BA Elementary Education. College of Education and Human Services. Marshall University. Assessment Report School of Education (SOE) Services

Transcription

1 Services Marshall University College of Education and Human Services Assessment Report School of Education (SOE) BA Elementary Education Submitted by George Watson 204 Jenkins Hall Marshall University One John Marshall Dr. Huntington, WV 25755

2 Contents Program Overview... 3 Description of Program... 3 Program Goals... 3 Target Population... 3 Program Viability... 3 Program Admissions... 4 Admission and Retention Policy... 4 Demographics... 4 Program Productivity... 5 Course Sections Delivered with Total Students Enrolled... 5 Cohorts... 7 Program Graduates... 7 Technology Utilization and Integration... 7 Curriculum Integration... 7 Faculty... 7 Program Information... 8 Conceptual Framework and Student Disposition Assessment... 8 Student Performance Evidence for Meeting Standards Assessment 1: Principles of Learning and Teaching: Grades K Assessment 2: Praxis II: Curriculum, Instruction, and Assessment Exam Scores Assessment 3: Candidate Level III Student Teaching Instructional Planning Assessment Assessment 4: Student Teaching Evaluation Assessment 5: Student Teaching Assessment Plan Evaluation Assessment 6: Course grades Data Analysis/Summary Future Plans Appendix A Course Evaluations Appendix B Performance Task Descriptions and Rubrics Appendix C ACEI Program Standards Appendix D Student Teaching Evaluation Form and Rubric... 69

3 Program Overview Description of Program The undergraduate Bachelor of Arts degree provides degree recipients with certification to teach in elementary schools, and is based on the West Virginia Department of Education Standards for Teacher Certification. The Standards for Teacher Certification are the standards in which initial candidates must display competence in order to progress through the teacher preparation program and graduate and are based on standards set forth by the National Council for the Accreditation of Teacher Education (NCATE), National Board for Professional Teaching Standards (NBPTS), and West Virginia Department of Education (WVDE), and the Association of Childhood Education International (ACEI). The Standards for Teacher Certification reflect what a teacher should know and be able to do upon graduation from the Marshall University teacher preparation program and constitute the program learning outcomes for the undergraduate teacher candidate. Graduates from the program are certified to teach in grades Kindergarten through six and may choose to add additional endorsements covering either Pre Kindergarten or middle school content areas. Program Goals The goals of the program are stated in the Professional Education Unit s conceptual framework and are based around the theme of Preparing the Educator as Critical Thinker. Goals for the program include the emphasis of educational opportunities for students, best practices by students and faculty, and the integration of technology into all aspects of the program and student work. Target Population The program focuses on those students who have a strong desire to teach young children and maintains admission requirements higher than required by the state department of education. The program seeks students who have at least a 2.70 college GPA and can pass the Pre Professional Skills Test (Praxis I). Program Viability The B.A. in Elementary Education is the second largest program within the College of Education and demand for public school teachers is expected to increase in the coming years as more people retire or leave the system. Enrollment increased significantly during the year.

4 Program Admissions Admission and Retention Policy While students may list Elementary Education as a major they are not formally admitted until they apply during their sophomore/junior year. The criteria for admission and retention in the program are as follows: Admission In order to be admitted into the elementary education program candidates must apply for admission. As part of their application candidates must have completed a minimum of 26 credit hours, including EDF 218, Child to Adolescent Development and the Clinical I experience. EDF 218 must be completed with a grade of C or better. Candidates must also have a minimum GPA of 2.7 overall and 2.7 at Marshall University and have either a passing score on three parts of the Praxis I exam or an SAT of 1125 or an ACT composite of 26 or higher. Retention To stay in the elementary education program teacher candidates must maintain a minimum of 2.7 GPA overall, 2.7 GPA in the Teaching Specialization, and a 2.7 in the Professional Education Core courses. Candidates cannot undertake either the Clinical II or Clinical III (student teaching) experience unless these conditions are met. Further, candidates cannot undertake Clinical III unless they have a grade of C or better in all Teaching Specialization and Professional Education Courses, have 90% of Teaching Specialization courses completed, a minimum of 100 credit hours, and all Professional Education Core courses completed. Demographics For the Fall 2010 semester there were 577 students who had declared Elementary Education as their major or had been formally admitted into the program. The following table compares those numbers with the previous four years. Academic year enrollment. Academic year # of Students Enrolled in the Program

5 As you can see enrollment had been dropping but rebounded sharply this past year, corresponding to the increased enrollments throughout the university. For the academic year 98 students were accepted into the program through the admissions process. The following tables show the mean ACT and GPA scores for those students as well as the PPST mean scores. Passing scores on the PPST are 174 for Reading, 172 for Math, and 172 for Writing ACT and GPA Mean Scores for Candidates Admitted to Teacher Education Program N ACT Marshall GPA Overall GPA Elementary Education PPST Mean Scores for Candidates Admitted to Teacher Education Program N Reading Math Writing Elementary Education Program Productivity Course Sections Delivered with Total Students Enrolled Sections offered Students enrolled Course Credit Hours Content Knowledge Courses not requiring admission to program CI 102 Introduction to Computers in Education CI 350 Instructional Technology and Computing ART 335 Art Education: 2D & 3D Media & Methods CI 101 Mathematics for Elementary Teachers I (PR: MTH 127) CI 201 Mathematics for Elementary Teachers II (PR: CI 101) CI 342 Literature and Language Arts CI 343 Developmental Reading (CR: CI 446) ( clinical hrs) CISP 421 Children with Exceptionalities

6 Course CI 446 Individual Assessment & Prescription Language Instruction (CR: CI 343) (15 clinical hrs) ESS 305 Health & Physical Education in Early Childhood Programs MUS 342 Music in the Elementary Classroom (Jr/Sr status) EDF 218 Child to Adolescent Development in Schools (CR: EDF 218) (soph. standing) EDF 270 Clinical Experience I (CR: EDF 218) (35 clinical hrs.) Sections offered Students enrolled Credit Hours The following courses (Admit 4) require admission to Teacher Education Program CI 301 Mathematics Methods for Elementary Teachers (PR: CI 201) (15 clinical hrs.) CI 360 Social Studies Methods in Elementary Schools CI 448 Science Methods: Elem. Education (PR: CI and Sciences) (15 clinical hrs.) CI 321 Early Childhood Curriculum and Methods (15 clinical hrs.) CI 442 Instructional and Classroom Management: Elementary Education CISP 422 Differentiated Instruction (PR: CISP 421) (15 clinical hrs.) EDF 319 Applications of Learning Theory EDF 435 Classroom Assessment EDF 475 Schools in A Diverse Society CI 447 Integrated Reading/Language Arts: Elementary Ed. (PR: CI 343 & CI 446) CI 471 Level II Clinical Experience (CR: 447) ( clinical hrs.) CI 405 Student Teaching CAPSTONE (full semester) Total sections and seat count

7 Cohorts The Elementary Education program currently runs a cohort program in collaboration with West Virginia Southern Community College in Williamson, WV. There were 35 students who initially enrolled in the program but by the end of the academic year there were 27. Program Graduates The following table shows the number of students declaring Elementary Education as their major and the number graduating for the five years ending with Academic year # of Candidates Enrolled in # of Program Completers the Program Curriculum Integration Technology Utilization and Integration While technology utilization and integration is woven throughout the program of study students are required to take four hours of technology courses, CI 102 (1 credit) and CI 350 (3 credits) to become familiar with classroom technologies and how to use them effectively in instruction. In addition, several courses in the program of study are offered either completely or partially online. For the academic year 10 undergraduate course sections were offered completely online and another two were offered as T courses, meaning that 80% of the content was delivered online and the remaining content was delivered in a live class. Faculty The College of Education comprises 28 full time faculty, of which 12 are male and 16 female. Nineteen faculty members are full professors, three are associate professors, and six are assistant professors. In addition, the college utilized 25 part time faculty members to teach

8 during the academic year. The average faculty advisee load is 51 and student course evaluations for all CI, CISP, and EDF courses are located in Appendix A. Program Information The Elementary Education program is in the process of renewing its NCATE SPA accreditation is currently recognized with conditions, and has resubmitted a report concerning the conditions on September 15, Conceptual Framework Data The conceptual framework for the program is Preparing the Educator as Critical Thinker, and students are assessed against this framework throughout the program of study. Assessment of student progress in relation to the framework is through a series of assignments sprinkled throughout the program and referred to as performance tasks. Faculty have determined that these assignments represent student performance in relation to the framework, and they cannot pass a class that has a performance task without attaining at least a satisfactory grade on the assignment. The following tables show student performance on the tasks during the academic year, and descriptions of the tasks with scoring rubrics may be found in Appendix B. The following scale is used to evaluate performance tasks: 3=Excellent Work 2=Good Work 1=Satisfactory Work 0 =Unsatisfactory, student received either a D or F grade EDF 475 Teaching and Learning Belief Statement Term N Mean SD Student Performance Percentage Excellent Good Satisfactory Unsatisfactory Fall % Spring % 27.3% 14.5% CI 442 Management Plan Student Performance Percentage Term N Mean SD Excellent Good Satisfactory Unsatisfactory Fall % 19.6% 4.3% 4.3%

9 Spring % 17.4% 17.4% 21.7% CISP 421 Diversity Tutoring Project Student Performance Percentage Term N Mean SD Excellent Good Satisfactory Unsatisfactory Fall % 28.6% 4.8% 4.8% Spring 11 CISP 421 was replaced by CISP 422 data was not collected. CI 350 Lesson Plan With Technology Term N Mean SD Student Performance Percentage Excellent Good Satisfactory Unsatisfactory Fall % 33.3% 12.3% 15.8% Spring % 28.0% 9.3% 6.7% CI 442 Instructional and Classroom Management Portfolio Term N Mean SD Student Performance Percentage Excellent Good Satisfactory Unsatisfactory Fall % 19.6% 4.3% 4.3% Spring % 17.4% 17.4% 21.7% CI 447 Integrated Reading/Language Arts: Elementary Education Lesson Plans Term N Mean SD Student Performance Percentage Excellent Good Satisfactory Unsatisfactory Fall % Spring % EDF 218 Child to Adolescent Development Case Study Term N Mean SD Student Performance Percentage Excellent Good Satisfactory Unsatisfactory Fall % 6.3% 17.2% Spring % 23.8% EDF 319 Applications of Learning Theory Research Critique Term N Mean SD Student Performance Percentage Excellent Good Satisfactory Unsatisfactory Fall % 36.1% 2.8% 2.8% Spring % 34.5% 1.7% 3.4%

10 Student Performance Students in the Elementary Education Program are assessed against national standards as set forth by the National Council for the Accreditation of Teacher Education (NCATE) and the Association of Childhood Education International (ACEI), and these standards are listed in Appendix C. NCATE reviews the B.A. in Elementary Education program every seven years and uses data from six assessments of students as evidence of the program s meeting of standards. The following table outlines the assessments used in the national program review. Name of Assessment Type or Form of Assessment When the Assessment Is Administered [Licensure assessment, or other content based assessment] Principles of Learning and Teaching: Grades K 6 Exam National Licensure Exam Senior year [Assessment of content knowledge in elementary education] Elementary Education: Curriculum, Instruction, and Assessment Exam National Licensure Exam Senior Year [Assessment of student ability to plan instruction] Student Teaching Evaluation Clinical Supervisor rubric based observation assessment Student Teaching [Assessment of student teaching] Student Teaching Evaluation Clinical Supervisor rubric based assessment Student Teaching [Assessment of student effect on student learning] Student Teaching Unit Assessment Plan Clinical Supervisor rubric based assessment Student Teaching Additional assessment that addresses ACEI standards (required) ] Course Grades Course grade ART 335, CI 301, CI 360, CI 447, CI 448, and ESS 305

11 Evidence for Meeting Standards Assessment 1: Principles of Learning and Teaching: Grades K 6 The Praxis II, Principles of Learning and Teaching: Grades K 6, exam (PLT) is a test administered through the Educational Testing Service (ETS). A passing score of 165 or higher is required for state teaching certification in Elementary Education. Table 1 3 shows the assessment scores for each part of the exam. The PLT assessment aligns with ACEI Standards 1.0, 3.2, 4.0, and 5.2 as shown in Table 1 1. Table 1 1. PLT assessment and its alignment to ACEI standards. PLT Test Section ACEI Standard Covered Section I Students as Learners Standard 1.0 and 3.2 Section V Instruction and Assessment Standard 4.0 Section VII Teacher Professionalism Standard 5.2 Table 1 2. Student PLT pass rates Test Name Number of students taking exam Passing Rate Number of students who passed exam Pass Rate % % %

12 Assessment 2: Praxis II: Curriculum, Instruction, and Assessment Exam Scores The Praxis II, Curriculum, Instruction, and Assessment exam is a test administered by the Educational Testing Service (ETS). A passing score of 155 or higher is required for state certification in Elementary Education K 6. The exam aligns specifically with ACEI standards , 2.7, 4.0, and 5.2. The exam is broken into six sections, of which the first five deal with subject area standards and 2.7, while the final section evaluates candidate knowledge of standards 4.0 and 5.2. Table 2 1 below shows the alignment of standards to sections of the exam. Table 2 1. Praxis II Assessment and alignment with ACEI standards. Test section Standards assessed Reading and Lang. Arts Curriculum, Instruction, and Assessment 2.1 Mathematics Curriculum, Instruction, and Assessment 2.3 Science Curriculum, Instruction, and Assessment 2.2 Social Studies Curriculum, Instruction and Assessment 2.4 Arts and Physical Education Curriculum, Instruction, and Assessment 2.5, 2.7 General Information Curriculum, Instruction, and Assessment 4.0, 5.2 Table 2 2. Student Praxis II pass rate Test Name Number of students taking exam Passing Rate Number of students who passed exam Pass Rate % % %

13 Assessment 3: Candidate Level III Student Teaching Instructional Planning Assessment During the Level III (Student Teaching) clinical experience candidates are required to plan and teach units of instruction. The candidates ability to plan instruction is included as part of the overall evaluation by the university and classroom supervisors. The lesson plan template used by students is in Table 3 2, and the student teaching standard for planning instruction uses a scoring rubric divided into four sub categories as shown in Table 3 4. The student teaching instructional planning assessment aligns to standards 1.0, 3.1, 3.2, and 3.4. Table 3 1 outlines the relationship between the Student Teaching Evaluation Standard #7 Planning and the ACEI standards. Table 3 1. Standard #7 Planning alignment to ACEI standards. Student Teaching Standard #7 sub category A. The teacher creates and communicates short and long range plans based on curriculum standards and the West Virginia Content Standards and Objectives that: 1) include a variety of teaching strategies and accurate and useful learning materials; 2) engage students in the teaching and learning process; and 3) incorporate reading strategies into the instructional process. B. The teacher uses student prior knowledge and theories of learning and teaching to plan relevant, authentic experiences; communicates expected learning outcomes and performance levels. ACEI Standard 1.0, C. The teacher demonstrates the ability to integrate academic and vocational concepts and incorporate related career information, workplace skills and attitudes when appropriate. D. The teacher systematically adjusts plans to meet student needs and enhance learning. 3.2

14 Table 3 2. Student Teaching Lesson Plan Format LESSON PLAN FORMAT A daily lesson plan is a detailed plan for each day of teaching. LESSON PLAN OUTLINE I. Rationale An explanation of why the lesson is important and why/how the instructional methods chosen will achieve the objectives. II. Goals and Objectives a. Instructional goals: general statements of broad intended accomplishments for the lesson. b. Specific objectives: detailed statements precisely describing what students will know and be able to do as a result of successfully completing the lesson. These will include the mastery of specific concepts, new words, procedural sequences, etc. c. West Virginia Content Standards and Objectives or other state/national standards to be accomplished. III. Essential Question(s) [optional] the focus question(s) that identifies and organizes the specific elements of the day s instruction. IV. Procedure Step by step, sequential outline of the day s lesson, including a. Lesson introduction: a description of the process you will use to prepare the students mentally for the lesson. These may take the form of a motivational activity, a warmup exercise, a critical thinking question, or any other interest generating mechanism. b. Lesson development: the sequential itemization of activities that occur between the beginning and the end of a lesson. This section will include a variety of instructional strategies charts, graphs, internet sites, speakers, maps, oral reports, cooperative groups, games, labs, field work, etc. c. Lesson closure: process used to bring the lesson to an end and set up the next day s plan of study.

15 d. Lesson contingency: what you will do if you have extra time. e. Pacing guide [optional]: some form of time planning f. List of questions [optional]: questions that will be used to generate discussion. V. Daily (formative) Student Assessment strategies performed in or outside of class that allow you to see whether or not the class has mastered the day s objectives: written or oral work, questioning, checklists, graphic organizers, worksheets, labs, non verbal/signed responses, individual whiteboards, projects, group explorations, written tests and quizzes, or any additional activities that reveal student comprehension and stimulate student critical thinking. VI. Materials, Equipment, and Resources a. Textbook, supplementary readings, media supplies b. Outside facilities needed c. Procedure for bringing people into class and/or visiting community events, people, and places. VII. Modifications for Diverse Learners special considerations for various learning capabilities, learning styles, multiple intelligences, multicultural exposure, etc. VIII. Reflection and Revision a. Reflection: a candid, after the lesson examination of your effectiveness in preparing and executing instruction on that day. Reflections describe your teaching on that day, the manner in which students reacted and degree to which they mastered the day s objectives, the successful (and not so successful) elements of the lesson. b. Revision: discussion of what you will do differently the next time you teach a lesson. UNIT PLAN FORMAT A unit plan is a strategized overview for organizing a body of thematic information to be taught. Units may be a unique combination of materials selected by the instructor or a semi unique rendering centered around one or more chapters of an approved textbook. The most effective unit, however, is much more than a chapter outline. Written before teaching begins, the unit allows the

16 teacher to: a) focus on the scope and sequence of all information, both in overview and on a daily basis. b) prepare for instructional variety in day to day lesson delivery. c) organize and implement supplementary activities, text materials, visuals, and speakers. UNIT PLAN OUTLINE I. Title of the unit II. Grade level of the class III. Days devoted to the unit IV. Unit objectives V. Unit overview (This may be in the form of a long range plan chart) VI. Unit introduction VII. Unit (summative) assessment a. Authentic assessment: meaningful tasks that assess learners by requiring them to apply new learning successfully b. Traditional assessment: objective and subjective tests VIII. Supplementary activities bulletin boards, learning centers, speakers, outside trips, projects, term papers, reports, etc. IX. Bibliography of teacher and student resources X. Daily lesson plans the heart of the unit plan (described at length above) **INSTRUCTOR MAY ADD ADDITIONAL COMPONENTS NEEDED/REQUIRED FOR THE LESSON/UNIT PLAN AS HE/SHE DEEMS NECESSARY.

17 Table 3.3 Instructional Planning Scores Fall 2010 Student Performance Percentage Term N Mean SD Distinguished Proficient Basic Unsatisfactory Fall % 35.2% 1.4% Starting with the spring semester a more detailed assessment system was implemented which allowed instructional planning to be scored on each of the four criteria individually, instead of an overall score. Table 3 4 shows the Spring 2011 instructional planning scores.

18 Table 3 4. Instructional Scores for Spring Instructional Planning Assessments A. The teacher creates and communicates short and long range plans based on curriculum standards and the West Virginia Content Standards and Objectives that: 1) include a variety of teaching strategies and accurate and useful learning materials; 2) engage students in the teaching and learning process; and 3) incorporate reading strategies into the instructional process. B. The teacher uses student prior knowledge and theories of learning and teaching to plan relevant, authentic experiences; communicates expected learning outcomes and performance levels. C. The teacher demonstrates the ability to integrate academic and vocational concepts and incorporate related career information, workplace skills and attitudes when appropriate. D. The teacher systematically adjusts plans to meet student needs and enhance learning. N Mean SD Student Performance Distinguished Proficient Basic Unsatisfactory % 39.0% % 37.7% 1.3% % 39.0% 1.3% % 31.2% 1.3%

19 Assessment 4: Student Teaching Evaluation Candidate s Level III clinical, student teaching, is evaluated through a series of activities, observations, capstone portfolio, and capstone presentation. Formative evaluations are done for candidates by classroom and university supervisors throughout the term and a summative evaluation is done at the end of each placement, with each candidate having 2 3 placements during student teaching. This assessment is the summative evaluation of the candidate s final placement, which allows students to apply everything they have learned throughout their course of study and clinical experiences. The assessment has 10 standards, divided into four subsections. Table 4 1 through 4 10 show the average score for each standard. A description, copy of the evaluation form, and scoring rubric for each standard is shown in Appendix D. This assessment specifically aligns with ACEI standards 1.0, , 4.0, and 5.2. The standards used on the scoring rubric are based off of the ACEI standards. Standard 1.0 is addressed through the Human Development and Learning standard, Standards are addressed through unit standards 3 through 6, while Standard 4.0 is addressed through the Assessment standard. Standard 5.2 is evaluated through Professional Relationships.

20 Table 4 1. uency and Average of Course Knowledge Scores. Content Knowledge Assessments A. The teacher has a thorough knowledge of the subject matter and can relate this knowledge to other subject areas. B. The teacher uses a variety of examples and explanations of concepts and links them to students prior understandings, other content areas, and life experiences; uses the West Virginia Content Standards and Objectives to structure content. C. The teacher incorporates differing viewpoints and theories in the teaching of subject matter concepts; encourages questioning. D. The teacher engages students in generating and testing knowledge according to the methods of inquiry within the discipline. N Mean SD Student Performance Distinguished Proficient Basic Unsatisfactory % 33.8% 2.6% % 28.6% 1.3% % 35.1% 1.3% % 28.9% 2.6%

21 Table 4 2. uency and Average of Human Development and Learning Assessment Scores. Human Development and Learning Assessments N Mean SD A. The teacher assesses students ages, levels of development and approaches to learning to design appropriate strategies for cognitive, physical, socialemotional and character development. B. The teacher provides opportunity for active engagement, manipulation, and testing of ideas and materials linked to prior knowledge and experience. C. The teacher encourages discussion, listening, and responding; elicits examples of student thinking orally and in writing, individually and in groups. D. The teacher encourages students to assume responsibility for shaping their learning tasks. Student Performance Distinguished Proficient Basic Unsatisfactory % 28.6% % 31.2% % 20.8% 1.3% % 23.4% 1.3%

22 Table 4 3. uency and Average of Diverse Learner Assessment Scores. Diverse Learner Assessments A. The teacher designs instruction based on respect for students differing learning styles, multiple intelligences, and performance modes and the belief that all children can learn. B. The teacher appreciates and values human diversity and treats all students equitably; creates a learning community in which individual differences are respected. C. The teacher makes appropriate provisions for individual students who have particular learning needs; identifies when and how to access appropriate services or resources to meet exceptional learning needs. D. The teacher uses cultural diversity and individual student experiences to enrich instruction; brings multiple perspectives to the discussion of subject matter. N Mean SD Student Performance Distinguished Proficient Basic Unsatisfactory % 29.9% 3.9% % 11.7% % 32.5% 2.6% % 27.6% 2.6%

23 Table 4 4. uency and Average of Instructional Strategies Assessment Scores. Instructional Strategies Assessments N Mean SD A. The teacher uses a variety of instructional strategies, including current technology that allows students to: 1) explore concepts and develop an in depth understanding of content; 2) engage in active learning, creative and critical thinking, problem solving, conceptual understanding and performance. B. The teacher chooses alternative teaching strategies and materials to achieve different instructional purposes and to meet student needs; constantly monitors and adjusts strategies in response to feedback. C. The teacher uses a range of questioning techniques to promote different levels of understanding; promotes students awareness of their own thought processes and how to use reflection to build new understandings. D. The teacher varies the teacher s role in the instructional process (e.g. instructor, facilitator, coach, and audience) in relation to the content and purposes of instruction and the needs of students. Student Performance Distinguished Proficient Basic Unsatisfactory % 32.5% 2.6% % 27.3% 1.3% % 41.6% 2.6%

24 Table 4 5. uency and Average of Learning Environment Assessment Scores. Learning Environment Assessments N Mean SD A. The teacher establishes a smoothly functioning learning community where students: 1) participate in decision making and in setting clear expectations and standards of behavior; 2) assume responsibility for themselves and one another; 3) work both independently and collaboratively; 4) engage in purposeful learning activities; and 5) help create a positive classroom climate. B. The teacher helps students develop the motivation to achieve by, for example, relating lessons to their interests, allowing students to have choices in their learning, and providing opportunities to students to pursue problems that are meaningful to them; maximizes class time spent in learning. C. The teacher organizes and manages the resources of time, space, activities, and attention to provide active and equitable engagement of students in productive tasks. D. The teacher is responsive to student behavior and sensitive to students individual needs; uses effective strategies for managing behavior and referring serious misbehavior. Student Performance Distinguished Proficient Basic Unsatisfactory % 28.6% % 26.0% 1.3% % 31.2% 1.3% % 26.0% 1.3%

25 Table 4 6. uency and Average of Communication Assessment Scores. Communication Assessments A. The teacher models a variety of effective communication strategies (models accurate and grammatically correct language, restates ideas and draws connections, using visual, aural, and kinesthetic cues, etc.), and being sensitive to nonverbal cues given and received. B. The teacher supports and expands learner expression in speaking and writing, and uses media communication tools, including audio visual aids and computers, to enrich learning opportunities. C. The teacher asks a variety of levels of questions to stimulate discussion and critical thinking. D. The teacher demonstrates appropriate listening and responding skills. N Mean SD Student Performance Distinguished Proficient Basic Unsatisfactory % 22.1% 1.3% % 27.3% % 39.0% 1.3% % 36.4%

26 Table 4 7. uency and Average of Instructional Planning Assessment Scores. Instructional Planning Assessments A. The teacher creates and communicates short and long range plans based on curriculum standards and the West Virginia Content Standards and Objectives that: 1) include a variety of teaching strategies and accurate and useful learning materials; 2) engage students in the teaching and learning process; and 3) incorporate reading strategies into the instructional process. B. The teacher uses student prior knowledge and theories of learning and teaching to plan relevant, authentic experiences; communicates expected learning outcomes and performance levels. C. The teacher demonstrates the ability to integrate academic and vocational concepts and incorporate related career information, workplace skills and attitudes when appropriate. D. The teacher systematically adjusts plans to meet student needs and enhance learning. N Mean SD Student Performance Distinguished Proficient Basic Unsatisfactory % 39.0% % 37.7% 1.3% % 39.0% 1.3% % 31.2% 1.3%

27 Table 4 8. uency and Average of Assessment Scores. Assessment Assessments A. The teacher uses a variety of assessment techniques (e.g., observation, portfolios of student work, teacher made tests, performance tasks, projects, student self assessments, peer assessment, and standardized tests) aligned with goals and objectives to measure student understanding, progress, and performance. B. The teacher uses assessment strategies and results, including the results of the West Virginia Testing Program, to diagnose student learning needs as a basis for designing instruction in order to enhance student learning. C. The teacher evaluates the effect of class activities through observation of classroom interactions, questioning, and analysis of student work; modifies instruction based on assessment results. D. The teacher maintains useful and accurate records of student work and performance and communicates student progress, incorporating technology when appropriate. N Mean SD Student Performance Distinguished Proficient Basic Unsatisfactory % 42.9% 1.3% % 53.2% % 32.5% 1.3% % 44.2%

28 Table 4 9. uency and Average of Reflective Teaching/Professional Growth Assessment Scores. Reflective Teaching / Professional Growth Assessments N Mean SD A. The teacher uses classroom observation, information about students, as well as theories and research as bases for reflection on teaching and learning and for revising practice. B. The teacher seeks out professional literature, colleagues, and other resources including technology resources to support his/her own professional development as a learner and a teacher. C. The teacher draws upon professional colleagues within the school and other professional arenas as supports for reflection, problem solving and new ideas. D. The teacher exhibits professionalism (e.g., attendance, dress, confidentiality and ethical and legal behavior). Student Performance Distinguished Proficient Basic Unsatisfactory % 29.9% 1.3% % 26.0% % 26.0% % 14.3%

29 Table uency and Average of Professional Relationships Assessment Scores. Professional Relationships Assessments N Mean SD A. The teacher collaborates with parents, counselors, and other professionals in the school and community to understand students lives outside school, promote student learning, solve problems and make decisions to ensure student success. B. The teacher takes a proactive stance regarding promotion of student wellbeing, prevention of violence and making the school a safe and productive learning environment. C. The teacher identifies and uses community resources to enhance student learning and provide opportunities for students to explore career opportunities. D. The teacher is sensitive and responsive to clues of distress among students; acts as an advocate for students, investigating situations, and seeking outside help to remedy problems if needed and appropriate. Student Performance Distinguished Proficient Basic Unsatisfactory % 33.8% % 27.3% % 39.0% 1.3% % 26.0%

30 Assessment 5: Student Teaching Assessment Plan Evaluation Candidates must write and teach a unit plan of instruction that includes formative and summative assessments of student learning. The assessment plan must contain a benchmark assessment that shows baseline student knowledge before instruction as well as a post assessment that can then be used to measure the effect on student learning. The assessment plan is evaluated by the clinical supervisor using the rubric below and is included as part of the overall student teaching assessment. A single score is derived from review of each of the parts of the standard (A D). The student teaching evaluation form and the scoring rubric for Standard 8, Assessment, are below, and table 5 1 outlines the candidate directions for the assessment plan, table 5 2 shows the scoring rubric, and table 5 3 displays the score data. The Assessment standard on the scoring rubric aligns itself with ACEI standard 4.0 as evidenced by the criteria outlined.

31 Table 5 1. Directions for Student Teaching Assessment Plan Student Teaching Assessment Plan As part of the student teaching portfolio you will assess your effect on student learning. To accomplish this you will use a pre test/post test evaluation model in which your students will be given a pre test before the unit of instruction and the same test again after the instruction is over. Any difference between the test scores is what students have learned from you. While the tests can be of any type, such as multiple choice, essay, performance based, etc., most student teachers find that an objective measure is the best for them. Examples of this include multiple choice, true false, matching, or some combination of these. The assessment handout gives suggestions and tips for making your assessment the most accurate picture of your students as possible. Once you have given the pre test to the students you will need to examine the data to identify at risk students. These are students who score substantially lower than the rest of the class and will need special assistance to reach the performance of the rest of the class. At this point you will be expected to make modifications to your lesson plans to address the needs of these students and then begin teaching your unit. When finished with the unit you will give your students the same assessment as you gave for the pre test. Please note: You cannot change the wording of questions or add/delete them. You are permitted to only rearrange the order of questions. Once the post test is collected and tabulated you will need to represent your data in both table and graph form. The following graphs are minimum requirements for this section of the portfolio: Graph/table the pre test results of the whole class to the post test results. Graph/table the pre test results of the at risk group to their post test results. In your written analysis you will be expected to analyze your data (Why did they score this way?) as well as determine changes you might make, based on the data, if you were to teach the unit again.

32 Table 5 2. Evaluation Form and Assessment Rubric. LEVEL III CLINICAL EXPERIENCE (STUDENT TEACHING) EVALUATION FORM Teacher Candidate: ID Number: Last First Middle Maiden Home Address: E mail Address: Undergraduate Graduate Complete Name of School: County: State: Grade Level: Subject Taught: No. of weeks: Subject Specialization(s): University Supervisor: Public School Supervisor: D = Distinguished: Teacher candidate s performance is outstanding, demonstrating initiative and creativity, above and beyond what is required. P = Proficient: Teacher candidate will be able to work well independently as a teacher while actively engaging students in learning. B = Basic: Teacher candidate has achieved a minimum level of performance and will need modest support and practice in order to develop full professional competence. U = Unsatisfactory: Teacher candidate exhibits in adequate skills, therefore requiring significant growth and practice before being eligible for certification. STANDARDS FOR TEACHER CERTIFICATION D P B U 1 Content Knowledge 2 Human Development and Learning 3 Diverse Learners 4 Instructional Strategies 5 Learning Environment 6 Communication 7 Planning 8 Assessment The teacher critically examines the central concepts, tools of inquiry, and structures of the discipline to be taught to make learning meaningful for students; uses state and national standards appropriate to the content. The teacher analyzes how children learn and develop and provides learning opportunities for intellectual, social, and personal development. The teacher appraises differences in learning and creates instructional opportunities adapted to diverse learners. The teacher examines, applies, adapts, and evaluates a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills. The teacher integrates a critical understanding of individual and group motivation and behavior to create a positive learning environment with social interaction, active engagement, and selfmotivation. The teacher examines, applies, adapts, and evaluates a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills. The teacher plans and delivers instruction based upon critical understanding of subject matter, students, the community, and the state and national standards. The teacher examines and applies formal and informal assessment strategies to evaluate learners and to ensure continuous intellectual, social, and physical development.

33 9 Reflective Teaching/ Professional Growth The teacher is a reflective practitioner who evaluates the effects of his/her choices and actions on others and seeks opportunities to grow professionally. 10 Professional Relationships The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and wellbeing. NOTE: The teacher candidate MUST score at least Basic on all 10 standards to receive credit DISPOSITIONS AND PROFESSIONAL BEHAVIOR Please rate the teacher candidate on the following behaviors according to the scale. S = Satisfactory NW = Needs work U = Unsatisfactory TEACHER CANDIDATE BEHAVIOR S NW U APPEARANCE: Teacher candidate is neat, well groomed, and dressed appropriately for a school setting. ATTENDANCE: Teacher candidate is prompt and regular in attendance. (Missing seminar = ½ day) Days absent Times tardy ATTITUDE/COMPOSURE: Teacher candidate s attitude is positive and supportive, and he/she is able to maintain appropriate composure throughout experience. BEHAVIOR: Teacher candidate behaves in a professional and ethical manner. CONFIDENTIALITY: Teacher candidate maintains confidentiality concerning student information. FLEXIBILITY: Teacher candidate demonstrates flexibility in interactions with students and teacher. FOLLOWING INSTRUCTIONS: Teacher candidate demonstrates ability and willingness to follow instructions. INITIATIVE: Teacher candidate shows initiative in volunteering to work with students and/or to enhance professional development. The teacher candidate has successfully completed: 1. The Teaching Portfolio Yes No 2. The Capstone Oral Presentation Yes No Recommendation of Supervisors: The undersigned agree that the teacher candidate has successfully completed the student teaching experience. It is recommended that the stipulated hours of credit be entered on the teacher candidate s record. It is also agreed that upon completion of the approved program requirements at Marshall University, the teacher candidate be recommended for a teaching license at the appropriate level and/or subject area of specialization. Non recommendation of supervisors: The undersigned agree that the teacher candidate has not successfully completed student teaching; no credit will be entered on the teacher candidate s record. Public School Supervisor University Supervisor *** It is recommended that the Public School Supervisor and the University Supervisor attach comments to this evaluation form.

34 STANDARD #8 ASSESSMENT The teacher examines and applies formal and informal assessment strategies to evaluate learners and to ensure continuous intellectual, social, and physical development. DISTINGUISHED PROFICIENT BASIC UNSATISFACTORY A. The teacher uses a variety of assessment techniques (e.g., observation, portfolios of student work, teacher made tests, performance tasks, projects, student self assessments, peer assessment, and standardized tests) aligned with goals and objectives to measure student understanding, progress, and performance. Is creative in designing a variety of assessment techniques to measure student understanding, progress, and performance; aligns techniques with goals and objectives. Uses a variety of formal and informal assessment strategies to measure student understanding, progress and performance; aligns techniques with goals and objectives. Usually uses assessment techniques to measure student understanding, progress and performance; usually aligns techniques with goals and objectives. Relies on pencil paper assessments of understanding or fails to assess performance; fails to align techniques with goals and objectives. B. The teacher uses assessment strategies and results, including the results of the West Virginia Testing Program, to diagnose student learning needs as a basis for designing instruction in order to enhance student learning. Actively utilizes results of state testing program(s) and a variety of classroom assessments to design and adjust instruction based on student needs. Uses state testing programs and classroom assessments to design and adjust instruction based on student needs. Inconsistently uses assessment results to design and adjust instruction based on student needs. Fails to use assessment results to design and adjust instruction based on student needs. C. The teacher evaluates the effect of class activities through observation of classroom interactions, questioning, and analysis of student work; modifies instruction based on assessment results. Continuously utilizes observations, questioning, and analysis of student work to evaluate the effectiveness of classroom activities and creatively modify instruction. Utilizes observations, questioning, and student work to evaluate the effectiveness of classroom activities and make adjustments to instruction. Inconsistently uses observations, questioning, and student work to evaluate the effectiveness of classroom activities; sometimes makes adjustments to instruction. Fails to use questioning, observations, and student work to evaluate the effectiveness of classroom activities; seldom adjusts instruction. D. The teacher maintains useful and accurate records of student work and performance and communicates student progress, incorporating technology when appropriate. Designs and uses an effective system for maintaining accurate records of student work and performance; communicates to the student, parents and school officials. Maintains and communicates accurate records of student work, performance, and progress; usually communicates student progress. Inconsistently maintains accurate records of student work, performance and progress; sometimes communicates student progress. Fails to maintain and communicate accurate records of student work, performance and progress.

35 Table 5 3. Student Teaching Assessment Plan Scores Fall Assessment Assessments A. The teacher uses a variety of assessment techniques (e.g., observation, portfolios of student work, teacher made tests, performance tasks, projects, student self assessments, peer assessment, and standardized tests) aligned with goals and objectives to measure student understanding, progress, and performance. B. The teacher uses assessment strategies and results, including the results of the West Virginia Testing Program, to diagnose student learning needs as a basis for designing instruction in order to enhance student learning. C. The teacher evaluates the effect of class activities through observation of classroom interactions, questioning, and analysis of student work; modifies instruction based on assessment results. D. The teacher maintains useful and accurate records of student work and performance and communicates student progress, incorporating technology when appropriate. N Mean SD Student Performance Distinguished Proficient Basic Unsatisfactory % 42.9% 1.3% % 53.2% % 32.5% 1.3% % 44.2%

36 Assessment 6: Course grades Art 335, CI 301, CI 360, CI 447, CI 448, and ESS 305 are content methods courses in the subjects of art, mathematics, science, social studies, health, and physical education in which students learn both subject content and instructional methods. Students must score a grade of C or higher in all content and specialization courses to graduate. This assessment specifically aligns with ACEI standards , as shown in Table 6 1. Table 6 1. Courses and the Associated SPA Standard. Course Number SPA Standard Catalog Description ART 335 Art Education in 2D 3D CI 301 Teaching Elementary School Mathematics CI 360 Social Studies Methods in Elementary Education 2.5 Philosophy, media and methods for teaching art (emphasis for elementary level); includes laboratory experiences. 2.3 This course is an investigation of techniques and approaches to helping children learn mathematics with special emphasis on the use of manipulative materials in a laboratory setting. 2.4 An introduction to materials and methods for teaching social studies in the elementary school including goals, processes, strategies, and evaluation. CI 447 Integrated Reading and Language Arts: Elementary Education CI 448 Science Methods: Elementary Education ESS 305 Health Education & Physical Education in Early Child Programs 2.1 General K 6 course with emphasis on instructional standards and objectives, methods, and materials for Reading, Language Arts and Social Studies. 2.2 General K 6 course with emphasis on instructional standards and objectives, methods and materials for mathematics and science. 2.6, 2.7 This course instructs students on how to teach the major concepts of health and physical education to elementary children.