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1 Summary of the Case Xavier University Teacher Licensure Program 1 o Early Childhood Education o Middle Childhood Education o Secondary Education o Special Education October 21-23, 2014 The Summary of the Case is written by the auditors and approved by program faculty. The Summary reflects the auditors understanding of the case the faculty are making for accreditation. Authorship and approval of the Inquiry Brief: The Inquiry Brief was written by Cynthia Geer, Robert Townsend, and the Faculty of the School of Education and was approved by the Faculty in the Childhood and Literacy Department and the Secondary and Special Education Department on July 31, Introduction: Xavier University is located in Cincinnati, Ohio. The University provides undergraduate and graduate programs to a diverse student body of 4,355 undergraduate students and 1,970 graduate students. The mission of the University is in the Jesuit tradition, requiring men and women to think critically and to respond to issues of faith, social justice, diversity, and to values such as fairness, honesty, responsibility, and service to others. Faculty are said to be committed to providing for the academic needs of students and the greater Cincinnati community. Teacher education is offered at the undergraduate and graduate levels by the Department of Childhood Education and Literacy and the Department of Secondary and Special Education in the School of Education. Candidates are prepared to value the lives of children regardless of racial, linguistic, socio-economic, religious, or ethnic backgrounds and to work with and value family and school structures in urban, rural, and suburban settings. The Xavier University Teacher Licensure Program consists of 18 full-time and 53 adjunct and temporary faculty members. The program awarded 161 licenses to 139 students in (Each middle school candidate received 2 licenses) They enrolled 496 students in in the following options: Table 1 Numbers of Students in the Xavier University Teacher Licensure Program Options Option Name Level Number of completers in academic year Number of students enrolled in academic year Early Childhood UG, Grad 17, 9 82, 17 Early Childhood Montessori UG, Grad 7, 10 26, 36 Language Arts UG, Grad 5, 4 Students in Middle Childhood are counted 2x b/c 2 concentration areas are required

2 Mathematics UG, Grad 6, 7 39, 25 Science UG, Grad 6, 8 Social Studies UG, Grad 5, 3 Integrated Language Arts UG, Grad 4, 9 Integrated Mathematics UG, Grad 3, 4 Integrated Social Studies UG, Grad 2, 7 Life Science UG, Grad 2, 4 Life Chemistry UG, Grad - Life Physics UG, Grad - Physical Science: Chemistry UG, Grad - Physical Science: Chemistry/Physics UG, Grad - Physical Science: Physics UG, Grad - 41, 92 Foreign Language: French UG, Grad - Foreign Language: Spanish UG, Grad - Foreign Language: German UG, Grad - Foreign Language: Greek UG, Grad - Foreign Language: Latin UG, Grad - Music UG, Grad 8, 1 Physical Education UG, Grad - Visual Arts UG, Grad 1, 2 Early Childhood UG, Grad 0, 5 Mild/Moderate UG, Grad 4, 13 40, 98 Moderate/Intensive UG, Grad 3, 2 Gifted UG, Grad - TOTALS 73/88 228/268 Program claims: Claim 1: Knowledge of Content Candidates have mastered the content knowledge of their licensure program and apply that knowledge in planning and implementing lessons aligned with the state standards that support student learning. Claim 2: The Learner Candidates apply their knowledge of child/adolescent development, the needs of the learner, individual learning styles, best practices and diversity to their instruction and the learning process. Thus, candidates plan and implement appropriate instruction for students. Claim 3: Pedagogy Candidates align instruction with learning goals, use a variety of instructional approaches, accommodate individual differences and provide appropriate formal and informal assessments.

3 Claim 4: The Learning Environment Candidates design and create respectful, supportive and caring learning environments for diverse populations where student learning is active and engaged. Claim 5: Reflective Professionals Candidates demonstrate professionalism as caring, reflective, ethical and competent educators by working effectively and collaboratively with school and university personnel, colleagues, and community members to support student learners. Evidence supporting the claims Electronic Portfolio/Teacher Performance Assessment (Claims 1-5, crosscutting themes) Candidates must assemble a portfolio demonstrating competencies and skills for each of the Ohio Standards for the Teaching Profession. Xavier participated in the Spring 2012 piloting of the Teacher Performance Assessment, now the edtpa, and currently uses the assessment as an exit requirement for teacher candidates. Xavier internally scores their candidates edtpa portfolios using the same scoring guides as national scorers. Overall, for early and middle childhood candidates, 15% exceeded expectations, 83% met expectations, and 2% did not meet expectations. For special education candidates, 6% exceeded, 93% met, and 1% did not meet. For secondary candidates, 91% successfully completed all requirements including the edtpa. Praxis II (Claim 1, Claim 2, Claim 3) The faculty use the Praxis content exam to support Claim 1 and the Principles of Learning and Teaching (PLT) exam to support Claim 3. Secondary and special education candidates must pass both the content and the PLT exams prior to student teaching, and early and middle childhood education candidates must pass content prior to student teaching and PLT afterwards. Overall, Xavier s Praxis pass rate is 99%. GPA Grade Point Average (Claim 1) GPA is reported at admission into the program for all candidates, and at the end of student teaching for secondary candidates (with comparison to non-education majors). Admission GPAs ranged from 2.82 (undergraduate middle school candidates) to 3.97 (graduate moderate/intensive special education candidate). Mean secondary GPAs ranged from 2.91 (biology) to 3.68 (chemistry). Coursework (Claim 2) The faculty use grades from EDFD 110/510 Human Development and Learning (all licensure areas), EDSP 200/500 Special Education: Identification & Issues (middle, secondary, and special ed majors), EDSP 205 Foundations in Early Childhood Special Education or EDEC 555 Early Childhood Care and Practices (early

4 childhood majors) to support Claim 2. By policy, candidates must receive a B or better in these courses. The faculty also report results for research papers in EDEC 210: Early Childhood Development (Early Childhood Education majors) and in EDMC 212: The Nature and Needs of Adolescents (Middle Childhood Education majors) and a cultural study in EDEL 260/560: Cultural Diversity in Education (Early and Middle Childhood Education Majors). Overall, 65% exceeded expectations, 30% met expectations and 5% did not meet expectations. Lesson Plans Data (Claims 1 and 3, cross-cutting themes) Lesson plans align with the Ohio Standards for the Teaching Profession standards. Data from lesson plans are collected either during the methods courses or student teaching, depending on the candidates program. The plans are assessed using a rubric established by a collaborative expert panel, which was piloted over two semesters and modified based on student performance. Inter-rater reliability of 0.81 was established through an exercise in which full-time faculty and the department advisory committee consisting of cooperating teachers and university supervisors assessed five different lesson plans. For early childhood and middle grad and undergrad candidates, 62% exceeded expectations, 36% met expectations, and 2% did not meet expectations. For special education candidates, undergraduate and graduate, 96% met or exceeded expectations and 4%did not meet expectations. Field/Student Teaching Evaluations (Claim 2, Claim 3, Claim 4, cross-cutting themes) The evaluation forms are based on the Ohio Standards for the Teaching Profession, and are used by cooperating teachers and university supervisors. The correlation between the two sets of ratings for the field experience forms range between 0.81 and Final student teaching evaluations are written as summary letters based on documentation written throughout the semester. For early childhood candidates, 8% exceeded expectations, 91% met expectations, and 1% did not meet expectations. For special education candidates, 90% met expectations and 10% did not. Exit Survey (Claims 1-5) The exit survey is taken voluntarily by student teachers at the completion of their student teaching experience, and is designed to provide information on the effectiveness of the teacher preparation program, the support provided within the program, the alignment of their courses to state and national standards and requirements, their preparedness in different areas of teaching, and the importance of different characteristics to becoming a teacher. The survey was validated by department chairs and by selected faculty and students. Overall means on a scale of 1 (ineffective) to 5 (effective) for items associated with each claim were as follows: Claim 1, 4.17; Claim 2, 4.21; Claim 3, 4.22; Claim 4, 3.75; Claim 5, 3.05; multicultural perspectives, Internal audit:

5 The faculty probed quality control mechanisms in the area of curriculum, faculty quality, quality of facilities/equipment/services, fiscal and administrative capacity, student support services, policies and practices, and student grievance procedures. Although the quality control system was essentially working as designed, they identified weaknesses and made plans to address the following areas: Half of the reviewed departmental syllabi did not list alignment of student outcomes to the Ohio Standards for the Teaching Profession Reviewed arts and sciences syllabi were missing number of credit hours, objectives, and evaluation scales The expectation of requiring letters of recommendation from arts and sciences faculty for middle school candidates was determined to be infeasible Documentation in student folders was missing Plans for program improvement The program identified concerns which resulted in plans to: Administer an alumni survey that provides information on graduates leadership roles, service activities, and professional recognition Determine ways to specifically measure multicultural perspectives in secondary and technology skill in all programs. Incorporate a unified database to enhance collection and retrieval of data. The purpose would be to enable us to handle data in a more unified manner across all three programs, to ensure oversight and avoid duplication of efforts. Document course equivalencies and field experiences in secondary education. Review how edtpa data can be used more effectively to assess programs. Statement regarding commitment and capacity: The faculty concluded that Xavier University is committed to the Teacher Licensure Program and that there is sufficient capacity to offer a quality program. 1 The Xavier University Teacher Licensure Program offers options at the undergraduate and graduate levels in Early Childhood Montessori, Middle School Language Arts, Mathematics, Science, Social Studies, AYA Integrated Language Arts, Integrated Mathematics, Integrated Social Studies, Life Science, Life Chemistry, Life Physics, Physical Science: Chemistry, Physical Science: Chemistry/Physics, Physical Science: Physics, Foreign Language: French, Foreign Language: Spanish, Foreign Language: German, Foreign Language: Greek, Foreign Language: Latin, Music, Physical Education, Visual Arts, Early Childhood Intervention, Mild/Moderate, Moderate/Intensive, Gifted. The state of Ohio, at its discretion, offers licensure to program completers in these option areas.. The state of Ohio, at its discretion, offers teaching licenses to program completers in these the option areas Acceptance of the Summary of the Case The faculty accepted the Summary of the Case as accurate on November 4, 2014.

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