1 California State University, Sacramento College of Education Multiple Subjects Program Assessment Plan Spring 2001 Contents Multiple Subject Program Group Mission Statement Expected Learning Outcomes (CSTP) Course Matrix with the CSTP Indirect and direct strategies to assess learning outcomes Phase III Exit Survey Phase I, II, and III Evaluation Forms Plan for next year
2 Multiple Subjects Program Group (MSPG) MISSION STATEMENT (an ongoing work in progress) Our mission is building democratic learning communities which celebrate diversity and support meaningful teaching and learning. Core Value: We support Communication and community building as fundamental values which permeate partnerships between CSUS and public schools. Equity and diversity The creation of caring and safe environments which nurture the physical, intellectual, emotional, social, and moral development of children Teaching as a reflective and collaborative process Actions, Goals, and Expectations We affirm Communities based on collaboration and trust at all levels in an atmosphere of open dialogue Learning communities that include children, families, teachers, administrators, university faculty members, and the local community Democratic participation in decision making, and in planning and assessing programs A strong commitment to low income, linguistically and culturally diverse communities That cultural and linguistic diversity are strengths upon which schools can build That cultural and linguistic diverse parents possess funds of knowledge which can benefit their children and our schools Environments that actively encourage empathy for others Responsible, democratic citizenship Teachers who inquire into their own practice Teachers who collaborate with other professionals to create a just society Environments which allow teachers to experiment and push boundaries in responsible ways to improve teaching, learning, and community empowerment
3 Creative and reflective pedagogy which promotes meaningful teaching and learning A balanced curriculum which serves the interests and needs of the whole child The use of multiple assessment strategies and indicators The promotion of active student learning Meaning-making related to real world situations Pedagogy which is relevant and accessible to diverse students Pedagogy that is responsible to community needs and inclusive of community knowledge The opportunity for students to pursue their interests in all subject areas and for all subject areas to be perceived as equally important The use of informal and formal assessments Ongoing diagnosis which leads to a reciprocal relationship between teaching and learning Assessments which reflect the strengths as well as the limitations of all learners
4 Expected Learning Outcomes The California Commission on Teaching Credentialing (CCTC) will be developing a Teaching Performance Assessment that Preliminary Teaching Credential candidates will have to pass. It will be based on groups of tasks (called Teacher Performance Expectations) credential candidates should be able to perform. These expectations are organized into six domains: Engaging and Supporting Students in Learning Creating and Maintaining Effective Environments for Student Learning Making Subject Matter Comprehensible to Students Planning Instruction and Designing Learning Experiences for Students Assessing Student Learning Developing as a Professional Educator Multiple Subjects Program faculties would like to use these standards for the Expected Learning Outcomes; however, the standards are in the developmental stage. The faculties, therefore, have decided to use the California Standards for the Teaching Profession (CSTP) as the Expected Learning Outcomes at this time for the credentialing students in the program. The CSTP is for the inservice teachers and expected to be somewhat similar to the new Standards and Teaching Performance Expectations. The 2042 Draft of the Standards and Teaching Performance Expectations (which will lead to the Teaching Performance Assessment) is out and discussed around the state at this time. After the final Standards and Teaching Performance Expectations, the Multiple Subjects Program will make the adjustments to the current program assessment plan. California Standards for the Teaching Profession (CSTP) Standard One: For engaging and supporting all students in learning Teachers will be able to 1.1 Connect students prior knowledge, life experience, and interests with learning goals. 1.2 Use a variety of instructional strategies and resources to respond to students diverse needs. 1.3 Facilitate learning experiences that promote autonomy, interaction, and choice. 1.4 Engage students in problem solving, critical thinking, and other activities that make subject matter meaningful. 1.5 Promote self-directed, reflective learning for all students. Standard Two: For creating and maintaining effective environments for student learning Teachers will be able to
5 2.1 Create a physical environment that engages all students. 2.2 Establish a climate that promotes fairness and respect. 2.3 Promote social development and group responsibility. 2.4 Establish and maintain standards for student behavior. 2.5 Plan and implement classroom procedures and routines that support student learning. 2.6 Use instructional time effectively. Standard Three: For understanding and organizing subject matter for student learning Teachers will be able to 3.1 Demonstrate knowledge of subject matter content and student development. 3.2 Organize curriculum to support student understanding of subject matter. 3.3 Interrelate ideas and information within and across subject matter areas. 3.4 Develop student understanding through instructional strategies that are appropriate to the subject matter. 3.5 Use materials, resources, and technologies to make subject matter accessible to students. Standard Four: For planning instruction and designing learning experiences for all students. Teachers will be able to 4.1 Draw on and value students backgrounds, interests, and developmental learning needs. 4.2 Establish and articulate goals for student learning. 4.3 Develop and sequencing instructional activities and materials for student learning 4.4 Design short-term and long-term plans to foster student learning 4.5 Modify instructional plans to adjust for student needs. Standard Five: For assessing student learning Teachers will be able to 5.1 Establish and communicate learning goals for all students. 5.2 Collect and use multiple sources of information to assess student learning. 5.3 Involve and guide all students in assessing their own learning. 5.4 Use the results of assessments to guide instruction. 5.5 Communicate with students, families, and other audiences about student progress. Standard Six: For developing as a professional educator Teachers will be able to 6.1 Reflect on teaching practice and planning professional development. 6.2 Establish professional goals and pursue opportunities to grow professionally. 6.3 Work with communities to improve professional practice.
6 6.4 Work with families to improve professional practice. 6.5 Work with colleagues to improve professional practice. 6.6 Balance professional responsibilities and maintain motivation.
7 COURSE MATRIX WITH CSTP MAJOR emphasis in the course MINOR emphasis in the course blank NO emphasis in the course Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 CSTP MULTIPLE SUBJECT COURSEWORK FIELD EXPERIENCE EDBM EDTE EDTE EDTE EDTE EDTE EDTE EDTE EDTE EDTE EDTE A 309B A 421B
8 Indirect Assessment Program evaluation takes place at three levels: 1) the University initiates a self-study of each school; 2) the College of Education, through the ESSC, evaluates individual programs and the Multiple Subject Credential Program evaluates program outcomes for each student teaching Center; and 3) each Center self-evaluates through discussion at monthly Coordinator s and Center meetings. The self-study document is based on a report from a faculty member from outside the College. It consists of recommendations for change, based on interviews of faculty and review of relevant data, and commendations from work well done. (See self-study report for Department of Teacher Education and Department of Bilingual/Multicultural Education for 1996.) The ESSC administers a Program Evaluation Questionnaire to students as they are about to complete the Multiple Subject Credential Program. This document is shared with Center faculty in their meetings and used as a basis for center improvement. The outcomes are discussed in Center coordinators meetings as a way to identify issues and problems that cut across centers. This questionnaire is in the process of revision since the expected outcomes will be the new Teacher Performance Expectations. At this time, the questionnaire is based on the CSTP. (See the attachment) Ongoing program development and evaluation are achieved through direct contact and discussion with principals of training schools and cooperating teachers as well as with course instructors and supervisors in the program. Direct Assessment Each candidate prepares at least one unit plan and several lesson plans that include goals, objectives, strategies, activities, materials and assessment plans that are well defined and coordinated with each other, reflect cross-cultural and linguistic understandings, and provide equal access to the core curriculum. Preparation for Curricular and Instructional Planning Lesson plans, including instructional objectives, teaching strategies, classroom materials and assessment plans are discussed as an integral part of the seminar during observation and participation (EDTE 307) and as part of most, if not all, the subject area methods classes taken by Multiple Subject Credential students. Topics that address these issues include: planning, organizing and conducting instruction, learning objectives, lesson planning, lesson design etc. All Centers have similar topics as part of their Phase I seminars. Unit plans, with clearly stated goals, and sequenced effectively, are structured into the Programs at various points in different methods courses depending on the Center. For instance, social studies methods courses usually require a unit plan, implementation and reflection. Since the courses may be sequenced differently from Center to Center,
9 the unit plan assignment may not be handled identically, but all Centers have similar expectations. Field Experience Each Phase II and Phase III student teacher is evaluated using a standard student teacher evaluation form at a minimum of two times during each phase-midterm and end of term. Three people fill out these evaluation forms: the Cooperating Teacher, the student teacher, and the University Supervisor. The standard term requests responses reflecting the level of performance in areas that are directly related to this Standard: Produces clearly stated lesson plans, including objectives, strategies, materials and assessment which are coordinated and consistent with each other. Plans units of instruction with clearly stated goals, consisting of series of lessons in which at least one concept, skill or topic is taught fully and sequenced effectively. Plans and uses strategies, activities and materials that build upon students prior knowledge. Plans and uses strategies, activities and material that appeal to and challenge the diverse interest of the students in class. Plans and uses strategies, activities and materials that explore several styles of learning, such as oral, written, pictorial and tactile styles. Student teachers must demonstrate the ability to perform within the normal range of expectations (as observed by themselves, two Cooperating Teachers, and two University Supervisors) before they may complete the Program. Documentations: Phase I, II, and III Evaluation Forms (see the attachments) Supervisor Feedback Forms Cooperating Teacher Feedback Forms
10 Exit Survey Department of Teacher Education College of Education California State University, Sacramento Name: Last First Middle Former Address: Street City State ZIP Phone Number: ( ) Student Number / /... Section I: Demographic Data (Reminder: all demographic data will be confidential and only reported as aggregate data for the follow-up study reports) Please circle your responses. 1. What is your ethnic background? 1 American Indian or Alaskan 2 Asian or Pacific Islander 3 Black, non-latino 4 Latino 5 White, non-latino 6 other: 2. What prepared you for the Teacher Preparation program? 1 Liberal Studies 3 Waiver Program 2 Child Development 4 MSAT 5 other: 3. Five years from now, do you plan to be 1 teaching 2 a school administrator 3 an educational specialist (e.g., math consultant, librarian) 4 educator in a non-school setting (e.g., corporate) 5 employed outside the field of education 6 temporarily out of the work forces (e.g., care for a family) 7 permanently out of the work force (e.g., retired) 8 counselor/school psychologist 9 full-time graduate student 10 college faculty member 11 other: Section II: Reflection of Your Experience in the Preservice Program 4. If you had to do it all over again, would you still enroll in a teacher education program? 1 definitely no 3 probably yes 2 probably no 4 definitely yes 5. At this point in your development as a teacher, do you feel you are a(n) 1 inferior beginning teacher 2 below average beginning teacher 3 average beginning teacher 4 better than average beginning teacher 5 exceptional beginning teacher 6. Which of the following activities is most likely to help you become a better teacher? (choose one) 1 Observe other teachers and discuss methods & strategies with them. 2 Be observed by other teachers or supervisors 3 Read professional journals/publications. 4 Take additional graduate courses in education. 5 Take graduate courses in the subjects you teach. 6 Participate in teacher inservices/workshops. 7. To what extent were credential courses in the subject(s) you currently teach relevant to the needs of beginning teachers? 1 largely irrelevant 3 very relevant 2 moderately relevant 4 extremely relevant 8. To what extent has your participation in the CSUS teacher education program shaped you as a teacher? 1 not at all 3 somewhat 2 not much 4 quite a lot 9. Consider your knowledge, skills and abilities as a teacher. Would you recommend the CSUS teacher education program to other prospective teachers? 1 definitely not 4 probably yes 2 probably not 5 definitely yes 3 not sure Section III: Ratings of Preservice Program Quality On a scale of one to seven, how would you rate the overall quality of: 1 very 7 very 8 negative positive NA 10. Instructional resources, i.e., library Your student teaching/internship experience (current phase) Feedback, advice, and counseling from cooperating teachers/mentors Feedback, advice, and counseling from supervisors/university liaison Feedback, advice, and counseling from course instructors
11 15. Feedback, advice and counseling from your Center Coordinator To what extent did your views of the professional roles and responsibilities of teachers change from the time you entered your teacher preparation program to program completion? 1 not at all 3 somewhat 2 not much 4 quite a lot 17. Please rate your overall confidence in your teaching. 1 unacceptable 4 above average 2 below average 5 exceptional 3 average 18. Please rate your overall professional behavior. 1 unacceptable 4 above average 2 below average 5 exceptional 3 average 19. Overall, rate the quality of your education courses 1 unacceptable 4 above average 2 below average 5 exceptional 3 average 20. The intellectual challenge of your education course work at CSUS. 1 unacceptable 4 above average 2 below average 5 exceptional 3 average 21. The quality of instruction you received during your teacher preparation course work. 1 unacceptable 4 above average 2 below average 5 exceptional 3 average 22. The quality of your cooperating/collaborating teachers. 1 unacceptable 4 above average 2 below average 5 exceptional 3 average 23. The OVERALL quality of your teacher education experience. 1 unacceptable 4 above average 2 below average 5 exceptional 3 average Section IV: Ratings of Preservice Program According to the CSTP Please rate how much you were introduced with the following skills/techniques during your teacher preparation program. 1 very little; 2 adequate; 3 very strong; 4 NA that make subject matter meaningful 28. Promoting self-directed, reflective learning for all students 29. Creating a physical environment that promotes fairness and respect 30. Establishing a climate that promotes fairness and respect 31. Promoting social development and group responsibility 32. Establishing a maintaining standards for student behavior 33. Planning and implementing classroom procedures and routings that support student learning 34. Using instructional time effectively 35. Demonstrating knowledge of subject matter content and student development 36. Organizing curriculum to support student understanding of subject matter 37. Interrelating ideas and information within and across subject matter areas 38. Developing student understanding through instructional strategies that are appropriate to the subject matter 39. Using materials, resources, and technologies to make subject matter accessible to students 40. Drawing on and valuing students backgrounds, interests, and developmental learning needs 41. Establishing and articulating goals for student learning 42. Developing and sequencing instructional activities and materials for student learning 43. Designing short-term and long-term plans to foster student learning 44. Modifying instructional plan to adjust for student needs 24. Connecting students prior knowledge, life experience, and interests with learning goals 45. Establishing and communicating learning goals for all students 25. Using a variety of instructional strategies and resources to respond to students diverse needs 26. Facilitating learning experiences that promote autonomy, interaction, and choice 27. Engaging students in problem solving, critical thinking, and other activities 46. Collecting and using multiple sources of information to assess student learning 47. Involving and guiding all students in assessing their own learning 48. Using the results of assessments to guide instruction
12 49. Communicating with students, families, and other audiences about student progress 50. Reflecting on teaching practice and planning professional development d. science e. English Language Development f. other: special needs children Establishing professional goals and pursuing opportunities to grow professionally 52. Working with communities to improve professional practice 53. Working with families to improve, professional practice 54. Working with colleagues to improve professional practice 55. Balancing professional responsibilities and maintaining motivation How would you rate the adequacy of your knowledge and understanding in each of the following areas. Your knowledge and understanding of weak adequate strong 56. curriculum development a. language arts b. math c. social studies multi-cultural issues and perspectives contemporary educational issues theories/principles of how students learn Section V: Ratings of the Procedural Process How easy/difficult was it for you to be certified with regard to the following: hard easy 61. processing application fingerprinting application scheduling coursework meeting student teaching obligations taking certification exams (e.g. RICA, MSAT) Thank you for the time and effort to complete this exit survey. The College of Education respects your opinion and feedback. We would like to ask you to suggest recommendations on a few open-ended questions in order to continually improve of teacher preparation programs. Do we have your permission to contact you by phone? If yes, please provide your phone number. Best phone number to reach you: ( ) No What is the best time to call? Any closing comment? (Please use reverse side if more space is needed.)
14 PHASE I: ASSESSMENT OF PROGRESS Cooperating teachers will use this form to assess the performance of Phase I students. Students will use this form to introduce themselves to the skills of self-assessment. The competencies listed are those most appropriate to the Phase I experience. The evaluator may make additional comments either to supplement or to clarify this rating scale. Needs Meets Phase I Attention Expectations 1) Assume initiative in assisting the teacher. 2) Accepts responsibilities assigned by the teacher. 3) Relates well to children of different ability needs. 4) Relates well to children from different linguistic and cultural backgrounds. 5) Works effectively with other adults in the classroom and school. 6) Demonstrates an enthusiastic attitude about teaching. 7) Completes work assigned in a timely manner. 8) Expresses ideas clearly. 9) Demonstrates professional appearance. 10) Leans new methods, skills, and ideas 11) Responds positively to suggestions and constructive criticism. 12) Demonstrates adaptability and flexibility. On the basis of my experience with during Phase I, I recommend that he/she: Continue in the program as a Phase II student. Consider career options other than teaching as a profession. PHASE II EVALUATION: FINAL This evaluation is designed to announce formally to the student teacher whether or not s/he has met the required competencies for Phase II. In order to pass to Phase III, a student teacher must consistently demonstrate the behaviors stated below [in the professional judgment of the evaluator(s)] and cannot demonstrate a weakness so severe in other areas (item 10) that in the eyes of the evaluator progress to Phase III would be harmful to students. COMMUNICATION: The student teacher has demonstrated communication skills which enable students to understand the content and self-direct their behavior. 1. Consistently uses clear, concise, coherent oral, written and nonverbal language. 2. Establish productive learning environment including clearly state expectations for student conduct. INSTRUCTION AND EVALUATION: The student teacher has demonstrated an extensive knowledge of subject matter in planning and teaching and has developed and taught a unit plan, incorporating a series of student-centered lessons. 3. Plans units of instruction with clearly stated goals, consisting of a series of student-centered lessons in which at least one concept, skill or topic is taught fully and sequenced effectively. 4. Plans and uses instructional strategies, activities and materials that appeal to and challenge the diverse interests of the students in a class. 5. Applies formal and informal methods to assess student learning of lesson and unit objectives. PROFESSIONALISM: The student teacher acts according to the highest principles of the teaching profession. 6. Establishes a positive rapport with students in a variety of ways. 7. Communicates and interacts respectfully with all students. 8. Has grown as a teacher by assessing his/her own progress, accepting professional advice and considering constructive criticism.
15 PHASE III EVALUATION: FINAL STUDENT RAPPORT AND CLASSROOM ENVIRONMENT 1. Establishes a positive rapport with students in a variety of ways. 2. Establishes a productive learning environment that includes clearly stated expectations for student conduct 3. Communicates and interacts respectfully with all students. 4. Reinforces respectful interaction among students. INSTRUCTIONAL PLANNING SKILLS 5. Produces clearly stated lesson plans, including objectives, strategies, materials and assessments which are coordinated and consistent with each other. 6. Plans units of instruction with clearly stated goals, consisting of a series of lessons in which at least one concept, skill or topic is taught fully and sequenced effectively. TEACHING APPROPRIATE TO STUDENTS 7. Plans and uses strategies, activities and materials that build upon students prior knowledge. 8. Plans and uses instructional strategies, activities and materials that appeal to and challenge the diverse interests of the students in a class. 9. Plans and uses strategies, activities and materials that explore several styles of learning, such as oral, written, pictorial and tactile styles. 10. Plans and uses strategies that are free from bias and foster learning among diverse students. STUDENT MOTIVATION, INVOLVEMENT AND CONDUCT 11. Motivates students by using stimulating classroom activities, reinforcement techniques and feedback effectively. 12. Encourages all students to excel and promotes involvements in all classroom activities by students from different gender and ethnic groups, and with different handicapping conditions. 13. Manages and responds to student conduct effectively in a variety of classroom activities, including individual, small group and whole class activities. PRESENTATION SKILLS 14. Uses understanding of language development by adjusting complexity of his/her language to students in class. 15. Uses clear, concise, understandable and coherent oral, written and nonverbal language. DIAGONOSIS AND EVALUATION OF STUDENTS 16. Sets achievement criteria and communicates them clearly to students and parents. 17. Demonstrates that the students in a class have learned a variety of significant skills, ideas and value as a result of his/her teaching. 18. Applies formal and informal methods to assess students achievements and is aware of the limitations of the instruments. COGNITIVE OUTCOMES OF TEACHING 19. Teaches students to apply a variety of thinking processes to the content. 20. Offers evidence that the critical thinking skills and /or problem solving abilities of the students in a class have improved as a result of his/her teaching. AFFECTIVE OUTCOMES OF TEACHING 21. Seeks to motivate students sense of purpose about importance of instructional content. 22. Provides for and encourages independent learning experiences. 23. Encourages positive interaction among students. 24. Provide environment and activities that promote self-esteem among students. EFFECTIVE CROSS-CULTURAL TEACHING 25. Teaches students who are different from the candidates in ethnicity, culture, gender, language background and/or socioeconomic background. 26. Exhibits understanding, appreciation and sensitivity toward the cultural heritage, community values and individual aspirations of the diverse students in a classroom. 27. Encourages respect for human diversity through planned lessons and personal interaction with students. PROFESSIONAL OBLIGATIONS 28. Communicates effectively with administrators, teachers and parents. 29. Participates effectively in school meetings, parent conferences and other aspects of school life. 30. Has grown as a new teacher by assessing his/her own progress, accepting professional advice and considering constructive criticism. 31. Exhibits intellectual integrity, serves students honestly, protects their privacy, respects their work and sustains open discussions of ideas.
16 Plans for next Year It is difficult to continue the department assessment plan at this time. There are two major reasons for waiting before continuing the assessment plan. The Department of Teacher Education will have major program changes next year to meet the California Commission on Teaching Credentialing requirements. The credential program will have level I and level II. It is difficult to assess the program when there is no program. It makes more sense to work on the assessment after the program has been modified. The California Commission on Teaching Credentialing (CCTC) will be developing a Teaching Performance Assessment that Preliminary Teaching Credential candidates will have to pass. It will be based on groups of tasks (called Teacher Performance Expectations) credential candidates should be able to perform. The draft, SB2042, is in the field review. Survey materials are being mailed by the contractor, American Institutes for Research (AIR) to 15,200 potential respondents beginning the week of April 9, These studies include both a paper survey and a web-based survey option. The results of the two validity studies will be reviewed by the expert advisory panels during their July 2001 meetings, and reviewed again for alignment and congruence. Based on these reviews a final set of content specifications for Elementary Subject Matter Requirement and Teaching Performance Expectations will be recommended to the Commission for adoption. These adopted specifications will then be used by the contractor (yet to be identified) to develop the revised MSAT examination and the Teaching Performance Assessment. Since the Department of Teacher Education has decided to use these Teaching Performance Expectations as the learning outcomes for the program, it makes sense to wait until the expectations has been finalized. Once the expectations are finalized, the program assessment plan can make the changes on the expected outcomes, courses and outcomes matrix, exit survey, and student teacher evaluation forms.