5.2: Candidates

understand and can

model principles of self-

awareness, reflective

practice, transparency,

and ethical behavior as

related to their roles

within the school.

♦ analyze leadership

decisions in terms of

established ethical

practices

6b.Practice reflection:

Practice in the context

of professional

practice

Do not regularly

practice reflection

on professional

practice

Reflect on their work

within the context of

professional practice

Reflect on their

practice and make

necessary

adjustments to

enhance professional

practice


5.2 Self-awareness,

reflective practice,

transparency, and ethical

behavior as related to

roles within the school

(Content Knowledge).

♦ the effect of ethical

behavior on one’s

own leadership.

98

Advanced Program


Successful WCSU


6c.Practice Reflection:

Dispositions

delineated in

professional, state, and

institutional standards

No awareness of

professional

dispositions

expected of

professional

educators as

delineated in

professional,

standards, state

standards, and the

mission of the

university

Reflect dispositions

expected of an

educator as

delineated in

professional

standards, state

standards, and the

mission of the

university by

integrating standards

into assignments.

Reflect dispositions

expected of an

educator as

delineated in

professional

standards, state

standards, and the

mission of the

university. Locate

and evaluate use

multiple sets of

standards for possible

use.


6.1: Candidates

understand and can

advocate for school

students, families, and

caregivers.

♦ policies, laws, and

regulations enacted by

state, local, and

federal authorities that

affect schools

99

Appendix D: Undergraduate Initial Licensure Key Assessments: Elementary and Secondary Education

Elementary and

Secondary Initial: Type and Number of

Assessment Name of Assessment Type or Form of Assessment When Assessment is

Administered

Assessment #1 Licensure assessment, Spanish: Assessment that demonstrates candidates are orally

Praxis II® Subject Assessment in ___ Elementary: Curriculum, Instruction and Assessment (#0011 paper or #5011 computer) with a minimum score of 163 AND Elementary Content Area Exercises (#0012) with a minimum score of 148. [After September 1, 2012, the Praxis II Elementary Education: Multiple Subjects test (5031) and the Praxis II Principles of Learning and Teaching Grades K-6 test (0622/5622)]. Biology: Content Knowledge (#0235) with a minimum score of 152 Chemistry: Chemistry Content Knowledge I#0245) with a minimum score of 151 and Chemistry Content Essay (#0242) with a minimum score of 140 Earth Science: Earth and Space Science Content Knowledge (#0571) with a minimum score of 157 English: English Language, Literature, and Composition: Content and Analysis (#0044 with a minimum score of 172 (#5044 on computer available June 2012) Health: or #0550 on paper with a minimum score of 680 (#5550 on computer available June 2012) Mathematics: Content Knowledge #0061on paper) with a minimum score of 137 (#5061 on computer on computer available June 2012) Social Studies: Social Studies Content Knowledge0081 (#5081 on computer available June 2012) with a minimum score of 162 Foreign Language (Spanish): ACTFL Written Proficiency Exam

Praxis II: State Licensure Test ACTFL Written Proficiency Exam for State Licensure

Praxis II must be passed to complete certification requirements (as of 2012-13 prior to professional program entry). Spanish ACTFL OPI must be passed to complete

100

Elementary and Secondary Initial: Type

and Number of Assessment Name of Assessment Type or Form of Assessment

When Assessment is Administered

proficient in the languages to be taught,

certification requirements (as of 2012-13 prior to professional program entry).

Assessment #2: Content Knowledge (required)

Elementary: Content rating profile: (Health, Language Arts, Mathematics, Science, Social Studies) English: Content Knowledge in English Student Teaching Instrument Competencies #9, 24 & 26 Course Grades for Required Courses in English Social Studies: Course Grades for Required Courses in English (formerly Grades) Mathematics: Course Grades for Required Courses in English

Assessment Scale English: Student Teaching Instrument Competencies 9, 24, & 26 are aligned to the CT Common Core of Teaching Foundational Skills The course grades for these required courses is derived from multiple assessments, including essays, critical analyses, exams, research papers, multimedia projects and presentations. Course objectives cover these tasks. The course grades for these required courses is derived from multiple assessments, including essays, critical analyses, exams, research papers, multimedia projects and presentations.

Elementary Prior to the professional semester (mathematics and health) and during the professional semester (science, social science, language arts) English During Student Teaching During the Professional Semester Throughout program

101




Biology: Content Knowledge Assessed by Programmatic Courses and Associated Grades Chemistry: Content Knowledge Assessed by Programmatic Courses and Associated Grades Earth Science: Content Knowledge Assessed by Programmatic Courses and Associated Grades Health Education: Comprehension of Health Promotion and Disease Prevention to Enhance Professional practice Spanish: Praxis II® Subject Assessment World Language (#5195 on computer) with a minimum score of 168 Student Teaching Evaluation Instrument (Competencies 21-26)

Course objectives cover these tasks. Biology, Chemistry & Earth Science: The course grades for these required courses is derived from multiple assessments, including essays, critical analyses, exams, research papers, multimedia projects and presentations. Course objectives cover these tasks. Health Education: Rating Scale using three level rating system Spanish: Content requirement standardized testing Final ratings given to student teachers on Items 21-26 of the Student Teacher Evaluation Instrument.

Biology, Chemistry, & Earth Science: Throughout program enrollment Health: during HPX 311 Spanish: 1) Prior to program completion 2) During Student Teaching

Assessment #3: Candidate ability to plan instruction (required)

Planning for Instruction Elementary: Lesson Plan Rating Instrument (Competencies # 1-3) Capstone beginning Fall 2011

Elementary: The Student Teaching Rubric and Data Collection Form #1-3 collects both formative and summative evaluations of instructional planning knowledge, skills, and dispositions based on multiple sources of data. Elementary PDS Capstone Pilot Rubric

During and at the Culmination of Student Teaching

102




English: Lesson Plan Rating(Student Teaching Instrument Competencies # 1-3) Health: Lesson Plan Rating(Student Teaching Instrument Competencies # 1-3) Mathematics: Lesson Plan Rating(Student Teaching Instrument Competencies # 1-3) History/Social Studies: Lesson and Teaching Educator Preparation Provider (Unit) Assignments (Student Teaching Instrument Competencies # 1-3) – not sure… Spanish: Lesson Plan Rating(Student Teaching Instrument Competencies # 1-3) Biology: Pedagogy Assessed by Educator Preparation Provider (Unit) Plan Development Chemistry: Pedagogy Assessed by Educator Preparation Provider (Unit) Plan Development Earth Science: Pedagogy Assessed by Educator Preparation Provider (Unit) Plan Development

English, Health, Mathematics, History/Social Studies, Spanish: The Student Teaching Rubric and Data Collection Form #1-3 collects both formative and summative evaluations of instructional planning knowledge, skills, and dispositions based on multiple sources of data. Biology, Chemistry, Earth Science: Rubrics with performance-based assessments

Assessment #4: Student teaching or internship (required)

Student Teaching Observation (formerly STEI) The Student Teaching Rubric and Data Collection Form #4-16 (content competencies #21 and above) Evaluation by Cooperating Teacher and University Supervisor who is a content area faculty member

During and at the Culmination of Student Teaching

Assessment #5: Candidate effect on student leaning (required)

Teacher Work Sample: Effect on Learning (formerly Modified BEST Portfolio)

The Teacher Work Sample Rubric

During student teaching

Assessment #6:

103




Elementary English, History/Social Studies, Spanish, Spanish Health Math Science (Biology, Chemistry, Earth Science)

PDS Interview Screening Instrument by WCSU Faculty Spanish: ACTFL Language Testing International: Oral Proficiency Interview (ED/SPA 448) Health: Coordinated School Health Rating Program Mathematics: Portfolio in Mathematics (MAD 549) Biology, Chemistry, Earth Science: Safety and Welfare Pedagogy Assessed Website Development and University Safety Training

PDS interview questions focus on Knowledge, skills, and dispositions of candidates. Spanish: State Licensure: ACTFL Oral Proficiency Interview (ACTFL OPI) Health Coordinated School Health Rating Program Rubric Mathematics: Portfolio Rubric Sciences: Science Safety Rubric

Prior to admission to the Professional Semester Spanish: Must be passed to complete certification requirements (as of 2012-13 prior to professional program entry). Health: During HPX 311 School Health Programs (Professional Semester-semester before student teaching). Mathematics: Prior to student teaching Sciences: Prior to student teaching during methods course

104




Assessment #7: Spanish Sciences (Biology, Chemistry, and Earth Science): Health:

Spanish: Part I: Reflection essay on Professional development, local or global experience observation and practice lesson experience. PART II: Interpretive Analysis of Literary/Cultural Products ( Biology, Chemistry, Earth Science: Research Content Assessed by Independent Research Completed in the Disciplines Health: Health Education Community Programs Health Event/Activity Project

Spanish: Part I: Educator Reflection Essay Rubric Part II: Essay rubric Biology, Chemistry, Earth Science: Research Rubric Health: Health Education Community Programs Health Event/Activity Project Rubric

Spanish: PART I: During ED 448-Before Student Teaching PART II: As a culminating assessment task in all 300 level courses. Biology, Chemistry, Earth Science: Prior to Student Teaching Health: Prior to Student Teaching

Assessment #8: Sciences (Biology, Chemistry, and Earth Science) Spanish

Biology, Chemistry, Earth Science: General Content Assessed by Ability to Contextualize Science in Culminating Project Spanish: Praxis II: Content Knowledge in Spanish (# 5195)

Sciences: Contextual Context of Science Rubric Spanish: Content Knowledge of the linguistic system of the target language and knowledge of target language use

Sciences: During Student Teaching, due after Spring break Spanish: Prior to the end of the program

105

Appendix E: Initial Licensure/Post Baccalaureate Key Assessments: Master of Arts in Teaching Program

IL/PB (M.A.T.) Type and Number of Assessment IL/PB Name of Assessment

IL/PB Type or Form of Assessment

IL/PB When Assessment is Administered

Assessment #1 Licensure assessment, or other content based assessment (required)

Praxis II® Subject Assessments Biology: Content Knowledge (#0235) with a minimum score of 152 Mathematics: Content Knowledge (#5061 on computer or #0061on paper) with a minimum score of 137 ACTFL Written Proficiency

State Required Licensure Test Praxis II must be taken prior to program entry. Praxis II must be passed Prior to Student Teaching in order to continue in the program.

Assessment #2: Description of the transcript analysis process(required)

Transcript Review Process General Education Transcript Review Form Mathematics Content Transcript Review Form Biology Content Transcript Review Form Spanish Content Transcript Review Form

Meeting Connecticut State Department of Education Certification Regulations, Courses and Grades in Content Area

Prior to program entry

Assessment #3: Candidate ability to plan instruction (required)

Lesson Plans: Planning, Teaching, and Evaluating

Lesson and Unit Plans Prior to Student Teaching in the following content methods courses: MAD 549 Teaching Math in Secondary Schools, ED/BIO 566 Teaching Science in Secondary Schools, and ED/SPA 568

Assessment #4: Student teaching or

Student Teaching Rubric and Data Collection Form

Rubric During and at the Culmination of

106

IL/PB (M.A.T.) Type and Number of Assessment IL/PB Name of Assessment

IL/PB Type or Form of Assessment

IL/PB When Assessment is Administered

internship (required)

Student Teaching

Assessment #5: Candidate effect on student leaning (required)

Master of Arts in Teaching Electronic Professional Educator Portfolio (Student Work Sample)

Project Prior to the end of the program

Assessment #6:

Biology: Legal and Ethical Responsibilities in Secondary Science (ED/ BIO 566) Mathematics: Portfolio in Mathematics (MAD 549) Spanish:ACTFL Language Testing International: Oral Proficiency Exam (ED/SPA 568)

Biology: Safety Plan and Assessment

Mathematics: Rubric Spanish: State Required Licensure Test

Biology: During Student Teaching Mathematics: Prior to the end of the program Spanish: Prior to entry of the program

Assessment #7:

Biology: Evidence of Research Experience (ED/BIO 605) Spanish: Reflection Essay ED/SPA 568

Biology: Project

Spanish: Essay

Biology: Prior to Student Teaching Spanish: Prior to the end of the program

Assessment #8:

Biology: The Contextual Content of Science (ED/ BIO 566) Spanish: Content: Praxis II (#5195)

Biology: Project Spanish: ETS Administered Test

Biology: Prior to Student Teaching

107

Appendix F: Advanced Program Key Assessments: Master of Science (MS) in Education

School Counseling Type

and Assessment Number Name of Assessment Type or Form of Assessment

When Assessment is

Administered

Assessment #1: Content

Knowledge

ED 501 Intro to Educational

Research Final Project Research Project Mid-program

Assessment #2: Professional

& Pedagogical Knowledge

ED 592 Capstone Project in

Ed Final Project

Product Choice: Web Design, Curriculum

Design or Re-design, or Grant

Development

End of Program

Assessment #3: Impact on

Student Learning

EPY 505 Measurement and

Evaluation Final Project Project: Evaluate an Assessment Mid-program

Assessment #4: Dispositions

ED 500 Contemporary

Educational Issues Final

Project

Project: Analyze a contemporary

Educational Issue

Beginning of Program

Field/Clinical Documentation of a 2-Day

Diverse School Experience Field Experience

EPY 505Measurement

and Evaluation

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Appendix G: Advanced Program Key Assessments: Master of Science (MS) in Music Education



When Assessment is

Administered

Assessment #1: Content

Knowledge

GPA Overall GPA for Content Courses Calculated at End of

Program

Assessment #2: Professional

& Pedagogical Knowledge

Comprehensive Exam Comprehensive Exam Recommend End of

Program

Assessment #3: Impact on

Student Learning

Music Department Seminar

Presentation

Presentation of a Selected Topic in Music

Research

Music 590 Paper


ED 500 Contemporary

Educational Issues Final

Project

Project: Analyze a contemporary

Educational Issue

Beginning of Program

(advanced program disposition instrument under development – implementation Fall 2013)

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Appendix H: Advanced Program Key Assessments: EdD in Instructional Leadership Program


Leadership: Type and Number

of Assessment Name of Assessment Type or Form of Assessment

When Assessment is

Administered

Assessment #1: Content Knowledge

1. Comprehensive Exam for EdD in Instructional Leadership: Part 1 and Part 2

1a. Exam: Short answer/ Application: Part 1 1b. Exam: Short answer/ Application: Part 2

1. After 15 courses are completed, prior to beginning the dissertation seminars

Assessment #2: Pedagogical Content Knowledge in Instructional Leadership

2. Leadership Portfolio 2. Leadership Portfolio: 2a. Vision for Educational Leadership (ED800) 2b. Response to an Educational Crisis (ED800) 2c. Leadership Plan (ED800)

2. Course project for Year 1-ED800

Assessment #3: Professional and Pedagogical Knowledge for the Ability to Plan

3. Planning Portfolio FIELD WORK (3b)

3. Planning Portfolio: 3a. Professional Development Plan (ED820) 3b. Program Evaluation (ED805)

3. Course Project for Year 2-ED820; Course Project for Year 3-ED805

Assessment #4: Assessment of Research Skills

4. Dissertation Defense FIELD WORK (4a)

4. Dissertation Defense: Pass/Fail evaluation by a committee of advisors and an outside reader 4a. Written Dissertation 4b. Oral Presentation and Defense

4. After all 20 courses have been successfully completed and the dissertation is reviewed and defended

Assessment #5: Impact on Student Learning

5. Assessment of WCSU Graduates in Leadership Positions

5. 15-item survey 5a. Assessment of WCSU Graduates in Leadership Positions

5. After the candidate has completed the EdD program (each year for 5 years)

Assessment #6: 6. Student Learning Portfolio 6. Student Learning 6. Course projects for Year

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Leadership: Type and Number

of Assessment Name of Assessment Type or Form of Assessment

When Assessment is

Administered

Professional and Pedagogical Knowledge

FIELD WORK (6c) Portfolio: 6a. Relating Theory to Practice (ED804) 6b. Newsletter (ED804) 6c. Analysis of Thinking Skills (ED804)

2-ED804


7. Dispositions 7. Dispositions 7a. Dispositions for Advanced Programs (First Semester, Comprehensive Exams, Dissertation)

3. After each of the following: first semester, comprehensive exams, dispositions

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Appendix I: Advanced Program Key Assessments: Preparation of Educational Leaders -District Leadership

District Leadership (092):

Type and Number of

Assessment Name of Assessment Type or Form of Assessment

When Assessment is

Administered

Assessment #1: Licensure

assessment, or other content-

based assessment (required)

1. Connecticut Administrator Test

(CAT)

1. State required, standardized performance-

based test for knowledge, comprehension, and

application of Leadership skills

1a. Instructional Strategies: Modules 1&2;

School Improvement: Modules 3&4

1. After the following

courses are completed:

Year 1-ED800

Year 2-ED804

Year 2-ED820

Year 3-ED805

Year 4-EDL618

Year 4-EDL656

The CAT is taken in 4

mods. (1&2-fall, 3&4-

spring) during the

year-long Internship

and Seminar

Year 4-5-ED660

and ED665

Assessment #2: Assessment of

content knowledge in

educational leadership

2. Assessment of content knowledge

in educational leadership

2. Leadership Portfolio 2. Leadership

Portfolio:

2a. Vision for School

District Leadership

(ED800)

2b. Response to a

School Crisis (ED800)

2c. Leadership Plan

(ED800)

2d.Budget and Finance

Field Study (EDL618)

Assessment #3: Assessment of

ability to develop Supervisory

plan for classroom-based

instruction (required)

Formerly Assessment #7

3. Supervision Portfolio:

3a. Self-Assessment as a Supervisor (EDL656)

3b. Supervision Platform Statement (EDL656)

3c. Supervision of Teaching and Learning

(ED660)

3. Course projects for

Year 4-EDL656

Year 4-5-ED660

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District Leadership (092):

Type and Number of


When Assessment is

Administered

Assessment #4:

Assessment that demonstrates

candidates’ leadership skills

through the school-level

internship/ clinical practice

settings

(required)

4. Internship Portfolio (Internship

and Seminar)

4. Internship Portfolio:

4a. Administrative Self-Assessment (ED665)

4b. Internship Action Plan (ED660)

4c. Internship Log (ED665)

4d. Shadowing (ED660)

4e. Taking a Leadership Role (ED660)

Year 4-5-ED660 and

ED665

Assessment #5:

Assessment of ability to

support student learning and

development

(required)

5. Assessment of WCSU Candidates

by their Internship Mentors and

Supervisors, Assessment of the

Graduates in Leadership Positions

5. 15-item Survey 5a. Assessment of WCSU

Interns and Graduates in Leadership Positions

5. After the candidate

has completed the

Internship and 5 years

after the Candidate has

completed the program

Assessment #6:

Assessment that demonstrates

candidates’ organizational

management and community

relations leadership skills in

developing effective

classroom-based management

and resource systems and

school-community

partnerships. [Faculty selected

assessment

(required)]

Student Learning Portfolio

6. Student Learning Portfolio:

6a. Relating Theory to Practice (ED804)

6b. Newsletter (ED804)

6c. Analysis of Thinking Skills (ED804)


Year 2-ED804

Assessment #7

Additional

assessment that

addresses ELCC standards

(optional)

Supervision Portfolio



7a. Self-Assessment as a Supervisor (EDL656)

7b. Supervision Platform Statement (EDL656)


(ED660)


Year 4-EDL656

Year 4-5-ED660

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Appendix J: Advanced Program Key Assessments: Preparation of Educational Leaders - School Building Leadership

School Building

Leadership (092): Type

and Number of


When Assessment is

Administered

Assessment #1: Licensure

assessment, or other

content-based assessment

(required)

1. Connecticut

Administrator Test (CAT)

1. State required, standardized

performance-based test for knowledge,

comprehension, and application of

Leadership skills

1a. Instructional Strategies: Modules 1&2;

School Improvement: Modules 3&4

1. After the following

courses are completed:

Year 1-ED800

Year 2-ED804

Year 2-ED820

Year 3-ED805

Year 4-EDL618

Year 4-EDL656

The CAT is taken in 4

mods. (1&2-fall, 3&4-

spring) during the year-

long Internship and

Seminar

Year 4-5-ED660

and ED665

Assessment #2: Assessment

of content knowledge in

educational leadership

2. Assessment of content

knowledge in educational

leadership

2. Leadership Portfolio 2. Leadership Portfolio:

2a. Vision for School

Building Leadership

(ED800)

2b. Response to a School

Crisis (ED800)

2c. Leadership Plan

(ED800)

2d.Budget and Finance

Field Study (EDL618)

Assessment #3: Assessment 3. Supervision Portfolio: 3. Course projects for Year

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School Building


and Number of


When Assessment is

Administered

of ability to develop

Supervisory plan for

classroom-based instruction

(required)


3a. Self-Assessment as a Supervisor

(EDL656)

3b. Supervision Platform Statement

(EDL656)


(ED660)

4-EDL656

Year 4-5-ED660

Assessment #4:

Assessment that

demonstrates candidates’

leadership skills through the

school-level internship/

clinical practice settings

(required)

4. Internship Portfolio

(Internship and Seminar)

4. Internship Portfolio:

4a. Administrative Self-Assessment

(ED665)

4b. Internship Action Plan (ED660)

4c. Internship Log (ED665)

4d. Shadowing (ED660)

4e. Taking a Leadership Role (ED660)

Year 4-5-ED660 and

ED665

Assessment #5:

Assessment of ability to

support student learning and

development

(required)

5. Assessment of WCSU

Candidates by their

Internship Mentors and

Supervisors, Assessment of

the Graduates in Leadership

Positions

5. 15-item Survey 5a. Assessment of

WCSU Interns and Graduates in

Leadership Positions

5. After the candidate has

completed the Internship

and 5 years after the

Candidate has completed

the program

Assessment #6:

Assessment that

demonstrates candidates’

organizational management

and community relations

leadership skills in

developing effective

classroom-based

management and resource

systems and school-

Student Learning Portfolio

6. Student Learning Portfolio:

6a. Relating Theory to Practice (ED804)

6b. Newsletter (ED804)

6c. Analysis of Thinking Skills (ED804)

6. Course projects for Year

2-ED804

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School Building


and Number of


When Assessment is

Administered

community partnerships.

[Faculty selected

assessment

(required)]

Assessment #7

Additional

assessment that

addresses ELCC standards

(optional)

Supervision Portfolio



7a. Self-Assessment as a Supervisor

(EDL656)

7b. Supervision Platform Statement

(EDL656)


(ED660)

7. Course projects for Year

4-EDL656

Year 4-5-ED660

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Appendix K: Advanced Program Key Assessments: Preparation of School Counselors



When Assessment is

Administered

Assessment #1

Content

Assessment Project Project Spring Semester, 1st year

ED 600

Assessment #2

Content

Group Counseling Proposal Project Fall Semester, 2nd

Year

EPY 603

Assessment #3

Content

Individual Counseling

Project

Fall Semester, 2nd

year

EPY 604

Assessment #4

Practicum Site Supervisor

Evaluation of Student

Clinical

Site Supervisor Evaluation

of Student

Rating Scale School: Spring Semester,

2nd

year EPY 610

Assessment #5

Internship Site Supervisor

Evaluation of Student

Clinical

Site Supervisor Evaluation

of Student

Rating Scale School: 3rd year

Assessment #6

Comprehensive

Examination

Content

Counselor Preparation

Comprehensive

Examination (CPCE)

Multiple Choice Examination Prior to Graduation (3rd

year)

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Appendix L: Educator Preparation Provider (Unit) and Program Goals Educator Preparation Provider (Unit) Goals

1. Candidates for certification and graduate students will demonstrate expertise in content knowledge.

2. Candidates will demonstrate the ability to plan, develop, and adjust services that meet the needs of diverse learners.

3. Candidates and graduate students will demonstrate the ability to work jointly, cooperatively and collaboratively with learners, peer, educational professionals, parents and other community members.

4. Candidates and graduate students will demonstrate the ability to provide organization, leadership, direction, and management in their provision of professional services to the learners and clients.

5. Candidates and graduate students will demonstrate the ability to demonstrate professional dispositions that are consistent with this Conceptual Framework and in accord with professional, state, and institutional standards.

6. Candidates and graduate students will demonstrate the ability to integrate a variety of relevant technologies into their professional practice.

7. Candidates and graduate students will demonstrate the ability to use relevant pedagogic skills, educational psychology and knowledge in the planning, development, delivery and assessment of professional services in support of relevant educational and professional goals.

8. Candidates and graduate students will demonstrate the ability and motivation to develop and incorporate improvements into their professional practice based upon their interpretation, evaluation, and use of relevant data and insights.

Undergraduate Teacher Certification Program Goals

1. As a result of classroom, clinical, and field experiences, candidates will... 2. Demonstrate the connection of content specific knowledge with pedagogical

knowledge and skills in developmentally appropriate lesson design specifically for the K-6 elementary or the 7-12 secondary levels

3. Demonstrate leadership in the conceptualization, initiation, assessment, and redesign of curricular and educational initiatives.

4. Demonstrate the innovative use of web based instructional and information technology in the classroom.

5. Demonstrate knowledge of the education and development of a range of students of varying backgrounds and abilities including exceptional, gifted, talented, and disabled students in a regular classroom.

6. Demonstrate skill as a reflective practitioner to accurately assess and analyze student learning, reflecting on the adjustments needed for both instruction and assessment.

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7. Appropriately apply the knowledge, skills, and dispositions of human development in the effective management of the classroom environment.

8. Actively participate as members of a learning community to collaboratively discuss best practices and continue to learn innovative ways to impact student learning.

Master of Arts in Teaching Program Objectives

1. Demonstrate the connection of content with pedagogy in developmentally appropriate lesson design for elementary and secondary levels.

2. Demonstrate leadership in the conceptualization, initiation, assessment and redesign of curricular and educational initiatives.

3. Demonstrate the innovative use of web based instructional and information technology in the classroom.

4. Demonstrate differentiated instruction in effectively working with a range of students of varying backgrounds and abilities.

5. Demonstrate knowledge of the education and development of exceptional, gifted, talented, and disabled students in a regular classroom.

6. Accurately assess and analyze student learning, reflecting on the adjustments needed for both instruction and assessment.

7. Demonstrate the ability to be both a consumer and a producer of educational research through the use of inquiry, critical analysis, and synthesis in the investigation and implementation of action based research.

8. Demonstrate the construction of meaning in the collaborative cohort setting.

School and Community Counseling Program Objectives

1. Students will be exposed to a wide range of theoretical perspectives with an appreciation of students’ own belief systems.

2. Students will be prepared to understand human developmental issues from cognitive, affective, behavioral and contextual perspectives.

3. Students will be educated to view human issues from a multicultural perspective. 4. Students will demonstrate the ability to facilitate inter- and intra-personal growth

in both individual and group process. 5. Students will be educated to a life-span developmental model for viewing human

behavior, including career development. 6. Students will be educated in methods of contextual evaluation, appraisal and

goal setting. 7. Students will demonstrate their ability to research and develop interventions for

counseling issues. 8. Students will be encouraged to develop a strong identity with the counseling

profession, including an understanding of its history and philosophy, and its present manifestations, through the American Counseling Association.

9. Students will be educated to the ethical and legal parameters of the counseling profession.

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10. Students will be encouraged to view professional development as a career-long process that includes continuing education and involvement with professional organizations beyond the attainment of the master’s degree.

11. Students will attain the knowledge and skills necessary to be successful entry-level counselors within their specific majors.

Educational Leadership Program Objectives The program is designed to:

1. Prepare PK-12 educators to assume roles of leadership in the conceptualization, initiation, assessment and redesign of initiatives for classrooms, schools, and districts.

2. Prepare PK-12 educators to conduct meaningful site-based inquiry pertaining to student achievement, program assessment and other measures of educational success.

3. Prepare PK-12 educators to develop and implement innovative curricula that focus on excellence and equity in education.

4. Prepare PK-12 educators to implement school-wide and district-wide professional development activities utilizing applied research, instructional technology and best practices in PK-12 schools.

5. Prepare PK-12 educators to implement school-wide and district-wide professional development activities consistent with emerging national standards as articulated by relevant professional specialty associations. (Spring, 2001, rev. 02/07/07)

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Appendix M: Ensuring Accuracy, Consistency, Fairness and Freedom From Bias in Key Assessments and Rubrics within the WCSU Assessment System

Ensuring Accuracy, Consistency, Fairness and Freedom From Bias in Key Assessments and Rubrics

Within the WCSU Assessment System

Design and Structure of Rubric Categories

Criteria Unacceptable (1) Acceptable(2) Target(3) Exemplary (4)

Category titles and descriptions

Category titles and/or descriptions for each performance level are

ambiguous and unclear.

Category titles and/or descriptions for each

performance level can be identified but are not

clearly differentiated.

Category titles and/or descriptions for each performance level are accurately described

and clear to the reader.

Category titles and/or descriptions for each performance level are distinct, clear to the reader, and appropriate for course.

Focus of rubric rating categories

Rubric rating categories include more than one focus: quality, frequency, and/or expertise.

Rubric rating categories have a single focus yet it is not clearly defined.

Rubric rating categories have a single focus that is clearly defined for the reader.

Rubric rating categories have a single focus that is clearly defined for the reader and appropriate for the course.

Sequencing of rubric rating categories

Sequencing of rubric rating categories is inconsistent with obvious unequal performance levels.

Sequencing of rubric rating categories is logical across performance levels yet not clearly defined.

Sequencing of rubric rating categories is logical across performance levels and clearly defined.

Sequencing of rubric rating categories is logical across performance levels is clearly defined and appropriate for the course.

Design and Content of Rubric Criteria


Alignment with SPA standards

The key assessment and rubric do not represent “best practices” in evaluation that are utilized in quality programs for preparing teachers and/or school personnel nor are they aligned to

The key assessment and rubric represent “best practices” in evaluation that are utilized in quality programs for preparing teachers and/or school personnel yet alignment to SPA standards is

The key assessment and rubric represent “best practices” in evaluation that are utilized in quality programs for preparing teachers and/or school personnel and alignment to SPA standards is

The key assessment and rubric represent “best practices” in evaluation that are utilized in quality programs for preparing teachers and/or school personnel, alignment to SPA standards is

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Ensuring Accuracy, Consistency, Fairness and Freedom From Bias in Key Assessments and Rubrics Within the WCSU Assessment System



SPA standards. unclear. clear. explicit and performance levels are differentiated.

Content The content and pedagogical knowledge, skills, and professional commitments and dispositions evaluated through the key assessment and rubric do not represent course instruction, the goals and/or learning outcomes stated in the syllabus.

The content and pedagogical knowledge, skills, and professional commitments and dispositions evaluated through the key assessment and rubric represent course instruction; the goals and learning outcomes stated in the syllabus yet remain unclear to the reader.

The content and pedagogical knowledge, skills, and professional commitments and dispositions evaluated through the key assessment and rubric closely represent course instruction; the goals and learning outcomes stated in the syllabus and are clearly defined.

The content and pedagogical knowledge, skills, and professional commitments and dispositions evaluated through the key assessment and rubric closely represent course instruction; the goals and learning outcomes stated in the syllabus, are clearly defined and performance levels differentiated.

Alignment with Conceptual Framework

The performances and professional commitments and dispositions described in the key assessment and rubric are not aligned to the Conceptual Framework and not defined.

The performances and professional commitments and dispositions described in the key assessment and rubric are carefully aligned to the Conceptual Framework yet not clearly defined.

The performances and professional commitments and dispositions described in the key assessment and rubric are carefully aligned to the Conceptual Framework and clearly defined.

The performances and professional commitments and dispositions described in the key assessment and rubric are carefully aligned to the Conceptual Framework, clearly defined, and performance levels differentiated.

Accuracy, Consistency, Fairness

The wording of the criteria is not clear or lacks sufficient detail to result in decisions that are fair, accurate, and

The wording of most of the criteria is clear enough to result in decisions that are fair, accurate, and

The wording of all of the criteria is clear and will result in decisions that are fair, accurate, and consistent.

The wording of all of the criteria is clear, performance levels are distinct, and will result in decisions that are fair,

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Ensuring Accuracy, Consistency, Fairness and Freedom From Bias in Key Assessments and Rubrics Within the WCSU Assessment System



consistent. consistent. accurate, and consistent.

Measurability The performance levels describe expectations and/or behaviors that are not measurable in the prescribed setting.

The majority of performance levels describe expectations and/or behaviors that are measurable in the prescribed setting.

All performance levels describe expectations and/or behaviors that are measurable in the prescribed setting.

All performance levels describe expectations and/or behaviors that are measurable in the prescribed setting at clearly distinct categories of performance.

Exemplary=32-25 points

Target=24-17 points Acceptable=16-9 (Revisions needed) Unacceptable=8-0(Revisions needed)

Based upon: Mullinex, 2003, Monmouth University, 200

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Appendix N: Interstate Teacher Assessment and Support Consortium Standards (InTASC) (April 2011) InTASC Model Core Teaching Standards: A Resource for State Dialogue (full document)

The Learner and Learning Standard #1: Learner Development. The teacher understands how learners learn 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 communities to ensure inclusive learning environments that allow each learner to meet high standards. Standard #3: Learning Environments. The teacher works with learners to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Content 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. Standard #5: Innovative Applications 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. Instructional Practice Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and guide the teacher’s ongoing decision making. 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. Professional Responsibility Standard #9: Reflection and Continuous Growth. 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

http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf

http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf

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professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: 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.

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Appendix O: Connecticut Common Core of Teaching: Foundational Skills 2010

Domain 1. Content and Essential Skills: Teachers understand and apply essential skills, central concepts and tools of inquiry in their subject matter or field by: 1.1 Demonstrating proficiency in reading, writing, and mathematics skills; 1.2 Demonstrating discipline-specific knowledge and skills as described in the relevant national and state professional teaching standards; 1.3 Using developmentally appropriate verbal, non-verbal and technological communications; 1.4 Using technological and digital resources to promote learning, collaboration with colleagues and communication within a learning community; 1.5 Demonstrating understanding of how to use content area literacy skills to enable students to construct meaning through reading, writing, listening, speaking, viewing and presenting; and 1.6 Demonstrating understanding of how to use content area numeracy and analytical skills to enable students to problem solve, interpret and use data and numerical representations. Domain 2. Classroom Environment, Student Engagement and Commitment to Learning Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community by: 2.1 Creating a class climate that is responsive to and respectful of the learning needs of students2 with diverse backgrounds, interests and performance levels; 2.2 Promoting engagement in and shared responsibility for the learning process and providing opportunities for students to initiate their own questions and inquiries; 2.3 Providing explicit instruction about social skills to develop students’ social competence3 and responsible and ethical behavior by using a continuum of proactive strategies4 that may be individualized to student needs; 2.4 Fostering appropriate standards of behavior that support a productive learning environment for all students; and 2.5 Maximizing the amount of time spent on learning by effectively managing routines and transitions5. Domain 3. Planning for Active Learning: Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by: 3.1 Determining students’ prior knowledge to ensure that content instruction is at an appropriate level of challenge and differentiated to meet their learning needs2; 3.2 Developing and organizing coherent and relevant units, lessons and learning tasks that build on students’ prior knowledge, skills and interests and engage students in the work of the discipline; 3.3 Promoting the development and application of skills with conceptual understanding, and anticipating students’ content misconceptions; 3.4 Selecting appropriate assessment strategies to monitor ongoing student progress;

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3.5 Selecting or designing instructional strategies, resources6 and flexible groupings that provide opportunity for students to think critically and creatively, and solve problems; 3.6 Integrating learning activities that make real-world, career or global connections, and promote interdisciplinary connections whenever possible; 3.7 Designing or selecting academic and/or behavioral interventions through differentiated, supplemental, specialized instruction for students who do not respond to primary instruction alone; 3.8 Designing strategic questions and opportunities that appropriately challenge students and actively engage them in exploring the content through strategies such as discourse7 and/or inquiry-based learning8; and 3.9 Including strategies for teaching and supporting content area literacy skills and, when appropriate, numeracy skills. Domain 4. Instruction for Active Learning: Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by: 4.1 Using a variety of evidence-based strategies to enable students to apply and construct new learning; 4.2 Using technological and digital resources strategically to promote learning; 4.3 Leading students to construct meaning through the use of active learning strategies such as purposeful discourse7 and/or inquiry-based learning8; 4.4 Varying the student and teacher roles9 in ways that develop independence and interdependence with the gradual release of responsibility to students; 4.5 Using differentiated instruction and supplemental interventions to support students with learning difficulties, disabilities and/or particular gifts and talents; 4.6 Monitoring student learning and adjusting teaching during instruction in response to student performance and engagement in learning tasks; and 4.7 Providing meaningful, appropriate and specific feedback to students during instruction to improve their performance. Domain 5. Assessment for Learning Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction by: 5.1 Understanding the different purposes10 and types of assessment11 that capture the complexity of student learning across the hierarchy of cognitive skills12; 5.2 Using and/or designing a variety of formative13 and summative14 assessments and criteria that directly align with the learning objectives and value the diversity of ways in which students learn; 5.3 Using a comprehensive set of data that provides depth and breadth of understanding of student achievement at a particular point in time and over time; 5.4 Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure students’ progress; 5.5 Providing students with assessment criteria and individualized, descriptive feedback to help them improve their performance and assume responsibility for their learning;

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5.6 Supporting students’ progress by communicating academic and behavioral performance expectations and results with students, their families and other educators; 5.7 Understanding the role that lack of opportunity to learn, lack of effective instruction, and assessment bias can play in the overrepresentation in special education of students with cultural, ethnic, gender and linguistic differences; and 5.8 Using academic, behavioral and health data to select and/or design interventions, and assist in the development of individualized education programs for students with disabilities. Domain 6. Professional Responsibilities and Teacher Leadership: Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership by: 6.1 Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning; 6.2 Seeking professional development opportunities to enhance skills related to teaching and meeting the needs of all students15; 6.3 Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate; 6.4 Collaborating with colleagues and administrators to examine student learning data, instructional strategies, curricula, and organizational structures16 to support continuous school and district improvement; 6.5 Guiding and coaching paraprofessionals and collaborating with colleagues, administrators, and special services staff to monitor the impact of instructional or behavioral support and interventions; 6.6 Proactively communicating in culturally respectful and sensitive ways with families in order to ensure their ongoing awareness of student progress and encourage opportunities to support their child’s learning; 6.7 Understanding the legal rights of students with disabilities and their families within the intervention, referral, and individualized education plan process; 6.8 Understanding how one’s race, gender and culture affect professional interactions with students, families and colleagues; 6.9 Using communication technology in a professional and ethical manner; 6.10 Collaborating with colleagues, administrators, and families in the development of individualized student success plans to address goal setting, personal and academic development, post-secondary and career exploration, and/or capstone projects; and 6.11 Conducting themselves as professionals in accordance with the Connecticut’s Code of Professional Responsibility for Educators.

Code of Professional Responsibility for Educators

(a) Preamble The Code of Professional Responsibility for Educators is a set of principles which the education profession expects its members to honor and follow. These principles set

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forth, on behalf of the education profession and the public it serves, standards to guide conduct and the judicious appraisal of conduct in situations that have professional and ethical implications. The Code adheres to the fundamental belief that the student is the foremost reason for the existence of the profession. The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professionalism. Therefore, the educator accepts both the public trust and the responsibilities to practice the profession according to the highest possible degree of ethical conduct and standards. Such responsibilities include the commitment to the students, the profession, the community and the family. Consistent with applicable law, the Code of Professional Responsibility for Educators shall serve as a basis for decisions on issues pertaining to certification and employment. The code shall apply to all educators holding, applying or completing preparation for a certificate, authorization or permit or other credential from the State Board of Education. For the purposes of this section, "educator" includes superintendents, administrators, teachers, special services professionals, coaches, substitute teachers and paraprofessionals. PROFESSIONAL CONDUCT (b) Responsibility to the student (1) The professional educator, in full recognition of his or her obligation to the student, shall: (A) Recognize, respect and uphold the dignity and worth of students as individual human beings, and, therefore, deal justly and considerately with students; (B) Engage students in the pursuit of truth, knowledge and wisdom and provide access to all points of view without deliberate distortion of content area matter; (C) Nurture in students lifelong respect and compassion for themselves and other human beings regardless of race, ethnic origin, gender, social class, disability, religion, or sexual orientation; (D) Foster in students the full understanding, application and preservation of democratic principles and processes; (E) Guide students to acquire the requisite skills and understanding for participatory citizenship and to realize their obligation to be worthy and contributing members of society; (F) Assist students in the formulation of worthy, positive goals; (G) Promote the right and freedom of students to learn, explore ideas, develop critical thinking, problem-solving, and necessary learning skills to acquire the knowledge needed to achieve their full potential; (H) Remain steadfast in guaranteeing equal opportunity for quality education for all students; (I) Maintain the confidentiality of information concerning students obtained in the proper course of the educational process, and dispense such information only when prescribed or directed by federal or state law or professional practice; (J) Create an emotionally and physically safe and healthy learning environment for all students; and (K) Apply discipline promptly, impartially, appropriately and with compassion. (c) Responsibility to the profession

129

(1) The professional educator, in full recognition of his or her obligation to the profession, shall: (A) Conduct himself or herself as a professional realizing that his or her actions reflect directly upon the status and substance of the profession; (B) Uphold the professional educator's right to serve effectively; (C) Uphold the principle of academic freedom; (D) Strive to exercise the highest level of professional judgment; (E) Engage in professional learning to promote and implement research-based best educational practices; (F) Assume responsibility for his or her professional development; (G) Encourage the participation of educators in the process of educational decision-making; (H) Promote the employment of only qualified and fully certificated, authorized or permitted educators; (I) Encourage promising, qualified and competent individuals to enter the profession; (J) Maintain the confidentiality of information concerning colleagues and dispense such information only when prescribed or directed by federal or state law or professional practice; (K) Honor professional contracts until fulfillment, release, or dissolution mutually agreed upon by all parties to contract; (L) Create a culture that encourages purposeful collaboration and dialogue among all stakeholders; (M) Promote and maintain ongoing communication among all stakeholders; and (N) Provide effective leadership to ensure continuous focus on student achievement. (d) Responsibility to the community (1) The professional educator, in full recognition of the public trust vested in the profession, shall: (A) Be cognizant of the influence of educators upon the community-at-large, obey local, state and national laws; (B) Encourage the community to exercise its responsibility to be involved in the formulation of educational policy; (C) Promote the principles and ideals of democratic citizenship; and (D) Endeavor to secure equal educational opportunities for all students. (e) Responsibility to the student’s family (1) The professional educator in recognition of the public trust vested in the profession, shall: (A) Respect the dignity of each family, its culture, customs, and beliefs; (B) Promote, respond, and maintain appropriate communications with the family, staff and administration; (C) Consider the family’s concerns and perspectives on issues involving its children; and (D) Encourage participation of the family in the educational process. UNPROFESSIONAL CONDUCT* (f) The professional educator, in full recognition of his or her obligation to the student, shall not:

130

(A) Abuse his or her position as a professional with students for private advantage; (B) Discriminate against students. (C) Sexually or physically harass or abuse students; (D) Emotionally abuse students; or (E) Engage in any misconduct which would put students at risk; and (g) The professional educator, in full recognition of his or her obligation to the profession, shall not: (A) Obtain a certificate, authorization, permit or other credential issued by the state board of education or obtain employment by misrepresentation, forgery or fraud; (B) Accept any gratuity, gift or favor that would impair or influence professional decisions or actions; (C) Misrepresent his, her or another's professional qualifications or competencies; (D) Sexually, physically or emotionally harass or abuse district employees; (E) Misuse district funds and/or district property; or (F) Engage in any misconduct which would impair his or her ability to serve effectively in the profession; and (h) The professional educator, in full recognition of the public trust vested in the profession, shall not: (A) Exploit the educational institution for personal gain; (B) Be convicted in a court of law of a crime involving moral turpitude or of any crime of such nature that violates such public trust; or (C) Knowingly misrepresent facts or make false statements. *Unprofessional conduct is not limited to the descriptors listed above. When in doubt regarding whether a specific course of action constitutes professional or unprofessional conduct please seek advice from your school district or preparation institution. (i) Code revision This Code shall be reviewed for potential revision concurrently with the revision of the Regulations Concerning State Educator Certificates, Permits and Authorizations, by the Connecticut Advisory Council for Teacher Professional Standards. As a part of such reviews, a process shall be established to receive input and comment from all interested parties

End Notes 1 Rigorous learning stretches students beyond their “comfort zone,” focusing on integrating knowledge in various disciplines and the world at large. Rigor in this context does not refer to difficulty of a course or content. Rigor is motivated by relevance which refers to helping students understand how their learning connects to their further studies and future work settings. (Wagner, 2006) 2 Addressing student learning needs includes understanding typical and atypical growth and development of PK-12 students including characteristics and functioning of students with disabilities, gifted students, and English language learners. Teachers understand the impact of culture, language, poverty and environment on the learning needs of students. 3Social competence “is observed when a person demonstrates the competencies that constitute self-awareness, self-management, social awareness, and social skills at

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appropriate times and ways in sufficient frequency to be effective in the situation.” (Boyatzis, Goleman, & Rhee, 2000). 4Proactive strategies include self-regulation strategies, problem-solving strategies, conflict resolution processes, interpersonal communication and responsible decision making. 5Routines are non-instructional organizational activities such as attendance, or distribution of materials in preparation for instruction. Transitions are non-instructional activities such as moving from one classroom activity, grouping, task or context to another. 6Instructional resources may include materials, technology, and other support personnel such as paraprofessionals, parent volunteers, special service staff, or other educators. 7Discourse is defined as the purposeful interaction between and among teachers and students, in which ideas and multiple perspectives are represented, communicated and challenged, with the goal of creating greater meaning or understanding. Discourse can be oral dialogue (conversation), written dialogue (reaction, thoughts, feedback), visual dialogue (charts, graphs, paintings or images that represent student and teacher thinking/reasoning), or dialogue through technological or digital resources. 8Inquiry-based learning is based on a philosophy of constructivism, in which students generate knowledge and meaning from their experiences and work collectively or individually to study a problem or answer a question. Work is often structured around projects that require students to engage in the solution of a particular community-based, school-based or regional or global problem which has relevance to their world. The teacher’s role in inquiry-based learning is one of facilitator or resource, rather than dispenser of knowledge. 9 Teachers vary their roles by knowing when to provide information, clarify an issue, model, lead or let students grapple with issues or questions. 10Assessment purposes include but are not limited to screening, instructional planning, monitoring student progress, diagnostics, and program/curriculum evaluation. 11Assessment types may be created by the teacher or externally produced and include, but are not limited to, observation, functional behavior assessment, performance-based assessment of application of learning, or criterion referenced. 12The hierarchy of cognitive skills (Bloom’s 1956 taxonomy of cognitive skills as revised by Anderson and Krathwohl, 2001) includes the following lower order to higher order thinking skills:

• Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. • Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. • Applying: Carrying out or using a procedure through executing or implementing. • Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

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• Evaluating: Making judgments based on criteria and standards through checking and critiquing. • Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

13Formative assessments are designed and scored by an individual teacher or grade level or department team to assess student understanding of particular standards or objectives in order to inform instruction and guide teachers to adjust or differentiate instruction to meet the learner’s needs. (Ainsworth, 2006) 14Summative assessments identify the learner’s achievement or progress made at a certain point in time against predetermined criteria. 15“All students” includes, but is not limited to, students with disabilities, English language learners, students with diverse cultural or linguistic backgrounds and students with gifts and talents. 16Organizational structures include, but are not limited to, grade level teams, departments, committees, learning communities, common collaboration or planning time, multidisciplinary teams, etc.

133

Appendix P: Common Core of Leading: Connecticut School Leadership Standards http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/ccl-csls.pdf

http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/ccl-csls.pdf

134

Appendix Q: Transition Points Checklist: Initial Licensure Elementary and Secondary Candidate

Candidate: ___________________________Pre-Major Admission Date

____ Elementary ____ Secondary Major/Concentration Note: As of Fall 2012, Freshmen are considered Pre-Education Majors) End Freshman GPA (GPA of 2.8 prior to 2012 entry; 3.0 after Fall 2012 entry) Transition Point #1 (Prior to PDS) ___ GPA End Sophomore year (prior to PDS)

_____ Transcript Review

Outstanding Course Prerequisites (check when completed) prior to PDS:

Courses to complete: ________________ _______________

CLEP: ________________ _______________

_____ _____ Letters of References

____ Disposition instrument: PDS Interview Question Responses (in Tk20)

____ Essay

____ Praxis I (All Candidates): Pre-Professional Skills Test (PPST)

Reading Pass Did Not Pass

Writing Pass Did Not Pass

Mathematics Pass Did Not Pass

Interview Date: ________________________________

Transition Point #2 (Prior to Student Teaching) ____ Evidence of Planning (passed key assessment)

____ Content Rating Scale

____ B in all methods courses

____ Passed PDS

____ Praxis II(Secondary Content - effective beginning with candidates entering Fall 2013)

Content Knowledge (Secondary) Pass Did Not Pass

Second Content Assessment (if any) Pass Did Not Pass

Transition Point #3 (During Student Teaching) ____ Teacher Work Sample (key assessment)

____ Pass Student Teaching

____ Praxis II (Elementary during student teaching, prior to end of Program)

Curriculum, Instruction, & Assessment Pass Did Not Pass

135

Content Area Pass Did Not Pass

____ Connecticut Foundations of Reading Test (Elementary)

Pass Did Not Pass

____ACTFL (Spanish only):

Oral Proficiency Interview Pass Did Not Pass

Written Proficiency Test Pass Did Not Pass

Transition Point #4: Graduate survey, Employer survey Comments:

136

Appendix R: Transition Points Checklist: Initial Licensure/Post Baccalaureate (Master of Arts in Teaching)

Candidate: _____________________ ____ Biology Math Spanish

M.A.T. Application Checklist ___ $50 application fee ___ Graduate Application for Admission (be sure M.A.T. is checked on last page) ___ Physical ___ Interview Date Transition Point #1 (Program Admittance)

___ ___ ___ References

___ Mini-Portfolio

___ Transcript Evaluation

General Education (Cert Officer) Content Area (Department)

Interview Date: ________________________________

Course Prerequisites Identified (check when completed)

Courses to complete: _____________ _ ________ _____ ___________ __ ___________ __

CLEP: __________________________ ______________________

Praxis I (All Candidates): Pre-Professional Skills Test (PPST)

Reading Pass Did Not Pass

Writing Pass Did Not Pass

Mathematics Pass Did Not Pass

Transition Point #2 (Prior to Student Teaching) ____ B in all courses

Praxis II (All Candidates): Content Knowledge (Secondary) Pass Did Not Pass Additional Content Pass Did Not Pass ACTFL (Spanish only): Oral Proficiency Instrument Pass Did Not Pass Written Proficiency Test Pass Did Not Pass

Transition Point #3 (During Student Teaching) ____ Teacher Work Sample (key assessment) ____ Pass Student Teaching Transition Point #4: Graduate survey, Employer survey

137

Appendix S: Music Education Standards Map

NASM

Standard

Course/

Activity 1

Course/

Activity 2

Course/

Activity 3

Course/

Activity 4

Course/

Activity 5

Course/

Activity 6

Course/

Activity 7

Course/

Activity 8 Levels of Achievement/ Assessment

A. General

Studies

Page 83, 1.

a. (1)

Writing

Intensive

Course

Requirement

Com 161 or

162

MUS 113

Recital,

Convocation,

Rep

Chamber

Ensemble

Master

Classes

Students are required to pass a writing

intensive literature course and a

communications course listed as per their

program sheets. Master classes provide the

students a forum to hear a (peer) group

performance then offer concrete and

constructive criticism of the performance.

Page 83, 1.

a. (2)

Lab Science

Requirement

Math/Computer

Science

Requirement

Humanities

Electives

12 Credits of

Social/

Behavioral

Sciences

Students are required to pass 4 credits of a

Lab Science, 6 credits of Math/Computer

Science, 15 credits of Humanities electives

and 12 credits of Social/Behavioral

Sciences as per their program sheets,

providing the basis of a broader knowledge

base (upon graduation).

Page 83, 1.

a. (3)

Lab Science

Requirement

Math/Computer

Science

Requirement

Humanities

Electives

12 Credits of

Social/

Behavioral

Sciences

Coursework in the aforementioned

disciplines help the student to evaluate the

similarities and differences between these

academic areas. The broad range of the

requirements makes the general education

aspect of this degree stronger.

Page 83, 1.

a. (4)

Lab Science

Requirement

Math/Computer

Science

Requirement

Humanities

Electives

12 Credits of

Social/

Behavioral

Sciences

MUS 113

Recital,

Convocation,

Rep

MUS 230,

231 Music

History I &

II

Academic

Advising

Applied

Music

This competency can be met through the

music student's awareness of the

differences in approaching a problem in

various disciplines. The requirements for

this degree assure that the student will have

the opportunity to observe these

approaches. The Academic Advisor helps

remind the student of their responsibility to

take a broad offering of Liberal Arts

courses as required by their program

sheets.

Page 83, 1.

a. (5)

Lab Science

Requirement

Math/Computer

Science

Requirement

Humanities

Electives

12 Credits of

Social/

Behavioral

Sciences

MUS 113

Recital,

Convocation,

Rep

MUS 230,

231 Music

History I &

II

Academic

Advising

Applied

Music

Applied Instructors give students’

pedagogical training in addition to

instrumental and/or vocal training in order

to broaden the students’ perspective on

what being a professional musician and/or

educator entails in the broadest sense.

138

NASM

Standard

Course/

Activity 1

Course/

Activity 2

Course/

Activity 3

Course/

Activity 4

Course/

Activity 5

Course/

Activity 6

Course/

Activity 7

Course/

Activity

8 Levels of Achievement/ Assessment

B. Common

Body of

Knowledge

and Skills

1.

Performance

Page 84, 1.a.

Applied

Music

Chamber

Ensembles

Large

Ensembles

MUS 113

Recital,

Convocation,

Rep

Students are expected to attain the ability to

perform standard repertoire appropriate to

one’s instrument or voice with skill and

artistic fluency commensurate with a

professional in their chosen field as well as

the ability to exhibit sound technical

fundamentals on one’s instrument, including

embouchure, bow technique, breathing,

scales, arpeggios, rudiments, and diction,

where appropriate. Students are assessed in

each applied lesson, applied juries (including

a sophomore barrier exam), master classes,

recitals, daily ensemble rehearsal &

performances. Jury assessments include

evaluation of tone quality, rhythmic

accuracy, stylistic accuracy, sight reading,

phrasing, and articulation/diction. Please see

Jury Assessment Forms for specific

assessment criteria.

Page 84, 1.b.

Applied

Music

Chamber

Ensembles

Large

Ensembles

MUS 113

Recital,

Convocation,

Rep

Music courses, applied music, recital and

ensemble requirements include study and

performance of a variety of repertoire from a

cross-section of eras; students must

demonstrate knowledge of stylistic practices

in performances and juries and they are

assessed in their ability to perform and

discuss repertoire with knowledge and skill.

Students performing in large and chamber

ensembles present varied stylistic concert

programs.

Page 84, 1.c.

Applied

Music

Chamber

Ensembles

Large

Ensembles

MUS 113

Recital,

Convocation,

Rep

MUS 114,

115, 210, 211

Students are required to sight-read with

fluency and are assessed with regard to

tempo, rhythm, pitch accuracy and general

musicianship. Sight reading ability is

assessed in juries, including the sophomore

139

NASM

Standard

Course/

Activity 1

Course/

Activity 2

Course/

Activity 3

Course/

Activity 4

Course/

Activity 5

Course/

Activity 6

Course/

Activity 7

Course/

Activity


barrier, applied lessons, and in chamber and

large ensemble courses, particularly during

ensemble auditions held each semester.

Page 84, 1.d.

Mus 320

Basic

Conducting

Mus 321 OR

Mus 322

Choral or

Instrumental

Conducting

MUS 113

Recital,

Convocation,

Rep

Chamber

Ensembles

MED 316

Arranging

MED 320

Student

Teaching

Students must demonstrate leadership,

rehearsal, and conducting skills according to

their area of specialization. Chamber

ensembles meet at least once per week

without the faculty coach to enable students

to develop rehearsal and leadership skills.

Conducting skills are assessed in conducting

courses as per the course syllabus. Students

enrolled in MED 316 Arranging are expected

to conduct their respective arrangements and

lead discussion related to the work. Students

are expected to exhibit professional level

conducting and leadership skills during their

student teaching experience and are assessed,

using the Connecticut State Department of

Education Student Teacher Rubric.

Page 84, 1.e.

MUS 125,

126, 225,

226

Sophomore

Barrier Jury

Students must demonstrate functional

reading and harmonization skills at the

keyboard. These skills reinforce

preparation/studies in ear training courses.

These skills are assessed throughout the

keyboard competency curriculum and during

the sophomore barrier.

Page 84, 1.f.

Chamber

Ensembles

Large

Ensembles

MUS 113

Recital,

Convocation,

Rep

Students are required to participate and

perform in small (chamber) and large

ensembles every semester. The department

offers a wide variety of ensemble

experiences in many genres. Convocation

recitals and concerts by faculty and guest

artists expose students to a vast repertoire

continually.

2.

Musicianship

Page 84, 2. a.

MUS 108,

109, 208,

209

MUS 114,

115, 210, 211

MUS 125,

126, 225,

226

MUS 113

Recital,

Convocation,

Rep

Sophomore

Barrier Jury

Students are expected to develop an

understanding of the common elements and

organizational patterns of music such as

rhythm, melody, harmony, structure, timbre

and texture, and are assessed daily in music

140

NASM

Standard

Course/

Activity 1

Course/

Activity 2

Course/

Activity 3

Course/

Activity 4

Course/

Activity 5

Course/

Activity 6

Course/

Activity 7

Course/

Activity


theory classes through traditional part-

writing activities and analysis. Students in

Sight Singing and Ear Training participate in

daily group activities which relate to the

interpretation of notated melodies and

rhythms as well as aural dictation. Sight-

Singing competency is assessed throughout

the course of study as well as at the

Sophomore Barrier exam (Music for Sight-

Singing by Robert Ottman ex 8.1 - 8.11).

Students must demonstrate functional

reading and harmonization skills at the

keyboard. These skills reinforce

preparation/studies in ear training courses.

These skills are assessed throughout the

keyboard competency curriculum and during

the sophomore barrier.

Page 84, 2. b.

MUS 108,

109, 208,

209

MUS 114,

115, 210, 211

MUS 125,

126, 225,

226

MUS 317

Form &

Analysis

Applied

Music Ensembles

MUS 113

Recital,

Convocation,

Rep

Students are expected to demonstrate

knowledge of musical formal structures and

processes as it relates to analysis,

performance and pedagogy according to their

area of specialization. Knowledge of formal

structures and processes is assessed

throughout the traditional music theory

curriculum as well as in conducting, applied

music lessons, and ensemble rehearsals. The

skills developed in these courses culminates

in MUS 317 Form and Analysis, where

students are expected synthesize all

analytical concepts. The pedagogical and

scholarly application of musical forms,

structures and processes is reinforced

throughout the curriculum, especially in

applied music, conducting, small and large

ensemble rehearsals, and master classes.

Page 84, 2. c.

MUS 230,

231 Music

History I &

II

Applied

Music

MUS 113

Recital,

Convocation,

Rep

Chamber

Ensembles

Large

Ensembles

Students are expected to have a broad

knowledge of historical, cultural and stylistic

contexts as well as a more intricate

knowledge related to their area of

specialization. Historical, cultural and

stylistic elements are reinforced throughout

the curriculum in music history courses,

141

NASM

Standard

Course/

Activity 1

Course/

Activity 2

Course/

Activity 3

Course/

Activity 4

Course/

Activity 5

Course/

Activity 6

Course/

Activity 7

Course/

Activity


master classes, form and analysis, applied

music lessons and ensemble rehearsals.

Knowledge of historical, cultural, and

stylistic context is assessed throughout the

course of study through applied music jury

examinations where performing in the

appropriate style is an assessment criteria.

3.

Composition

and

Improvisation

Page 85, 3.

MUS 125,

126, 225,

226

MUS 318

Music

Technology

MUS 208,

209

Applied

Music

MED 316

Arranging

Students are expected to develop a

fundamental foundation in composition and

improvisation that will provide the basis for

further study throughout the course of their

lives. Students compose melodic parts (sop,

alto, tenor) following the guidelines of 18th

Century style during MUS 208 and MUS 209

Theory III & IV. Composition incorporates

non-harmonic tones, based on traditions of

18th Century counterpoint. Students also

compose a twelve tone composition during

MUS 209 Theory IV. Compose row, create

matrix, demonstrate fluency composing with

all forms (prime, inversion, retrograde,

retrograde inversion) in both harmonic and

melodic writing. Keyboard Competency

courses utilize improvisation as a basic

instructional tool. MUS 318 Music

Technology includes an exercise in

composing for film as well as experiments

utilizing Garage Band. Music education

students further develop compositional skills

in MED 316 Arranging.

4. History &

Repertory

Page 85, 4.

MUS 230,

231 Music

History I &

II

MED 104

World Music

in the

Classroom

MUS 113

Recital,

Convocation,

Rep

Applied

Music

Chamber

Ensembles

Large

Ensembles

Students are expected to exhibit significant

knowledge of the history and repertories

through the present time as well as a basic

understanding of music of diverse cultures.

Students are assessed in their knowledge of

142

NASM

Standard

Course/

Activity 1

Course/

Activity 2

Course/

Activity 3

Course/

Activity 4

Course/

Activity 5

Course/

Activity 6

Course/

Activity 7

Course/

Activity


traditional western music history in MUS

230 and 231 through examinations that test

the ability to identify historical context both

aurally and conceptually. Students are

expected to gain a broad knowledge of music

of diverse cultures in MED 104 World Music

in the Classroom.

5. Technology

Page 85, 5.

MUS 318

Music

Technology

MED 353

Secondary

Music

Methods

(PYEWARE)

MED 316

Arranging

(Finale,

Performer)

Applied

Music

(Smart

Music)

Students are expected to comprehend and use

technologies current to their area of

specialization as well as develop an

understanding of how technology serves the

global artistic community. MUS 318 Music

Technology introduces students to the most

common software in the field, including

Finale, Sibelius, Logic Studio, Garage Band,

Digital Performer, PracticaMusica, and Band

in a Box. Students have the opportunity to

utilize SmartMusic software in any of six

technology practice rooms, or on their own

computers. Music Education students utilize

Pyeware software for marching band

applications.

6. Synthesis

Page 85, 6.

MUS 317

Form &

Analysis

MED 353

Secondary

Music

Methods

MED 320

Student

Teaching

Praxis II

Exam

Students enrolled in professional

baccalaureate degree programs, by the end of

undergraduate study, are expected to exhibit

the ability to work on musical problems by

combining their capabilities in performance,

musicianship skills, analysis, composition,

improvisation, history, repertory, and

technology. Students in music education are

assessed through a variety of means,

including work in capstone courses (Form &

Analysis, Secondary Music Methods),

Student Teaching, and the Praxis II

examination.

143

NASM

Standard

Course/

Activity 1

Course/

Activity 2

Course/

Activity 3

Course/

Activity 4

Course/

Activity 5

Course/

Activity 6

Course/

Activity 7

Course/

Activity


C. Results

Page 85, C. 1.

Professional

Program

Interview/

Essay

MUS 113

Recital,

Convocation,

Rep

MED 316

Arranging PRAXIS II

MED 320

Student

Teaching

BEST (The

Beginning

Educator

Support and

Training

Program)

Portfolio

Students are assessed on their ability to

demonstrate professional, entry-level

competence through a variety of means,

including an essay and interview required

for admittance into the Professional Program

in Music Education, which generally occurs

prior to the sixth semester of study. The

student teaching experience represents the

candidate's opportunity to synthesize and

demonstrate competence in all aspects of

their knowledge and experience gained over

the previous seven semesters of study.

Provisional Certification is gained only with

a passing score on the Praxis II exams--

Content Knowledge; Concepts and

Processes, which serve as comprehensive

examinations for a student's broad

knowledge of music and pedagogy as they

relate to the teaching profession.

Page 85, C. 2.

Professional

Program

Interview/

Essay

MUS 113

Recital,

Convocation,

Rep

MED 316

Arranging

MED 353

Secondary

Methods

MED 320

Student

Teaching

MED 340

Assessment

of Teaching

Strategies

BEST

Portfolio

Students have the opportunity to

communicate their musical ideas/concepts to

both professionals and laypersons

throughout the course of study, but

particularly through the interview for the

professional program in music education and

during student teaching through MED 340

Assessment of Teaching Strategies.

Candidates are asked to communicate and

defend value judgments about music and

education during MED 353 Secondary

Methods, which utilizes part-time faculty

who are active music educators. Students are

also able to form and defend their value

judgment about music through master class

discussion and critique of their peers.

144

I. Baccalaureate Degree in Music Education

NASM

Standard

Course/

Activity 1

Course/

Activity 2

Course/

Activity 3

Course/

Activity 4

Course/

Activity 5

Course/

Activity 6

Course/

Activity 7

Course/

Activity 8

Levels of Achievement/

Assessment

2. Program

Content

Page 93, 2.

MED 206

Intro. To

Mus

Education

ED 206 Intro

to Education

MED 304

Elementary

Prof. School

Exp

MED 354

Secondary

Prof. School

Exp.

MED 320

Student

Teaching

Large

Ensembles

Summer Music

Camps

Students are provided ample

opportunities for various types

of observation and teaching

throughout the curriculum,

beginning with MED 206

Introduction to Music Education

and culminating with MED 320

Student Teaching

3. Desirable

Attributes,

Essential

Competencies,

Professional

Procedures

a. Desirable

Attributes

Page 93, 3.

a.(1)

MED 206

Intro. To

Mus

Education

MUS 113

Recital,

Convocation,

Rep

Professional

Program

Interview/

Essay

MED 303

Elementary

Methods

MED 353

Secondary

Methods

MED 320

Student

Teaching

Entrance

Audition/

Interview

Students are expected to exhibit

personal commitment to the art

of music and to teaching music

within the context of the lifelong

pursuit of excellence. Students

are assessed for their

commitment to and enthusiasm

for the arts and arts education as

they move through the

curriculum, including the initial

audition/interview, jury exams,

successful completion of music

education course work, ensemble

participation, the professional

program interview, and student

teaching.

Page 93, 3.

a.(2)

MED 206

Intro. To

Mus

Education

MUS 113

Recital,

Convocation,

Rep

Professional

Program

Interview/

Essay

MED 303

Elementary

Methods

MED 353

Secondary

Methods

MED 320

Student

Teaching

Entrance

Audition/

Interview

Students are expected to show

potential for leadership in the

area of music education, arts

education, and cultural literacy.

Assessment of these qualities

includes the initial

audition/interview, the interview

145

for the professional program,

master class participation, and

evaluation by the Cooperating

Teacher and University

Supervisor during Student

Teaching.

Page 94, 3.

a.(3)

MED 206

Intro. To

Mus

Education

MUS 113

Recital,

Convocation,

Rep

Entrance

Audition/

Interview;

Professional

Program

Interview/

Essay

MED 303

Elementary

Methods

MED 353

Secondary

Methods

Chamber

Ensembles

Large

Ensembles

Applied

Music


the capability to inspire others to

an understanding of the

importance of music as an

essential cultural element,

engendering a respect for music

and the arts as well as a desire for

musical knowledge and

experiences. While inspirational

capability is somewhat subjective

in nature, students are assessed

on this quality throughout the

curriculum, including the initial

audition/interview, jury exams,

successful completion of music

education course work, ensemble

participation, the professional

program interview, and student

teaching.

Page 94, 3.

a.(4)

MED 206

Intro. To

Mus

Education

MUS 113

Recital,

Convocation,

Rep

Professional

Program

Interview/

Essay

MED 303

Elementary

Methods

MED 353

Secondary

Methods

Field Trips,

Guest Artist

Performances Applied Music

Students are expected to become

lifelong advocates for the arts,

including having the ability to

articulate the role of music and

the arts as a basic component of

general education. Advocacy

permeates the curriculum in

various ways, including guest

artist lectures during

Convocation, master classes,

applied music, field trips to New

York City, Boston and Hartford

to attend artistic events of the

highest level, and in coursework

such as Introduction to Music

Education, Methods Courses, and

Assessment of Teaching

Strategies.

Page 94, 3.

a.(5)

MED 206

Intro. To

MUS 113

Recital,

Professional

Program

MED 303

Elementary

MED 353

Secondary

MED 104

World Music

General

Education

Students are expected to gain the

ability to be successful within

146

Mus

Education

Convocation,

Rep

Interview/

Essay

Methods Methods in the

Classroom

coursework in

Communication,

Social and

Behavioral

Sciences

specific educational systems and

work with colleagues with

different social and cultural

backgrounds as they progress

through their careers in the music

professions. Scheduling, lesson

planning, goal setting, and

pedagogical abilities are assessed

as the student completes the

course of study in music

education and applied music.

Student teaching serves as a

capstone experience in this

regard.

Page 94, 3.

a.(6)

MED 206

Intro. To

Mus

Education

MUS 113

Recital,

Convocation,

Rep

Professional

Program

Interview/

Essay

MED 303

Elementary

Methods

MED 353

Secondary

Methods

ED 206

Introduction

to Education

General

Education

coursework in

Communication,

Humanities,

Social and

Behavioral

Sciences

Applied

Music

Teacher candidates are expected

to develop the ability to evaluate

ideas, methods, and policies in

the arts, the humanities, and in

arts education for their impact on

the musical and cultural

development of students. General

education coursework is intended

to give the candidate a broad

knowledge of the arts,

humanities, sciences and

mathematics. Critical thinking

skills and methodologies are

developed through applied

music, performance and master

classes, and through coursework

such as Introduction to

Education, Introduction to Music

Education, Secondary Music

Methods, Elementary Music

Methods and Assessment of

Teaching Strategies, and during

student teaching.

Page 94, 3.

a.(7)

MED 206

Intro. To

Mus

Education

MUS 113

Recital,

Convocation,

Rep

Professional

Program

Interview/

Essay

MED 303

Elementary

Methods

MED 353

Secondary

Methods

Applied

Music

Students demonstrate their ability

and desire to remain current with

developments in music education

during their interview for the

professional program, as well as

in applied music study, master

classes, performing ensembles

and in coursework such as

147

Elementary and Secondary Music

Methods.

b. Music

Competencies

Page 94, 3.

b.(1)

Mus 320

Basic

Conducting

Mus 321 OR

Mus 322

Choral or

Instrumental

Conducting

MUS 113

Recital,

Convocation,

Rep

Chamber

Ensembles

Large

Ensembles

MUS 317

Form &

Analysis

MED 320

Student

Teaching


competence in conducting and

musical leadership, including the

ability to read scores, transpose

parts, communicate musical ideas

through the use of gesture and

technique, and ascertain and

solve musical problems.

Conducting students are assessed

through critique of video lessons

made in class. Students are

responsible for their own parts in

large and chamber ensembles

(individual practice) and through

feedback by the conducting

coach (guided practice). Further

assessments of form and analysis

are accomplished during course

work. Prospective teachers also

gain valuable experience in

leadership through chamber

ensembles, where they take on

individual responsibility for

musical choices. Students learn

rehearsal techniques and

additional leadership skills

through participation in

ensembles throughout their

course of study. Candidates take

on leadership roles during

student teaching, where they are

expected to exhibit the qualities

of a competent conductor and

musical mentor.

Page 94, 3.

b.(2)

MED 316

Arranging

MUS 108,

109, 208, 209

Mus 320

Basic

Conducting

Mus 321 OR

Mus 322

Choral or

Instrumental

Conducting

Students are expected to develop

arranging skills sufficient to

adapt music from a variety of

sources for various functions and

ensembles. Students gain an

understanding of 4-part writing,

voice leading, formal structure,

148

and basic compositional skills in

musicianship courses and Form

& Analysis. Further studies in

instrumentation, adaptation,

form, and selection of music

appropriate to specific levels

occurs in conducting courses.

These skills are tested and further

developed in MED 316

Arranging, where students are

required to produce arrangements

for a wide variety of ensembles

at varying levels

Page 94, 3.

b.(3)

MUS 125,

126, 225,

226

MED 100

Voice

Worksh0p

MUS 195

Concert

Choir

MED 303

Elementary

Methods

MED 353

Secondary

Methods

Applied

Music

Instrument

Workshops

Sophos-

more

Barrier

Jury

Sight-

Singing

Exam


functional performance abilities

in keyboard and voice in addition

to instruments appropriate to the

teaching specialization. Students

in music education are assessed

in their sight reading ability

throughout the keyboard

competency sequence as well as

on their Sophomore Barrier

Exam. Vocal functionality is

assessed during MED 100, Voice

Workshop, courses in Sight-

Singing/Ear-Training, MED 303

Elementary Music Methods, Med

354 Secondary Music Methods

and on the Sophomore Barrier

Exam. Functional performance

ability relative to the teaching

specialization is assessed

throughout the curriculum,

specifically during jury

examinations, the Sophomore

Barrier Exam, recital

performances, and in individual

instrument workshops.

Page 94, 3.

b.(4)

MUS 230,

231 Music

History I &

II

MED 104

World Music

in the

Classroom

MUS 113

Recital,

Convocation,

Rep

Applied

Music,

Ensembles

MED 320

Student

Teaching

MUS 317

Form &

Analysis

MED 303

Elementary

Methods

MED 353

Secondary

Methods

Students are expected to gain the

ability to apply analytical,

musicological, and performing

skills to curriculum development

and lesson planning. Methods

courses provide for assessment in

149

lesson planning and

incorporating styles, culture, and

multiple resources into classroom

and performance activities.

Students are assessed for their

planning abilities during the

student teaching experience.

c.

Specialization

Competencies

(1) General

Music

Page 95, 3. c.

(1) (a)

MUS 108,

109, 208,

209

MUS 114,

115, 210, 211

MUS 125,

126, 225,

226

MED 206

Intro to

Music ED

MED 100

Voice

Workshop

MUS 195

Concert

Choir

MED 303

Elementary

Methods

MED 320

Student

Teaching


musicianship, vocal, and

pedagogical skills sufficient to

teach general music. Assessment

is through course work for skill

development and pedagogical

methodologies. Further

assessment occurs during student

teaching through feedback from

the Cooperating Teacher and

University Supervisor.

Page 95, 3. c.

(1) (b)

MED 206

Intro to

Music ED

MED 353

Secondary

Music

Methods

MED 303

Elementary

Methods

MED 320

Student

Teaching


knowledge of content

methodologies, philosophies,

materials, technologies, and

curriculum development for

general music. Students are

evaluated for these competencies

during MUS 318 Music

Technology, MED 206

Introduction to Education, MED

303 Elementary Music Methods,

and MED 353 Secondary Music

Methods as well as during their


Page 95, 3. c.

(1) (c)

MED 206

Intro to

Music ED

MED 303

Elementary

Methods

MUS 195

Concert

Choir


the ability to lead performance-

based instruction. Students are

evaluated for their level of

competency in this area through

classroom-based presentations

focused on leading performances

150

by students, especially during

MED 206 Introduction to Music

Education and MED 303

Elementary Music Methods as

well as during the student

teaching experience.

Page 95, 3. c.

(1) (d)

MED 206

Intro to

Music ED

MED 304

Elementary

Prof. School

Exp

MED 303

Elementary

Methods

MED 320

Student

Teaching

Students receive a

comprehensive evaluation from

cooperating teachers as part of

the methods courses as well as

formal evaluations by

Cooperating Teachers and

University Supervisors during

Student Teaching.

(2)

Vocal/Choral

Music

Page 95, 3. c.

(2) (a)

MED 100

Voice

Workshop

MUS 195

Concert

Choir

MED 303

Elementary

Methods

MED 353

Secondary

Methods

Applied

Music

MUS 113

Recital,

Convocation,

Rep


vocal pedagogical skill sufficient

to teach effective use of the

voice. Students are assessed

through classroom participation,

examinations, projects,

successful demonstration of

vocal abilities in applied lessons,

skill-based juries and MED 100

Voice Workshop.

Page 95, 3. c.

(2) (b)

MED 100

Voice

Workshop

MUS 195

Concert

Choir

MED 303

Elementary

Methods

MED 353

Secondary

Methods

Applied

Music

MUS 113

Recital,

Convocation,

Rep

MUS 321

Choral

Conducting

MED 206

Intro to

Music ED






vocal/choral music. Students are


in coursework, especially in

MUS 321 Choral Conducting,

MED 303 Elementary Music

Methods, and MED 353

Secondary Music Methods as

well as during their student

teaching experience.

Page 95, 3. c.

(2) (c)

MUS 113

Recital,

Convocation,

MUS 195

Concert

Choir

MUS 195

Concert

Choir

MUS 294

Chamber

Singers

MUS 281

Opera

Ensemble

Applied

Music

Students are assessed in the area

of performance throughout the

course of study, including jury

151

Rep examinations, the Sophomore

Barrier Exam, Applied Music,

and in performing ensembles,

including Concert Choir,

Chamber Singers, and Opera

Ensemble

Page 95, 3. c.

(2) (d)

MUS 125,

126, 225,

226

Sophomore

Barrier

Keyboard

Competency

Exam

Applied

Music

MUS 113

Recital,

Convocation,

Rep

MED 104

World Music

in the

Classroom

Instrument

Workshops


ability sufficient to use at least

one instrument as a teaching tool.

Students are evaluated for this

competency using classroom-

based assessment of given

instrument, generally in the

keyboard competency course

sequence, and successfully

passing the Keyboard

Competency Exam at the

Sophomore Barrier Exam. While

the instrument selected is usually

the piano, it is recognized that

other classroom instruments, e.g.,

autoharp, Orff instruments

should and must be used as

teaching tools in a variety of

educational settings. Students are

encouraged to utilize their

primary instrument as well as

non-traditional instruments such

as Latin and African percussion.

Page 95, 3. c.

(2) (e)

MED 100

Voice

Workshop

MED 206

Intro to

Music ED

MED 303

Elementary

Methods

MED 304

Elementary

Prof. School

Exp

MED 353

Secondary

Methods

MED 354

Secondary

Prof. School

Exp

MED 320

Student

Teaching

Students receive a


Cooperating Teachers as part of

the PDS field experiences, as

well as formal evaluations by



Student Teaching.

(3)

Instrumental

Music

Page 95, 3. c.

(3) (a)

Instrumental

Workshops

Applied

Music

MUS 113

Recital,

Convocation,


knowledge of and performance

ability on wind, string, and

152

Rep percussion instruments sufficient

to teach beginning students

effectively in groups. Workshops

involve classroom testing by

instructor and involve

performance-based assessment as

well as the evaluation of

knowledge of method books and

repertoire appropriate to level of

experience.

Page 95, 3. c.

(3) (b)

MED 303

Elementary

Methods

MED 353

Secondary

Methods

MUS 113

Recital,

Convocation,

Rep

Instrumental

Workshops

Applied

Music

MUS 318

Music

Technology

Chamber

Ensembles

Large

Ensembles






instrumental music. Students are


in coursework, especially in

MUS 322 Instrumental

Conducting, MED 303

Elementary Music Methods, and

MED 353 Secondary Music

Methods as well as during their


Page 95, 3. c.

(3) (c)

MUS 113

Recital,

Convocation,

Rep

Chamber

Ensembles

Large

Ensembles

Applied

Music

Students are assessed in the area

of performance throughout the

course of study, including jury

examinations, the Sophomore

Barrier Exam, Applied Music,

and in performing ensembles,

including Concert Choir,

Chamber Singers, and Opera

Ensemble

Page 95, 3. c.

(3) (d)

Instrumental

Workshops

MED 206

Intro to

Music ED

MED 303

Elementary

Methods

MED 304

Elementary

Prof. School

Exp

MED 353

Secondary

Methods

MED 354

Secondary

Prof. School

Exp

MED 320

Student

Teaching

Students receive a


Cooperating Teachers as part of

the PDS field placements, as well

as formal evaluations by



Student Teaching.

d. Teaching

Competencies

153

Page 96, 2. 3.

(1)

MED 206

Intro to

Music ED

MED 303

Elementary

Methods

MED 304

Elementary

Prof. School

Exp

MED 353

Secondary

Methods

MED 354

Secondary

Prof. School

Exp

MED 320

Student

Teaching

Instrumental

and Vocal

Workshops

All

Ensembles


the ability to teach music at

various levels to different age

groups in a variety of classroom

and ensemble settings. Students

are evaluated for these

competencies throughout the

course of study and especially

during their student teaching

experience.

Page 96, 2. 3.

(2)

Psy 100

Intro to

Psych

MED 206

Intro to

Music ED

MED 303

Elementary

Methods

MED 353

Secondary

Methods

EPY 204

Adolescent

Development

EPY 405

Intro to

Special Ed

ED 206 Intro to

Ed

HPX 315

Health

Issues in

the

Schools

Students are expected to show an

understanding of child growth

and development and an

understanding of principles of

learning as they relate to music.

Assessment in this area of

competency occurs during two

15-hour field placements,

attached to EPY 204 Adolescent

Development and ED 206

Introduction to Education.

Page 96, 3. d.

(3)

MED 206

Intro to

Music ED

MED 303

Elementary

Methods

MED 353

Secondary

Methods

MED 320

Student

Teaching

ED 206 Intro

to Ed

EPY 204

Adolescent

Development

EPY 405 Intro

to Special Ed


the ability to assess aptitudes,

experiential backgrounds,

orientations of individuals and

groups of students. Students are


throughout the course of study,

including evaluations in

conducting classes and methods

classes as well as during master

classes, where students are

required to offer comments and

defend opinions. The ability to

plan educational programs

according to the assessed

attributes of constituencies is

evaluated primarily in methods

courses and during student

teaching.

Page 96, 3. d.

(4)

MED 206

Intro to

Music ED

MED 303

Elementary

Methods

MED 353

Secondary

Methods

MED 320

Student

Teaching

Instrumental

& Vocal

Workshop

Courses

Mus 321 OR

Mus 322

Choral or

Instrumental

Conducting

MUS 113

Recital,

Convocation,

Rep

All

Ensembles


knowledge of current methods,

materials, and repertories

available in various fields and

levels of music education

154

appropriate to the teaching

specialization. Students are


throughout the course of study,

including evaluations in

workshops, conducting classes

and methods classes as well as in

master classes and in

performance situations.

Page 96,3. d.

(5)

MED 206

Intro to

Music ED

MED 303

Elementary

Methods

MED 353

Secondary

Methods

MED 320

Student

Teaching

Instrumental

& Vocal

Workshop

Courses

Mus 321 OR

Mus 322

Choral or

Instrumental

Conducting

MUS 113

Recital,

Convocation,

Rep

All

Ensembles


the ability to accept, amend, or

reject methods and materials

based on personal and

professional assessment of

specific teaching situations.

Evaluation of these competencies

mainly takes place during the

PDS field placements and during

Student Teaching.

Page 96, 3. d.

(6)

MED 206

Intro to

Music ED

MED 303

Elementary

Methods

MED 353

Secondary

Methods

MED 320

Student

Teaching

Instrumental

& Vocal

Workshop

Courses

Mus 321 OR

Mus 322

Choral or

Instrumental

Conducting

MUS 113

Recital,

Convocation,

Rep

All

Ensembles


an understanding of evaluative

techniques in a variety of settings

and show the ability to apply the

results when assessing the

musical progress of students and

the effectiveness of curricula.

Evaluation of these competencies

includes course-based assessment

in conducting, methods and

workshop courses as well during

the student teaching experience.

155

Appendix T: Behavior Analyst Certification Board Standards

ONSET OF EXPERIENCE

Supervisees may not start accumulating Supervised Independent Fieldwork, Practicum, or

Intensive Practicum hours until they have started attending courses required to meet the BACB

coursework requirements.

APPROPRIATE ACTIVITIES

The supervisee’s primary focus should be acquiring new behavior-analytic skills related to the

BACB Third Edition Task List. Activities must be consistent with the dimensions of applied

behavior analysis identified by Baer, Wolf, and Risley (1968) in the article “Some Current

Dimensions of Applied Behavior Analysis” published in the Journal of Applied Behavior

Analysis. The supervisor will determine if experience activities qualify based on these sources.

Supervisees are strongly encouraged to have multiple experiences (e.g., sites, populations) with

multiple supervisors and from each of the activity areas below.

Conducting assessments related to the need for behavioral intervention (e.g., stimulus

preference assessment, functional assessment, staff performance assessment);

Designing, implementing, and systematically monitoring skill-acquisition and behavior-

reduction programs;

Overseeing the implementation of behavior-analytic programs by others;

Training, designing behavioral systems, and performance management;

Other activities normally performed by a behavior analyst that are directly related to behavior

analysis such as attending planning meetings regarding the behavior analytic program,

researching the literature related to the program, and talking to individuals about the program.

Examples of activities that will not count as experience include: attending meetings with little or

no behavior-analytic content; providing interventions that are not based in behavior analysis;

performing no behavioral administrative activities; and completing non-behavioral assessments

(e.g., diagnostic assessments, intellectual assessments), paperwork, documentation, billing, or

any other activities that are not directly related to behavior analysis.

APPROPRIATE CLIENTS

Clients may be any persons for whom behavior-analytic services are appropriate. However, the

supervisee may not be related to the client or the client’s primary caretaker or be the client’s

primary caretaker. Supervisees must work with multiple clients during the experience period.

(Also, see the following relevant sections of the Guidelines for Responsible Conduct for

Behavior Analysts: 1.06, 1.07, 2.0, 3.01, 3.03, 3.04, 3.05, 4.0, and 9.07.)

SUPERVISOR QUALIFICATIONS

During the experience period, the supervisor must be a Board Certified Behavior Analyst or

Board Certified Behavior Analyst-Doctoral in good standing. The supervisor may not be related

to, subordinate to, or employed by the supervisee during the experience period. Employment

does not include compensation received by the supervisor from the supervisee for supervision

services. (Also, see the following relevant sections of the Guidelines for Responsible Conduct

for Behavior Analysts: 1.05, 1.06, 1.07, and 5.0.)

156

THE NATURE OF SUPERVISION

The purpose of supervision is to improve and maintain the behavior-analytic, professional, and

ethical repertoires of the supervisee and facilitate the delivery of high-quality services to his/her

clients. Effective behavior-analytic supervision includes:

Development of performance expectations

Observation, behavioral skills training, and delivery of performance feedback

Modeling technical, professional, and ethical behavior

Guiding behavioral case conceptualization, problem-solving, and decision-making repertoires

Review of written materials (e.g., behavior programs, data sheets, reports)

Oversight and evaluation of the effects of behavioral service delivery

Ongoing evaluation of the effects of supervision

The supervisor must observe and provide feedback to the supervisee on his/her behavior-analytic

activities with a client in the natural environment during each required supervisory period. In-

person, on-site observation is preferred. However, this may be conducted via web-cameras,

videotape, videoconferencing, or similar means in lieu of the supervisor being physically present;

synchronous (real-time) observation is strongly encouraged.

Supervision may be conducted in small groups for no more than half of the total supervised

hours in each supervisory period. Small groups are interactive meetings in which 2-10

supervisees who share similar experiences participate in the supervision activities described

above. If non-supervisees are present during the meeting, their participation should be limited so

as to increase the interaction opportunities of supervisees. The remainder of the total supervision

hours in each supervisory period must consist of individual supervision.

THE SUPERVISION CONTRACT

The supervisee and supervisor must execute a written contract prior to the onset of the

experience. The purpose of the contract is to protect all involved parties and align experience

activities with the purpose of supervision described under Nature of Supervision (below). The

contract should:

State the responsibilities of the supervisor and supervisee; and

Include a description of the appropriate activities and instructional objectives; and

Include the objective and measurable circumstances under which the supervisor will sign

the supervisee’s Experience Verification Form when the experience has ended; and

Delineate the consequences should the parties not adhere to their responsibilities

(including proper termination of the relationship); and

Include a statement requiring the supervisee to obtain written permission from the

supervisee’s on-site employer or manager when applicable; and

Include an attestation that both parties will adhere to the Guidelines for Responsible

Conduct for Behavior Analysts and the Professional Disciplinary and Ethical Standards

The supervisee and supervisor are responsible for retaining and providing to the BACB,

if requested, a copy of the contractual agreement.

157

Behavior Analyst Certification Board

BCBA

&BCaBA

Behavior Analyst Task List – Fourth Edition©

A. Measurement

A-01 Measure frequency (i.e., count).

A-02 Measure rate (i.e., count per unit time).

A-03 Measure duration.

A-04 Measure latency.

A-05 Measure interresponse time (IRT).

A-06 Measure percent of occurrence.

A-07 Measure trials to criterion.

A-08 Assess and interpret interobserver agreement.

A-09 Evaluate the accuracy and reliability of measurement procedures.

A-10 Design, plot, and interpret data using equal-interval graphs.

A-11 Design, plot, and interpret data using a cumulative record to display data.

A-12 Design and implement continuous measurement procedures (e.g., event recording).

A-13 Design and implement discontinuous measurement procedures (e.g., partial &

whole interval, momentary time sampling).

A-14 Design and implement choice measures.

B. Experimental Design

B-01 Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) to

evaluate whether interventions are behavior analytic in nature.

B-02 Review and interpret articles from the behavior-analytic literature.

B-03 Systematically arrange independent variables to demonstrate their effects on

dependent variables.

B-04 Use withdrawal/reversal designs.

B-05 Use alternating treatments (i.e., multielement) designs.

B-06 Use changing criterion designs.

B-07 Use multiple baseline designs.

B-08 Use multiple probe designs.

B-09 Use combinations of design elements. Section I:

B-10 Conduct a component analysis to determine the effective components of an

intervention package.

B-11 Conduct a parametric analysis to determine the effective values of an independent

variable.

C. Behavior-Change Considerations

C-01 State and plan for the possible unwanted effects of reinforcement.

C-02 State and plan for the possible unwanted effects of punishment.

C-03 State and plan for the possible unwanted effects of extinction.

D. Fundamental Elements of Behavior Change

D-01 Use positive and negative reinforcement.

D-02 Use appropriate parameters and schedules of reinforcement.

D-03 Use prompts and prompt fading.

D-04 Use modeling and imitation training.

D-05 Use shaping.

158

D-06 Use chaining.

D-07 Conduct task analyses.

D-08 Use discrete-trial and free-operant arrangements.

D-09 Use the verbal operants as a basis for language assessment.

D-10 Use echoic training.

D-11 Use mand training.

D-12 Use tact training.

D-13 Use intraverbal training.

D-14 Use listener training.

D-15 Identify punishers.

D-16 Use positive and negative punishment.

D-17 Use appropriate parameters and schedules of punishment.

D-18 Use extinction.

D-19 Use combinations of reinforcement with punishment and extinction.

D-20 Use response-independent (time-based) schedules of reinforcement (i.e.,

noncontingent reinforcement).

D-21 Use differential reinforcement (e.g., DRO, DRA, DRI, DRL, DRH).

E. Specific Behavior-Change Procedures

E-01 Use interventions based on manipulation of antecedents, such as motivating

operations and discriminative stimuli.

E-02 Use discrimination training procedures.

E-03 Use instructions and rules.

E-04 Use contingency contracting (i.e., behavioral contracts).

E-05 Use independent, interdependent, and dependent group contingencies.

E-06 Use stimulus equivalence procedures.

E-07 Plan for behavioral contrast effects.

E-08 Use the matching law and recognize factors influencing choice.

E-09 Arrange high-probability request sequences.

E-10 Use the Premack principle.

E-11 Use pairing procedures to establish new conditioned reinforcers and punishers.

E-12 Use errorless learning procedures.

E-13 Use matching-to-sample procedures.

F. Behavior-Change Systems

F-01 Use self-management strategies.

F-02 Use token economies and other conditioned reinforcement systems.

F-03 Use Direct Instruction.

F-04 Use precision teaching.

F-05 Use personalized systems of instruction (PSI).

F-06 Use incidental teaching.

F-07 Use functional communication training.

F-08 Use augmentative communication systems

G. Identification of the Problem

G-01 Review records and available data at the outset of the case.

G-02 Consider biological/medical variables that may be affecting the client.

G-03 Conduct a preliminary assessment of the client in order to identify the referral

problem.

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G-04 Explain behavioral concepts using nontechnical language.

G-05 Describe and explain behavior, including private events, in behavior-analytic

(nonmentalistic)terms.

G-06 Provide behavior-analytic services in collaboration with others who support and/or

provide services to one’s clients.

G-07 Practice within one’s limits of professional competence in applied behavior

analysis, and obtain consultation, supervision, and training, or make referrals as

necessary.

G-08 Identify and make environmental changes that reduce the need for behavior analysis

services.

H. Measurement

H-01 Select a measurement system to obtain representative data given the dimensions of

the behavior and the logistics of observing and recording.

H-02 Select a schedule of observation and recording periods.

H-03 Select a data display that effectively communicates relevant quantitative relations.

H-04 Evaluate changes in level, trend, and variability.

H-05 Evaluate temporal relations between observed variables (within & between

sessions, time series).

I. Assessment

I-01 Define behavior in observable and measurable terms.

I-02 Define environmental variables in observable and measurable terms.

I-03 Design and implement individualized behavioral assessment procedures.

I-04 Design and implement the full range of functional assessment procedures.

I-05 Organize, analyze, and interpret observed data.

I-06 Make recommendations regarding behaviors that must be established, maintained,

increased, or decreased.

I-07 Design and conduct preference assessments to identify putative reinforcers.

J. Intervention

J-01 State intervention goals in observable and measurable terms.

J-02 Identify potential interventions based on assessment results and the best available

scientific evidence.

J-03 Select intervention strategies based on task analysis.

J-04 Select intervention strategies based on client preferences.

J-05 Select intervention strategies based on the client’s current repertoires.

J-06 Select intervention strategies based on supporting environments.

J-07 Select intervention strategies based on environmental and resource constraints.

J-08 Select intervention strategies based on the social validity of the intervention.

J-09 Identify and address practical and ethical considerations when using experimental

designs to demonstrate treatment effectiveness.

J-10 When a behavior is to be decreased, select an acceptable alternative behavior to be

established or increased.

J-11 Program for stimulus and response generalization.

J-12 Program for maintenance.

J-13 Select behavioral cusps as goals for intervention when appropriate.

J-14 Arrange instructional procedures to promote generative learning (i.e., derived

relations).

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J-15 Base decision-making on data displayed in various formats.

K. Implementation, Management, and Supervision

K-01 Provide for ongoing documentation of behavioral services.

K-02 Identify the contingencies governing the behavior of those responsible for carrying

out behavior-change procedures and design interventions accordingly.

K-03 Design and use competency-based training for persons who are responsible for

carrying out behavioral assessment and behavior-change procedures.

K-04 Design and use effective performance monitoring and reinforcement systems.

K-05 Design and use systems for monitoring procedural integrity.

K-06 Provide supervision for behavior-change agents.

K-07 Evaluate the effectiveness of the behavioral program.

K-08 Establish support for behavior-analytic services from direct and indirect consumers.

K-09 Secure the support of others to maintain the client’s behavioral repertoires in their

natural environments.

K-10 Arrange for the orderly termination of services when they are no longer required.

FK. Philosophical Assumptions of Behavior Analysis

FK-01Lawfulness of behavior

FK-02Selectionism (phylogenic, ontogenic, cultural)

FK-03Determinism

FK-04Empiricism

FK-05Parsimony

FK-06Pragmatism

FK-07Environmental (as opposed to mentalistic) explanations of behavior

FK-08Distinguish between radical and methodological behaviorism.

FK-09Distinguish between the conceptual analysis of behavior, experimental analysis of

behavior, applied behavior analysis, and behavioral service delivery.

Define and Provide Examples of:

FK-10behavior, response, response class

FK-11environment, stimulus, stimulus class

FK-12stimulus equivalence

FK-13reflexive relations (US-UR)

FK-14respondent conditioning (CS-CR)

FK-15operant conditioning

FK-16respondent-operant interactions

FK-17unconditioned reinforcement

FK-18conditioned reinforcement

FK-19unconditioned punishment

FK-20conditioned punishment

FK-21schedules of reinforcement and punishment

FK-22 extinction

FK-23 automatic reinforcement and punishment

FK-24 stimulus control

FK-25 multiple functions of a single stimulus

FK-26 unconditioned motivating operations

FK-27 conditioned motivating operations

FK-28 transitive, reflexive, surrogate motivating operations

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FK-29 distinguish between the discriminative stimulus and the motivating operation

FK-30 distinguish between motivating operation and reinforcement effects

FK-31 behavioral contingencies

FK-32 contiguity

FK-33 functional relations

FK-34 conditional discriminations

FK-35 stimulus discrimination

FK-36 response generalization

FK-37 stimulus generalization

FK-38 behavioral contrast

FK-39 behavioral momentum

FK-40 matching law

FK-41 contingency-shaped behavior

FK-42 rule-governed behavior

Distinguish between the Verbal Operants

FK-43 Echoics

FK-44 Mands

FK-45 Tacts

FK-46 Intraverbals

Measurement Concepts

FK-47 Identify the measurable dimensions of behavior (e.g., rate, duration, latency,

interresponse time).

FK-48 State the advantages and disadvantages of using continuous measurement

procedures and discontinuous measurement procedures (e.g., partial- and whole-

interval recording, momentary time sampling).

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