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Calvin College TEAC Inquiry Brief Proposal

Calvin College TEAC Team

Dr. James Rooks Dean of EducationDr. Ronald Sjoerdsma Professor of EducationMs. Shari Brouwer Certification and Assessment Coordinator

With assistance from:Dr. Phillip Hash Associate Professor of MusicDr. Clarence Joldersma Professor of EducationDr. Marjorie Terpstra Assistant Professor of Education

Unit Endorsement

This Inquiry Brief Proposal has been approved by the Teacher Education Committee and the Teacher Education Program Unit Faculty members.

First Draft: March 26, 2012Final Draft: August 1, 2012Site Visit: November 13-14, 2012

Table of Contents

Calvin College TEAC Team.........................................................................................................................1

Unit Endorsement........................................................................................................................................1Table of Contents........................................................................................................................................1

Index of Tables............................................................................................................................................3Index of Figures...........................................................................................................................................3

Program Checklist for the Inquiry Brief Proposal.........................................................................................41. Program Overview...................................................................................................................................5

History of the Program.............................................................................................................................5Overall Logic: Guiding Philosophy and Orientation of the Program.........................................................6

Mission of the College..........................................................................................................................6Mission of the Teacher Education Program.........................................................................................6

Programs..................................................................................................................................................7Supervised Clinical Experiences..............................................................................................................7

Program Demographics...........................................................................................................................8Overall College Undergraduate Enrollment Quick Facts......................................................................8

2. Claims and Rationale.............................................................................................................................15Statement of the Proposed Claims........................................................................................................15

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1. Are knowledgeable in the liberal arts and in the subject matter for which they are licensed......15

2. Take into account the multiple factors that influence student learning........................................163. Create and implement effective and appropriate lessons and assessments that are meaningful for all students....................................................................................................................................164. Demonstrate professionalism and care for students...................................................................18

Cross-Cutting Themes...........................................................................................................................19Learning How to Learn.......................................................................................................................19

Multicultural Perspectives and Accuracy............................................................................................20Technology.........................................................................................................................................22

Principled Perspective........................................................................................................................23Rationale................................................................................................................................................24

3. Method of Assessment..........................................................................................................................24Sampling Procedures.............................................................................................................................24

Assessments, Reliability and Validity, and Criteria for Success............................................................24Michigan Test for Teacher Certification..............................................................................................24

Liberal Arts Core Courses..................................................................................................................25Course Grades...................................................................................................................................26

Student Teaching Evaluations............................................................................................................26Michigan Department of Education Student Teacher Survey............................................................27

Exit, Alumni, and Principal Surveys....................................................................................................274. Results...................................................................................................................................................28

Reliability and Validity of the Assessments............................................................................................28Pilot Results of the Assessments...........................................................................................................28

Grade Point Averages........................................................................................................................28Michigan Test for Teacher Certification..............................................................................................28

5. Discussion and Plan...........................................................................................................................306. Conclusion..........................................................................................................................................31

7. References............................................................................................................................................328. Appendices............................................................................................................................................33

Appendix A - Internal Audit Report............................................................................................................33Results of the Candidate File Audit........................................................................................................34

Notes about the Audit File Evidence and Process.............................................................................36Recommendations..............................................................................................................................37

Faculty Quality and Overall Program Quality.........................................................................................38Faculty Quality....................................................................................................................................39

Course Approvals, Evaluation, and Curriculum..................................................................................40Facilities, Equipment, and Supplies....................................................................................................41

TEAC and State Approval..................................................................................................................41

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Conclusion..........................................................................................................................................41

Appendix B - Capacity...............................................................................................................................423.1 Commitment: Program Parity with the Institution.............................................................................46

3.2 Sufficient Capacity for Quality..........................................................................................................52Appendix C - Faculty Qualifications...........................................................................................................56

Faculty Information.................................................................................................................................56Faculty Review.......................................................................................................................................60

Faculty Development.............................................................................................................................60Appendix D - Program Requirements........................................................................................................60

Course Requirements and Standards....................................................................................................63Course Titles and Descriptions..............................................................................................................64

Graduation Requirements......................................................................................................................64Alignment of Program Requirements with State and National Standards.............................................64

Appendix E – Full Disclosure of All Relevant and Available Evidence......................................................64Appendix F – Assessment Instruments Cited in the Brief..........................................................................68

Student Teaching Evaluation Forms......................................................................................................68Teacher Education Program Exit Survey and Alumni Survey................................................................72

Michigan Department of Education Student Teacher Survey................................................................74Principal Survey.....................................................................................................................................78

Appendix G - Status of Program Options Accredited by Other USDE or CHEA Recognized Accreditors 80

Index of Tables

Table 1 Day 10 Enrollment by Program.......................................................................................................9Table 2 Course Load, Gender, and Post-BA Program Statistics...............................................................10Table 3 Ethnicity and Gender in the Teacher Education Program............................................................10Table 4 Number of Candidates Graduating with each Major/Minor...........................................................11Table 5 Employment Statistics for Candidates Graduating During 9/1/09 - 8/31/10.................................14Table 6 MTTC Cumulative Pass Rates 2007-2010.............................................................................29, 30Table A.1 File Audit Report for Quality of Student Learning......................................................................35Table A.2 Audit Report for Faculty Quality and Overall Program Quality..................................................38Table B.1 Capacity for Quality: A comparison of program and institutional statistics................................46Table B.2 Required Semester Hours.........................................................................................................52Table B.3 References to Institutional Documents for each Requirement..................................................55Table C.1 Faculty Information....................................................................................................................56Table D.1 Program Requirements that address Quality Principle I...........................................................60

Index of Figures

Figure 1 Quality Control System................................................................................................................34Figure 2 Governance of the Calvin College Education Unit......................................................................42Figure 3 Academic Affairs Division............................................................................................................43

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Figure 4 Calvin College Governance Structure.........................................................................................44

Program Checklist for the Inquiry Brief Proposal

Requirement for the Brief Proposal Location1. We identify the author(s) of the document. TEAC Team2. We provide evidence that the faculty approved the document. Unit Endorsement3. We give a brief account of the history and logic of the program and its place within the institution. History of the Program

4. We provide some demographics of program faculty and students (e.g., race and gender), broken out by year, by each program option. Program Demographics

5. We state our claims explicitly and precisely. Claims and Rationale6. We provide evidence to support our claims organized by their relationship to the components of QPI (1.1–1.3).

Pilot Results of the Assessments

7. We provide evidence for all the subcomponents of QPI (I.4): learning how to learn (1.4.1), multicultural perspectives and accuracy (1.4.2), and technology (1.4.3)


8. We have checked that our claims are consistent with other program documents (e.g., catalogs, websites, and brochures).

Woven throughout the document

9. In the rationale, we explain why we selected our particular measures and why we thought these measures would be reliable and valid indicators of our claims. Reliability and Validity

10. In the rationale, we also explain why we think the criteria and standards we have selected as indicating success are appropriate. Rationale

11. We describe our method of acquiring our evidence – the overall design of our approach, including sampling and comparison groups (if applicable). Method of Assessment

12. We provide at least two measures for each claim unless there is a single measure of certain or authentic validity. Claims and Rationale

13. For each measure we include empirical evidence of the degree of reliability and validity.

Reliability and Validity of the Assessments

14. We present findings related to each claim, and we offer a conclusion for each claim, explaining how our evidence supports or does not support the claim. Optional for Proposal

15. We describe how we have recently used evidence of student performance in making decisions to change and improve the program. Optional for Proposal

16. We provide a plan for making future decisions concerning program improvements based on evidence of our students’ performance. Discussion and Plan

17. We provide evidence that we have conducted an internal audit of our quality control system (QCS), and we present and discuss the implications of the findings from our internal audit (Appendix A).

Appendix A

18. We provide Appendix C that describes faculty qualifications. Appendix C19. We provide Appendix D that describes our program requirements and their alignment with state and national standards. Appendix D

20. We make a case for institutional commitment to the program (Appendix B). Appendix B21. We make a case that we have sufficient capacity to offer a quality program (Appendix B). Appendix B

22. We list all evidence (related to accreditation) available to the program (Appendix E). Appendix E23. We provide copies of all locally developed assessments in Appendix F. Appendix F24. We provide, if applicable, copies of decisions by other recognized accreditors for professional education programs not covered in the Inquiry Brief (Appendix G). Appendix G

The checklist for the Inquiry Brief Proposal need not have entries for rows 6, 7, 13, 14 and 15.

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1. Program Overview

History of the Program

Calvin College is a private, liberal arts institution of the Christian Reformed Church, serving approximately 4,000 students on a 400-acre campus in Grand Rapids, Michigan. Grand Rapids is a city of about 200,000, making it the second largest city in Michigan. Nicknamed the "Furniture City," the major industry in Grand Rapids once was furniture production. However, the city and surrounding communities are more economically diverse today, contributing to the health care, automotive, and consumer goods manufacturing industries.

Calvin is a college of the Christian Reformed Church, which has its roots in the Protestant Reformation. Calvin College was founded in 1876 and began preparing teachers in 1900. The Michigan State Board approved Calvin's Education Program in 1922, qualifying graduates of Calvin's Education Program for the Michigan Teaching Certificate. Calvin was first accredited by the National Council for the Accreditation of Teacher Education (NCATE) in 1964. Special education and early childhood education programs were added in the 1970’s. Student teaching directors ensured that all candidates completed field experiences in multi-cultural settings, including the introduction of the option to complete the student teaching semester in the Native American community at Rehoboth Christian School in New Mexico in 1973.

During the 1990’s, a series of grants and K-12 school partnership opportunities deepened Calvin's relationship with the Grand Rapids community schools. Title II professional development grants in mathematics, science, and English language arts have served to strengthen the Education Program while serving the schools in the community. The Education Program continues to develop community-based grant and research projects, practica, and service-learning experiences. Those partnerships have contributed to student, professional, and community development. Programs such as these not only benefit students and faculty academically on both sides of the partnership, but they also provide opportunities to engage relationally across issues of race, culture, and class.

In 2002, the Education Program approved a Conceptual Framework which drew from Reformed thought, educational theory, and issues of justice. The approved document announced the Program's primary goal of “developing responsive and transformative educators." While this Conceptual Framework still guides the program, the Teacher Education Committee has approved a process for a revision and rewriting of this framework which will include substantial input by Education Program faculty members.

Calvin's excellence in teacher preparation was recognized by the National Council for Accreditation of Teacher Education (NCATE) for over 40 years. In 2008, faculty members concluded that the Teacher Education Accreditation Council (TEAC) accreditation process is better aligned with Calvin's program structure and philosophy of teacher education. Under the leadership of Calvin's new Dean of Education, Dr. James Rooks, program faculty began the work of transferring Calvin's national program accreditation from NCATE to TEAC in 2009.

Calvin’s curriculum has expanded to include professional training in a variety of fields, but the college maintains a strong commitment to its liberal arts curriculum as a means to develop students’ understanding of God’s world and their place in it. At Calvin, candidates find a place where Christian faith engages with rigorous academic inquiry.

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Overall Logic: Guiding Philosophy and Orientation of the Program

Mission of the CollegeCalvin College is a comprehensive liberal arts college in the Reformed tradition of historic Christianity. Through our learning, we seek to be agents of renewal in the academy, church, and society. We pledge fidelity to Jesus Christ, offering our hearts and lives to do God’s work in God’s world.

Our primary purpose is to engage in vigorous liberal arts education that promotes lifelong Christian service. We offer education that is shaped by Christian faith, thought, and practice. We aim to develop knowledge, understanding, and critical inquiry; encourage insightful and creative participation in society; and foster thoughtful, passionate, Christian commitments. Our curriculum emphasizes the natural, cultural, societal, and spiritual contexts in which we live; our teaching respects diverse levels, gifts, and styles of learning; and our learning proceeds as a shared intellectual task.

Another purpose is to produce substantial and challenging art and scholarship. We pursue intellectual efforts to explore our world’s beauty, speak to its pain, uncover our own faithlessness, and proclaim the healing that God offers in Jesus Christ. We strive to embrace the best insights of Christian life and reflection; engage issues in the intellectual and public spheres; and enrich faith by the heritage of the past and the discoveries of today. Our faculty and staff are committed to keen and lively work in their chosen fields and to sharing its fruits with others.

We are also called to perform all our tasks as a caring and diverse educational community. We undertake our tasks in response to a divine calling. Together, we challenge ourselves to excellence as we acquire knowledge, cultivate aspirations, and practice lives of service. We seek to gather diverse people and gifts around a common pledge and purpose; pursue justice, compassion, and discipline; and provide a training ground for the life of Christian virtue. Our classrooms embody a community of faith and learning extending across the campus and beyond into the world.

We profess the authority of scripture and the witness of the ecumenical creeds. We affirm the confessions and respect the rich traditions of Reformed believers worldwide and, in particular, those of the Christian Reformed Church. We aim to enhance the cultural life about us and to address local needs. In all we say and do, wherever we may be, we hope to follow and further the ways of God on earth.

Calvin’s Expanded Statement of Mission describes how this mission is enacted in teaching, scholarship, and community.

Mission of the Teacher Education ProgramFrom nearly the beginning of Calvin’s 136-year history, the education of teachers has been an integral expression of the college’s call to be agents of renewal in the world.

The mission of Calvin’s Teacher Education Program is articulated by the expression “Developing Responsive and Transformative Educators.” The mission of the program is to prepare teacher candidates to be responsive and transformative in their teaching. The four key words—developing, responsive, transformative, and educator—require unpacking.

The word “developing” includes the concepts of the teacher candidate’s: 1) developing knowledge within the general liberal arts core and the specialized knowledge of education and the other disciplines; 2) increasing readiness for teaching; 3) on-going character of the teacher as a lifelong learner; and 4) process of maturing from understanding simpler to more complex competencies and understandings.

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http://www.calvin.edu/admin/provost/mission/

The term “responsive” highlights responsiveness to learners, to the curriculum, to the contexts of teaching, and to unjust practices and structures in education.

The adjective “transformative” highlights three important characteristics: affirmation and development of what is already good in the classroom and in society, renewal when the status quo is clearly inadequate, and commitment to service in school and society.

An “educator” is one who delights in students and who has a contagious zest for life and learning. He or she is someone who acts and who has the authority to do so. As such, educators are those who engage in action effectively and competently, empowered through knowledge, skills, dispositions, and the authority of God’s call to act for the good of those entrusted in their care.

The Education Program is called to perform its work as a caring and diverse educational community. We intentionally gather diverse people and gifts around our common pledge and purpose: to pursue justice, compassion, discipline, and a life of Christian virtue. As a departmental community, we are committed to seek, nurture, and celebrate cultural and ethnic diversity and to combat racism, in obedience to the biblical vision of the Kingdom of God (see From Every Nation (FEN)).

The vision of the Calvin College Teacher Education Program is to develop teachers who will be ready to work in a variety of P-12 venues, including public and non-public schools. Although the program is part of a college associated with a particular religious tradition, its mission is not narrow or sectarian. Instead, the program’s broad emphasis on what it calls “the Kingdom of God” aims to train prospective and practicing teachers in such a way that they will be prepared to work for the public good in many different educational settings.

ProgramsCalvin College offers both elementary and secondary teacher education programs. The elementary program prepares candidates to teach grades K-5 all subjects, grades 6-8 all subjects (self-contained class), and grades 6-8 in their major and/or minors. The secondary program prepares candidates to teach their majors and minors in grades 6-12. Certain majors are also available for grades P-12.

A Post-BA program is available for candidates who have earned an acceptable bachelor’s degree and wish to pursue teacher certification. These candidates meet the same requirements as the regular undergraduate candidates, although they do not need to meet the core course requirements for the bachelor’s degree.

The candidate who meets all requirements receives a Michigan Provisional Teaching Certificate from the Michigan Department of Education which is valid for six years.

The Elementary Certificate qualifies the holder to teach:Grades K-5, All SubjectsGrades 6-8, All Subjects, Self-Contained ClassroomGrades 6-8, Major(s) and Minor(s) Subject Areas Grades PreK-K Early Childhood and Grades K-12 Cognitive Impairment, French, and Spanish majors are available to elementary candidates.

The Secondary Certificate qualifies the holder to teach:Grades 6-12 or K-12, Major Subject Area Grades 6-12, Minor Subject Area

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http://www.calvin.edu/admin/provost/multicultural/fen/

Admission, graduation, and course requirements are described in Appendix D. All of Calvin’s education programs have been approved by the Michigan Department of Education.

Supervised Clinical ExperiencesField experiences in K-12 schools are a vital component of Calvin’s Teacher Education Program. The college directs placement for most of the field work in order to ensure that each student experiences a variety of learning environments, including cross-cultural experiences. Students have varied school experiences in urban, suburban, rural, public, non-public, and charter schools.

During EDUC 202 The Learner in the Educational Context: Development and Diversity, students complete a 15 clock-hour service learning experience. They function as teachers’ assistants for this time, but they also collect field notes as part of an in-depth case study of one learner. The point of the case study is to learn to look deeply at learner characteristics using some of the research methodology of the field of education.During EDUC 303 Curriculum and Instruction: Practicum, each student is placed in a classroom in a local public, charter, or Christian school. They serve as teacher aides in the classroom four mornings a week for at least nine weeks, totaling about 100 hours. They assist with tutoring and small group leading, grading assignments, making copies, preparing materials, observing classroom instruction, leading large group activities, and enacting at least three of the lesson plans from the unit they plan for EDUC 302 Curriculum and Instruction for Diverse Learners. The EDUC 302 instructor observes each of the students at least three times as they lead small or large group instructional activities. Following each observation, the instructor and aide meet, and the aide writes a reflection on the lesson. The instructor emails observations notes to both the aide and the supervising teacher.

Field placements are also required in EDUC 322 Introduction to Methods of Teaching Reading: Elementary, EDUC 326 Reading/Language Arts in the Elementary School, EDUC 307 Reading/Literacy in the Content Area, and most elementary and secondary content pedagogy courses.

Candidates are assigned to student teach for fourteen weeks. While in the student teaching placement, candidates are expected to fully participate in the learning community. In addition to the scope of the cooperating teacher’s responsibilities and obligations, this also includes staff meetings, school community events (parent teacher conferences) as well as professional development. Students are in their classrooms full days, five days a week. While most student teachers are placed in West Michigan, candidates may apply to student teach in another U.S. city. Students earning the early childhood or cognitive impairment endorsements complete additional student teaching placements aligned with state requirements. All teacher candidates are assessed formally and informally by their cooperating teacher and college supervisor. Formal evaluations are completed at the midpoint and conclusion of each student teaching experience by the cooperating teacher and college supervisor.

Program DemographicsCalvin College currently enrolls nearly 4,000 students. While non-traditional, adult learners are welcome to enroll, the vast majority of students are traditional undergraduates, ages 18 to 22. Calvin students are split rather evenly between liberal arts majors and professional programs.

Overall College Undergraduate Enrollment Quick FactsDuring the 2011-2012 Academic Year:

3,967 students (this number includes both traditional undergraduate and non-traditional students) About 50% of our student body is from Michigan. Calvin students come from 43 different states, six

Canadian provinces, and over 50 other countries. Calvin has an 87% retention rate from first to second year (compared to 70% nationally) and a 76% six

year graduation rate (compared to 57% nationally). Calvin has 319 full-time faculty members and 69 part-time faculty members.

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Of full-time faculty members, 263 have terminal degrees (82%). The student/faculty ratio is 11:1, and the average class size is 22. Tuition is $25,340, and room and board is $8,760. The mean High School GPA of the entering class is 3.6, and the median ACT Composite score is 25.8. Calvin's strong financial aid package includes extending financial aid to 92% of families. Over 60% of Calvin

students receive need-based financial aid, with an average award of $17,000 per student, and 75% of first-year students are awarded a renewable academic scholarship each year.

Calvin's U.S. ethnic minority population stands at 388 (12% of the student body), the highest percentage ever.

Table 1 Day 10 Enrollment by Program (including percentage of total institution enrollment)

Program 2006 Fall

2007 Fall

2008 Fall

2009 Fall

2010 Fall

2011 Fall

Elementary Education 3307.0%

2986.3%

2986.3%

2876.1%

2685.9%

2575.8%

Special Education* 641.3%

651.4%

641.3%

651.4%

641.4%

571.3%

Secondary Education 3246.8%

2886.1%

3266.9%

3216.9%

3106.9%

2826.3%

Total 65413.8%

58612.3%

62413.1%

60813.0%

57812.8%

53912.1%

Table 1 includes both traditional undergraduate and Post-BA candidates for initial certification.*Special Education students are also counted in the Elementary Education line, but only counted once in the Education total.

2006 2007 2008 2009 2010 20110

100

200

300

400

500

600

700

SecondaryElementary

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Table 2 Enrollment Statistics (from Day 10 reports)

Full-Time Traditional

Undergraduates

Part-Time Traditional

Undergraduates

Full-Time Declared Education

Part-Time Declared

Education

Female -Declared

Education

Male -Declared

Education

Post-BA Education Students*

Fall 2004 3928 76 408 5 306 107 12Fall 2005 3943 69 389 12 292 109 19Fall 2006 3926 100 335 6 250 91 11Fall 2007 4010 65 321 4 250 75 13Fall 2008 3939 75 308 8 246 70 12Fall 2009 3868 65 298 2 229 71 11Fall 2010 3776 58 294 4 225 73 11Fall 2011 3726 62 268 1 205 64 17

*Post-BA students are not counted in any of the other columns.

Table 3 Ethnicity in the Teacher Education Program (Declared Education Students, Day 10)

% Non-white

**

American/Alaska Native

AsianBlack/African

American

Hispanic/Latino

Multi-Racial

Not Stated White Other Int’l* Total

2002 2.6% 1 6 1 1 7 404 2 413 4222003 4.7% 1 12 3 3 8 442 3 453 4712004 3.6% 9 3 2 5 393 1 399 4132005 3.5% 9 1 4 4 383 387 4012006 4.1% 1 8 1 3 2 325 1 328 3412007 3.7% 1 5 1 2 2 311 3 9 3252008 4.7% 1 7 2 2 1 300 3 11 3162009 6.7% 10 3 3 2 278 4 8 3002010 7.0% 1 15 1 3 1 5 272 12 2982011 8.9% 17 2 4 1 3 242 269 269

*International students are also counted in the separate ethnicity categories, but only included once in the total column.**Students in the “Not Stated” category are not included in the percentage of non-white candidates. Students in the “Other” category are included in the percentage of non-white candidates.

The percentage of declared education students representing minority groups has increased during the past three years, from about 5% to nearly 9%. Program faculty members are pleased to note this increase, although the percentage remains below the 12% college-wide percentage of AHANA students.

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The number of declared education students has fallen by 21% since 2004, which includes an 18% decrease in female students, a 30% decrease in male students, a 32% decrease in elementary students, and a 21% decrease in secondary students.

Detailed college-wide student demographic information is available at http://www.calvin.edu/admin/enrollment/day10/ .Table 4 Number of Candidates Graduating with Each Major/Minor

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

ARTArt Major - K-12 12 2 3 5 3 6 5 4

BIOLOGYBiology Major - Sec 5 7 4 2 1 1 1 0Biology Minor - Sec 2 0 1 4 4 3 3 2

CHEMISTRY AND BIOCHEMISTRYChemistry Major - Sec 1 0 0 1 1 2 0 1Chemistry Minor - Sec 2 0 2 0 2 0 1 1

CLASSICAL LANGUAGESLatin Major - Sec 0 1 0 0 0 0 0 0Latin Minor - Sec 0 0 1 0 0 0 0 0

COMMUNICATIONS ARTS & SCIENCESCAS Minor - Elem 4 3 0 0 0 0 1 1CAS Minor - Sec 3 3 2 3 2 0 2 1

COMPUTER SCIENCEComputer Science Minor - Sec 0 0 0 1 1 0 1 0

ECONOMICSEconomics Minor - Sec 2 1 2 0 0 1 0 1

EDUCATIONElementary Education (excluding Special Ed) 75 90 76 56 54 49 40 44Secondary Education (K-12) 80 67 59 62 47 51 46 50Special Education 25 7 11 11 11 12 13 19Early Childhood Minor 6 4 1 6 5 3 2 2Education Totals 180 168 129 129 112 112 99 113

ENGLISHEnglish Major - Elem 1 2 2 0 1 0 1 -English Major - Sec 18 12 3 8 9 5 10 6English Minor - Elem 18 13 10 5 1 0 0 0English Minor - Sec 6 1 3 4 3 5 4 4

FRENCH

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http://www.calvin.edu/admin/enrollment/day10/

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

French Major - Elem 0 1 0 2 0 0 0 0French Major - Sec 0 2 4 2 2 3 0 0French Major - K-12 0 1 0 0 0 0 0 0French Minor - Elem 0 1 2 2 0 0 0 1French Minor - Sec 0 0 0 0 0 0 0 0

GEOLOGY, GEOGRAPHY, AND ENV SCIEarth/Space Science Major - Sec 0 0 0 0 0 1 1 0Earth/Space Science Minor - Sec 0 0 0 1 1 0 0 0Geography Minor - Elem 5 4 2 5 0 0 0 1Geography Minor - Sec 2 1 1 3 3 1 1 2

GERMANIC/ASIAN LANGUAGES & LITGerman Major - Elem 0 0 1 0 0 0 0 0German Major - Sec 1 0 1 0 1 0 0 2German Minor - Elem 0 1 0 0 0 2 1 0German Minor - Sec 0 0 0 1 1 0 1 0

HISTORYHistory Major - Elem 1 0 0 0 0 1 0 0History Major - Sec 13 13 23 12 6 8 5 13History Minor - Elem 7 6 2 3 2 1 0 1History Minor - Sec 2 5 0 3 4 3 3 3

INTERDISCIPLINARYEnglish as a Second Language - Elem 0 1 1 0 2 2 1 1English as a Second Language - Sec 1 2 4 2 0 4 3 3Fine Arts Major - Elem 3 4 6 0 1 1 0 1Fine Arts Minor - Elem 7 12 15 10 7 1 3 5Language Arts Major - Elem 6 9 5 6 8 8 6 3Language Arts Minor - Elem 15 18 19 17 15 20 12 8Integrated Science Studies Major - Elem 3 1 0 1 0 1 2 4Integrated Science Studies Major - Sec 0 0 0 1 3 2 3 4Integrated Science Students Major-Comprehensive Secondary - - 0 0 0 1 0 1Integrated Science Studies Minor - Elem 14 16 16 13 16 14 14 15Social Studies Major - Elem 0 2 2 1 0 0 1 2Social Studies Major - Sec - - - - - - 3 5Social Studies Minor - Elem 9 11 6 4 4 6 2 4

KINESIOLOGYPhysical Education Major - K-12 6 14 4 8 7 2 9 5Physical Education Major - Sec 1 1 2 1 2 1 1 0Physical Education Minor - Elem 2 4 3 1 4 3 2 2Physical Education Minor - Sec 6 5 3 0 4 2 1 1Health Education Minor 5 13 5 5 10 4 13 6

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2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

MATHEMATICS AND STATISTICSMathematics Major - Elem 0 0 0 0 0 0 0 0Mathematics Major - Sec 11 14 7 13 7 11 5 5Mathematics Minor - Elem 20 25 19 15 18 16 15 12Mathematics Minor - Sec 2 1 2 2 2 1 0 2

MUSICVocal Music Major - K-12 4 1 2 1 2 2 1 2Instrumental Music Major – K-12 2 1 2 1 1 3 1 1

PHYSICSPhysics Major - Sec 0 1 1 1 0 0 0 0Physics Minor - Sec 3 2 0 3 0 2 3 1

POLITICAL SCIENCEPolitical Science Minor - Sec 3 3 4 4 0 2 0 1

PSYCHOLOGYPsychology Minor - Sec 7 5 4 4 3 1 3 0

RELIGIONReligion Major - Sec 2 1 3 4 1 2 1 1

SOCIOLOGY AND SOCIAL WORKSociology Minor - Sec 0 1 3 3 2 0 3 3

SPANISHBilingual Minor - Elem 1 0 0 2 2 2 3 3Bilingual Minor - Sec 2 0 1 0 1 2 0 0Spanish Major - Elem 6 5 8 6 6 5 7 8Spanish Major - Sec 10 5 2 4 1 3 3 4Spanish Major - K-12 4 0 6 3 1 4 2 4Spanish Minor - Elem 5 10 6 8 7 5 2 6Spanish Minor - Sec 2 6 2 3 3 3 1 4

Programs with the highest numbers of education graduates during 2010-2011 were Spanish (26), integrated science (24), mathematics (19), special education (19), and history (17).

Table 5 demonstrates the portability of teacher preparation at Calvin, as graduates obtain teaching positions in public, private, and charter schools located in many different states and countries.

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Table 5 Employment Statistics for Candidates Graduating During 9/1/09 - 8/31/10

Program Major Number Graduated

Number of Responses

Teaching Positions

Teaching Related: Aide, Sub, Graduate School

Other:Non-teachingRelated Employment

ELEMENTARY 59 56 39 70% 13 23% 4 7%Special Ed 15 13 9 69% 4 31% 0 0%Other majors/minors

44 43 30 70% 9 21% 4 9%

SECONDARY Total: 51 50 31 62% 16 32% 3 6%Art 5 5 0 0% 5 100% 0 0%English 11 11 7 64% 2 18% 2 18%History 8 8 4 50% 4 50% 0 0%Math 5 5 4 80% 1 20% 0 0%Music 2 2 0 0% 1 50% 1 50%PE 11 11 8 73% 3 27% 0 0%Sciences 5 5 5 100% 0 0% 0 0%World Lang

4 3 3 100% 0 0% 0 0%

Results by Location:Michigan Other States Outside US

Elementary 16 41% 12 31% 11 28%Secondary 13 42% 13 42% 5 16%Total 29 41% 25 36% 16 23%

Results by School Type:Public Private/Christian Charter

Elementary 6 15% 28 72% 5 13%Secondary 10 32% 18 58% 3 10%Total 16 23% 46 66% 8 11%

Total % of students with teaching positions: 66%Total % of students with teaching positions or positions related to teaching: 93%

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2. Claims and Rationale

Statement of the Proposed Claims

The Education Program has identified the following four claims that grow out of our vision of developing responsive and transformative educators. These claims describe how our program meets the TEAC standards in preparing competent, caring, and qualified teachers.

Graduates of Calvin College’s Teacher Education Program:

1. Are knowledgeable in the liberal arts and in the subject matter for which they are licensed.

Education as a discipline is both integrated into the liberal arts curriculum and focused in subject matter and pedagogical expertise. Thus candidates learn about subject matter in a holistic manner. The educational mission of Calvin College is expressed as a liberal arts education that gives a context for disciplinary studies. The disciplinary studies are specialized areas of knowledge including the intellectual tools, knowledge, and perspectives of the various disciplines. Calvin teacher candidates develop knowledge within the general liberal arts core, the specialized knowledge of education, and the disciplinary knowledge of their majors and minors.This claim relates to TEAC Quality Principle 1.1 Subject matter knowledge: Candidates for the degree must learn and understand the subject matter they will teach.

Note: Assessments and criteria for success are described in Section 3 . Copies of assessment instruments are included in Appendix F.

Evidence: Specific Items:Passing the Michigan Test for Teacher Certification (MTTC) Basic Skills test (reading, math, writing)Passing MTTC tests for any major(s) and/or minor(s)Grades in Education courses(grades of C or better required)

Subject matter content is developed and reinforced in Education courses.

Major, Minor, and Cumulative GPA: 2.5 or above

Cumulative GPA includes Liberal Arts Core courses

Student Teaching Evaluations completed by supervisors and cooperating teachers

1. The teacher candidate is knowledgeable in the relevant content areas.

MDE Exit Survey Entry Level Standards for Michigan Teachers (ELSMT) 1 Liberal Arts BackgroundELSMT 3 Knowledge of Subject Matter

Calvin College Exit Survey and Alumni Survey

1. I am prepared to teach my major subject area(s) at all levels of my certification.2. I am prepared to teach my minor subject area(s) at all levels of my certification.3. I am prepared to teach all subjects in the elementary curriculum (elementary majors only).

Principal Survey 1. Calvin teachers are prepared to teach their assigned subject areas.

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2. Take into account the multiple factors that influence student learning.

Candidates will embrace multiple perspectives on human identity and development. Candidates learn that every human is uniquely individual and will begin to explore how an individual’s identity and development are shaped by a complex interaction of biological, social, cultural, and other ecological variables. Students examine human development with consideration of the contexts of gender, race, ethnicity, socio-economic class, and ability. Candidates examine complexities of developmental, cognitive, neuropsychological, physical, social, emotional, spiritual, moral, and socio-cultural factors that influence learners and the learning environments. This aspect of the knowledge base provides the recognition that inequities in society are at least partly based on socially-constructed group differences arising from power interests, engendering questions of social justice. Informed by this knowledge, the program encourages teacher candidates to grapple with these complex social issues of identity and justice, especially in terms of how they affect the students in classroom. This includes an understanding by the teacher candidates of the diversity of students who populate their classrooms. Candidates become knowledgeable about the diversity of educational contexts, how they themselves are shaped by particular socio-cultural contexts as they learn, and the importance of reflecting upon and responding to the school as a social unit embedded in a particular community and in the larger society.

This claim relates to TEAC Quality Principle 1.2 Pedagogical Knowledge: The program candidates must be able to convert their knowledge of subject matter into compelling lessons that meet the needs of a wide range of pupils and students. Claim 2 also relates to cross-cutting theme 1.4.2 Multicultural Perspectives and Accuracy.

Evidence: Specific Items:Grades in Education courses(grades of C or better required)

Especially: EDUC 202 The Learner in the Educational Context: Development and Diversity and IDIS 205 Societal Structures and Education.


2.1 Is responsive to the developmental and ability factors that influence student learning and classroom climate.2.2 Understands contextual factors, such as culture, race, socioeconomic status, and gender that impact student achievement.2.3 Reflects upon existing educational structures, policies, and issues and is aware of current reform efforts.

MDE Exit Survey ELSMT 2 Organize and Manage LearningProgram Contribution 1


5. The Calvin Teacher Education Program has helped me understand students and their needs.6. The Calvin Teacher Education Program has prepared me to teach students from a variety of economic, racial, and cultural backgrounds.

Principal Survey 3. Calvin teachers understand students and their needs.4. Calvin teachers are prepared to teach students from a variety of economic, racial, and cultural backgrounds.

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3. Create and implement effective and appropriate lessons and assessments that are meaningful for all students.

Candidates are knowledgeable about current and historical pedagogical practices as well as the principles for classroom learning. Drawing upon their knowledge of subject matter, the ways to teach particular content and the multiple factors that influence student learning, candidates work to create active, multidimensional, social learning opportunities. Candidates know how to differentiate instruction in order to meet individual needs and how to design lessons according to the principles of Universal Design for Learning to make learning accessible for all students. Candidates learn about current assessment issues and assess student learning in varied, multiple, and authentic ways. Candidates use assessment results to adjust future instructional plans. They come to recognize the empowering nature of self-assessment and encourage their students' self-assessment and monitoring. Candidates learn how schools record and track assessment results and how teachers can use assessment results to aid student learning. Candidates recognize the complexities of building on the strengths, needs and interests of all students and seek to build a classroom learning community.

This claim relates to TEAC Quality Principle 1.2 Pedagogical Knowledge: The program candidates must be able to convert their knowledge of subject matter into compelling lessons that meet the needs of a wide range of pupils and students.


Especially: EDUC 302 Curriculum and Instruction for Diverse Learners, EDUC 303 Practicum, EDUC 345 Directed Teaching: Elementary or EDUC 346 Directed Teaching: Secondary


3.1 Translates standards and curriculum into appropriate goals and plans.3.2 Creates daily goals and plans that take into account students’ diverse abilities and developmental levels as well as culture, race, socioeconomic status, and gender.3.3 Uses a variety of instructional approaches and teaching strategies.3.4 Adjusts and revises instruction based on student responses and needs.3.5 Makes good use of a variety of instructional resources.3.6 Integrates information technology appropriately into instruction and assessment.3.8 Uses a variety of assessment procedures, both formal and informal, formative and summative, to evaluate teaching and learning.

MDE Exit Survey Literacy EfficacyELSMT 4 Organizing the Classroom EnvironmentELSMT 5 Management of LearningElementary PedagogySecondary Pedagogy, Special Ed PedagogyK-12 PedagogyProgram Contribution 1


7. The Calvin Teacher Education Program has prepared me to teach students with a wide range of cognitive (e.g., impaired, typical, & gifted) and physical abilities (e.g., impaired vs. unimpaired).8. The Calvin Teacher Education Program has prepared me to create effective, interesting, and relevant instruction.

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9. The Calvin Teacher Education Program has prepared me to create effective and meaningful assessments.10. Calvin has helped me develop the skills within my subject (e.g., drawing, writing, scientific inquiry, technical skills, athletic abilities, singing, etc.) to be an effective teacher.11. Calvin has helped me develop effective pedagogical strategies within the content areas that I will be certified to teach.

Principal Survey 5. Calvin teachers are prepared to teach students with a wide range of cognitive (e.g., impaired, typical, & gifted) and physical abilities (e.g., impaired vs. unimpaired).6. Calvin teachers are prepared to create effective, interesting, and relevant instruction.7. Calvin teachers are prepared to create effective and meaningful assessments.8. Calvin teachers possess the appropriate skills (e.g., drawing, writing, scientific inquiry, technical skills, athletic abilities, singing, etc.) to teach effectively.9. Calvin teachers use effective pedagogical strategies.

4. Demonstrate professionalism and care for students.

Candidates approach their work with professionalism, demonstrating integrity and care for their students. They know how to create safe learning environments for their students. In creating these special communities of learners, candidates model for their students a joy of learning; they help them appreciate their own identity as learners; and they are particularly mindful of peer relationships and students’ personal aspirations.

Candidates learn how to work in a collegial manner with peers. In doing so, they build trust with their peers and with the broader school community. They share their vision for teaching and learning. And they work toward shared problem-solving and conflict resolution, celebrating peers’ effort and success.

This claim relates to TEAC Quality Principle 1.3 Caring Teaching Skill: The program candidates must be able to teach effectively in a caring way and to act as knowledgeable professionals.


Especially: EDUC 302 Curriculum and Instruction for Diverse Learners, EDUC 303 Practicum, EDUC 345 Directed Teaching: Elementary or EDUC 346 Directed Teaching: Secondary


4.1.1 Communicates appropriately in speaking, writing, and listening with students from diverse groups.4.1.2 Communicates appropriately in speaking, writing, and listening with parents and guardians from diverse groups.4.1.3 Demonstrates appropriate communication skills in speaking, writing, and listening with other professionals from diverse groups.4.1.4 Demonstrates the ability to compromise and problem solve.4.1.5 Demonstrates ability to use technology to effectively support reporting and communication.4.2.1 Exhibits moral and ethical behavior.4.2.2 Approaches teaching with enthusiasm, energy, and initiative.4.2.3 Completes all tasks in a high quality manner.

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4.2.4 Manages the time demands and other stresses of teaching effectively.4.2.5 Identifies strengths and weaknesses of his/her own professional practice based on critical reflection.4.2.6 Receives feedback from students, parents, and colleagues and adapts performance appropriately.4.2.7 Transfers new understandings appropriately to personal teaching practices.4.2.8 Participates in the professional community of the school and college.4.2.9 Exhibits concern for the wants and needs of others.4.2.10 Demonstrates care for students’ psychological and social well-being.4.3.1 Knows and implements school policies.4.3.2 Creates a positive classroom climate that promotes openness, mutual respect, and caring.4.3.3 Communicates and puts into practice clear expectations for student behavior, which promotes self-discipline and ensures a safe environment for students.4.3.4 Demonstrates flexibility in facilitating routines and transitions and in responding to unexpected occurrences.

MDE Exit Survey ELSMT 5 Working in the School and District EnvironmentELSMT 6Program Contribution 2


12. The Calvin Teacher Education Program prepared me to manage student behavior effectively and appropriately.13. The Calvin Teacher Education Program has helped me understand what behaviors and actions are necessary for a mature, effective, and dedicated teacher.

Principal Survey 10. Calvin teachers are prepared to manage student behavior effectively and appropriately.11. Calvin teachers understand what behaviors and actions are necessary to be mature, effective, and dedicated teachers.

Note: We are determining how to obtain P-12 student learning data to assess this claim and may add this evidence in the future.

Cross-Cutting Themes

Learning How to LearnCalvin College teacher education graduates demonstrate that they are capable of learning information on their own, that they can transfer what they have learned to new situations, and that they have acquired the dispositions and skills of critical reflection that will support lifelong learning in their field (Quality Principle 1.4.1).

As a program firmly embedded in the liberal arts curriculum of Calvin College, the Teacher Education Program mirrors the broad college-wide theme of encouraging students to pursue knowledge and learning. The Expanded Statement of the Mission of Calvin College notes that students are encouraged to be eager learners who “value learning as a gift of God, are curious about creation and culture, and strive to develop individual and communal

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gifts of leadership and service” (p.34). Self-initiative, research, and reflection are taught and encouraged throughout the general education program.

In the Teacher Education Program, students develop knowledgeable and inquiring minds across the liberal arts and within particular subject content areas, with an eye towards translating knowledge for P-12 learners. The college classroom is seen as a community where teacher candidates contribute to the learning of fellow candidates as well as professors. Candidates regularly lead discussions with and give presentations to peers within the college classroom and, most critically, have many opportunities to translate their learning within P-12 contexts. This “learning to learn” together for the purpose of enhancing two broad communities, the college and P-12 classrooms, culminates in the student teaching semester.

As they complete the program, candidates become more independent learners and reflective thinkers who are not dependent on prepared curriculum materials. They know how to continue learning and how to scaffold the learning of their students. Calvin’s lesson plan template encourages candidates to reflect on each lesson they teach and consider how it might be improved in the future. Student teaching also includes a final reflective activity that helps students learn from their experiences in student teaching. Continuing education, graduate school attendance, curriculum development, and other leadership activities in schools provide evidence that the candidates are prepared for and committed to continued learning.

Evidence: Specific Items:Student Teaching Evaluations completed by supervisors and cooperating teachers

4.2.5 Identifies strengths and weaknesses of his/her own professional practice based on critical reflection.4.2.6 Receives feedback from students, parents, and colleagues and adapts performance appropriately.4.2.7 Transfers new understandings appropriately to personal teaching practices.4.2.8 Participates in the professional community of the school and college.

MDE Exit Survey 2605 Use professional development opportunities to improve my teaching.2606 Collaborate with colleagues on professional issues.2608 Take on service roles in the teaching profession (such as curriculum committees and school improvement teams).2803 Participate in teachers’ professional organizations and activities.


Calvin College has provided me with the skills needed to support lifelong learning.Alumni Survey data regarding rates of professional advanced study and leadership roles.

Principal Survey Calvin teachers have the skills needed to support lifelong learning.

Multicultural Perspectives and AccuracyCalvin College teacher education graduates can demonstrate that they have learned accurate and sound information on matters of race, gender, individual differences, and ethnic and cultural perspectives (Quality Principle 1.4.2).

Calvin’s community is committed to seeking, nurturing, and celebrating cultural and ethnic diversity, in obedience to the biblical vision of the kingdom of God formed “‘from every nation, tribe, people, and language’.” Calvin College’s commitment to racial justice, reconciliation, and cross-cultural engagement is integrated within the

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Teacher Education Program and particularly linked to Claim 2 (Take into account the multiple factors that influence student learning).

Inequities in society are at least partly based on group differences, engendering questions of social justice. Informed by this knowledge, the program encourages teacher candidates to grapple with complex social issues of identity and justice, especially in terms of how they affect students. This includes an understanding by the teacher candidate of the diversity of students who populate their classrooms. Furthermore, candidates grow to understand that they, themselves, are influenced by particular socio-cultural contexts as they learn, and these influences are reflected in their decision-making as teachers. The curriculum of Calvin’s Teacher Education Program includes essential knowledge bases for preparation of culturally responsive teachers.

Courses that explicitly address this knowledge base are: EDUC 202 The Learner in the Educational Context: Development and Diversity; EDUC 302-303 Curriculum and Instruction for Diverse Learners and Practicum, IDIS 205 Societal Structures and Education as a Social Enterprise; EDUC 322 (elementary) or EDUC 307 (secondary) Literacy, and EDUC 398, the senior capstone course. Within these courses, all students have experiences with diverse P-12 students, meeting Calvin’s Cross Cultural Engagement core requirement. Education Department placement staff members also use a variety of schools for teacher aiding and student teaching placements (urban, suburban, rural, public, non-public, charter, etc.) to ensure that candidates have experiences teaching diverse students in varied settings.

Calvin’s From Every Nation document articulates a vision as well as goals and strategies for "transforming Calvin into a college that is always vigilant in recognizing racism, always conscientious in promoting reconciliation, and always active in the work of restoring a healthy multicultural community" (FEN, 8).

Expected outcomes for culturally responsive teacher candidates in Calvin’s education program include:

Being responsive to the developmental and ability factors that influence student learning and classroom climate.

Understanding contextual factors such as culture, race, socioeconomic status, and gender that impact student achievement.

Creating daily goals and plans that take into account students' diverse abilities and developmental levels as well as culture, race, socioeconomic status, and gender.

Communicating appropriately in speaking, writing, and listening with students, parents and guardians from diverse groups.


Especially: EDUC 202 The Learner in the Educational Context: Development and Diversity and IDIS 205 Societal Structures and Education.


2.1 Is responsive to the developmental and ability factors that influence student learning and classroom climate.2.2 Understands contextual factors such as culture, race, socioeconomic status, and gender that impact student achievement.3.2 Creates daily goals and plans that take into account students' diverse abilities and developmental levels as well as culture, race, socioeconomic status, and gender.4.1.1 Communicates appropriately in speaking, writing, and listening with students from diverse groups.4.1.2 Communicates appropriately in speaking, writing, and

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http://www.calvin.edu/admin/provost/multicultural/fen/

http://www.calvin.edu/admin/provost/core/chap_6.html#six_2_3_12

listening with parents and guardians from diverse groups.MDE Exit Survey 1805 Organize students from different cultures to interact

positively with each other.1809 Adapt instruction for students learning English as a second language.


The Calvin Teacher Education Program has prepared me to teach students from a variety of economic, racial, and cultural backgrounds.

Principal Survey Calvin teachers are prepared to teach students from a variety of economic, racial, and cultural backgrounds.

Technology Calvin College teacher education graduates can use appropriate technology in carrying out their professional responsibilities (Quality Principle 1.4.3).

Calvin College offers many opportunities for all students to learn about how to use technology in their lives as students and as future teachers. Table B.1 describes the technological tools available to Calvin faculty, staff, and students. All incoming freshmen are required to take IDIS 110 Foundations of Information Technology, which ensures that each student has basic skills in email, word processing, and Internet use as well as specific instruction in using the Calvin Library resources for research. Calvin’s Responsible Use of Technology Policy applies to all students, staff, and faculty members.

Content area and Education professors also utilize a Moodle platform for course communication, which allows students to access course documents, post responses, and read other students’ responses in a discussion board format.

In the Teacher Education Program, we build on the basic skills that students receive in the core curriculum. Education candidates have many and varied opportunities to use technology in their course work and to learn about appropriate technologies in carrying out their professional responsibilities. Throughout the program, all candidates learn to use the following technological tools:

• Excel• Dreamweaver• PowerPoint• Word• Laptops• Scholarly databases (ERIC, etc.)• Wikis• Online discussion board (Moodle)• Clickers• Email

• Internet; online learning• Skype; Wimba• Document camera• Classroom projector • ELMO projector• Eno board• SMART board• Digital video; video camera

We help students see that technology can be a powerful tool for teaching and learning. Students critically examine equity and social issues and evaluate when non-digital tools might contribute better to students’ learning. We study the nature of technology and how the use of such technology is not neutral – it favors and disfavors. In addition, students are required to use collaborative digital tools in their classes, thereby enabling them to collaborate with others across time and distance, building their knowledge of the professional possibilities of digital technologies. The Professional Standards for Michigan Teachers includes eight standards for

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http://www.calvin.edu/it/policies/AUP.pdf

teacher preparation programs with regard to technology. These standards are fully addressed within the Calvin Teacher Education Program.

In the constantly changing field of educational technology, students need to be prepared with basic principles and skills that give them the confidence to continue critically exploring new applications of technology in support of student learning. The technology cross-cutting theme is directly related to the Learning how to Learn theme, because teachers will need to continue adapting to new technologies throughout their careers.

Evidence: Specific Items:Major, Minor, and Cumulative GPA: 2.5 or above (includes liberal arts core)

Especially IDIS 110 Foundations of Information Technology, which is a required core course.


3.6 The candidate integrates information technology appropriately into instruction and assessment.3.7 The candidate helps students use technology in their learning.4.1.5 The candidate demonstrates ability to use technology to effectively support reporting and communication.

MDE Exit Survey ELSMT 7 Use Technology to Maximize Student Learning3101 How much did your Teacher Preparation Institution contribute to your ability to integrate educational technology into classroom instruction?3102 How much did your Teacher Preparation Institution contribute to your ability to support students’ use of technology to demonstrate conceptual understanding?


The Calvin Teacher Education Program has prepared me to use technology to enhance student learning.

Principal Survey Calvin teachers are prepared to use technology to enhance student learning.

Principled PerspectiveProgram graduates can articulate how their principled perspective (faith, worldview) impacts the way they think about education and the way they teach and learn. This additional cross-cutting theme has been added to reflect the focus on faith and worldview evident throughout all program courses.

A principled perspective (faith, worldview) is a set of answers to big questions that act as a moral compass for life; an orienting guide for thought and action, including teaching and learning. A principled perspective is an ethical vision about a good society and what derails it from that path; what makes each human have intrinsic worth and what constitutes violations of such dignity; what would make society and earth sustainable and what interests might undermine this; what constitutes knowledge and who develops it. Drawing from a variety of sources, including their liberal arts core, specialized disciplinary knowledge, and the discipline of education, candidates develop informed, thoughtful, broad, personal perspectives (worldviews, ethical visions) that guide their understanding of education, including teaching and learning. Candidates develop principled understandings about education’s connection to society, including normative purposes of schools and their proper relation to society, the rightful role of education in enhancing social flourishing and earth’s sustainability, and the proper place of disciplinary or interdisciplinary knowledge in schools.


Especially IDIS 205 Societal Structures and Education and EDUC 398 Integrative Seminar: Intellectual Foundations of Education. The EDUC 398 Integrative Seminar requires each candidate to write a

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Philosophy of Education paper that meets the following criteria: states the candidate’s own ideas and positions, develops a specific set of philosophical ideas about human

beings, society, and sustainability, addresses structural social issues within the context of

social justice, and argues for an explicit purpose of education, including an

articulation of a normative relationship between school and society.

MDE Exit Survey 2603 Behave ethically in the variety of situations I will face as a teacher.


14. Calvin has helped me develop a Christian perspective on teaching and learning.15. Calvin has helped me develop an ethical vision for a just educational system.

Principal Survey 12. Calvin teachers demonstrate a Christian perspective on teaching and learning.13. Calvin teachers possess an ethical vision for a just educational system.

Rationale

We chose a number of varied assessments that include input from a variety of stakeholders, such as students, alumni, college faculty, and school principals. These assessments originate from the college and the Michigan Department of Education, and together, provide a comprehensive evaluation of the Calvin Teacher Education Program.

3. Method of Assessment

We intend to test our claims and cross-cutting themes by gathering data from a set of assessments.

Sampling Procedures

Because our claims are about our graduates, all those who complete our program will be included in our sample each year. This will provide the broadest picture of our program possible and allow us to test reliability and validity of our assessment measures across the multiple variables. We will include demographic information about graduates, including ethnicity, gender, and region of origin.

Assessments, Reliability and Validity, and Criteria for Success

The planned measurements are designed to provide information about the four claims and further description of those claims. For example, the Student Teaching Evaluation has four sections, one for each of the claims, and each of those sections addresses the content found in the expanded description of the claims. All instruments and results will be evaluated each year by appropriate faculty and staff members, including the Teacher Education Committee. Cooperating teachers and student teaching supervisors will also be involved in reviewing the assessment instruments on a regular basis.

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All assessments with rubrics completed by multiple evaluators (such as the Student Teaching Evaluation, which is completed by the Cooperating Teacher and College Supervisor) will be analyzed for inter-rater reliability. We understand the challenges faced in achieving a modest level of reliability, but we intend to provide regular training sessions for cooperating teachers and college supervisors focused on scoring final evaluations. We also intend to report the reliability of our program evaluation survey instruments across the multiple groups who complete them.

Michigan Test for Teacher CertificationThe Michigan Department of Education requires all teacher education candidates to pass the appropriate sections of the Michigan Test for Teacher Certification (MTTC). Candidates are required to pass the Basic Skills tests (reading, math, writing) as well as tests for any major(s) and/or minor(s). Candidates must pass the MTTC in their major and minor subject areas in order to be certified to teach those subjects. A candidate who fails a test may re-take it as many times as needed.

MTTC tests are designed to be criterion-referenced and objective-based. The subject-area tests comprise multiple-choice questions, except for the world language tests, which comprise both multiple-choice questions and two or more constructed-response assignments. The Basic Skills test includes multiple-choice questions in the Reading and Mathematics sections and a constructed-response assignment in the Writing section. Calvin teacher education candidates must achieve a passing score on the Basic Skills test before they may be officially admitted to the Program. The subject-area tests are normally completed before the student teaching semester, but must be completed before certification. Courses are aligned with the MTTC Test Objectives in order to assure that candidates are well-prepared to pass the tests. The MTTC tests evaluate the knowledge covered in program courses, which are aligned with both the State Standards and MTTC Test Objectives, leading to content validity.

The Evaluations Systems Group of Pearson develops the test in collaboration with Michigan teachers and teacher educators. NES claims the following regarding test creation and validation (from http://www.mttc.nesinc.com/MI16_overview.asp ):

The tests are criterion referenced and objective based. Criterion-referenced multiple-choice tests are designed to measure a candidate's knowledge and skills in relation to an established standard of performance (a criterion) rather than in relation to the performance of other candidates. The tests are designed to help identify those candidates who have the level of knowledge required to perform satisfactorily as entry-level teachers in their fields of specialization.

The test objectives were prepared jointly by the Evaluation Systems group of Pearson and Michigan educators based on Michigan curriculum guides, textbooks, and teacher preparation and certification standards. A content validation survey was conducted in each field of teaching, using a random sample of practicing Michigan educators and teacher educators. Each survey participant reviewed the objectives in his or her field to ensure that those selected for testing were important to the job and were used in Michigan classrooms. Test questions were matched to the objectives and verified as valid for testing by Michigan educators.

Certification information, test objectives, performance cut score information, test dates, etc., are available at: http://www.mttc.nesinc.com/ . Regarding cut scores, the MTTC website describes, “The passing score for each test is established by the MDE and is based on the professional judgments and recommendations of Michigan educators.” Because the cut scores are determined by the MDE, we must use the established cut scores for all MTTC tests (we no longer have access to individuals’ overall scores, only subarea scores). Four to five tests are significantly redeveloped annually with new cut scores. These changes may increase or decrease the pass percentage for content areas with new tests.

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http://www.mttc.nesinc.com/

http://www.mttc.nesinc.com/MI16_overview.asp

We will document the number of tests taken, the number of tests passed compared with the Michigan number of tests taken, and the Michigan number of tests passed. While we do receive all subarea scores, an individual’s overall MTTC score is only provided to us if the candidate fails a test. All documented information will pass through the Teacher Education Committee and the appropriate disciplinary departments.

Achievement target: 85% cumulative pass rate for each MTTC test.

Liberal Arts Core CoursesCalvin teacher education candidates meet the same core competencies and core studies that are required of most Calvin students. The core competencies consist of Written Rhetoric, Information Technology, Rhetoric in Culture, Health and Fitness, and Foreign Language. The core studies are made up of History of the West and the World, Philosophical Foundations, Biblical/Theological Foundations, Persons in Community, Societal Structures in North America, Literature, Global and Historical Studies, Arts, Mathematics, Natural World, and Cross Cultural Engagement. The core does overlap significantly with teacher education content, particularly in the elementary and special education programs. Specific core options for Elementary and Special Education as well as Secondary Education are listed online. Candidates are required to complete at least 27 semester hours of credit with at least a 2.5 overall GPA before beginning the EDUC 302-303 Teacher Aiding semester. Faculty members find that students with a GPA of 2.5 or better have an acceptable grasp of content knowledge.

Achievement target: 100% of candidates earn at least a 2.5 overall GPA before beginning EDUC 302-303 and also before being recommended for teacher certification.

Course GradesCandidates are required to earn grades of C or better in all required Education courses. Regardless of the program they choose - elementary education, secondary education, special education, or early childhood education - teacher education candidates must complete a number of education courses.

Candidates are also required to earn an overall cumulative GPA of at least 2.5 or above and also a GPA of at least 2.5 in each major and minor. The cumulative GPA provides a measure of overall academic achievement. Calvin teacher education candidates choose majors and minors that focus their studies and meet state certification standards. A complete list of those majors and minors is available online: http://www.calvin.edu/academic/education/info/

Calvin’s Grading SystemGrades are designated by letters:A = ExcellentB = GoodC = AverageD = Just PassingF = Failure

Grades have been selected as evidence because they provide the most direct and valid measure of course content knowledge, provided course content and assessments remain stable and consistent among teachers and over time. Consistency in Education Department courses is established and maintained through regular team meetings among faculty teaching various education courses (e.g., EDUC 102, 202, 302/303) and supervising student teachers. Pedagogy courses outside the education department are often taught by one faculty member who can ensure consistency from one year to the next. Furthermore, all education and pedagogy courses have been aligned to standards set by the State of Michigan and/or various accrediting bodies (e.g., National Association of Schools of Music). The course grades that will be included come from courses that are linked to core and specialty competencies as required by the Michigan Department of Education.

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http://www.calvin.edu/academic/education/info/

http://www.calvin.edu/academic/services/advising/core/seced.html

http://www.calvin.edu/academic/services/advising/core/seced.html

http://www.calvin.edu/academic/services/advising/core/eled.html

Candidates’ grades are trustworthy to measure achievement since qualified faculty, who are experts in their fields; design the curriculum and assign grades based on mastery of course materials by the candidate.While grades are not a perfect measure, they serve as an indicator of the candidates’ success in accomplishing the objectives set out in the course syllabus. Grades assigned by qualified faculty and based on candidates’ demonstrated mastery of course material are a trustworthy measure of achievement.

To increase reliability, we will look for evidence that grades: 1) across different semesters are stable in a random sample of professors; and 2) show stability between the first half and second half of the program for a random selection of candidates.

Achievement target: 100% of candidates earn a 2.5 cumulative GPA as well as a 2.5 GPA in each major and minor at three points: 1) admission to the Teacher Education Program, 2) admission to student teaching, and 3) recommendation for teacher certification. Also, 100% of candidates will earn a C or better in all Education courses before being recommended for teacher certification.

Student Teaching Evaluations At the midterm and end of the directed teaching semester, all students are evaluated by college supervisors and cooperating teachers using the Student Teaching Evaluation Form.

Teacher Education Program faculty members and student teaching supervisors, in consultation with practicing K-12 teachers, recently revised this instrument in order to clarify language and establish items that measure relevant aspects of student teacher quality. We have aligned items on this instrument with our claims and themes in order to make it a valid assessment of the program. We are also working to establish reliability on an ongoing basis by holding meetings with cooperating teachers that include training on completing this evaluation. During these sessions, members of the faculty clarify terminology, define each rating category in order to increase inter-rater reliability, and answer questions from cooperating teachers.

Achievement target: At least 85% of candidates are evaluated as “met” or “exceeded” expectations on each evaluation item, by both supervisors and cooperating teachers. While there is not an official minimum acceptable level on an individual basis, the ratings and comments inform decisions about whether each candidate has successfully completed the student teaching semester and may be recommended for teacher certification.

The 85% target will demonstrate that a strong majority of students are meeting or exceeding expectations in each area. This target serves as an attainable goal, while also clearly indicating areas in need of improvement which may warrant deeper investigation. The Teacher Education Committee and Assessment Subcommittee will examine those areas and determine a course of action.

Michigan Department of Education Student Teacher SurveySince 2005, the MDE has required all student teachers in the state to complete an online survey. The survey evaluates student teachers’ preparation in the areas described in the Entry Level Standards for Michigan teachers, which has since been revised and renamed the Professional Standards for Michigan Teachers (PSMT). Survey items are grouped into 13 categories corresponding to the state standards. The MDE survey and Calvin’s surveys (described in the next section) are conducted anonymously in order to encourage free expression of respondents’ views about the Program.

The Calvin Education Program faculty members find the information gathered from the MDE survey to be valid and useful. The survey provides data on the MDE standards for education programs standards around which the Calvin Education Program courses and field experiences are constructed. The data gathered from the MDE survey

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http://www.michigan.gov/documents/mde/SBE_approved_PSMT_May_13_2008+coverpg_258601_7.doc

http://www.calvin.edu/academic/education/forms/evals/

provides an additional reference point with respect to the Education Program claims. Comparing the MDE data with the data from Calvin's assessment instruments will provide triangulation.

The Michigan Department of Education considers the survey responses and completion rates when assigning Teacher Preparation Institution Performance Scores, in response to the Higher Education Act. Michigan institutions are categorized as exemplary, satisfactory, at-risk, or low-performing. Calvin College has been consistently assigned the “Exemplary” performance status.

Achievement target: At least 85% of candidates select “Mostly Agree” or “Strongly Agree” on each evaluation item. The 85% target will demonstrate that a strong majority of students are satisfied or very satisfied with their preparation in each area. Items that fall below 85% may indicate areas in need of improvement.

Exit, Alumni, and Principal SurveysAll students complete an extensive exit survey during the final few weeks of their programs. The Principal survey and Alumni Survey are sent electronically to recent graduates and their principals once every three years. Questions are identical or similar on all three surveys. Survey instruments are included in Appendix F .

These surveys were selected as evidence because they directly ask students, principals, and alumni to evaluate the four claims and cross-cutting themes of TEAC and the Calvin Teacher Education Program. We established content validity by writing questions directly related to our four claims and cross-cutting themes. This process involved reviews and revisions of the initial draft by the Teacher Education Committees and Assessment Subcommittee. Data will be triangulated by comparing the means and percent of agreement on 15 questions that appeared on the exit survey, principal survey, and alumni survey (which will be administered in 2013).

Achievement target: At least 85% of respondents choose “Somewhat Agree,” “Agree,” or “Strongly Agree” on each survey item. Data is aggregated and individual results are not analyzed in order to protect anonymity. We believe the 85% target for the surveys can be interpreted as a strong majority of the students are satisfied or very satisfied with the program provided for their preparation to become teachers. The assessment committee will examine items that fall below 85% as well as those items that, though above 85%, receive the lowest ratings.

4. Results

Reliability and Validity of the Assessments

We anticipate the measures of our claims and over-arching themes to be stable over time and remain consistent. We have carefully designed and chosen our assessment tools so that they will remain valid from one year to the next. We are also confident that the state of Michigan will continue to test basic skills and content knowledge through the MTTC tests and measure program satisfaction through their own student teacher survey. In establishing reliability and validity, we have already measured statistical convergence and triangulation. Both the student teacher and principal exit surveys, for example, attained a reliability coefficient within three points of one another (student teacher, α = .89; principal, α = .93). We will continue to triangulate data by comparing our various assessments (e.g., grades and MTTC tests; student teacher and principal surveys).

An analysis of the 2011-2012 (fall/spring) student teacher exit surveys (N = 115) and principal surveys (N = 39) indicated a moderate Pearson correlation of .63 on these survey items. Finally, we aligned individual questions on the MDE student teacher survey with our claims and overarching themes and compared the average percent agreement on these questions with the average percent of agreement on questions relating to the claims and themes on our student teacher and principal surveys. Data indicated that the average percent of agreement rose

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above 80% for every claim and cross-cutting theme (with the exception of technology) on all three surveys. This indicates that each of these assessments provided a valid measure of our claims and themes. We established statistical reliability on the student teacher and principal surveys using Cronbach’s alpha. Data indicated a reliability of .89 on the student teacher exit survey (omitting question 3 intended for elementary majors only) and .93 on the principal survey.

The Michigan Department of Education has reported reliability scores for the MDE Student Teacher Survey ranging from .67 to .93 for each category of questions. Survey reliability and validity are also supported by the facts that the survey was created by experts in the field of education and that it has been completed by thousands of student teachers across Michigan since 2005.


Grade Point AveragesThe average cumulative GPA of students admitted to the Teacher Education Program during Fall 2011 was 3.35. The average cumulative GPA of 2010-2011 program completers was 3.45. These averages are well above the required cumulative 2.5 GPA.

Michigan Test for Teacher CertificationMichigan Test for Teacher Certification (MTTC) test results are provided by the Michigan Department of Education. Table 6 shows the most recent three-year results for all examinees statewide, followed by Calvin College’s examinees. The statewide results are helpful as a point of comparison. Where both Calvin’s and the statewide pass rates are low, we may interpret there to be possible problems with the test or the cut score. Test results indicate that Calvin’s cumulative pass rates are equal to or higher than the statewide pass rates in nearly all subject areas that Calvin offers. Calvin students enjoyed a 100% cumulative pass rate on 26 of the 36 tests listed. Pass rates for German and Social Studies are below the state average. Calvin’s chosen criterion of success is an 85% cumulative pass rate for each test. During 2007-2010, Calvin’s cumulative pass rates were 85% or better for all tests except:

German 6 candidates 50% pass rateSocial Studies 20 candidates 70% pass rateIntegrated Science (Elem) 54 candidates 78% pass rate

When pass rates fall below 85%, faculty advisors from the appropriate departments are consulted to plan how the pass rates might be improved. MTTC subarea score results are examined to identify any objectives that may need additional attention within the required courses.

Table 6 MTTC Cumulative Pass Rates 2007-2010N = Number of eligible test takers who took an MTTC test for the first time during September 2007-August 2010N Pass = Number of eligible test takers who passed the test after one or more attempts% Pass = Percentage of eligible test takers who passed the test after one or more attempts

Calvin College All Eligible Examinees Statewide

Test N N Pass % Pass N N Pass % Pass002 English 38 37 97.4 2458 2182 88.8004 Speech 6 6 100.0 307 264 86.0007 Economics 2 2 100.0 105 80 76.2008 Geography 4 4 100.0 266 234 88.0009 History 45 44 97.8 1870 1641 87.8

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010 Political Science 4 4 100.0 385 328 85.2011 Psychology 7 7 100.0 444 388 87.4012 Sociology 5 5 100.0 114 99 86.8016 Science 3 3 100.0 199 151 75.9017 Biology 13 13 100.0 558 476 85.3018 Chemistry 6 6 100.0 355 299 84.2019 Physics 4 4 100.0 182 169 92.9020 Earth/Space Science 4 4 100.0 248 158 63.7022 Mathematics (Secondary) 30 30 100.0 1139 1077 94.6023 French 5 5 100.0 117 83 70.9024 German 6 3 50.0 68 53 77.9028 Spanish 50 50 100.0 631 570 90.3039 Music Education 1 1 100.0 355 333 93.8043 Health 54 54 100.0 593 563 94.9044 Physical Education 40 40 100.0 922 834 90.5050 Computer Science 2 2 100.0 59 53 89.8053 Fine Arts 8 7 87.5 90 63 70.0056 Cognitive Impairment 42 38 90.5 1192 1074 90.1063 Learning Disabilities 11 11 100.0 1352 1294 95.7070 Bilingual Ed: Spanish 5 5 100.0 36 32 88.9075 Bilingual Education (this test has replaced test #70) 3 3 100.0 20 20 100.0

082 Early Childhood Education 8 8 100.0 2071 2010 97.1083 Elementary Education 178 177 99.4 8350 8190 98.1084 Social Studies 20 14 70.0 3006 2220 73.9086 English as a Second Language 16 15 93.8 443 423 95.5089 Mathematics (Elementary) 46 46 100.0 1920 1690 88.0090 Language Arts (Elementary) 67 63 94.0 2873 2316 80.6093 Integrated Science (Elem) 54 42 77.8 1484 1098 74.0094 Integrated Science (Sec) 11 11 100.0 241 212 88.0095 Visual Arts Education 15 15 100.0 480 461 96.0099 Music 10 10 100.0 246 243 98.8All Tests (excluding Basic Skills) 823 789 95.9 35179 31381 89.2

Table 7 MDE Exit Survey Summary, Fall 2010 – Spring 2011

This MDE Exit Survey is based on the Entry Level Standards for Michigan Teachers (ELSMT). The Entry Level Standards for Michigan Teachers have been revised and are now known as the Professional Standards for Michigan Teachers (PSMT). Surveys reflecting the PSMT are being used as of Fall 2011.

Exit Survey Item n Percentage of Calvin College Candidates Selecting “Mostly Agree” or “Strongly Agree”

Literacy Factors 115 94%ELSMT 1 – Liberal Arts Background 115 97%ELSMT 2 – Commitment to Student Learning and Achievement

115 88%

ELSMT 3 – Knowledge of Subject Matter and Pedagogy 115 98%ELSMT 4 – Manage and Monitor Student Learning 115 98%

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ELSMT 5 – Organize Teaching Practices and Learn from Experiences

115 94%

ELSMT 6 – Commitment and Willingness to Participate in Learning Communities

115 93%

ELSMT 7 – Use Information Age Learning and Technology Operations and Concepts to Enhance Learning and Productivity

11593%

Elementary Pedagogy (K-5 All Subjects) 45 93%Secondary Pedagogy (6-12 Major/Minor) 36 98%Special Education Pedagogy 17 91%K-12 Pedagogy (Music, Physical Education, or Art) 12 96%Program Contribution 1 – Preparedness for In-Classroom Activity

115 95%

Program Contribution 2 – Preparedness for Beyond-Classroom Activity

115 91%

5. Discussion and Plan

The following steps will be taken to collect, process, and use data for evidence-driven program improvement:1. Data regarding candidate performance, faculty performance, program performance, and unit operations will

be collected at appropriate points throughout the academic year and stored electronically. Data from each instrument is stored and compiled separately, and we have access to individual evidence should we choose to query the achievements of any individual or group. Data will be aggregated and compiled at the end of each academic year. The Dean of Education and Certification and Assessment Coordinator (with support from Information Technology Services and Academic Services) are responsible for this collection, aggregation, and compilation process. The validity and reliability of each assessment instrument will be reported where appropriate, including suggestions for improving reliability where it is lacking. After collecting multiple years of data we will look for evidence of stability and consistency of the instruments, particularly the rubrics and surveys.

2. Each summer, the Assessment Subcommittee will compile and analyze all assessment data from the previous school year and report to the Teacher Education Committee (TEC) the following fall semester.

3. TEC will examine the previous year’s data during each fall semester. TEC will prepare a summary report that will include:

a. A summary of candidate, faculty, program, and unit operations data.b. A description of program strengths and growth areas with a particular focus on alignment of the

current curriculum with standards, the efficacy of the different programs in guiding candidates in meeting the standards, and the effectiveness of program structures and support systems.

c. Evaluation and survey comments used as secondary sources to investigate trends observed in numerical data.

d. An analysis of progress in meeting program improvement goals from the prior academic year.e. New program improvement goals and a plan for implementing those goals.

4. Major/minor departments, the Elementary and Secondary Advisory Committees, and the Education Department will be asked to respond to the summary report and provide feedback on program improvement goals and implementation plans proposed by TEC including additions, deletions, and suggestions for accomplishing the goals.

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5. Data will be triangulated by examining the relationship of the data collected for each of the claims. For example, data linked to Claim 1 (MTTC pass rates, course grades, student teaching evaluation questions related to content knowledge, and the three surveys’ sections related to content preparation) will be reported in summary tables and graphs. Such comparison should indicate strengths and weaknesses in the program as well as areas for which we have inconsistent data. Because these data exist in differing formats, they will be reported as descriptive statistics and will not be analyzed for statistical significance. Indications of instrument instability will also be examined using descriptive statistics.

6. Conclusion

The valuable, inquiry-driven process of preparing this proposal has demonstrated that Calvin College’s Undergraduate Teacher Education Program prepares competent, caring, and qualified professional educators, while highlighting areas for possible improvement. Faculty members look forward to improving and updating program processes, policies, and course content in response to pilot data and the Internal Audit. Program faculty members are also undertaking initiatives to improve the Candidate Support System, the Education Unit governance structure, the recruitment of AHANA students to the Teacher Education Program, and the training provided to cooperating teachers and supervisors in order to increase the reliability and validity of the student teaching evaluation form. The TEAC accreditation process promises to play a vital role in carrying out the Program’s mission of Developing Responsive and Transformative Educators.

Program faculty members request that the Teacher Education Accreditation Council consider Calvin College as a candidate for full initial accreditation.

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7. References

Abowitz, K.K. & Higgins, C. (2011). What makes a public school public? A framework for evaluating the civic substance of schooling. Educational Theory, 61(4), 365-380.

Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York, NY: Basic Books.

Carter, P.L. (2005). Keepin’ it real: School success beyond black and white. New York, NY: Oxford University Press.

Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY: The New Press.

Earl, L. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press, Inc.

Hurn, C. J. (1978). The limits and possibilities of schooling: An introduction to the sociology of education. Boston,MA: Allyn and Bacon, Inc.

Kozol, J. (1996). Amazing grace: The lives of children and the conscience of a nation. New York, NY: Perennial.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.

Levine, M. (2002). A mind at a time. New York, NY: Simon and Schuster.

Noddings, N. (2003). Caring: A feminine approach to ethics and moral education. (2nd ed.). Berkeley, CA: University of California Press.

Oakes, J., & Lipton, M. (2007). Teaching to change the world (3rd ed.). New York, NY: McGraw-Hill.

Palmer, P. (1998). The courage to teach. San Francisco, CA: Jossey-Bass.

Rothenberg, P. S. (Ed.). (2010). Race, class, and gender in the United States: An integrated study (8th ed.). New York, NY: Worth Publishers.

Stronks, J., & Stronks, G. (1999). Christian teachers in public schools. Grand Rapids, MI: Baker.

Taylor, L. & Whittaker, C. (2009). Bridging multiple worlds: Case studies of diverse educational communities (2nd ed.). Boston, MA: Allyn and Bacon.

Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd ed.). Alexandria, VA: ASCD.

Universal Design for Learning http://cast.org/ .

Woolfolk, A. (2010). Educational psychology (11th ed.). Upper Saddle River, NJ: Merrill.

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Wolterstorff, N. (2007). Justice: Rights and wrongs. Princeton, NJ: Princeton University Press.

Wolterstorff, N. (1983). Until justice and peace embrace. Grand Rapids, MI: William B. Eerdmans Publishing Company.

8. Appendices

Appendix A - Internal Audit Report

The Internal Audit for Calvin’s Teacher Education Program was completed by Dr. Jim Rooks, Dean of Education, and Shari Brouwer, Certification and Assessment Coordinator, with assistance from Patricia Rinard and Gwen Buteyn, Administrative Assistants.

Figure 1 portrays the layers of the Quality Control System in a schematic. The most important aspect is the quality of student learning. Student learning is supported and influenced by the quality of the faculty and the features and resources of the overall program.

The Internal Audit was completed in two phases:

1) An audit of individual candidates to determine if they successfully met program requirements and if their progress was documented appropriately. 2) An evaluation of faculty quality and overall program quality by completing probes for each area listed in Figure 1.

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Figure 1 Quality Control System

In order to audit teacher candidates’ progress, 30 active candidate files during 2010-2012 were randomly selected, representing candidates at different stages in the program and completing different program options. Thirty candidates is a sufficient sample to gauge how well the Quality Control System is functioning. The number selected from each program is proportionate to the overall number of students currently enrolled in each program. From the list of active students, every 27th name was selected until the following quotas were reached: 16 secondary files, 14 elementary files, one elementary Post-BA candidate, and one secondary Post-BA candidate. It proved helpful to evaluate program completers as well as candidates currently in the program in order to ensure that program requirements are being documented consistently over time.

Results of the Candidate File Audit

Table A.1 is the checklist used to determine if evidence demonstrated that the candidates met each requirement. Each item on the checklist was checked by at least two people for added reliability.

Audit files were divided into four categories:

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Overall Program Quality: TEAC and State Approval

Governance StructureCurriculum

Fiscal and AdministrationFacilities, equipment, and supplies

Faculty Quality:Hiring

Reappointment and TenureMentoring

Scholarly Activities and ResearchCourse Evaluations

Quality of Candidate Learning:

Grading and EvaluationsCandidate Support System

Program AdmissionPermission to Student Teach

Recommended for Certification

A. Candidates who completed one or more Education courses, but have not met all requirements for admission to the program (n=3).

B. Candidates who have met all requirements for admission to the program (n =8).C. Candidates who have met all requirements for student teaching (n =2).D. Candidates who completed the program and met all requirements for the Michigan Teaching Certificate

(n =17).

Table A.1 File Audit Report for Quality of Student Learning

A. Candidates who completed one or more Education courses, but have not met all requirements for admission to the program.

n = 33

B. Prior to Admission to the Teacher Education Program, the candidate:

n = 27

Number of candidates with evidence of

completion:1. Applied to the Teacher Education Program and signed application. 27 100%2. Completed at least 27 semester hours. 27 100%3. Completed EDUC 102 and 202 with a grade of C or higher. 27 100%4. Declared major(s) and minor(s) at the Registrar’s Office. 27 100%5. Was assigned an Education Department advisor. 27 100%6. Was assigned an appropriate advisor for each major and/or minor. 26 96%7. Earned a minimum cumulative GPA of 2.5. 27 100%8. Passed the Michigan Test for Teacher Certification Basic Skills Tests. 27 100%9. Completed an online background check. 25 93%10. Signed the Authority to Search and Release Information form. 26 96%11. If in the Post-BA Program, the candidate also submitted the Post-BA application, two

recommendations, and official transcripts showing a bachelor’s degree with an overall GPA of at least 2.5 from a regionally accredited institution.

2 100%

C. Prior to beginning the student teaching semester, the candidate:

n = 19

Number of candidates with evidence of

completion:12. Completed at least 75 semester hours, including at least 18 in the major or minor

concentration. 19 100%

13. Completed EDUC 302-303 with a C or higher. 19 100%14. Received a positive recommendation from the EDUC 302-303 instructor. 19 100%15. Received a satisfactory evaluation from the EDUC 303 cooperating teacher. 19 100%16. Elementary Education: Completed EDUC 302-303, 305, 309, 322, and 326 with a C or

higher. Completed SCES 312 or 313, MATH 221, MATH 222, MATH 323 (if required), and KIN 223 (or PE 221-222).Special Education: Completed EDUC 310 and 330 with a C or higher. Received positive recommendation from the EDUC 330 instructor.Secondary Education: Completed EDUC 307 and departmental pedagogy courses with a C or higher.

19 100%

17. Earned a minimum cumulative, major, and minor GPA of 2.5. 19 100%18. Received the approval of the Education Department and of the major and minor

department(s). Met all department-specific conditions. 19 100%

19. Completed live scan fingerprinting. 12 63%20. Completed Adult/Child CPR and First Aid classes. 18 95%21. Apply to student teach by December 1st of the year prior to student teaching. 19 100%D. Prior to being recommended for the Michigan Teaching Certificate, the candidate: Number of candidates

with evidence of

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n = 17 completion:22. Passed the Michigan Test for Teacher Certification subject test for each major and minor.

Elementary and Special Education students also need to pass the Elementary Education test.

17 100%

23. Completed EDUC 398 and EDUC 345, 346, and/or 347 with a C or above. Completed the Departmental 359 course (secondary only). 17 100%

24. Received recommendations and satisfactory evaluations from the student teaching college supervisor(s) and cooperating teacher(s). 17 100%

25. Submitted the student teaching timesheet(s) to the Education Department. 17 100%26. If a secondary candidate is completing a non-certifiable minor, the candidate signed the

non-certifiable minor form.None of these candidates

completed a non-certifiable minor.

27. Earned a minimum cumulative, major, minor, and EDUC GPA of 2.5. 17 100%28. Completed all college requirements for a bachelor’s degree. 17 100%29. Completed Calvin’s exit survey. 17 100%30. Completed the State of Michigan exit survey. 17 100%31. If any concern forms were filed, the Candidate Support System was followed: 2 100%32. The following minimum semester hour requirements were met for each subject area

major and minor: Major = 30 Group Major = 36 Minor = 20 Group Minor = 24 17 100%

33. Number of semesters taken to complete the program: 8 semesters = 69 semesters = 8

10 semesters = 111 semesters = 1

B.A. + 4 semesters = 134. All lines met on the Academic Evaluation Report (AER) or Post-BA Counseling Form: 17 100%35. Candidate was recommended for the Michigan Teaching Certificate. 16

Notes about the Audit File Evidence and ProcessNumbered items in this section correspond to the rows in Table A.1.

6. One candidate did not have an advisor assigned for the ESL minor. The Academic Services Associate Directorexplained that this occurred because the ESL advisor was on sabbatical when this person declared the ESL minor. Academic Services staff has run a check to ensure that all education candidates have been assigned an Education Department advisor as well as an advisor from each major and minor department.

9. One Post-BA candidate was missing evidence of the online background check because office staff members have not always consistently required Post-BA applicants to complete it. One candidate was admitted to the program before the online background check was added as a requirement.

10. One candidate was admitted to the program before the release form was added as a requirement.

19. Live scan fingerprinting requirements have varied by semester. Some candidates were fingerprinted following their student teaching placement schools’ procedures and the results were not shared with Calvin. During some semesters, an online background check was accepted in place of fingerprints.

20. While candidates are instructed to complete CPR and first aid training prior to the student teaching semester, this has not been consistently enforced.

22. Candidates passed the MTTC tests for all subjects that were approved for their teaching certificates. Some candidates did not pass all attempted MTTC tests - and then decided not to be certified in those subject areas.

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29. Proof of exit survey completion prior to September, 2011, was obtained from Calvin’s Social Research Center. Since September, 2011, proof of completion has been managed in the Education Department.

31. Concern forms were submitted by program faculty members for two students. One candidate had missed several class sessions and assignments due to health issues. The other candidate submitted one-third of her assignments late. In both cases, the action taken by the Student Support Committee was to notify the Calvin Student Teaching Supervisor of the concerns prior to the student teaching semester. This is consistent with the policies and procedures described in the Candidate Support System. Both candidates successfully completed the student teaching semester, graduated, and were approved for teacher certification.

33. While it is possible to complete the program within four years, most of these candidates attended Calvin for nine semesters or longer. If a candidate does not plan to study teacher education as a freshman student and takes several courses that are not part of the Teacher Education Program, the candidate’s studies may need to be extended beyond the fourth year. The restructuring of the Elementary Education Program in 2010 should increase the number of students able to finish within four years.

34. The Academic Evaluation Report (AER) is a real time document that lists the courses required for graduation. It applies each student's course work to the various requirements of the core, majors, minors, and cognates to show what requirements are completed, are in progress, or have yet to be started. The Post-BA counseling form is an agreement listing only those courses required for teacher certification for the candidate who has already completed an acceptable bachelor’s degree.

35. One candidate met all requirements for teacher certification - but chose not to apply online for the Michigan Teaching Certificate.

Recommendations Program auditors report that, in general, processes and procedures are running smoothly with Education office staff successfully holding all students accountable to the program’s educational and logistical requirements. Auditors have the following recommendations for possible improvements to program requirements and better documentation of evidence:

1. Staff had not been verifying that applicants had completed 27 semester hours (#2). The Program Application has been updated to add a check for the 27 required semester hours.

2. Post-BA processes need to be more consistent with the regular undergraduate program requirements, including all of the same requirements as the regular undergraduate students for admission to the program and student teaching. The Certification and Assessment Coordinator will work with Academic Services to investigate the development of AERs for Post-BA students in order to show GPAs for each major and minor.

3. Staff members have not been confirming that student teaching applicants have completed at least 75 semester hours, including at least 18 in the major or minor concentration (#12). The Field Placement and Student Services Coordinator and the Dean of Education will discuss this requirement and its enforcement.

4. The process of major/minor department approval for student teaching needs to be evaluated (#18). There are many variations in departmental requirements across campus and in consistency in checking that candidates have completed those requirements. While we did find evidence that student teachers’ names are submitted to departments for approval, approval is then assumed unless the department responds with concerns about a specific candidate. This project will be addressed by the Teacher Education Committee.

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5. In regard to live scan fingerprinting (#19), we continue to respond to the various and changing needs of schools, fingerprinting agencies, and our local substitute teaching service. The Field Placement and Student Services Coordinator, the Dean of Education, and the Certification and Assessment Coordinator will determine how to proceed each year. This requirement needs to be consistently enforced for all student teachers.

6. While adult/child CPR and first aid cards are required before the student teaching semester (#20), this also has not been consistently enforced, resulting in several candidates each year who complete the program but are then ineligible for teacher certification because they have not completed this state requirement. The Field Placement and Student Services Coordinator, the Certification and Assessment Coordinator, and the Dean of Education will prepare a policy and procedure to ensure that this requirement is met prior to the student teaching semester.

Faculty Quality and Overall Program Quality

The next phase of the Internal Audit involved probes into the areas of faculty quality and overall program quality. One elementary and one secondary candidate were selected randomly from the 30 student transcripts in order to test if college policies and procedures were followed correctly for all required Education and content pedagogy courses completed by these students. We identified 31 different courses (34 course sections) taught by 22 full-time and 5 part-time faculty members. Probe questions are listed below.

Table A.2 Audit Report for Faculty Quality and Overall Program Quality: College Records

Hiring n Evidence Found1. If full-time, did the faculty member teaching the course follow the hiring

process and new faculty appointment checklist described in the Faculty Handbook?

22 22 100%

2. Was the Dean of Education involved in the hiring process? 27 0 0%Orientation3. If full-time and hired after 1995, did the faculty member attend the Kuiper

Faculty Orientation Seminar?* 19 Yes: 17 (89%)Evidence not found: 2 (11%)

Reappointment4. If full-time and eligible for reappointment, did the faculty member teaching

the course follow the reappointment process and reappointment checklist as described in the Faculty Handbook?*

20 20 100%

5. If full-time and eligible for tenure, were tenure decisions conducted as described in the Faculty Handbook and checklists?* 14 14 100%

6. Was the Dean of Education involved in the reappointment, promotion, and tenure process?* 20 0 0%

Scholarly Activities7. Did the faculty member have a master’s or doctorate in a field related to the

course content? 27 27 100%

8. Has the faculty member participated in the Candidate Support System by submitting concern forms to the Student Support Committee? 27 12 44%

Curriculum9. Was the course approved by the Teacher Education Committee? 31 7 23%10. Was the course approved by Faculty Senate? 31 13 42%11. If applicable, was this course included in the appropriate program application

for state approval? 28 28 100%

Course Evaluations12. Was the college-approved course evaluation process followed for this course 34 26 76%

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section?Facilities, Equipment, and Supplies13. Was the course held in a classroom of appropriate size with adequate

seating?33

Room capacity exceeded enrollment in 33 out of 33 course sections checked. (The 34th section was held off-campus.) 100%

*This requirement applies to full-time faculty members only.

All Unit faculty members were invited to complete a survey reflecting upon their experiences while teaching Education and/or content pedagogy courses during the past two years. Responses were received from 43 faculty members and results are summarized in Table A.3.

Table A.3 Audit Report for Faculty Quality and Overall Program Quality: Unit Faculty Survey

Mentoring Survey Responses14. When hired, was the faculty member assigned a mentor in his or her department?* Yes, mentoring

process was effective: 18 (42%)Yes, mentoring process was ineffective: 10 (23%)No: 13 (30%)Not sure: 2 (5%)

Scholarly Activities15. Did he or she report professional development and scholarly activities (research, grants,

published writings, presentations, etc.) during 2011-2012? 27 63%

Curriculum16. Does the syllabus include a grading scale with a description of how student learning is

evaluated? 43 100%

Course Evaluations17. Did the faculty member receive the course evaluation results? 43 100%Facilities, Equipment, and Supplies18. Was the course held in a classroom of appropriate size with adequate seating? 40 93%19. Did the classroom have adequate lighting, heat, and ventilation? 43 100%20. Did faculty members have access to necessary equipment and supplies during the course? 43 100%

*This requirement has applied to full-time faculty members only.

Faculty QualityNumbered items in this section correspond to the rows in Table A.2 and A.3.

2 and 6. While we know that the Dean of Education has participated in several recent hires and reappointments, the Provost’s Office does not currently keep evidence of this involvement.

3. The Kuiper Seminar ensures that Calvin’s faculty members are well-acquainted with Calvin College’s history, theology, traditions of thought, and place in American higher education. The seminar was added in the 1990’s, and records from the early years were not always available to provide evidence of which faculty members completed it.

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8. Of the 12 faculty members who had submitted Student Concern forms, only three were from outside the Education Department.

12 and 17. Calvin’s course evaluation process relies upon a locally developed paper form. Course evaluation data were not available for 24% of the selected class sections. Directed teaching, off-campus courses, and summer courses are not evaluated. From Spring 2008 – Spring 2011, classes with six or fewer students were not evaluated. Prior to 2008, the faculty members’ courses were only evaluated during the year prior to his or her scheduled reappointment.

14. The college expects that each new full-time faculty member will be assigned a mentor by the appropriate department chairperson. The mentor and new faculty member meet regularly during the first year of employment. The effectiveness of this arrangement has varied due to a variety of circumstances. Ten faculty members found the mentoring process to be ineffective. In these cases, some mentors were too busy to function as effective mentors and/or were very unfamiliar with the content pedagogy course(s) that the new faculty member was expected to teach. Thirteen faculty members were not assigned mentors, either because they were hired before the mentoring process was established or because they are not full-time. Several faculty members described helpful but unofficial mentoring relationships and support from office staff persons and department chairpersons.

15. In the past, only full-time faculty members have been invited to submit scholarly activity reports. Beginning this year, we are also including part-time and adjunct faculty members in this process. Reports are archived online by the Provost’s Office. Scholarly activity reporting is optional, which has made it challenging to obtain a high rate of participation.

16. All respondents report that course syllabi describe how student learning is evaluated. In addition, all Education and content pedagogy course syllabi are being collected and analyzed prior to the site visit.

The following recommendations have been identified to improve the experience of faculty members, leading to enriched quality of student learning:

1. After we have a clear definition for Teacher Education Unit membership, ask the Provost’s Office to maintain documentation that the Dean of Education participated in unit members’ hiring and reappointments (#2, 6).

2. Evaluate the experience of the many part-time and adjunct unit members and the infrastructure available to support them. The Education Department in particular has a high number of part-time faculty members. Should they be assigned mentors (#13)? Could they participate in new faculty orientation and the Kuiper Seminar (#3)?

3. Consider ideas to increase the quality and quantity of concern forms generated by faculty members (#8), especially those outside the Education Department.

4. Should the EDUC 345 and 346 directed teaching classes be evaluated using the course evaluation process (#11) or are these classes being assessed using other means?

5. If a new hire’s department mentor is unfamiliar with the Teacher Education Program, perhaps the Dean of Education should assign an Education Unit mentor in addition to the department mentor (#13)?

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6. Demonstrate how to use the online Faculty Activity Report system during faculty meetings (in addition to sending email reminders) in order to increase the participation rate (#14).

7. Work with the Provost’s Office to generate an annual summary of all faculty activities submitted by Teacher Education Unit members (#14).

These recommendations will be provided to the Teacher Education Committee for consideration.

Course Approvals, Evaluation, and Curriculum9 and 10. All courses in the Teacher Education Program must be approved by the appropriate department, the Teacher Education Committee (the highest governing body for the Teacher Education Unit), the Educational Policy Committee, and the Faculty Senate, which must grant final approval to proposed changes to college policy and curriculum. Detailed descriptions of proposed changes must be provided using the course proposal or program proposal templates. A few program courses have been on the books for many years. While we are confident that all courses were approved, locating physical evidence of their approval would require hours of searching through archived records. Going forward, it will be much easier to document course approvals as all courses approved since 2000 are now stored and maintained electronically in a searchable database.

11. Courses checked were included in the following applications for state approval: Required Elementary and Secondary Reading Courses, Elementary Education, Elementary Integrated Science minor, Elementary Mathematics minor, and Music major. Michigan has not required state approval of the secondary education courses (apart from individual major and minor applications). Unit faculty members ensure that courses and programs address the relevant state standards, as well as the Professional Standards for Michigan Teachers. Documentation on file in the Education Department shows state approval of all certifiable major and minor programs. Courses and programs are evaluated regularly as part of the state approval and national accreditation processes.

Recommendations:

1. Courses that were originally approved over 10 years ago could be reviewed by the Teacher Education Committee or a curriculum team, as course content may have changed since the original approval.

2. The Education Department Program Development and Assessment Committee could keep TEC informed of their work related to Education courses.

3. In preparation for the TEAC audit visit, all Education and content pedagogy course syllabi are being collected so that the content and accuracy may be analyzed.

Facilities, Equipment, and SuppliesFaculty members indicated a high level of satisfaction with the facilities, equipment, and supplies available to support their teaching (#13, 18, 19, 20). All classrooms used during the past two years had adequate lighting, heat, and ventilation, and faculty members had access to necessary equipment and supplies. Three faculty members felt that their classrooms were not of appropriate size. One of these classes has been moved to a larger space and the problem was resolved. The other two professors described crowded conditions and sometimes a lack of enough chairs and tables. Because these were Education courses, their comments will be forwarded to the Education Department Chair for consideration.

One classroom was found to have enrollment higher than the listed room capacity (#12). Upon physical inspection of the room, we found that the listed room capacity was incorrectly low. An accurate count of the work stations was submitted to Academic Services for correction.

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http://www.calvin.edu/admin/comm/epc/Program%20proposal%20template.pdf

http://www.calvin.edu/admin/comm/epc/Program%20proposal%20template.pdf

http://www.calvin.edu/admin/comm/epc/template.htm

TEAC and State ApprovalCalvin College is approved as a teacher preparation institution in the state of Michigan by the Michigan Department of Education. All of Calvin’s Teacher Education Program majors and minors also have state approval and meet the state standards for each subject area. Whenever state standards are revised, the major and/or minor is thoroughly reviewed by the Michigan Department of Education and representatives from peer institutions. Calvin College is also a candidate member in good standing of the Teacher Education Accreditation Council.

ConclusionCalvin’s Quality Control System is functioning well, with overall program and faculty quality supporting the quality of candidate learning. Program faculty and staff members look forward to addressing the inconsistencies which were identified, as well as considering how systems and processes could be improved.

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https://mdoe.state.mi.us/proprep/CollegeInfo.asp?College_ID=6

https://mdoe.state.mi.us/proprep/Colleges.asp

Education DepartmentOther Departments related to Teacher Ed Program

Graduate Studies in Education Group

Appendix B - Capacity

Appendix B provides evidence of the Teacher Education Program’s capacity for program quality (Quality Principle III) and the parity of college support for the Teacher Education Program in comparison with other programs. The Teacher Education Program courses and faculty members are housed in 22 academic departments across the college. The head of the Teacher Education Unit is the Dean of Education. Department Chairs report to the Dean of Education on matters relating to the Teacher Education Program. The current Dean of Education is Dr. Jim Rooks.

Figure 2 Governance of the Calvin College Education Unit

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Education Policy Committee

Teacher Education Committee

Planning & Priorities Committee

http://www.calvin.edu/academic/education/about/faculty/rooks/


An organizational chart for the College showing the place of the Dean of Education in the administrative hierarchy is shown in Figure 3 below:

45

Figure 3 Academic Affairs Division

46

The governing body of the Education Program is the Teacher Education Committee (TEC), which consists of representatives from across the Teacher Education Unit. TEC is listed under Intensive Governance Committees in Figure 4. C.R.C.N.A. refers to the synod of the Christian Reformed Church in North America.

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http://www.crcna.org/pages/synod_description.cfm

Figure 4 Calvin College Governance Structure

While the diagrams laying out the general governance structure of the college and the education program present an accurate overview, there are a number of specific areas that are in need of policy revision.

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Calvin’s Teacher Education Committee has begun this process of reviewing, clarifying, and updating its governance structure and the documents outlining the operations of the Education Program at Calvin. While there is a tacit understanding of the governance structure of the teacher education program which is working fairly well, the current documents and diagrams do not capture how the program now functions. The evolution of the program over the past ten years has rendered the current documents incomplete and out of date.

While all programs require some updating from time to time, what is required right now for Calvin’s Education program is more substantial than that. There are a couple of primary drivers which make this revision more substantive, complex, and necessary: one, to define the place of the graduate program in the overall governance structure of the college (the original vision for multiple graduate programs at Calvin was never realized) and its relationship to the Education department; and two, to clarify how the Undergraduate Education Program is governed as it shares faculty and programs with many different departments across the college.

Actions to Date:

As part of the NCATE accreditation process and visit in 2003, governance documents were created that defined the Education Unit more clearly and gave a clearer role to the head of the Education Unit (then called the Associate Dean of Teacher Education). While these documents clarified some aspects of the governance, they were not complete and were not fully implemented.

To address this situation, in 2007, the Teacher Education Committee struck a committee to clarify the role of the Associate Dean of Teacher Education and define the governance of the Education Unit more clearly. While this committee made progress on clarifying the governance and produced several draft documents, the work of the committee was not completed in part because the Associate Dean of Teacher Education at the time took a position elsewhere, and the college needed to focus energies on creating an accurate job description for the Associate Dean and conduct a national search. At that time, the job title was changed to Dean of Education.

In 2010-2011, the Teacher Education Committee revised and began to update their mandate. This is also still in process, and progress is being made. In the process, it became clear that the development of a more robust Graduate Teacher Education Program presented a number of issues around the ongoing and future governance of the Graduate Education Program.

In 2011-2012, TEC approved an ad hoc committee to undertake a more thorough and comprehensive revision and updating of all aspects of governance of the Education Program, in part to reflect the evolution and growth of the Graduate Program, in part to incorporate the progress made in 2007 on the overall governance of the Education Program, and in part to incorporate the anticipated changes made to the TEC mandate. TEC realized that these multiple fronts needed to proceed in concert, which makes the process somewhat cumbersome and slow.

To date, the committee has produced several documents and has had discussion around these draft documents with the Provost, the Academic Deans, the Teacher Education Committee, the Director of the Graduate Program, the Graduate Education Committee, the Dean of Education, the Education Department, and various department chairs. The feedback from these various groups and persons has been used to clarify and revise the documents. In the fall of 2012, the revised documents will be brought forward for another round of discussions and further input -- with the expectation of finalizing these governance documents and having them passed by the Faculty Senate in the spring of 2013.

The current drafts of these documents will be available to the audit team.

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3.1 Commitment: Program Parity with the Institution

Table B.1 compares the resources of the Teacher Education Program with the institutional norm to determine if resources are proportionately distributed.

Table B.1 Capacity for Quality: A Comparison of Program and Institutional Statistics

Capacity Dimension

Undergraduate Education

Program StatisticsInstitution Statistics (Norm)

Difference Analysis (Analysis of the

differences between the program and the institutional

statistics)3.1.1 Curriculum

Curriculum Standards

Curriculum meets Calvin’s overall standards and requirements, as well as MI State Board of Education Standards.

Curriculum meets Calvin’s overall standards and requirements.

The Education Program curriculum is accountable to both internal and external standards and requirements.

Semester Hours Required for Degree

2009-2010 education program graduates completed an average of 150 semester hours.

2009-2010 non-teaching majors averaged 136 semester hours at graduation.

Education students complete more semester hours on average, due to additional education, pedagogy, and student teaching requirements.

Number of Semester Hours Required for Graduation

At least 124 At least 124 Same

Minimum Required GPA (overall and major/minor)

2.5 2.0Education Program requires a higher

GPA.

3.1.2 FacultyStatistics for 2010-2011 Full-Time Faculty Members:

42 100% 319 100%

13% of all full-time faculty members

are members of the Teacher Education

Unit.Terminal Degree 32 76% 262 82% Education Program

Faculty percentage at each rank is Professors 18 43% 152 48%

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Capacity Dimension





statistics)

roughly equivalent to the institutional norm. Education Program faculty

have a slightly lower

Associate Professors 10 24% 71 22%

Assistant Professors 12 28% 90 28%

Instructors 2 5% 6 2%Tenured 24 57% 196 61%Tenure Track 12 29% 83 26%Term Appointment 6 14% 40 13%

Male 24 57% 211 66% The Education Program has a more balanced proportion

of male/female faculty members

than the institution as a whole.

Female

18 43% 108 34%

White (Non-Hispanic) 42 100% 287 90% The Education

Program has a lower percentage of

faculty members of color than the institution as a

whole.

Minority Ethnicity

0 0% 32 10%

Part-Time Faculty Members

11 21%(Education

Department)

72 18%(College-Wide)

The Education Department

maintains four part-time faculty members to

supervise elementary student teachers and seven

to teach certain program courses.

Each part-time faculty member has a master’s degree or

higher.Average Class Size (2010-2011)

Average class size in Education courses is 17. Average class size campus-wide is 22.

The Education Department has a lower average class size than other departments.

Full-Time 12.8 : 1. 12 : 1 The Education

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Capacity Dimension





statistics)Student to Faculty Ratio(2010 Fall Day 10)

Program has a slightly higher student to faculty ratio than the institutional norm.

Full-time Faculty Workload

Same as institutional norm.

Full-time faculty workload is 21-24 semester hours per academic year.

Same

Faculty Promotion and Tenure

Same as institutional norm.

Expectations for promotion and tenure are the same for all faculty members at Calvin.

Same

Average Salary by Rank(2010-2011)

Instructor=$46,040Assistant=$62,730Associate=$67,540Professor=$75,490

Instructor=$44,891Assistant=$57,680Associate=$65,971Professor=$76,271

Similar (Calvin has an egalitarian faculty pay scale).

3.1.3 FacilitiesOffice Space Same as

institutional norm.Full-time faculty members have individual offices with access to a computer, printer, phone, and multi-function device (printer, fax machine, and scanner).

Same

Classrooms The Education Department is assigned five classrooms(SC 300, 312, 318, 322, and 204).

Classroom space and type is assigned based on size of classes and technical needs. We compared the Education Department’s space with two of Calvin’s other largest departments:

Department Number of students enrolled with a major, Fall 2011

Square footage of classrooms and conference rooms assigned to each department

Business 490 6,015Communication Arts and Sciences

336 10,975

Education 539 3,705

The Education Department has less assigned classroom space than the Business and CAS Departments. This may be explained partly by the fact that Education students take their major/minor and content pedagogy courses in other departments across campus. Also, during the teacher aiding and full-time student teaching semesters, minimal classroom space is needed because candidates are in P-12 schools. Whenever additional space is needed, Education classes can meet in a different building (CP 214).

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Capacity Dimension





statistics)Additional space may become available in the Spoelhof Center building, and the Teacher Education Committee has submitted a request that additional space be allocated to the Education Department.

Technology Same as institutional norm.

Calvin’s classrooms are fitted with integrated web-accessible computers and projection systems so that instructors can easily demonstrate and utilize the full range of electronic resources in their teaching. Classrooms are equipped with web-connected computers, VCRs, CD players, and wall projectors so that instructors employ the full range of electronic media in class.

There is a "smart classroom" team that annually reviews the hardware and software in all technology-equipped teaching spaces. We replace the computers on the same 3-year rotation that we use for employees, and we replace other equipment on an as-needed basis. This process is followed college-wide.

A large computer lab provides access for independent study work, and five smaller labs provide space and equipment that classes can use. All of the dormitories and on-campus apartments contain small labs, and all student rooms are wired for Internet use. Wireless access is spread throughout the campus and can be found in most classrooms. Portable carts with classroom sets of laptops are available for classroom use, and the Audio-Visual Department provides individual laptops, camcorders, projectors, cameras, audio-recorders, and other audio-visual equipment as requested. Electronic response systems, such as clickers, are available for use in classes.

Calvin Information Technology (CIT) has a standard policy of replacing desktop computers every three years. We provide one desktop or laptop for each full-time and most part-time employees. CIT consults with a departmental representative to assure that the necessary software is available for department staff and in computer labs and

Same

53

Capacity Dimension





statistics)classrooms. The same process is used for all academic and administrative departments.

3.1.4 Fiscal and Administrative2010-2011Instructional Budget Per FTE Student

The budget per FTE student taking Education classes is $8,876.

The budget per FTE student not taking Education classes is $10,035.

The cost per student for the education department is 88% of the institutional average because some disciplines (e.g. Chemistry) have additional costs associated with the program. These calculations are based on 1 FTE student = 15 credits.

2010-2011Instructional Budget (including fringe benefits)

$1,372,573 $37,056,410 The Education Department instructional budget comprises 4% of the institutional instructional budget.

2010-2011Traditional Undergraduate FTE Enrollment

578 3812 Education Program enrollment is 15% of the traditional undergraduate FTE enrollment.

2010-2011 Clerical/Administrative Assistance FTE

Administrative Assistance FTE = 3.43

The Education Department’s undergraduate faculty to administrative staff ratio is 2.3 to 1.

The faculty to administrative staff ratio for all academic departments is 5.3 to 1.

The Education Department has a proportionately higher administrative FTE than most departments due to the large number of students in the program, unique requirements of the program (student teaching, certification, accreditation, etc.), and a current

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Capacity Dimension





statistics)shortage of Education faculty members.

3.1.5 Candidate SupportStudent Support Services

In addition to the services listed under Institutional Norm, Education Program students are provided the following additional support and services: TEACH Grant

(if eligible) Curriculum

Center Candidate

Support System

Career Development (organizes a job fair for teachers and maintains credential files for new graduates)

All Calvin students have access to the following support and services: Scholarships and Financial Aid Faculty advisors Broene Counseling Center Tutoring and Academic Assistance Rhetoric Center Audio-Visual Department Hekman Library Computer Labs Service-Learning Center Health Services Career Development

Student support services offered by the Teacher Education Program surpass those provided by the institution as a whole.

Course Evaluation Means

Education Department course evaluation means are compared to the college norm in the next column.

All courses are evaluated by all students each semester using an identical form. Calvin uses a pencil-and-paper, in-class evaluation instrument during the last two weeks of each class. Forms are processed by the Provost’s Office. Each instructor is provided with a report for each of the class sections that he or she taught. Results are also sent to the department chair and academic dean for the program. The dean follows up on any extraordinary complaints. Course evaluation information is consulted during faculty evaluation and tenure decisions.Scale:5 = Excellent4 = Very Good3 = Good2 = Fair

The all-college median is the median average rating of all 821 course sections taught. For example, in “course as a whole,” 50% of all college course sections had a mean evaluation of less than 3.94.The Education Department course means are at or

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http://www.calvin.edu/admin/health/

http://www.calvin.edu/admin/slc/

http://www.calvin.edu/it/core/facilities/itc/

http://library.calvin.edu/

http://www.calvin.edu/admin/av/services.htm

http://www.calvin.edu/academic/rhetoric/

http://www.calvin.edu/academic/services/academic-resources/

http://www.calvin.edu/admin/broene/

http://www.calvin.edu/academic/services/advising/

http://www.calvin.edu/academic/education/info/scholarships.html

http://www.calvin.edu/admin/career/education/





http://www.calvin.edu/admin/irc/cc/


http://www.calvin.edu/finaid/types/teach-grant.html

Capacity Dimension





statistics)1 = Poor

Fall 2011 Course EvaluationsQuestion Education

Department Mean

All-college Median

Course as a whole

3.93 3.94

Teaching methods

4.03 3.90

Enthusiasm 4.64 4.52Organization 4.03 4.06Clarity 4.04 4.04Helpfulness 4.26 4.15Fairness 4.33 4.07Prompt feedback 4.00 4.00Instructor 4.35 4.31

above the all-college medians. Students also take courses in other departments across the college, which are reflected in the all-college median evaluations. Median and mean ratings hover around “4 = Very Good,” indicating a high level of student satisfaction with Education courses and courses offered in other departments.

3.2 Sufficient Capacity for Quality

This section demonstrates that Calvin’s Teacher Education Program has sufficient capacity to support a quality program.

3.2.1 CurriculumThe curriculum is adequate to support a quality program that meets the learning requirements of Quality Principle I. Table B.2 Required Semester Hours

Core Cognates Professional Education

Academic Majors/Minors (Minimum)

Total

Elementary 48 14 36 30 128Secondary 54 0 32 50 136

Candidates complete Calvin’s extensive core courses and professional education courses. Elementary candidates complete five additional cognate courses. Elementary candidates complete one academic major or two minors, while Secondary candidates complete a major and minor or one comprehensive major totaling at least 50 semester hours. All majors and minors have been approved by the Michigan Department of Education and meet or exceed the state’s minimum credit requirements (majors must include at least 30 semester hours, group majors at least 36, minors must include at least 20 semester hours, group minors at least 24). All majors and minors include a subject-specific pedagogy course (with the exception of Sociology and Psychology).

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http://www.calvin.edu/academic/education/info/

Education-related courses and Education major/minor programs must be approved by the appropriate department(s), the Teacher Education Committee, the Educational Policy Committee, and Faculty Senate. The approval process can be laborious, but having multiple committees approve each course and program ensures a high degree of quality control.

3.2.2 FacultyFaculty members associated with the program are qualified for their assigned duties in the program. Table B.1 demonstrates that 76% of full-time faculty members within the Education Program hold terminal degrees in appropriate subjects. Appendix C provides specific details about faculty qualifications and recent accomplishments.

The Education Department has actively pursued persons of color as for open faculty positions through networking and advertising specifically in specialized journals. Recruiting and retaining faculty of color is a challenge for the Education Program as a whole, partially due to Calvin’s requirement that faculty members must join Christian Reformed churches and enroll their children in Christian K-12 schools.

The Education Department is currently understaffed in full-time faculty positions. The understaffing is not the result of not being given the opportunity by the administration to advertise positions, nor is it the result of the department not searching for faculty. On the contrary, the department has done a search nearly every year for the past 13 years. It is a challenge to find qualified candidates—with a PhD, relevant K-12 teaching experience, excellent teaching ability, a clear research agenda, and a commitment to the faculty membership requirements.

3.2.3 FacilitiesTeacher education faculty members have access to the same resources as other faculty members and the Education Department is equitably resourced according to college standards. The college in general has excellent facilities, including library and technology resources. Education faculty members have access to classrooms with up-to-date technology.

The Education Department is located in the Spoelhof Center Building. Office space is adequate for the current number of staff and faculty members. Although facilities are adequate to support a quality program, we do have hopes for improvements in future years. We do not have sufficient classroom space for all Education courses, causing some of them to meet in the Chapel basement and Gezon Lower Lobby. We also could use a space for our students to gather. Our students do not have a strong sense of identity with the education program. This sense is not helped by the lack of any physical space that these students can congregate in as “theirs.” An Education Student lounge would benefit Education students and faculty.

3.2.4 Fiscal and AdministrativeFiscal and administrative resources are sufficient to support the mission of the program. Because the Teacher Education Program includes multiple departments, there is no single budget to examine. The Independent Auditors’ Report demonstrates that Calvin’s financial condition is sound. The accounting policies, procedures, and internal controls of Calvin College have been developed in accordance with generally accepted accounting principles (GAAP). Internal controls are guided by the controller of the college, who is primarily responsible for accounting policies and procedures and is required to possess certified public accountant (CPA) licensure.

Faculty and staff salary/wage budgets use a uniform salary scale across all disciplines. Certain costs such as travel are based on FTE employees. Other costs such as general supplies are budgeted based on a) overall budget parameters defined by the President's Cabinet and Planning and Priorities Committee, b) requests submitted by the Department Chair, and c) evaluation by the Academic Dean and Provost.

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http://www.calvin.edu/academic/education/accreditation/teac/misc/opinion.pdf


http://www.calvin.edu/admin/provost/facdocs/fac-requirements.htm

Teacher Education Program faculty members have been awarded over $1,000,000 through Title II Improving Teacher Quality Grants since 2003. These grants have supported partnerships with a variety of local schools, provided professional development opportunities to veteran literacy, science, and mathematics teachers, and enhanced the field experiences required of students currently in Calvin's Teacher Education Program.

The Education Department is adequately supported by five administrative staff members: Graduate Program Coordinator (full-time) Field Placement and Student Services Coordinator (part-time) Certification and Assessment Coordinator (part-time) Two administrative assistants (part-time)

3.2.5 Student Support ServicesThe Program makes available to candidates sufficient student services. The Education Program Candidate Support System has been designed to assist students who are struggling in their courses and/or field placements. This system has been significantly improved during recent years with an emphasis on identifying concerns earlier in a candidate’s program. The Student Support Committee prepares and implements support plans for candidates with academic, dispositional, and/or behavioral concerns.

The Student Support Committee completed a study in 2012 entitled Improving Student Support Systems in Teacher Education: Analysis and Recommendations. This study used an evidence-based approach to improve the support system for Calvin’s teacher education candidates. The method involved coding statements from student concern forms submitted by faculty members to the Student Support Committee, examining faculty participation in the support process, and analyzing candidates’ grade point averages. The codes (N=22) reported most frequently were (a) completing work, (b) academic ability, (c) attendance, (d) content or pedagogical knowledge, and (e) academic quality. Further analysis resulted in dividing the codes into two classifications – student behaviors (n = 11) and characteristics (n = 11). Few faculty members from outside the Education Department participated in the support process, and candidates receiving concerns held substantially lower GPAs compared to all students in the Teacher Education Program.

The study suggests several possible improvements that could benefit students in need of support, including ideas to increase the quality and quantity of concern forms generated by faculty members, identifying and evaluating important dispositions, requiring additional candidate involvement in the support process, better monitoring of suggested interventions, and perhaps raising the minimum GPA requirement.

In addition, students have access to the following support and services: Scholarships and Financial Aid , including the TEACH Grant (if eligible) Faculty Advisors Broene Counseling Center Tutoring and Academic Assistance Accommodations for Students with Disabilities Rhetoric Center Audio-Visual Department Hekman Library Computer Labs Service-Learning Center Health Services Curriculum Center Career Development organizes a job fair for teachers and maintains credential files for new graduates.

3.2.6 Policies and Practices

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http://www.calvin.edu/admin/health/

http://www.calvin.edu/admin/slc/

http://www.calvin.edu/it/core/facilities/itc/

http://library.calvin.edu/

http://www.calvin.edu/admin/av/services.htm

http://www.calvin.edu/academic/rhetoric/

http://www.calvin.edu/academic/services/disability/

http://www.calvin.edu/academic/services/academic-resources/

http://www.calvin.edu/admin/broene/

http://www.calvin.edu/academic/services/advising/

http://www.calvin.edu/finaid/types/teach-grant.html

http://www.calvin.edu/academic/education/info/scholarships.html



The Calvin College Catalog and Teacher Education Program Guidebook include accurate information for candidates in the program, as listed in table B.3.

Candidates are encouraged to evaluate the program and express concerns, grievances, and suggestions. Candidates evaluate each course at the end of each semester. They also complete two exit surveys: Calvin’s exit survey and the Michigan Department of Education Student Teacher Survey. Grievances are addressed according to college policy. Survey comments are provided anonymously and are compiled to provide feedback for program improvement.

Formal complaints about Calvin classes are managed by Academic Services. Tom Steenwyk, Registrar, has confirmed that there have not been any formal complaints about Education courses during the past eight years.

Table B.3 References to Institutional Documents for Each Requirement

TEAC Requirements for Quality Control of Capacity (3.2) Program’s Reference to Documentation for Each Requirement

3.2.1 CurriculumDocument showing credit hours required in the subject matter are tantamount to an academic major

Calvin College Catalog, Teacher Education Program Guidebook

Document showing credit hours required in pedagogical subjects are tantamount to an academic minor

Calvin College Catalog, Teacher Education Program Guidebook

3.2.2 FacultyMajority of the faculty have a terminal degree (major or minor) in the areas of course subjects they teach

Faculty resumes (housed in the Provost’s Office)Calvin College CatalogSee Appendix C

3.2.3 FacilitiesDocuments showing appropriate and adequate resources Department Budgets

See Appendix B3.2.4 Fiscal and AdministrativeDocuments attesting to the financial health of the institution

Audited financial statement demonstrates a clean opinion. Calvin’s composite score from the USDE in its Report on Financial Statements was 2.2 in 2012, which is above the 1.5 minimum threshold.

Documents showing program administrators are qualified for their positions

Faculty resumes (housed in the Provost’s Office)

Documents showing resources are adequate to administer the program

See Appendix B

3.2.5 Student SupportDocuments showing adequate student support services All students have access to the student support

services listed in 3.2.5 above.Documents showing the drop-out and program completion rates

Michigan Teacher Preparation Institution Performance Score (Program Completion Rate)

3.2.6 PoliciesDocuments showing an academic calendar is published Calvin College CatalogDocument showing a grading policy is published and is accurate

Calvin College Catalog

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http://www.calvin.edu/academic/services/catalog/


http://www.michigan.gov/documents/mde/Items_D_and_K__Receive_Report_on_2010-2011_TIP_Performance_Scores_393844_7.pdf

http://www.michigan.gov/documents/mde/Items_D_and_K__Receive_Report_on_2010-2011_TIP_Performance_Scores_393844_7.pdf

http://www.calvin.edu/academic/education/accreditation/teac/misc/doe.2012.xls



http://www.calvin.edu/academic/education/info/guidebook/


http://www.calvin.edu/academic/education/info/guidebook/


Documents showing there is a procedure for students’ complaints to be evaluated

Protest and Appeals Policy

Documents showing that the transfer of credit policy is published and accurate

Academic Services

Documents showing that the program has the capacity to ensure the timely delivery of distance education and support services and to accommodate current student numbers and expected near-term growth in enrollment and documents showing that a process to verify the identity of students taking distance education courses is used by faculty teaching the distance education courses.

The undergraduate program does not offer distance education courses.

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http://www.calvin.edu/academic/services/transfer/

http://www.calvin.edu/student-life/forms-policies/protest-appeals-policy.html

Appendix C - Faculty Qualifications

Faculty Information

Education Program faculty members are experts in the field of education, and most have significant and successful K-12 teaching experience. They are making contributions to their many specialty areas, providing leadership to public and nonpublic schools at all levels, and becoming more involved in the development of Christian schooling internationally. The teaching, scholarship, advising, and community service of faculty members prepares students for lives of service in the world. Education Program faculty members are exceptionally well-qualified, as evidenced by advanced degrees held, research and scholarship, contributions to the field, and professional experience. Faculty Activity Reports are archived online and available to the public. The Faculty Activity Report website also includes a wealth of information related to funding, research, and scholarship resources available to Calvin faculty members.

Education Program faculty members partner with the Kuyers Institute and the Van Lunen Center in scholarship and events. The Kuyers Institute sponsors a range of resources, events, and projects that seek to stimulate and sustain quality conversation about the relationship between faith, teaching, and learning. The Van Lunen Center supports Christian school administrators in development of their leadership skills. Both organizations are housed on Calvin’s campus.

Table C.1 Faculty InformationTable C.1 lists qualifications of the Education Department faculty members, student teaching supervisors, and content pedagogy course instructors as of July 2012. This group is collectively known as the Teacher Education Unit. Names are linked to each individual’s web page. Part time instructors are noted with an asterisk*.

Name TitleHighest Degree,

Institution, Year, and Research Focus

Education and Content Pedagogy

Courses Taught during 2007-2012

Date Hired at Calvin

Bakker, Debra Professor HSD, Indiana, 1995, Health Science

EDUC 346KIN 220KIN 204

9/1/1994

Berghoef, Jack * InstructorMA, Western Michigan University, 1982, Educational Leadership

EDUC 303 1/1/2012

Bergsma, Jerry ProfessorEdD, Western Michigan University, 2011, Educational Leadership

EDUC 346KIN 359 9/1/1996

Bergwerff, Ken Assistant ProfessorMEd, Grand Valley State University, 1988, Science Education

EDUC 345SCES 121SCES 122SCES 312SCES 313

9/1/2000

Bobeldyk, Robert * InstructorMS, Western Michigan University, 1999, Education Technology

EDUC 102 6/28/1999

Boerema, Al Professor PhD, Vanderbilt University, TN, 2005, Leadership, Policy,

EDUC 102EDUC 302/303

9/1/2005

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http://www.calvin.edu/academic/education/about/faculty/boerema/

http://www.calvin.edu/it/academic/meet.html

http://www.calvin.edu/academic/geology/faculty/bergwerff/

http://www.calvin.edu/academic/pe/staff/pe/

http://www.calvin.edu/academic/education/about/faculty/program-faculty.html


http://www.calvin.edu/vanlunen/

http://www.calvin.edu/kuyers/

http://www.calvin.edu/admin/provost/far/public_reports.htm






Organizations EDUC 345EDUC 346

Boerman, Lois * Instructor

MLIS, Wayne State University, 1998 and MA, Western Michigan University, 1991, Library and Information Science, Reading Education

CAS 214 9/1/2011

Bolt, Brian Professor

PhD, North Carolina-Greensboro, Physical Education Teaching and Teacher Education

EDUC 346PE 204PE 220PE 306PE 359

9/1/2004

Bruxvoort, Crystal Associate Professor PhD, Iowa State University, 2005, Science Education

EDUC 346SCES 214SCES 314SCES 359

9/1/2005

Buursma, Debra Associate ProfessorPhD, Michigan State University, 2005, Special Education-Learning

IDIS 205 9/1/1998

Day, Daniel * InstructorMA, University of Michigan, 1976, Elementary School Administration

EDUC 302 1/1/2012

DeKleine, Sharon Assistant Professor MA, Grand Valley State, 1992, Secondary Education KIN 223 9/8/2008

De Vries, Rick Assistant ProfessorPhD, University of Notre Dame, 1999, Development Economics

EDUC 305EDUC 345 9/1/2009

Genzink, Jane * Adjunct InstructorMA, Western Michigan University, 2000, Teaching of Middle School

EDUC 102EDUC 345 9/8/1998

Greidanus, Nancy * Instructor MAT, Calvin College, 1989, Elementary Education EDUC 345 8/1/1992

Hash, Phillip Associate Professor EdD, University of Illinois, 2006, Music Education

EDUC 210EDUC 346MUSC 239MUSC 339MUSC 359

9/1/2004

Hettinga, Don Professor PhD, University of Chicago, 1983, American Studies

ENGL 325ENGL 326 9/1/1984

Hull, Nancy Assistant ProfessorMA, Michigan State University, 1983, The Teaching of Writing

ENGL 101ENGL 205ENGL 262ENGL 325ENGL 340ENGL 341

9/1/1999

Jadrich, James Professor PhD, California, 1991, Physics, Science Education

PHYS 212SCES 121SCES 122SCES 313

9/1/1992

Joldersma, Clarence Professor PhD, University of Toronto EDUC 398 9/1/1995

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http://www.calvin.edu/academic/education/about/faculty/joldersma/

http://www.calvin.edu/academic/phys/faculty/jadrich/

http://www.calvin.edu/academic/engl/faculty/hull/

http://www.calvin.edu/academic/engl/faculty/hettinga/

http://www.calvin.edu/academic/music/faculty/phash.html


http://www.calvin.edu/academic/education/about/faculty/genzink/

http://www.calvin.edu/academic/economics/faculty/bios/devries.html



http://www.calvin.edu/academic/education/about/faculty/buursma/

http://www.calvin.edu/academic/chemistry/faculty/bruxvoort/bruxvoort.html








(Ontario Institute for Studies in Education), 1994, Epistemology and Models of Mind, Philosophy of Science and Science Education, Philosophy of Education

Keeley, John * Instructor

EdD, Montana State University, 1983, Educational Administration, Differences in religious thoughts and behaviors of students in Christian versus public schools

EDUC 303 9/1/2011

Keeley, Robert Professor PhD, Denver, 1989, Education Psychology

EDUC 102EDUC 202EDUC 302EDUC 309

9/1/1997

Koop, Janice ProfessorPhD, University of Colorado, 1978, Pre-K – 8, Mathematics Education

MATH 221MATH 222MATH 323MATH W80

9/1/1989

Kuyvenhoven, Johanna Associate ProfessorPhD, British Columbia, 2005, Education, Language and Literacy

EDUC 326 9/1/2007

Pyper, Marcie ProfessorPhD, Michigan State University, 2005, Teacher Education and TESOL

EDUC 346IDIS 356IDIS 359IDIS 301

9/1/2000

Rooks, James Professor,Dean of Education

EdD, Toronto, 1998, Curriculum and Instruction, Language Arts

EDUC 322 9/1/2001

Rysdam, Jennifer * Instructor MA, Grand Valley State University, 2008, Reading

EDUC 307EDUC 322 2/2/2009

Schmidt, Gary Professor PhD, University of Illinois, 1985, Medieval Literature

ENGL 325ENGL 328ENGL 340

9/1/1985

Schoone-Jongen, Robert Associate Professor

PhD, Delaware, 2007, 19th Century United States Social History, 19th Century European Social History

HIST 152HIST 229IDIS 375IDIS 359EDUC 346

9/1/2003

Sevensma, Kara Assistant Professor

PhD candidate, Michigan State University, 2012.MEd, Calvin College, 2007, Technology supporting learning for students with disabilities, content area literacy and technology

EDUC 202 9/1/2010

Simonson, Jan ProfessorPhD, Michigan State University, 1998, Curriculum, Teaching and Education Policy

EDUC 302EDUC 303IDIS 205

9/1/2003

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http://www.calvin.edu/academic/education/about/faculty/simonson/

http://www.calvin.edu/academic/education/about/faculty/sevensma/

http://www.calvin.edu/academic/history/faculty/schoone-jongen/

http://www.calvin.edu/academic/history/faculty/schoone-jongen/

http://www.calvin.edu/academic/engl/faculty/schmidt/



http://www.calvin.edu/academic/spanish/faculty/pyper.html

http://www.calvin.edu/academic/education/about/faculty/kuyvenhoven/

http://www.calvin.edu/academic/mathdept/staff/

http://www.calvin.edu/academic/education/about/faculty/keeley/







Sjoerdsma, Ronald ProfessorPhD, California-Los Angeles, 1994, Education Psychology-Learning and Instruction

EDUC 302EDUC 303EDUC 307

9/1/1991

Smith, David Professor

PhD, London, 2000, Second language learning, Christian education, teaching and social practices

IDIS 357 9/1/2000

Steenstra, Timothy * InstructorMA, Michigan State University, 1984, School Administration

EDUC 202 9/1/2008

Stegink, Philip Assistant ProfessorMA, Northern Colorado, 1980, Special Education, Learning Disabilities

EDUC 202EDUC 306EDUC 312EDUC 330EDUC 347

9/1/2007

Talsma, Gary Professor PhD, Purdue, 1986, Mathematics Education

MATH 221MATH 329EDUC 346MATH 222MATH 359

9/1/1984

Terpstra, Marjorie Assistant Professor

PhD, Michigan State University, 2009, Learning to teach with technology, spiritual development within school contexts

EDUC 102EDUC 302EDUC 303

9/8/2008

Thompson, Tom Professor

PhD, Princeton Theological Seminary, 1996, Systematic theology, Christology, Trinity doctrine

REL 357 9/1/1992

Van Reeuwyk,Jo-Ann Associate Professor MA, Simon Fraser, 1990, Art

Education

ARTE 210ARTE 315ARTE 316ARTE 359EDUC 210EDUC 346

9/1/2001

Van’t Hof, Ellen Associate Professor MA, Western Michigan University, 1975, Dance PER 150 1/1/1976

VandeKopple, William ProfessorPhD, University of Chicago, 1980, English Language and Literature

EDUC 335EDUC 346EDUC 356ENGL 351ENGL 359ENGL 372

9/1/1980

VandenBosch, James ProfessorMA in English; Ohio, 1972; MA in Religion and Literature; Chicago Divinity School, 1975

ENGL 338,ENGL 356ENGL 375

9/1/1983

Verwys, Susan Assistant Professor PhD, Michigan State University, 2009, Early Childhood Language Acquisition and Literacy

EDUC 236EDUC 238EDUC 335EDUC 337

9/1/2007

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http://www.calvin.edu/academic/education/about/faculty/verwys/

http://www.calvin.edu/academic/engl/faculty/vandenbosch/

http://www.calvin.edu/academic/engl/faculty/vandekopple/

http://www.calvin.edu/academic/pe/staff/dance.htm

http://www.calvin.edu/academic/art/about/faculty/van-reeuwyk/

http://www.calvin.edu/academic/art/about/faculty/van-reeuwyk/

http://www.calvin.edu/academic/religion/faculty/thompson/

http://www.calvin.edu/academic/education/about/faculty/terpstra/

http://www.calvin.edu/academic/mathdept/staff/

http://www.calvin.edu/academic/education/about/faculty/stegink/


http://www.calvin.edu/academic/german/faculty/smith/

http://www.calvin.edu/academic/education/about/faculty/sjoerdsma/






DevelopmentEDUC 343EDUC 344EDUC 345

Voetberg, Marji * InstructorMEd, Grand Valley State University, 2002, Learning Disabilities

EDUC 202 9/16/2004

Walcott, John Assistant ProfessorPhD, Michigan State University, 2012, Urban-Focused Teacher Preparation

IDIS 205 9/1/2010

Warners, Amber Associate Professor PhD, Michigan State University, 2005, Health

KIN 223KIN 305KIN 359EDUC 346

9/1/1996

Westbrook, Nalova Assistant ProfessorPhD candidate, Pennsylvania State University, 2012, Media and Content Literacy

EDUC 307EDUC 322 9/1/2012

Wilkins, Susan * Instructor

MA, Michigan State University, 1993, Language Arts in the Elementary Curriculum

EDUC 345 9/1/2003

*Part-time instructor

Faculty Review

Calvin’s Handbook for Teaching Faculty describes college policies related to hiring, rank, reappointment, and tenure. The Dean of Education is consulted during the hiring and reappointment of Teacher Education Unit members. In addition, student teaching supervisors are evaluated every semester by their student teachers and cooperating teachers.

Faculty Development

Calvin’s Handbook for Teaching Faculty describes professional development assistance available to faculty members. Opportunities include mentoring for new faculty members, grants, sabbatical projects, fellowships, reading groups, professional conferences, membership in professional societies, and summer seminars on teaching. Calvin College offers excellent resources and support for faculty development and scholarship, and instructors model continual professional growth for our candidates.

Appendix D - Program Requirements

Table D.1 Program Requirements That Address Quality Principle I

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http://www.calvin.edu/admin/provost/handbook/chap_5/

http://www.calvin.edu/admin/provost/handbook/chap_3/


http://www.calvin.edu/academic/education/about/faculty/




TEAC Quality Principle I components

Professional Standards for Michigan Teachers (PSMT)

Requirements for Admission to Education Program

Requirements for Admission to Student Teaching

Requirements for Certification

1.1 Subject matterknowledge

1. Subject matter knowledge-base in general and liberal education.

3. Curricular and pedagogical content knowledge aligned with state resources.

MTTC Basic Skills Tests (Reading, Mathematics, Writing)

Declare major(s) and minor(s)

Minimum GPA of 2.5

Complete at least 75 semester hours, including at least 18 in the major or minor concentration.

Minimum cumulative, major, and minor GPA of 2.5.

Pass the MTTC Subject Tests

Complete all requirements for the bachelor’s degree, including state-approved subject area major(s) and/or minor(s).

Minimum cumulative, major, and minor GPA of 2.5.

Complete student teaching semester with a C or higher.

Receive recommendations and satisfactory evaluations from the student teaching college supervisor(s) and cooperating teacher(s).

1.2 Pedagogical knowledge

2. Instructional design and assessment

3. Curricular and pedagogical content knowledge aligned with state resources.

4. Effective learning environments

5. Responsibilities and relationships to the school, classroom, and student

Complete EDUC 102 Introduction to Education and EDUC 202 The Learner in the Educational Context: Development and Diversity with grades of C or higher.

Complete EDUC 302 Curriculum and Instruction for Diverse Learners and EDUC 303 Practicum with grades of C or higher.

Complete content pedagogy courses and state-required reading courses (EDUC 307 or 322/326).

Receive approval for student teaching from the Education Department and from the major and minor department(s).

Complete EDUC 398 Integrative Seminar: Intellectual Foundations of Education with a C or higher.

Complete student teaching semester with a C or higher.


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1.3 Caring andeffective teaching skill


4. Effective learning environments

6. Responsibilities and relationships to the greater community

Complete EDUC 102 Introduction to Education and EDUC 202 The Learner in the Educational Context: Development and Diversity with grades of C or higher.

EDUC 202 requires a 15-hour field placement.

Complete an online background check.

Complete EDUC 302 Curriculum and Instruction for Diverse Learners and EDUC 303 Practicum with grades of C or higher.

EDUC 303 requires a 100-hour field placement.

Complete content pedagogy courses and state-required reading courses (EDUC 307 or 322/326).

Receive approval for student teaching from the Education Department and from the major and minor department(s).

Complete live scan fingerprinting.

Complete Adult/Child CPR and First Aid Certification.

Complete EDUC 398 Integrative Seminar: Intellectual Foundations of Education with a C or higher.

Complete student teaching semester with a C or higher (14 weeks, full-time).


1.4.1 Cross-cutting theme: Learning how to learn

5. Responsibilities and relationships to the school, classroom, and student

6. Responsibilities and relationships to the greater community

7. Technology Operations and Concepts

In EDUC 102 and 202,candidates are required to be actively engaged in course readings, lectures, discussions, and activities.

During EDUC 302-303 and content pedagogy courses, candidates write reflective journal entries and research significant issues in education.

Calvin’s liberal arts bachelor’s degree program values independent learning and student research.

Student teachers must be independent learners who can make instructional decisions.

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1.4.2 Cross-cutting theme: Multicultural perspectives


EDUC 202 requires candidates to assess learners with respect to culture, language(s) spoken, social class, ethnicity, and the social constructions of race, gender, and disability.

In EDUC 302-303, candidates use a lesson planning form that requires them to take ethnic and cultural differences into account when planning instruction and assessment.

In EDUC 302-303 and content pedagogy courses, candidates discuss equity, justice, and the belief that all students can learn.

All candidates complete field experiences and/or student teaching in schools with diverse student populations.

IDIS 205 Societal Structures and Education brings attention to the impact of race, class, and gender on schooling and society.

1.4.3 Cross-cutting theme: Technology

7. Technology Operations and Concepts

EDUC 102: Candidates use Clickers (electronic response devices) and online discussion boards. Programs such as Skype and Wimba are used to communicate with teachers at a distance.

EDUC 202: Students use a template to electronically record and submit field notes. Students explore the All Kinds of Minds website. In class, YouTube and other online resources are used to illustrate material being studied.

Education and content pedagogy courses address appropriate use of technology in the classroom.

EDUC 302-303: All students use laptops in class to access online resources, complete online surveys, share ideas on the course wiki, and build online concept maps. Students post weekly aiding journals to the course Discussion Board and respond to others’ postings. In class, students use the class computer, ceiling projector, and document camera in their presentations. In their placement settings, students video each other teaching, reflect on their own videos, and digitally share their videos with the professor. In the required unit plan,

IDIS 110 Foundations of Information Technology is required for the bachelor’s degree.

Student teachers use the available technology in their placement schools. Candidates develop a unit that includes technology that enhances student learning. Candidates are able to loan some technology (flip cameras, laptops, etc.) from the college to enhance their classroom instruction.

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students include an online learning experience for their students.

Course Requirements and Standards

Required core, Education, and major/minor courses are listed online.

Program Requirements:http://www.calvin.edu/academic/education/info/guidebook/checklist.pdf

Elementary Education Program:http://www.calvin.edu/academic/education/info/elementary/

Secondary Education Program:http://www.calvin.edu/academic/education/info/secondary/

Post-BA Teacher Certification Program:http://www.calvin.edu/academic/education/post-ba/

Course Titles and Descriptions

Course titles and descriptions are available in the college catalog, which is online at http://www.calvin.edu/academic/services/catalog/ .

Graduation Requirements

The Calvin College bachelor’s degree requires successful completion of at least 124 semester hours and completion of three interim courses of three credit hours or more. Candidates must also complete all courses required for the Elementary or Secondary Education Program, including core and appropriate major and minor courses. All Education candidates must also earn a 2.5 overall GPA and a 2.5 GPA in each major and minor.

Alignment of Program Requirements with State and National Standards

Calvin’s Teacher Education Program meets the standards and requirements listed below.

The Specialty Program Standards have been approved by the Michigan State Board of Education for each major and minor subject area. These state standards are aligned with national professional association standards.

The Michigan State Board of Education Teacher Certification Code is the legal document describing requirements for earning and renewing teaching certificates in Michigan.

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http://www7.dleg.state.mi.us/orr/Files/AdminCode/980_2011-018ED_AdminCode.pdf



http://www.calvin.edu/academic/education/post-ba/

http://www.calvin.edu/academic/education/info/secondary/

http://www.calvin.edu/academic/education/info/elementary/

http://www.calvin.edu/academic/education/info/guidebook/checklist.pdf


All candidates for initial teacher certification in Michigan must demonstrate proficiency in the areas covered in the Michigan Professional Standards for Michigan Teachers . These standards describe necessary knowledge and skills related to subject-matter knowledge; instructional design and assessment; curricular and pedagogical content knowledge; effective learning environments; responsibilities and relationships to the school, classroom, student, and greater community; and technology.

Appendix E – Full Disclosure of All Relevant and Available Evidence

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Inventory: status of evidence from measures and indicators for TEAC Quality Principle IType of Evidence Available and in the Brief Not Available and Not in the Brief

Note: items under each category are examples. Program may have more or different evidence.

Relied OnReasons for including the results in the Brief & Location in Brief

Not Relied OnReasons for not relying on this evidenceLocation in Brief

For Future UseReasons for including in future Briefs

Not for Future UseReasons for not including in future Briefs

Grades

1.Student grades and grade point averages

Minimum 2.5 GPA overall; minimum 2.5 GPA in each major and/or minor. Minimum grade of C or above in all professional education courses. Verifies subject matter and professional education knowledge.


Scores on Standardized Tests

2. Student scores on standardized license examinations

The Michigan Test for Teacher Certification (MTTC) in Basic Skills and each subject area are required by the Michigan Department of Education for certification. The Basic Skills test demonstrates competency in reading, writing, and mathematics. The subject area tests reflect competency in disciplinary knowledge.


3. Student scores on undergraduate admission tests of subject matter knowledge and aptitude

Other measures are preferred.

4. Standardized scores and gains of the program graduates’ own pupils

Calvin does not collect this information. The State of Michigan does not provide access to K-12 standardized test scores.

Ratings

5. Ratings of portfolios of academic and clinical accomplishments

Program does not require portfolios.

6. Third-party rating of program’s students Cooperating teachers and college supervisors complete extensive evaluation forms during student teaching.

Descriptions of the Assessments

7. Ratings of in-service, clinical, and Professional Development School teaching

Calvin does not collect this information. We do not have access to K-12 employee evaluations. We do not offer a PDS program.

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8. Ratings, by cooperating teacher and college supervisors, of practice teachers’ work samples.

Candidates plan, teach, and assess instructional units but we are not requiring or collecting data related to this process, other than what is recorded in the Student Teaching Evaluation form.

8a. Candidate ratings of their own preparation.

Calvin’s Exit Survey and the MDE Survey provide feedback for program improvement.


Rates

9. Rates of completion of courses and program

The Program completion rate is included in Michigan’s HEA Performance Score Report each year.

10. Graduates’ career retention rates Calvin does not collect this information.

11. Graduates’ job placement rates Job placement information is compiled for recent graduates each year. The data demonstrates candidate marketability and indicates current job market conditions.

Table 5

12. Rates of graduates’ professionaladvanced study

Calvin’s Alumni Survey provides information about rates of graduates’ advanced study.


13. Rates of graduates’ leadership roles Calvin’s Alumni Survey provides information about alumni activities and leadership roles.


14. Rates of graduates’ professionalservice activities

Calvin’s Alumni Survey provides information about alumni professional service activities.


Case studies and alumni competence

15. Evaluations of graduates by their own pupils

Calvin does not collect this information.

16. Alumni self-assessment of theiraccomplishments

Calvin’s Alumni Survey provides information about alumni opinions about their preparation and accomplishments.


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17. Third-party professional recognition of graduates (e.g., NBPTS)

Calvin’s Alumni Survey provides information about alumni activities and professional recognition.


18. Employers’ evaluations of theprogram’s graduates

Calvin’s Principal Survey collects feedback from principals and administrators regarding candidate preparation.


19. Graduates’ authoring of textbooks,curriculum materials, etc.

Calvin’s Alumni Survey provides information about alumni activities and publications.


20. Case studies of graduates’ own pupils’learning and accomplishment.

Calvin does not collect this information.

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Appendix F – Assessment Instruments Cited in the Brief

Student Teaching Evaluation Forms

These forms are completed by supervising professors and cooperating teachers each semester. The evaluations are completed online as Google Forms. Completed forms are discussed with each student teacher. Comments are shared with principals when candidates seek employment.

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Calvin CollegeStudent Teaching Evaluation

Student Teacher: Date of Experience: From: To:

Cooperating Teacher: School: City:

College Supervisor: Grade level/Subject area:

Date:

Rating Key: Please rate the teacher candidate in the following areas; selecting the number that best describes his/her knowledge and performance. 4: Student exceeded expectations.3: Student met expectations.2: Student showed some inconsistency in meeting expectations.1: Student failed to meet expectations.N: Not observed.

Claim 1. Elementary Candidates: The teacher candidate is knowledgeable in the relevant content areas. Only rate subjects which the candidate taught. 1 2 3 4 N

1.1 Reading/Language Arts1.2 Writing1.3 Mathematics1.4 Social Studies1.5 Science1.6 Bible/Religious Studies

Claim 1. Secondary Candidates: The teacher candidate is knowledgeable in the relevant content areas.Rating Rating

Art Integrated ScienceBilingual Spanish LatinBiology MathematicsChemistry MusicComputer Science Physical EducationEarth/Space Science PhysicsEconomics Political ScienceEnglish PsychologyESL ReligionFrench Social StudiesGeography SociologyGerman SpanishHealth SpeechHistory

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Please comment on the candidate’s knowledge in relevant content areas.

Claim 2. The teacher candidate takes into account the multiple factors that influence student learning. The candidate: 1 2 3 4

2.1 Is responsive to the developmental and ability factors that influence student learning and classroom climate.2.2 Understands contextual factors, such as culture, race, socioeconomic status, and gender that impact student achievement.2.3 Reflects upon existing educational structures, policies, and issues and is aware of current reform efforts.

Please comment on the candidate’s understanding of the multiple factors that influence student learning.

Claim 3. Create and implement effective and appropriate lessons and assessments that are meaningful for all students. The candidate: 1 2 3 4

3.1 Translates standards and curriculum into appropriate goals and plans.3.2 Creates daily goals and plans that take into account students’ diverse abilities and developmental levels as well as culture, race, socioeconomic status, and gender.3.3 Uses a variety of instructional approaches and teaching strategies.3.4 Adjusts and revises instruction based on student responses and needs.3.5 Makes good use of a variety of instructional resources.3.6 Integrates information technology appropriately into instruction and assessment.3.7 Helps students use technology in their learning.3.8 Uses a variety of assessment procedures, both formal and informal, formative and summative, to evaluate teaching and learning.

Please comment on the candidate’s ability to create effective lessons, including appropriate assessments, that are meaningful for all learners.

Claim 4. The teacher candidate demonstrates professionalism and care for students.4.1 Candidate communicates effectively. The candidate: 1 2 3 4

4.1.1 Communicates appropriately in speaking, writing, and listening with students from diverse groups.4.1.2 Communicates appropriately in speaking, writing, and listening with parents and guardians from diverse groups.4.1.3 Demonstrates appropriate communication skills in speaking, writing and listening with other professionals from diverse groups.4.1.4 Demonstrates the ability to compromise and problem solve.4.1.5 Demonstrates ability to use technology to effectively support reporting and communication.

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Please comment on the candidate’s professionalism and care for students as demonstrated in his/her communication.

4.2 Candidate demonstrates appropriate dispositions and behaviors.The candidate: 1 2 3 4

4.2.1 Exhibits moral and ethical behavior.4.2.2 Approaches teaching with enthusiasm, energy, and initiative.4.2.3 Completes all tasks in a high quality manner.4.2.4 Manages the time demands and other stresses of teaching effectively.4.2.5 Identifies strengths and weaknesses of his/her own professional practice based on critical reflection.4.2.6 Receives feedback from students, parents, and colleagues and adapts performance appropriately.4.2.7 Transfers new understandings appropriately to personal teaching practices.4.2.8 Participates in the professional community of the school and college.4.2.9 Exhibits concern for the wants and needs of others.4.2.10 Demonstrates care for students’ psychological and social well-being.

Please comment on the candidate’s professionalism and care for students as demonstrated in his/her dispositions and behaviors.

4.3 Candidate develops positive and productive learning communities.The candidate: 1 2 3 4

4.3.1 Knows and implements school policies.4.3.2 Creates a positive classroom climate that promotes openness, mutual respect, and caring.4.3.3 Communicates and puts into practice clear expectations for student behavior, promoting self-discipline and ensures a safe environment for students.4.3.4 Demonstrates flexibility in facilitating routines and transitions and in responding to unexpected occurrences.

Please comment on the candidate’s professionalism and care for students as demonstrated in his/her ability to develop positive and productive learning communities.

The teacher candidate can describe how faith (worldview) impacts the way they teach and learn.

Please respond to ONE of the prompts below, based on whether your school is publicly funded or faith-based.Faith-Based Schools: Teacher candidates at Calvin College are nurtured and challenged to develop an understanding of how the Bible informs their teaching, content, and vision for education and its

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connection to society. Please comment on how well the teacher candidate articulates and enacts this understanding.

Publicly Funded Schools: Teacher candidates at Calvin College are nurtured and challenged to develop a principled perspective that informs their teaching, content, and vision for education and its connection to society. Please comment on how well the teacher candidate articulates and enacts this perspective.

Summary Comments:

Teacher Education Program Exit Survey and Alumni Survey

The Teacher Education Program Exit Survey is completed by graduating candidates each semester. Similar survey questions will be used as the Alumni Survey and sent to recent graduates of the program. The survey is completed online as a Google Form.

Survey Invitation:Congratulations! You have nearly completed Calvin's Teacher Education Program. We hope that it was filled with interesting challenges and meaningful learning experiences. Since you committed extensive time and energy to completing the program, you know best what its strengths are and how it could be improved. The purpose of this survey is to help us evaluate and improve the Calvin College Teacher Education Program. Aggregated survey data may be shared with the public, but your individual responses will be strictly confidential. The survey should take no more than 10 minutes to complete. Thank you!

This survey uses the following rating scale: 1 Strongly Disagree 2 Disagree 3 Somewhat Disagree 4 Neither Agree nor Disagree 5 Somewhat Agree 6 Agree 7 Strongly Agree

After each question, you have the opportunity to enter comments related to that survey item if you wish.

Item Number Survey Text Claims and Cross-Cutting

Themes Addressed

1. I am prepared to teach my major subject area(s) at all levels of my certification. 1

2. I am prepared to teach my minor subject area(s) at all levels of my certification.(Please skip if you do not have a minor) 1

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3. I am prepared to teach all subjects in the elementary curriculum (elementary majors only) (Please use comment box to elaborate.) 1

4. Calvin College has provided me with the skills needed to support lifelong learning. Learning how to Learn

5. The Calvin Teacher Education Program has helped me understand students and their needs. 2

6. The Calvin Teacher Education Program has prepared me to teach students from a variety of economic, racial, and cultural backgrounds.

2Multicultural Perspectives

7.The Calvin Teacher Education Program has prepared me to teach students with a wide range of cognitive (e.g., impaired, typical, & gifted) and physical abilities (e.g., impaired vs. unimpaired).

3

8. The Calvin Teacher Education Program has prepared me to create effective, interesting, and relevant instruction. 3

9. The Calvin Teacher Education Program has prepared me to create effective and meaningful assessments. 3

10.Calvin has helped me develop the skills within my subject (e.g., drawing, writing, scientific inquiry, technical skills, athletic abilities, singing, etc.) to be an effective teacher.

3

11. Calvin has helped me develop effective pedagogical strategies within the content areas that I will be certified to teach. 3

12. The Calvin Teacher Education Program prepared me to manage student behavior effectively and appropriately. 4

13. The Calvin Teacher Education Program has helped me understand what behaviors and actions are necessary for a mature, effective, and dedicated teacher. 4

14. Calvin has helped me develop a Christian perspective on teaching and learning. Faith/Worldview

15. Calvin has helped me develop an ethical vision for a just educational system. Faith/Worldview

16. The Calvin Teacher Education Program has prepared me to use technology to enhance student learning. Technology

17. My cooperating teacher provided an appropriate amount of feedback during my student teaching semester (exit survey only).

18. My cooperating teacher modeled teaching practices similar to those presented throughout Calvin’s Teacher Education Program (exit survey only).

19. My cooperating teacher provided me with an appropriate amount of teaching time during the student teaching semester (exit survey only).

20. Overall, I was satisfied with my student teaching experience. 1-4

21. Overall, I was satisfied with the Calvin Teacher Education Program. 1-4

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Michigan Department of Education Student Teacher Survey

Thank you for participating in the Student Teacher Exit Survey. Your feedback is important to Calvin College's teacher preparation program and the Michigan Department of Education. This survey will take approximately 20 minutes to complete.

The survey uses a four-point scale:1 = Not at all Agree2 = Somewhat Agree3 = Mostly Agree4 = Strongly Agree

Candidates respond to the following prompt for each item: “I am well-prepared to…”

Literacy FactorsThese items all concern literacy and are included on the grounds that literacy is central to the concern for the learning of all students.

18/01 organize a rich environment for literacy learning.18/02 use literacy instructional strategies with a variety of texts.18/03 help students improve their reading skills.18/04 help students improve their writing skills.

Entry Level Standards for Michigan Teachers (ELSMT) 1An understanding and appreciation of the liberal arts (the humanities, social sciences, mathematical and natural sciences, and the arts) to . . .

32/01 use knowledge from the liberal arts (such as humanities and science) to enrich my teaching practice.

32/02 communicate effectively in several forms of writing.32/04 make interdisciplinary connections with my content area.32/05 model the role of an individual in a free society.32/06 demonstrate understanding of multiple perspectives and individual differences.32/07 demonstrate an understanding of responsible citizenship.

ELSMT 2A commitment to student learning and achievement, including the understanding and ability to . . .

18/05 organize students from different cultures to interact positively with each other.18/06 plan for students with developmental disabilities or developmental delays.18/07 challenge gifted and talented students.18/08 motivate discouraged students for improved academic performance.18/09 adapt instruction for students learning English as a second language.22/01 use a variety of authentic assessments (e.g. portfolios, performance tasks, anecdotal records).22/04 modify assessments for students with special needs.22/05 analyze student work in order to modify my own teaching strategies.

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ELSMT 3Knowledge of subject matter and pedagogy, including the understanding and ability to . . .

20/01 teach the core concepts of my content major.20/02 relate classroom learning in my content area(s) to the real world.20/03 integrate my subject matter with other content areas.20/04 help students think critically (e.g. analyze, solve problems, make decisions).

ELSMT 4The ability to manage and monitor student learning, based on best practice, including the understanding and ability to . . .

24/01 engage students in cooperative group work.24/02 lead rich discussions of content.24/03 provide alternative explanations or examples when students are confused.24/04 use direct instruction to convey information.24/05 use all levels of questions in teaching.24/06 use teaching strategies that relate content to real-world situations.24/07 choose methods that help students to value learning tasks.24/08 help students believe they can do well in school tasks.24/09 identify students' experiences, interests, and knowledge in order to establish classroom

routines that promote learning.

ELSMT 5The ability to systematically organize teaching practices and learn from experiences, including the understanding and ability to . . .

22/02 use a variety of standardized assessments, (e.g., state tests, district testing, textbook unit tests, etc.) to guide my decisions about what to teach

26/01 use state and local student learning standards to assess and improve my teaching.26/03 behave ethically in the variety of situations I will face as a teacher.26/05 use professional development opportunities to improve my teaching.

ELSMT 6Commitment and willingness to participate in learning communities, including the understanding and ability to . . .

22/03 communicate information about students' progress to parents and others.26/02 communicate with parents, guardians, and families.26/06 collaborate with colleagues on professional issues.26/08 take on service roles in the teaching profession (such as curriculum committees and school

improvement teams).28/01 work on a committee of teachers to improve curriculum.28/02 arrange for my students to serve and learn in the community.28/03 participate in teachers' professional organizations and activities.28/04 use school and district resources to teach my students.

ELSMT 7An ability to use information age learning and technology operations and concepts to enhance learning and personal/professional productivity, including the understanding and ability to . . .

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30/01 integrate educational technology into my classroom instruction.30/02 practice high ethical standards surrounding the use of technology.30/03 use educational software to bring new learning opportunities into my classroom.30/04 use technology to organize and manage my student records.30/05 support the use of a variety of technology in student work.30/06 support my students' use of technology to demonstrate conceptual understanding.

Certificate-Specific Factors

The following four factors are specific to certification: Elementary, Secondary, Special Education, and K-12. These factors should be included in the summary table for the corresponding certification areas. They all relate to ELSMT 3

The certificate-specific items are not answered by all respondents. The factor mean scores are calculated separately for the four different certification groups. They are calculated exactly the same as the other literacy factors, except that the percentages of student teachers claiming efficacy will be based on the number for each certification.

ELEMENTARYAre specific to certification area and to the knowledge of subject matter and pedagogy, including the understanding and ability to . . .

10/01 teach Mathematics.10/02 teach Social Studies.10/03 teach Science.10/04 teach Language Arts.10/05 teach Reading (including oral reading).10/06 teach Writing in a variety of genres.10/07 use instructional strategies that help children with reading comprehension across content

areas.

SECONDARYAre specific to certification area and to the knowledge of subject matter and pedagogy, including the understanding and ability to . . .

12/01 teach my major content area(s).12/02 teach my minor content area(s).12/03 use instructional strategies that help students with their reading comprehension in my content

area(s).12/04 use instructional strategies that help students to write in my content area(s).

SPECIAL EDUCATIONAre specific to certification area and to the knowledge of subject matter and pedagogy, including the understanding and ability to . . .

14/01 use teaching techniques effective for the identified disability.14/02 use instructional strategies that help students with their reading comprehension across

content areas.14/03 use instructional strategies that help students to write.14/04 collaborate with other teachers to meet student learning needs.

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K-12Are specific to certification area and to the knowledge of subject matter and pedagogy, including the understanding and ability to . . .

16/01 teach my content area to elementary students.16/02 teach my content area to secondary students.16/03 use instructional strategies that help students with reading comprehension in my content area.16/04 make connections between my content area and other academic content.

Factors for Attributed Contribution of Program

There are two factors that indicate the extent to which student teachers attributed program contribution to their preparedness for 1) in classroom activity (familiar matters) and 2) beyond classroom activity (unfamiliar matters).

These items are anchored at 1 for ‘not at all’ and 4 for ‘a great deal’. Factor scores of 3 or greater indicate that the program contributed substantially.

Program Contribution 1Indicate the extent to which student teachers attributed program contribution to their preparedness for in classroom activity. My program has contributed to my preparedness to . . .

19/01 adapt instruction for success of students with different needs.19/02 support student literacy across content areas.21/01 teach the core concepts of your content area.21/02 relate classroom learning in your content area(s) to the real world.23/01 analyze student work in order to modify your own teaching strategies.23/02 use a variety of standardized assessments to guide your decisions about what to teach.25/01 use a variety of research-based instructional methods to meet the needs of all students.25/02 use classroom management techniques that sustain a productive learning community.27/01 use state and local student learning standards to assess and improve your teaching.

Program Contribution 2Indicate the extent to which student teachers attributed program contribution to their preparedness for beyond classroom activity. My program has contributed to my preparedness to . . .

27/02 assume the range of responsibilities of a professional educator in a school.29/01 work on a committee of teachers to improve curriculum.29/02 use school and district resources to teach your students.31/01 integrate educational technology into your classroom instruction.31/02 support your students’ use of technology to demonstrate conceptual understanding.33/01 use knowledge from the liberal arts (such as humanities and science) to enrich your teaching

practice.33/02 communicate effectively in several forms of writing.

NOTE: The Entry Level Standards for Michigan Teachers have been revised, and are now knows as the Professional Standards for Michigan Teachers (PSMT). Surveys reflecting the PSMT are being used as of Fall 2011.

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Principal Survey

The Principal Survey is sent to principals who hired recent graduates of Calvin’s Education Program. The survey is completed online as a Google Form.

Survey Invitation:You have been selected to participate in a new survey evaluating the Calvin College Teacher Education Program. Your thoughts and opinions will provide valuable feedback as we work to continuously improve the Teacher Education Program. We are very interested in your evaluation of our recent Calvin graduates' preparation for teaching.

Your input will help to determine the effectiveness of Calvin’s Teacher Education Program. Survey results will be used to guide improvements and strengthen our efforts at meeting the needs of students currently in our programs. Your participation in this survey will thus benefit future generations of Calvin students. Responses will be used for evaluation purposes only. All responses will be confidential and will not be traced to you. We hope you will participate by completing the online survey as soon as possible. Our revised assessment system includes surveying principals only once every three years.

Sincerely,

Dr. Jim Rooks, Dean of Education

This survey uses the following rating scale: 1 Strongly Disagree 2 Disagree 3 Somewhat Disagree 4 Neither Agree nor Disagree 5 Somewhat Agree 6 Agree 7 Strongly Agree

Item Number Survey Text Claims and Cross-Cutting

Themes Addressed

1. Calvin teachers are prepared to teach their assigned subject areas. 1

2. Calvin teachers have the skills needed to support lifelong learning. Learning how to Learn

3. Calvin teachers understand students and their needs. 2

4. Calvin teachers are prepared to teach students from a variety of economic, racial, and cultural backgrounds.

2Multicultural Perspectives

5. Calvin teachers are prepared to teach students with a wide range of cognitive (e.g., impaired, typical, & gifted) and physical abilities (e.g., impaired vs. unimpaired). 3

6. Calvin teachers are prepared to create effective, interesting, and relevant instruction. 3

7. Calvin teachers are prepared to create effective and meaningful assessments. 3

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8. Calvin teachers possess the appropriate skills (e.g., drawing, writing, scientific inquiry, technical skills, athletic abilities, singing, etc.) to teach effectively. 3

9. Calvin teachers use effective pedagogical strategies. 3

10. Calvin teachers are prepared to manage student behavior effectively and appropriately. 4

11. Calvin teachers understand what behaviors and actions are necessary to be mature, effective, and dedicated teachers. 4

12.

Calvin teachers demonstrate a Christian perspective on teaching and learning.(Calvin is committed to preparing excellent Christian educators for a variety of school settings: public, charter, and faith-based. If you are unsure how to evaluate this item, you may choose not to respond).

Faith/Worldview

13. Calvin teachers possess an ethical vision for a just educational system. Faith/Worldview

14. Calvin teachers are prepared to use technology to enhance student learning. Technology

15. In general, I am satisfied with the preparation of Calvin teachers.

16.

School setting – select all that apply:Elementary SchoolMiddle SchoolHigh SchoolOther:

17. What are the greatest strength areas of Calvin teachers? (comment box)

18. What are areas in which we may need to improve our program? (comment box)

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Appendix G - Status of Program Options Accredited by Other USDE or CHEA Recognized Accreditors

Calvin College is accredited by the Commission on Higher Learning of the North Central Association of Colleges and Secondary Schools. Continuing accreditation was granted after the most recent visit in 2004. Also, the Chemistry Department is accredited by the American Chemical Society and the Music Department is accredited by the National Association of Schools of Music.

Calvin College also maintains membership in a number of professional associations and organizations:

American Association of Colleges for Teacher Education American Association of University Women American Mathematical Society Association of Independent Liberal Arts Colleges for Teacher Education Association for the Advancement of Sustainability in Higher Education Association of Independent Colleges and Universities of Michigan Council for Christian Colleges and Universities Council of Independent Colleges Mathematical Association of America Michigan Academy of Science, Arts, and Letters National Association of Independent Colleges and Universities

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