CONTINUOUS ASSESSMENT PLAN (CAP)

Transcription

1 Boyce College Teacher Preparation Unit CONTINUOUS ASSESSMENT PLAN (CAP) Boyce College Teacher Education Program (TEP): Teacher Education Program Date Completed: Date Approved by CTE: Date Submitted to EPSB: Revised and Approved for Program Approval: Revised and Approved for Accreditation:

2 Introduction Woven throughout the Conceptual Framework (CF) of the Boyce teacher preparation unit is the concept of assessment as the fabric of an effective teacher preparation unit. We believe that an effective teacher preparation unit must develop and maintain an assessment system that achieves two major objectives: 1. Provide credible performance data on the progress and achievement of each teacher candidate as related to specific program standards and EPSB standards 1 and 2, and 2. Provide feedback to the unit on the effectiveness of the program components and functions in achieving the specified program standards. To these ends we have developed a system of continuous performance assessment for the Boyce Teacher Education Program (TEP) to assure that the vision we have articulated for the development of professional teachers as leaders will be a reality. This Continuous Assessment Plan (CAP) is based on the Boyce TEP Conceptual Framework, based on the unit theme Teacher as Servant-Leader and the three sub-themes of service, collaboration, and the teacher as a reflective practitioner. The Boyce CAP for teacher candidates is designed to measure the professional knowledge, skills, and dispositions that we believe are necessary for the teacher as a servant-leader. It is designed to monitor and report overall teacher candidates progress through a Kentucky Teacher Standards performance-based program. The CAP also will permit the collection and electronic storage of critical performance data with the use of a LiveText electronic portfolio, which will permit analysis of the effectiveness of the Boyce teacher preparation unit in the training of professional teachers as servant-leaders and thereby provide insights for necessary program changes. CAP Rationale The Boyce CAP is based on the belief that the knowledge and skills of the teacher candidate are the foundation of the effective professional teacher, but that the goal of developing any teacher as a servant-leader requires having the disposition to be a servant first, but who also values the need to be a collaborative and reflective team-oriented professional teacher. We therefore base our treatment of the assessment of teacher candidates on the conviction that teacher dispositions (attitudes, beliefs, and values) is a primary issue for all aspects of the professional teacher Of course, the continuous growth of knowledge, and the development and application of teacher skills are absolutely necessary, but we believe the attitudes of the teacher and what the teacher believes and values is the driving force for the quality and type of professional teacher the teacher candidate will ultimately become. Unless the teacher has core beliefs and values that drive the growth of knowledge, and the development of pedagogical and professional educator skills, and even the involvement in service and leadership, the resulting knowledge, skills, and service may likely lack enduring and deep roots of professionalism. We therefore believe that the growth of the knowledge and the application of skills and the demonstration of servant-leadership involvement are vitally connected to the dispositions of the teacher candidate. Within the Conceptual Framework the valued dispositions for the Boyce teacher preparation unit are those dispositions that foster service, collaboration, and the teacher as a reflective practitioner. The Boyce CAP 2

3 will therefore focus on the assessment of knowledge, skills, and these valued dispositions which we believe foster the teacher as a servant-leader. Program Assessment Alignment Using the above rationale we have developed a means for assessing teacher candidate knowledge, skills, and dispositions throughout the teacher preparation process, which we believe are important to develop the teacher as a servant-leader. Table 1 below presents how each of the major components of knowledge, skills, and dispositions of the Conceptual Framework are assessed throughout the experiences of the teacher candidate, experiences that are both external to the TEP and also internal. Also refer to Table 1 of the Conceptual Framework document for how the three major areas of knowledge, skills, and dispositions are aligned with the Kentucky Teacher Standards (KTS), the Association of Childhood Education International (ACEI) standards, and the Kentucky Education Professional Standards Board (EPSB) Themes. Table 1: Alignment of Program Assessments with Conceptual Framework Components CF Component Knowledge (Aligned with KTS and ACEI Standards and with EPSB themes-see Table 1 of CF document, page 4) Skills (Aligned with KTS and ACEI Standards and with EPSB themes-see Table 1 of CF document, page 4) TEP External Assessments General Knowledge: ACT, SAT, Praxis I: EN 101 tests SP 105 tests Gen. Ed., Bible/ Theo., Related Studies course tests; *Praxis II Score. General Academic skills: - Praxis I: Math min. Reading - 176min. Writing min. -EN 101, SP 105 Min. C grades -Leadership - Community and school organization involvement Prerequisite Assessments For TEP Admission General Knowledge : Pass courses- ED 200. EN 101, SP 205, ED 210: -Maintain GPA of 2.75 for Boyce courses General Skills -ED 200: Philosophy of Education writing evaluation min. grades of C -ED 210: Technology - Minimum course grade of C ; -Portfolio rubric min. score 3 TEP Internal Assessments TEP Checkpoint 1 Application for TEP General Knowledge: - Praxis I Minimum Subtest scores for math - 174, reading 176, writing 174 -Gen. Ed.(EN 101); Bible/Theo. min. Gr.: C -Overall GPA 2.75 Prof. Knowledge Related Studies & Prof. Ed.(ED 200, 210) Min. C Communication Skills: 1. Philosophy of Ed.- min. Rubric Score: 4 overall. 2. Impromptu writing- Satisfactory 3. Prof. Ed. Interview: Evaluation of oral and written skills= Satisfactory Technology skills: -ED 210 projects completed- Min. Rubric Score: 2.5 Mean; LiveText E-portfolio initiated w/ all req d artifacts from ED 200 and 210 TEP Checkpoint 2 Application to Student Teaching General Knowledge: -Min. GPA 2.75 for all courses; Min. 3.0 for last 30 hours of credits -no grades lower than C Prof. Knowledge: -Evaluation of teaching lessons in ED 220, 310, 311, 320, 330, 380, 420 using KTS rubric #1: 2.5 mean score Professional Skills: -Early FE Eval. results -Teaching skills: Evaluation of teaching lessons in ED 220, 310, 311, 320, 330, 380, using KTS Standards 2-8 rubrics-2.5 mean sc. Communication Skills: Evaluation of Written and Oral Skills: Early FE Evaluation form Technology Skills; -LiveText E-portfolio updated Servant-Leadership: -ED 480 KTS rubric #10, Min.2.5 score. TEP Checkpoint 3 TEP Exit Prof. Knowledge: -S t. Teaching: KTS Rubrics #1-6: 2.5 mean sc. -Final GPA min Final ED 490 Gr.- C minimum -TWS min. rubric score 85%; Professional Skills -Final GPA Final Supervised Teaching grade, min. C ; -TWS min. rubric score 85%; -KTS Rubrics 2-8: Evaluation of all teaching skills- Mean sc. 2.5 min. Servant-Leadership: -ED 490 service project, KTS rubric #10, Min. 3 score 3

4 Dispositions (Aligned with KTS and ACEI Standards and with EPSB themes-see Table 1 of CF document, page 4) Pre-assessment of TEP Dispositions: ED 200 Complete Boyce Dispositions Questionnaire and write initial PD Plan based on the results. Dispositions Preassessment: Dispositions Questionnaire completed with a recorded mean score from the rubric for scoring the teacher candidate questionnaire responses. No minimum mean score required at Checkpoint #1 Dispositions Check; -ED 380, 420: KTS rubric 7,8,10-mean sc. 2.5 on teaching lessons Dispositions Final Evaluation: -Dispositions Questionnaire final mean score 2.5; - ED 490- KTS rubrics 7-10: Mean sc. 2.5 for teaching observations.kts rubrics Fairness, Accuracy, and Consistency of the Boyce Continuous Assessment Plan The Boyce teacher preparation unit is totally committed to an assessment plan and process that is fair in the evaluation of each teacher candidate, accurate in the measurement and reporting of the knowledge, skills, and dispositions of the professional teacher, and consistent over time and with each evaluator involved in the assessment process. As an initial teacher preparation unit we recognize that we do not have the data to validate these claims; however we believe that the CAP that is now in place is structured to assure that fairness, accuracy, and consistency of assessment is now being practiced. These claims are made on the basis of definite qualities of the Boyce TEP CAP, which are outlined below: Assessment Instruments The CAP has assessment instruments required to be used by all evaluators for the assessment of teacher candidates demonstration of the knowledge, skills, and dispositions identified by the Kentucky Teacher Standards as necessary for the professional elementary teacher. The KTS Rubrics (Appendix - Table 8-A, pp.48-52) must be used by all evaluators for assessment of each teacher candidate s performance in the development and the teaching of lessons throughout the teacher candidate s experiences, including both Field Experience teaching lessons and the supervised teaching lessons, and TWS Unit in authentic elementary classroom settings. These rubrics must be used by both Boyce faculty and mentoring cooperating teachers of the field experience teaching lessons and the student teaching lessons. We believe that all three qualities of fairness, accuracy, and consistency are achieved by this use of the KTS Rubrics because of the wide-range of subjects taught, the use of various evaluators, the teaching of children of different grade levels, and the experience of teaching in different elementary schools consisting of differing demographic compositions, and finally using more than one evaluation instrument (KTS Rubrics and Early Teacher Candidate Evaluation Form). The instrument developed for the assessment of the three valued dispositions (service, collaboration, and teacher as reflective practitioner) and the disposition s indicators of the Boyce TEP is designed to assure fairness, accuracy, and consistency of measurement. The assessment instrument for measuring the three valued dispositions is the Boyce Dispositions Questionnaire (Table 3-A, pp.33-35). This measure is administered through a pre-/post assessment process, early and late in the candidate s program experience, and requires the candidate to respond in an open- 4

5 ended written approach to a professional teacher situation. Since the candidate must explain how he/she would respond to the situation, an insight into the mind and emotions of the candidate is gained and thus serves as an effective measure of the candidate s disposition (knowledge, attitudes and beliefs) for service, collaboration, or reflection. The teacher candidate responses are assessed using the 3-Level rubric designed for that purpose. (Table 3-A, Rubric for Dispositions Questionnaire,. pp ) Since we have invalidated the previously used Dispositions Inventory, we are initiating research into other possible means of assessment of dispositions so that we may have multiple measures for comparing results and therefore be more assured of greater accuracy of results. This comparison will also give us opportunity to determine the effectiveness of each of the measures for reliability as a test measure. Each teacher candidate s Teacher Work Sample (TWS) unit of instruction narrative is evaluated by the same scoring rubric (Table 6-A, TWS Scoring Rubric, pp.45,46), which provides greater consistency and fairness for each candidate. The quality of accuracy in measuring the candidate s knowledge and skills through the TWS Unit is achieved by the requirement of developing and teaching more than one TWS Unit through the candidate s program. Each of these different TWS Units is evaluated also by different professional educators which guarantees greater accuracy and consistency of results of teacher candidate teaching knowledge and skills. Each of the early Field Experiences associated with the Professional Education and Related Studies courses are assessed by the FE cooperating teacher using the Early Field Experience Teacher Candidate Evaluation rubric (Appendix: Table 4-A. p.. 46): Each of four areas of Professionalism, Knowledge, Relationships, and Professional Skills are assessed. Being assessed by a different professional teacher yields a fair and balanced assessment of the teacher candidate in the performances of the field experiences. Assessment Procedures Each of the assessments used to determine teacher candidate performance in meeting the program standards (KTS, and ACEI: Refer to Table 1 of the Conceptual Framework document) and in achieving the goals of the Conceptual Framework (knowledge, skills and dispositions) are linked directly to course requirements, and/or to the field experience requirements of teaching authentic lessons, and/or to the three program evaluation checkpoints. This guarantees that each candidate will be evaluated consistently by the same requirements for meeting performance standards and also makes the process fair for each candidate. An important feature of the assessment process at each of the three Checkpoints is the multiple faculty input applied for each candidate to meet the requirements of the Checkpoints. Checkpoint 1 requires that a team of faculty will interview each candidate who is applying for the TEP; thus greater fairness, accuracy and consistency will be available to determine the candidate s success in meeting the requirements of the 5

6 Checkpoint. At each of the three Checkpoints, the Council on Teacher Education (CTE) votes on each candidate s success in meeting the requirements of the Checkpoint (See Tables 4, 5, 6, Checkpoint Tables, pp below for the data evaluated at each of the Checkpoints). Faculty Training In order to assure more accurate and consistent results through the use of each of the rubrics and scoring procedures, training sessions are planned to determine inter-rater reliability in the use of the scoring instruments. We do not yet have the full faculty to begin this training but when that time comes, the training will be scheduled. Candidate Feedback of Assessment Results Recognizing the value of feedback of assessment results for the teacher candidates, the CAP provides several means of providing this feedback: 1.) Instructors of the courses provide regular feedback of student s growth in the knowledge, skills, and dispositions through evaluations of student tests, and projects required by the courses; 2.) Cooperating teachers of the student s field experiences provide both formal and informal assessment feedback. Each FE cooperating teacher is required to evaluate the teaching lessons of the teacher candidate, using the Boyce KTS rubrics for teaching lessons. The teacher candidate is given the results of the evaluation to assist the candidate in areas of needed improvement for future teaching lessons. The cooperating teacher is also required to complete the Early Field Experience Evaluation Form for each teacher candidate. The candidate is given the completed form to learn areas of needed improvement in the 4 areas of Professionalism, Demonstrated Knowledge, Relationships, and Professional Skills; 3.) The three Checkpoint system is designed to give feedback to the teacher candidate on the progress made in the growth of knowledge for teaching, the skills of effective teaching, and the valued dispositions of service, collaboration, and the teacher as a reflective practitioner. These checkpoints also are designed to evaluate the candidate s development of necessary communication and technology skills. In face to face interview the candidate is advised of areas of needed improvement in communication skills of oral and written language, and also in the knowledge and use of technology for teaching; 4.) Finally, feedback is provided through the candidate s LiveText E-portfolio. The evaluations of the candidate s artifacts for the e-portfolio are accessible to the candidate after the instructor has completed the assessments. ASSESSMENT OF CONCEPTUAL FRAMEWORK MAJOR GOALS Knowledge Assessment Basic to all assessment in the Boyce teacher preparation unit is the continuous assessment of the teacher candidates growth in knowledge (See Table 1 above). Required initial knowledge is assessed through the academic achievement test score submitted by the candidate in the admissions process to the college. Prior to September 1, 2012, TEP admission standards required a minimum ACT, SAT, or Praxis I score. After September 1, 6

7 2012, the new state requirement that teacher candidates must pass the PPST (Praxis I) subtests of math, reading, and writing to be officially admitted to a teacher preparation unit. These new standards have been in effect for the fall, 2012 Boyce TEP teacher candidate applicants. Passing of the PPST gives greater assurance of the mastery of basic knowledge to begin teacher training. To further demonstrate the continuous growth of knowledge the teacher candidate must maintain a minimum 2.75 cumulative GPA (also in effect September 1, 2012) through a minimum of the first 30 credit hours of Boyce course work as a prerequisite for admission to the TEP. This course work must include passing grades of a minimum of C for EN 101, and the two prerequisite Professional Education courses, ED 200, and ED 210. The assessments for measuring the growth of knowledge are regularly scheduled tests and final exams I these prerequisite courses.. After admission to the TEP, the candidate must maintain the 2.75 cumulative GPA for all course work to demonstrate continued growth in knowledge and for admission to Supervised Teaching of the TEP. This knowledge is in four areas of study: General Education (Liberal) Studies, Biblical and Ministry Studies, Related Studies, and Professional Education Studies. After admission to the TEP, the candidate is regularly assessed for demonstration of content knowledge (KTS #1) through the preparation and teaching of lessons in each of the core areas of elementary teaching during the candidates field experiences required for most Professional Education courses. At the conclusion of each field experience, the teacher candidate is assessed for knowledge by the mentoring field experience teacher through the use of the Early Field Experience Teacher Candidate Evaluation Form. Growth in knowledge for teaching in elementary school is also assessed through the tests administered in each of the courses taken prior to student teaching. A minimum grade of C is also required for these courses to demonstrate the continued growth in knowledge. During Supervised Teaching the candidate s knowledge of the core curriculum areas is assessed through the KTS Rubric #1 used as the assessment tool during observation of the candidate s teaching. The candidate is finally assessed for knowledge in the endorsement area of teaching through knowledge demonstrated in the planning and implementation of the Teacher Work Sample Unit. A minimum rubric level of 3 is required for the KTS #1 Rubric, and for the TWS Unit a minimum mean score of 2.5 is required from the TWS Unit Scoring Rubric which is completed by the cooperating teacher of the teacher candidate s ED 380 and ED 490 courses. Finally, the ultimate measure of the candidate s knowledge is the passing of the Praxis II test for elementary education. Using the results of the Praxis II scores will assist in the evaluation of the effectiveness of the instruction in the General Education courses that are related to the content knowledge required for teaching in elementary grades (i.e. social studies courses, language arts and literature courses, math courses, and science courses). This evaluation process will allow insights into how well aligned the program is with the ACEI standards for curriculum knowledge (ACEI standards ). Although, it is not a 7

8 requirement for completion of the Boyce degree program, students must report the Praxis II score through the Boyce Teacher Education Program, which becomes a component of the Accountability System for follow-up on the Boyce graduates and serves as a measure of the success of the program effectiveness for building the required knowledge of a professional elementary classroom teacher. Skills Assessment The skills required for the profession of teaching covers a wide range of skills, including professional skills of pedagogy, communication skills (including collaboration), technology skills, and servant-leadership skills (including skills of reflection). Throughout the teacher candidate s experience as a student at Boyce College, all of these skills are assessed to determine the candidate s qualifications as a professional teacher. Assignments and projects of the courses of study engage the teacher candidate in training and development of these skills which are assessed for determination of a final course grade. Methods of assessment for determining the teacher candidate s skills and in meeting the program standards, include evaluation of teaching skills in both simulated teaching, and also authentic classroom settings during the field experience assignment of the Related Studies and Professional Education courses (ED 220,310,311, 320, 330, 380, 410, 420, and ED 235, and EN 351) and during student teaching (ED 490) serving a dual placement in both K-2 and 3-5. Candidates are also required to demonstrate skills of communication through both writing (EN 101, 102) and speaking (SP 105) and as part of course requirements involving the candidates presentations and lesson simulations, and through effective communication during the teaching of lessons of the field experiences, and as a vital part of the requirements for admission to the TEP and to Supervised Teaching. A key area of assessment of communication skills is the assessment of the skills of collaboration as demonstrated in the field experiences with the mentoring classroom teachers in the preparation and teaching of authentic lessons. The assessment of the skills of technology occur throughout the program, initiated by the ED 210 course and continuing throughout the program courses that require candidates to demonstrate the use of technology in class presentations, using Power Point, WebQuests, interactive whiteboard, document camera, overhead projectors, and clickers. and finally through the application of technology in the teaching of lessons during field experiences and student teaching. The assessment of skills of service and leadership is built into the required course of study for all candidates (ED 480), and are also assessed as a major requirement of the Supervised Teaching experience (ED 490), using the KTS Rubric #10, and finally during the field experiences through the Early Field Experience Teacher Candidate Evaluation Form (Table 5-A, p.44). Another key component of the Boyce teacher preparation unit, assessed as a skill of effective servant-leadership, is the skill of the teacher as a reflective practitioner. The assessment of the candidate s skills of reflection occur continuously through course requirements for preparing and teaching lessons during field experience teaching lessons. Each candidate must also post reflections of multiple experiences and assignments on the LiveText e- portfolio. All of the above skills and the awareness of the diverse needs of learners are 8

9 assessed using the KTS 10 rubrics through the lesson and unit teaching of both the courses and the student teaching experience. In one course, ED 430 Teaching Reading P-5, the classroom instructor visits the school where the teacher candidates are placed for the field experience to personally evaluate the teaching of literacy lessons and the application of skills for dealing with diversity. Two evaluation forms are used for evaluating the skills of demonstrating awareness of and adapting instruction to the diverse needs of the learners. (Table 7-A,Diversity Observation Forms, page 46,47).. A regular assessment procedure used for all field experiences is the use of the Early Field Experience Teacher Candidate Evaluation Form, which is completed by the Field Experience mentoring teacher. Each teacher candidate is evaluated through this form in the areas of Professionalism, Demonstrated Knowledge, Relationships, and Professional Skills. Finally, the assessment of skills reaches its culmination during the Supervised Teaching experience when the teacher candidate is assessed for all skills of the KTS using rubrics, the diversity observation forms, and the final student teacher evaluation form (Table 9-A, Final Student Teacher Evaluation Form, page 53) during the observation of the candidate s overall experiences of student teaching. The Boyce teacher preparation unit believes that the Supervised Teaching semester should be a time of intense assessment of professional teacher skills. Through both the mentoring teacher s daily assessment of the student teacher, and the college supervisor s regular observations and assessments, the Boyce teacher candidate is thoroughly assessed in each of the skill areas of professional teaching as discussed above. Dispositions Assessment We recognize that the entire field of teacher education is only in the infant stages of placing importance on the measurement of teacher dispositions and that the one instrument we are now using for assessing dispositions may need refinement and empirical testing for validity and reliability. Over time we plan to refine the methods we use for the measurement of dispositions. We recognize that we have only laid the foundation for that ultimate goal, but we intend to continue to develop the assessment of dispositions as one of the basic components of assessing teacher candidates. The Boyce TEP dispositions measurement instrument, The Dispositions Questionnaire, Tables 2-A and 2-B below, was developed from the guidelines presented by Wilkerson and Lang (2007) from their research on assessing teacher dispositions. The Boyce Dispositions Questionnaire, is a series of questions or response tasks that require the teacher candidate to respond in writing according to their beliefs and attitude relative to the question. Each of the questions is drawn from one of the indicators for the three sub-themes (dispositions) of service, collaboration, and reflection, probing the teacher candidate s disposition associated with one of these. The teacher candidate is given immediate feedback after each question is evaluated to assist in the improvement process. The indicators for these three dispositions are outlined in the Conceptual Framework. A 3-level rubric (Table 2-A below) for scoring the candidate s response is used and the score is recorded for use at TEP assessment Checkpoints 1 and 3. A mean score for all rubric scores for the questions is calculated and 9

10 used as part of each candidate s data for the Boyce TEP Accountability System Database. A final mean score of a minimum of 2.5 is required for exit from the program. This instrument is administered as a pre-assessment on a week-to-week basis, one question at a time, during the ED 200 Introduction to Teacher Education course, and also later as a summative assessment during the weekly sessions of the seminars of ED 490 Supervised Teaching. The time lapse between the two administrations allows the teacher candidate time to strengthen areas of weak dispositions indicated from the first pre-assessment administration. Discussions in the class sessions of the ED 200 course and Supervised Teaching seminars focus on the development of these professional teacher dispositions for the teacher as servant-leader. The valued Boyce dispositions of service, collaboration, and the teacher as a reflective practitioner are assessed routinely through the field experience evaluations using the KTS Rubrics 7,8, and 10, and also through the Early Field Experience Teacher Candidate Evaluation Form,- (Table 5-A, p. 44), lines 11, 13, 14 (Collaboration); lines 16, and 25 (Reflection); lines 11,12,15 and 18 (Service), and finally through the final KTS Final Student Teacher Evaluation Form 7, 8, and 10. Application and Use of the Results of the Dispositions Measures The results of the Dispositions Questionnaire measures is shared with the teacher candidate by the instructor of the course in which the instrument is administered. Written feedback is provided to each candidate with regard to the areas of weak dispositions for the express purpose of improving the weak dispositions and encouraging the continued development of the strong dispositions. As the measures are used over time with the teacher candidates, analysis of the results will allow us to perform statistical analyses and studies of the dispositions instruments for more exact validity, reliability, and fairness. Our goal is that by the time of the first graduating cohort ( ), we will have dispositions measures that are sound in validity, reliability, and fairness, and from that time forth may be used in a more high-stakes process. COURSE ASSESSMENTS AND KENTUCKY TEACHER STANDARDS Table 2 below presents each of the Professional Education courses and the assessment components of those courses aligned with each Kentucky Teacher Standard and the ACEI standards. Table 2, therefore, gives a more exact overview of how the assessment process is carried out internally. While each of the Professional Education courses involves more assessments than shown, many of those that are shown are the assessments that must be recorded as part of the data for tracking all candidates progress and performance in meeting the Kentucky Teacher Standards for the Boyce teacher preparation unit. Many of the targeted assessments shown in Table 2 are scored using the 4 level rubric for assessing the KTS adopted by the Boyce Council on Teacher Education (CTE): 1- Beginning; 2-Developing; 3-Proficient; 4-Advanced. The candidate s rubric score for 10

11 each of the targeted assessments is recorded as part of the candidate s permanent folder filed in the teacher education files. The desired rubric score for each assessment is a minimum of 3.0 ; however, the mean score for the aggregated assessments is the critical score and must be no lower than 2.5 at Checkpoint 2 and 3.0 at Checkpoint 3. The mean score is calculated and applied at Checkpoint 2 as the critical evaluation for admission to Supervised Teaching. KTS rubric scores from the ED 490 Supervised Teaching semester are used as part of the critical performance evaluation for exit from the TEP at Checkpoint #3. It is also noteworthy that many of the measures shown in Table 2 are taken while the candidates are performing field experience teaching lessons. The KTS rubrics are completed by the field experience mentoring teacher after the teaching of lessons and also by the course Boyce instructor when the teaching of the lesson(s) is observed by the Boyce instructor. Lessons observed and evaluated only by the field experience mentoring teacher are through the Professional Education courses of ED 310, 311, 320, 330, and 410. The Professional Education courses that teaching lessons are also observed and evaluated by the Boyce course instructor are ED 380, 420, and during the supervised teaching experience of ED 490. We believe that early teaching experience in authentic classroom situations through the field experience component of the program is vital. By repeated evaluations of the candidate s teaching skills, we believe we will be able to detect areas of weakness early and be able to guide the candidate in improvement in those areas. We also believe it is vital to allow the practicing classroom field experience teachers the opportunity to assess the candidates teaching skills, in addition to the assessment by the college instructor. What this means is that each candidate will be assessed for actual teaching skills through the field experiences of 8 different professional education courses covering all core areas of teaching for the elementary teacher prior to the concentrated teaching of student teaching. And these assessments will have come through both practicing elementary teachers and through the college instructors. We believe this will also allow the candidate to concentrate to a greater degree on service and leadership skills during the student teaching experience, after having such a wide range of experience in lesson preparation and teaching before student teaching, hopefully expending less time and energy toward preparation of lessons and units. 11

12 Table 2a: Professional Education and Related Studies Course Assessments Aligned with Kentucky Teacher Standards (KTS) #1 - #5 and ACEI Standards Course KTS #1 KTS #2 KTS #3 KTS #4 KTS #5 ED 200 ED 210 ED 220 Boyce Dispositions Questionnaire Pre-Assessment ACEI Standards 1 & 2.1, 5.1,5.2 alignment Power Point & WebQuest simulated lessons w/ TWS Lesson Plan-KTS rubric #1 ACEI Standards 1and alignment -Course Tests: Exceptional learners. -FE teaching lesson KTS rubric #1 ACEI Standards 1 & 3.2 Power Point & WebQuest simulated lesson w/ TWS Lesson Plan- KTS rubric #2 - FE Lesson Plan for exceptional learners. - FE Teaching lesson- KTS rubric #2 -FE Lesson teaching exceptional learners KTS rubric #3 & Early FE Evaluation Power Point & WebQuest simulated lesson w/ TWS Lesson Plan-KTS rubric #4 -FE lesson teaching implementation. KTS rubric #4 -FE Lesson teaching w/ assessment KTS rubric #5 ED 230 ED 310 ED 311 ED 320 ED 330 ED 340 ED Course Tests: Child Development ACEI Standard 1 - Course Tests: Teaching math -FE LP: Math content. KTS rubric #1 ACEI Standards 1and 2.3 alignment - Course Tests: Teaching math -FE Lesson Plan- Knowledge of math content. KTS rubric #1 ACEI Standards 1and Course Tests: Teaching science -FE LP-Knowledge of science content. KTS rubric #1 ACEI Standards 1and Course Tests: Teaching SS -FE LP - SS content. KTS rubric #1 ACEI Standards 1and Course Tests: Educational assessment. -FE LP-Knowledge of assessment. KTS rubric #1 ACEI Standards 1and 4 FE TWS Unit narrative KTS Rubric #1 ACEI Standards 1 alignment -FE teaching lesson Design. KTS rubric #2. ACEI Standards 2.3 & alignment -FE teaching lesson Design. KTS rubric #2. ACEI Standards 2.3 & alignment - FE teaching science lesson design KTS rubric #2 ACEI Standards 2.3 & alignment -FE teaching SS lesson design KTS rubric #2 ACEI Standards 2.4 & , & 5.4 -FE design of TWS Unit lessons. KTS rubric #2 ACEI Standards 1, 2.8, , 4, & alignment - FE math teaching lesson KTS rubric #3 & Early FE Evaluation ACEI Standard 2.3& FE math teaching lesson KTS rubric #3 & Early FE Evaluation ACEI Standards 2.3 & alignment - FE teaching science lesson KTS rubric #3 & Early FE Evaluation ACEI Standards 2.3 & alignment -FE teaching SS lesson KTS rubric #3 & Early FE Evaluation ACEI Standards 2.4 & alignment -FE Classroom management in teaching TWS Unit KTS rubric #3 ACEI Standards 1, 2.8, , 4, & alignment -FE math teaching lesson KTS rubric #4. ACEI Standard 2.3 & alignment -FE math teaching lesson KTS rubric #4. ACEI Standards 2.3 & alignment - FE teaching science lesson KTS rubric #4 ACEI Standards 2.3 & alignment -FE teaching SS lesson KTS rubric #4 ACEI Standards 2.4 & alignment -FE teaching TWS Unit KTS rubric #4 ACEI Standards 1, 2.8, , 4, & alignment -Math lesson teaching w/ assessment KTS rubric #5 ACEI Standard 2.3 & alignment -Math lesson teaching w/ assessment KTS rubric #5 ACEI Standards 2.3 & alignment - FE science lesson w/ assessment KTS rubric #5 ACEI Standards 2.3 & alignment -FE teaching SS lesson KTS rubric #5 ACEI Standards 2.4 & alignment Rubrics Project: Portfolio of rubrics for elementary grades. -FE Use of assessment in teaching TWS Unit KTS rubric #5 ACEI Standards 1, 2.8, , 4, & alignment 12

13 Ed 381 ACEI Standard 1 ED 410 ED 420 ED 430 FE LP: Lang. Arts KTS Rubrics #1 ACEI Standards 1 & 2.1 alignment -Course tests: Knowledge of literacy -FE LP: Teaching Literacy-KTS Rubric #1 ACEI Standards 1 & 2.1 alignment Course tests: classroom management ACEI Standards 1 & 2.1 FE LP: Designing lang. arts lesson- KTS Rubrics #2 ACEI Standards 1, 2.1, , & 5.4 alignment FE LP: Designing Literacy lesson- KTS Rubric #2 ACEI Standards 1, 2.1, , & 5.4 alignment FE: Lang. Arts- Using grouping in instruction KTS Rubrics #3 & Early FE Evaluation ACEI Standards 1, , & FE LP: Literacy-Using grouping techniques KTS Rubric #3 & Early FE Evaluation ACEI Standards 1, 2.1, , & 5.4 Classroom Management Project FE: Lang. Arts-using differentiated instruction KTS Rubrics #4 ACEI Standards 1, , & alignment FE LP: Literacy- Differentiated instruction KTS Rubric #4 ACEI Standards 1, 2.1, , & 5.4 alignment FE: Lang. Arts: Using rubrics for assessment KTS Rubrics #5 ACEI Standards 1, , & FE LP: Literacy, Using rubrics for assessment KTS Rubric #5 ACEI Standards 1, 2.1, , & 5.4 ED 490 ED 235 EN 351 Student Teaching KTS Rubric #1 ACEI Standards 1 - Course Tests: Teaching Art, PE, Music ACEI Standard Course Tests: Children s Lit. -FE LP-Knowledge of Children s Lit KTS rubric #1 ACEI Standards 1 & 2.1 alignment Student Teaching KTS Rubri#2 ACEI Standards 1-5 -FE teaching integrated lesson design KTS rubric #2 -FE teaching through read aloud lesson design KTS rubric #2 ACEI Standards 1& 2.1, , 4, & 5.4 alignment Student Teaching *KTS Rubric#3 ACEI Standards 1-5 FE integrated teaching lesson,kts rubric #3 & Early FE Evaluation FE teaching CL through read aloud lesson KTS rubric #3 &Early FE Evaluation ACEI Standards 1& 2.1, , 4, & 5.4 alignment Student Teaching KTS Rubric #4 ACEI Standards 1-5 FE integrated teaching lesson, KTS rubric #4. FE teaching CL through read aloud lesson KTS rubric #4. ACEI Standards 1& 2.1, , 4, & 5.4 alignment Student Teaching KTS Rubric#5 ACEI Standards 1-5 -Integrated lesson teaching w/ assessment KTS rubric #5 -CL Read aloud lesson teaching w/ assessment KTS rubric #5 ACEI Standards 1& 2.1, , 4, & 5.4 alignment Table 2b: Professional Education and Related Studies Course Assessment Aligned with Kentucky Teacher Standards (KTS) #6 - #10 and ACEI Standards Course KTS #6 KTS #7 KTS #8 KTS #9 KTS #10 ED 200 ED 210 ED 220 ED computer projects -PP simulated lesson w/ LP KTS rubric #6 FE assignment: How to use technology w/ exceptional learners. - FE LP application of technology KTS rubric #6. -Phil. of Ed. paper: Reflecting on beliefs -Boyce Dispositions Questionnaire Pre- Assessment PP simulated lesson w/ LP, including reflection on lesson planning & implementation KTS rubric #7 -FE LP for exceptional learners: reflection. KTS rubric #7 -FE: post-teaching reflection. KTS rubric #7 -Boyce Dispositions Questionnaire Pre- Assessment of collaboration. PP simulated lesson w/ LP : Plan & implement in collaboration w/ another candidate. KTS rubric #8 ACEI Standards 1& 5.1,5.2 alignment -FE LP collaboration w/ FE Teacher. KTS rubric #8 ACEI Standards 1 & 5 - FE LP collaboration w/ FE teacher.kts rubric #8 ACEI Standards 1& 5 -Phil. Of Ed. paper: Launching professional career dev. Passing grade ACEI Standards 1& 5.1 alignment Assignment: How schools use technology. KTS rubric #9 ACEI Standards 1& 5.3,5.4 alignment FE assignment: Needs of inclusions. KTS rubric #9 -Boyce Dispositions Questionnaire Pre- Assessment of servantleadership disposition ACEI Standards 1& 5.1 alignment ED FE LP application of technology KTS rubric #6. -FE: post-teaching reflection. KTS rubric #7 - FE LP collaboration w/ FE teacher.kts rubric #8 ACEI Standards 1& 5 FE Assignment: The math curriculum for K-5. KTS rubric #9 13

14 ED 320 ED 330 ED 340 ED 380 ED 381 ED 410 & 420 ED 430 -FE science lesson application of technology. KTS rubric #6 -FE Using technology in teaching TWS Unit KTS rubric #5 ACEI Standard 4 -FE LP: post teaching lesson classroom management reflection KTS rubric #7 -FE LP: post teaching assessment reflection KTS rubric #7 FE: Reflecting on the teaching of the TWS Unit. KTS rubric #7 ACEI Standards 1& 4 FE: Reflection on lesson plan and implementation KTS Rubric #7 ACEI Standards 1& 5.1,5.2 ED 480 ACEI Standards 1& 5.1, 5.2 alignment ED 490, Student Teaching technology use KTS Rubric#6 ACEI Standard 1 -Student Teaching Reflections KTS Rubric#7 -Boyce Teacher Dispositions Ques. #1-Post assessment ACEI Standard 5.1, 5.2 -FE LP: lesson design in collaboration w/ FE teacher KTS rubric #8 ACEI Standards 1& 5 FE: Service Learning Collaboration. KTS rubric # 8 ACEI Standards 1& 5 Collaboration w/ FE teacher for TWS Unit. KTS rubric #8 ACEI Standards 1& 5.3,5.4 alignment FE: Collaboration w/ FE teacher on LP KTS Rubric #8 ACEI Standards 1& 5.4 -Student Teaching Collaboration KTS Rubric#8 -Boyce Teacher Dispositions Ques. #2 -Post assessment ACEI Standards 5.3,5.4 FE Assignment: The science curriculum for K-5. KTS rubric #9 FE Assignment: The SS curriculum for K-5. KTS rubric #9 FE Assignment: School assessment PD plan for selfimprovement. KTS rubric 8 Clinical Experience Portfolio-Instructor evaluated ACEI Standards 5.1,5.2 FE Assignment: Classroom Management Plan KTS rubric #9 Service Leadership Reflections for PD KTS rubric #9 ACEI Standards 1& 5.1 alignment -Post Student Teaching PD Plan KTS Rubric#9 -Boyce Teacher Dispositions Ques. #3 -Post assessment ACEI Standard 1, & 5.1 Service Learning Project leadership KTS rubric #10 Demonstration of servant-leadership. KTS #10 Servant-Leadership Plan KTS #10 -Student Teaching Service project KTS Rubric#10 ACEI Standards 1,5.1 ED 235 ACEI Standard 2.3 ACEI Standard 2.3 ACEI Standard 2.3 ACEI Standard 2.3 ACEI Standard 2.3 EN Create a Read2Kids Manual from a webquest. -Simulated PP lesson for teaching CL KTS rubric #6 - FE reflection on teaching CL through a read aloud lesson KTS rubric #7 ACEI Standard 5.2 FE collaboration w/ FE teacher on read aloud teaching lesson KTS rubric #8 and Early FE Evaluation Rubric ACEI Standard 5.4 Alignment of KTS, and Program Assessments All assessment of the Elementary Education program is standards-based. Table 3 below shows the alignment of the standards with each of the program assessments throughout the experiences of the teacher candidates. The results of the program assessments are entered into the LiveText Accountability System Database and are used for individual candidate progress as each progresses through the three Checkpoints. This data is also used to assess the effectiveness of the overall program and the need for program revisions. 14

15 Table 3: Alignment of KTS Standards and Program Assessments KTS # PROGRAM ASSESSMENTS (Critical Performances) STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE (Also aligned with ACEI Standards: See Tables 2a, 2b above) STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION (Also aligned with ACEI Standards: See Tables 2a, 2b above) STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE (Also aligned with ACEI Standards: See Tables 2a, 2b above) STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION (Also aligned with ACEI Standards: See Tables 2a, 2b above) STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS (Also aligned with ACEI Standards: See Tables 2a, 2b above) STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY (Also algned with ACEI Standards: See Tables 2a, 2b above) -Praxis II (External assessment) -General Education course grades for degree program -El. Ed. Related Studies Courses, minimum grades of C -Evaluation of teaching lessons through Professional Education Studies courses: ED 220, 310, , 330, 380, 410, 420 & ED 490,, using KTS rubric #1 -Evaluation of TWS Unit plans for ED 490 Supervised Teaching, using TWS Scoring Guide -Evaluation of lesson plans required in Professional Education Studies courses: ED 220, 310, 311,320, 330, 380, 410, 420 and ED 490, evaluated using KTS rubric #2 -Evaluation of classroom management skills during teaching lessons of ED 220, 380, 420, 490 (also includes evaluation during teaching of TWS unit) using KTS rubric #3 -Classroom Management Plan from ED 430: Instructor evaluation, KTS rubric #9 - Evaluation of teaching skills during teaching lessons of ED 220, 380, 420, 490 (also includes evaluation during teaching of TWS unit) using KTS rubric # 4 and TWS Unit Scoring Guide during ED 490) - Evaluation of assessment skills through Field Experience teaching lessons of the courses: ED 220, 380,, Evaluation of assessment skills using the TWS Scoring Guide and KTS rubric #5 in ED 490 Supervised Teaching - Evaluation of technology artifacts and projects from ED 210 Computer and Media in the Schools. - Evaluation of use of technology in teaching using the TWS Scoring Guide and KTS rubric #6 in ED 490 Supervised Teaching - Evaluation of use of technology in teaching through Field Experience teaching lessons of the courses: ED 220, 310, 311, 320, 330, 380, 410, 420 STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING (Also aligned with ACEI Standards: See Tables 2a, 2b above) STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS (Also aligned with ACEI Standards: See Tables 2a, 2b above) STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT (Also aligned with ACEI Standards: See Tables 2a, 2b above) STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/ PROFESSION (Also aligned with ACEI Standards: See Tables 2a, 2b above) - E-portfolio reflections recorded for artifacts and lessons taught through Field Experience teaching lessons of the courses: ED 220, 310, 311,320, 330, 380, 410,420 - Evaluation of reflections for the TWS Unit narrative using the TWS Scoring Guide and rubric #7 during ED 490 Supervised Teaching, - Evaluation of Boyce dispositions for teacher as a reflective practitioner using the Boyce Teacher Dispositions Questionnaire during ED 200 (Pre-assessment) and during student teacher seminars (summative assessment). - Evaluation of collaborative activities during Field Experience component of ED 220, 310, 311, 320, 330, 380, 410, using KTS rubric #8 - Evaluation of teacher candidate collaboration with cooperating teacher during ED 380, & 490 Supervised Teaching using KTS rubric #8. - Evaluation of Boyce Dispositions for collaboration disposition using the Boyce Teacher Dispositions Questionnaire during ED 200 (Pre-assessment) and during student teacher seminars (summative assessment). - Evaluation of written narrative Professional Development Plan required during ED 490 Supervised Teaching using KTS rubric #9 - Evaluation of teacher candidate reflection for professional development as part of ED 380, Evaluation of servant-leadership in the classroom during the teaching of the TWS Unit, during ED 490 Supervised Teaching, and during ED 480 Field Experience: Service using KTS rubric #10 for both. - Evaluation of teacher candidates leadership activities during KEA-SP state and campus activities using KTS rubric #10 - Evaluation of dispositions for service using the Boyce Teacher Dispositions Questionnaire during ED 200 (Pre-assessment) and during student teacher seminars (summative assessment). 15

16 THREE CHECKPOINT SYSTEM OF ASSESSMENT The overall system of assessment for all teacher candidates occurs in the three monitoring checkpoints for each teacher candidate. Definite assessments are required for each teacher candidate in each of the 3 checkpoints. The assessments of each checkpoint serve as criteria for determining the success of the teacher candidate for progressing to the next level of the program and are linked to at least one of the KTS, and are also linked to the three core components of knowledge, skills, and dispositions of the Conceptual Framework of the Boyce teacher preparation unit. This assessment process attempts to assure that each of the teacher candidate program completers have met all program standards and have acquired the necessary knowledge, developed the needed skills for effective teaching, have demonstrated the required dispositions for the profession of teaching, and have proven themselves to be servant leaders. The Three Checkpoints of the TEP Checkpoint # 1 Assessment Criteria for Admission to the Teacher Education Program Knowledge Assessments Beginning September 1, 2012, admission to an undergraduate initial certification educator preparation program shall require the following: 1) A cumulative grade point average of 2.75 on a 4.0 scale; or 2) A grade point average of 3.00 on a 4.0 scale on the last thirty (30) hours of credit completed; and 3) Successful completion of the following pre-professional skills assessments (PPST) of basic knowledge administered by the Educational Testing Service with the corresponding minimum score: 1. a. "Pre-Professional Skills Test: Mathematics" (0730) -174; or b. "Computerized Pre-Professional Skills Test: Mathematics" (5730) - 174; 2. a. "Pre-Professional Skills Test: Reading" (0710) 176; or b. "Computerized Pre-Professional Skills Test: Reading" (5710) 176; and 3. a. "Pre-Professional Skills Test: Writing" (0720) 174; or b. "Computerized Pre-Professional Skills Test: Writing" (5720) Course Requirements 1. Pass EN 101: Minimum grade of C 2. Pass ED 200 and 210: Minimum grade of C 3. Pass all General Education Core, Biblical and Theological, and/or Related Studies courses taken prior to TEP application: Minimum grade of C. Skills Assessments 1. Communication Skills: a. Write Philosophy of Education (ED 200) b. Impromptu writing assessment (ED 200) c. Complete interview before CTE. 2. Computer Skills: Produce artifacts for LiveText e-portfolio (ED 210). 16

17 Dispositions Assessments 1. Complete Boyce Teacher Dispositions Questionnaire (ED 200) (Pre-assessment of all dispositions for sub-themes of service: , collaboration: ; and teacher as reflective practitioner: ). 2. Write PD plan for improving weak dispositions Servant-Leadership Assessments Be a member of student pre-professional organization: Christian Educators Association International (CEAI-SP). Checkpoint # 2: Assessment Criteria for Admission to Supervised Teaching Knowledge Assessments 1. Knowledge of Teaching Content and Pedagogy: Pass all Professional Education courses with minimum grade of C, and maintain GPA of 2.5 minimum 2. General Knowledge: Maintain GPA of 3.0 for last 30 credit hours before application to Supervised Teaching 3. Knowledge of the Teaching Profession: Complete ED 381 Clinical Experience assignments; pass all Professional Education courses with minimum grade of C. 4. Teaching Area Content Knowledge: Pass Praxis II for endorsement area (Not required for supervised teaching admission but is required for state certification) 5. Knowledge of Principles of Learning and Teaching: Pass PLT test (Not required for supervised teaching admission but is required for state certification). Skills Assessments 1. Pedagogical Skills: a) Write and teach lesson plans for evaluation by Field Experience teacher (TWS Format: See TWS Lesson Plan Format, page 25) in all teaching methods courses. Must maintain a KTS Rubrics mean score of 2.0 (KTS Rubrics #1 - #4, and #8) for all teaching lessons taught during field experiences and as shown on the LiveText e-portfolio.(collaborations used in lesson designing and planning: Assessment of Disposition #2: Collaboration, and KTS Rubric #8) b) Reflection disposition #3.1: score 2.0 minimum on KTS Rubric #7 for TWS Lessons taught during Field Experiences). c) The lesson plans are evaluated by the FE cooperating teacher. The mean score for all lessons from KTS rubrics # s 2, 3, 4, 5 must be a minimum of Professional Education Skills: Complete clinical experience assignments ED 381 Clinical Experience-assessed by course instructor. Write reflections as part of the teaching of lessons in the ED 380 Field Experience: Teaching course: Assessment of teacher as a reflective practitioner, Disposition #3, KTS rubric #7) Professional Skills section of the Early Field Experiences Evaluation Form: achieve a 17

18 2.0 mean score for all areas of professional skills. 3. Technology Skills: Maintain current e-portfolio with technology-related artifacts (Power Point, interactive whiteboard, document camera) uploaded to the LiveText. Dispositions Assessments 1. KTS Rubrics # s 7,8,10 during teaching lessons of field experience for ED 380 and ED 420, to assess valued dispositions of service, collaboration, and teacher as reflective practitioner-mean Sc Servant-Leadership Assessments 1. ED 480 Field Experience: Service. Assessment of dispositions for service and leadership skills (KTS rubric #10, min. sc. 2.0) and LiveText rubric score for service hours of 2.0) 2. Be active in student pre-professional organization: Christian Educators Association International (CEAI-SP). Checkpoint # 3 Assessment Criteria for TEP Exit Knowledge Assessments 1. Teaching Content Assessment: Demonstrate knowledge of teaching area content during teaching of lessons; four evaluations by the cooperating teacher and four by the college supervisor-kts rubric #1 2. Knowledge of Assessment: Demonstrate knowledge of assessment during teaching of lessons; four evaluations by the cooperating teacher and four by the college supervisor, using KTS rubric #5 3. Knowledge of Teaching Strategies: Demonstrate knowledge of appropriate teaching strategies during teaching of lessons; four evaluations by the cooperating teacher and four by the college supervisor, using KTS rubric #4 4. Knowledge of Lesson Planning: Demonstrate knowledge of lesson planning during teaching of lessons; four evaluations by the cooperating teacher and four by the college supervisor, using KTS rubric #2 5. Knowledge of classroom management: In the course ED 430 Classroom Management develop knowledge of classroom management and discipline and design a classroom management strategy, using KTS rubric #3 6. Knowledge of Program of Studies and Kentucky Core Content: Demonstrated in lesson planning and evaluated by the cooperating teacher, using the TWS rubric 7. Knowledge of Unit Plan: Demonstrated in planning of the TWS Unit (Appendix: Table 8) and evaluated by the college instructor of Supervised Teaching, using TWS rubric. 8. Knowledge of Technology: Demonstrated in the planning and teaching of lessons and the TWS Unit; Continued development of e-portfolio. Evaluated by the college supervisor and cooperating teacher using KTS rubric #6. 18

19 Skills Assessments 1. Teaching Skills Assessment: Demonstrate teaching skills during teaching of lessons; four evaluations by the cooperating teacher and four by the college supervisor, using KTS rubric #4. 2. Assessment Skills Assessment: Demonstrate assessment skills during teaching of lessons and TWS Unit (pre-assessment, formative assessments, and summative assessment) four evaluations by the cooperating teacher and four by the college supervisor, using KTS rubric #5 3. Technology Skills Assessment: Demonstrate use of technology in lesson and unit teaching, using KTS rubric #6. Continuation of work on artifacts of the LiveText e- portfolio. Evaluated by the Coordinator of Supervised Teaching 4. Leadership Skills: Demonstrate leadership in the classroom and in the school; Evaluated by the college supervisor and service supervisor, using KTS rub# Classroom Management Skills: Demonstrated in the creation of a community of proactive learners and skills of classroom management during all phases of the Supervised Teaching experience. Evaluated by both the cooperating teacher on a daily basis and by the college supervisor, using KTS rubric #3. Dispositions Assessments 1. Dispositions Questionnaire: Completed during seminar sessions of the Supervised Teaching course. Evaluated by the Supervised Teaching Supervisor, using questionnaire rubrics: minimum 2.5 mean dispositions score. 2. KTS Rubrics: Completed during observations of the teacher candidate in the classroom and the school for KTS # s 7, 8, 10. Servant-Leadership Assessments Service Leadership Assessment: Demonstrated by the student teacher in a school leadership role. Evaluated by the program leader in the school using KTS Rubric #10, min. score: 3.0 TEACHER EDUCATION PROGRAM ACCOUNTABILITY SYSTEM The TEP Accountability System is an electronic database through LiveText which permits the collection and electronic storage of vital data for analysis of the effectiveness of the Boyce teacher preparation unit. The data to be stored includes teacher candidate demographic information and performance data derived from the assessment components of the Continuous Assessment Plan. The table below depicts the vital information that is collected.. This data when aggregated will provide unit insights into both individual teacher candidate progress and achievements, and also vital information on the effectiveness of the overall program for initial teacher preparation. Since the accountability system will provide feedback on the performance of the teacher candidates on each of the KTS and ACEI program standards, insights will be provided about where the unit needs to make necessary improvements in achieving the goals set by the standards. Where teacher candidate assessment demonstrates low performance on any standard, the unit may take steps to improve the program related to that standard. As data becomes available through the use of the assessment instruments on the teacher candidates, the data as shown in the table headings will be entered. The data input will be handled by designated personnel of the TEP. 19

20 CAP Figure 1: Boyce Accountablity System Database:TEP IDNum Yr.Code TermCde ProgCde Last, First MI Address_Line_1 City State 0910 FA C05 A Zip Phone Acad.Tes t Score (ACT, SAT) Praxis I Multi- Sub- Skills Test TEP Admissi on GPA Exit TEP GPA TWS mean rubric score- 2.5 min. FE I Teaching Eval. KTS Rubrics # s 1-8, Mean Score FE II Service Eval. KTS Rubrics # s 9,10 Mean Score 2.5 FE Teaching KTS Rubric #1: Mean Sc. FE Teaching KTS Rubric #2: Mean Sc. FE Teaching KTS Rubric #3: Mean Sc. FE Teaching KTS Rubric #4: Mean Sc. FE Teaching KTS Rubric #5: Mean Sc. FE Teaching KTS Rubric #6: Mean Sc. FE Teaching KTS Rubric #7: Mean Sc. FE Teaching KTS Rubric #8: Mean Sc. FE Teaching KTS Mean Score Rubrics 1-8 Boyce Disp. Questionnaire Pre, Rubric Mean score Boyce Disp Ques.-Post, Rubric Score (Min.2.5 mean score required) ST KTS Rubrics 1-10 Score (Min. 2.5 mean score required) ST TWS Unit Score (2.5 Rubric Score min. required) ST Service Project Score: KTS Rubric #10 ST Final Grade ( C min. required) Praxis II Score (State req d min. 164) PLT Score (State req d min. 148) KTIP- Pass /Fail/NA Assessment Data: Reports on Candidate Progress An important part of the assessment program is the use of the accountability system data. The data will be used at each of the Checkpoints to assess the success of each candidate in meeting the standards for completing the program as a pre-service professional teacher training unit. Minimum candidate scores are required for each of the assessments included in the data of the accountability system. As the candidates move through each of the Checkpoints, they will individually be informed of the areas of concern as indicated by failure to achieve a particular minimum score. In this way each candidate can focus on that area as he/she continues through the program. Failure to show adequate improvement in achieving the required minimum score by the time of exit from the program, will affect the final student teaching grade for ED 490 Supervised Teaching. At each of the 3 Checkpoints, reports are generated on each individual candidate. These reports are presented to the Council on Teacher Education (CTE) in an official business session for discussion and vote for each candidate to be approved for passing that checkpoint. Tables 4, 5, & 6 below show the aggregated data for each candidate presented. 20

21 Table 4: Individual Candidate Data Submitted to CTE for Checkpoint #1 CHECKPOINT #1 Required Data Benchmark Candidate Criteria Prior to September 1, 2012: 1.Standardized Test Score OR Minimum GPA for 30 Credits Required after Sept. 1, 2012: PPST 2.Prerequisite Courses: EN 101, ED 200, ED 210 -ACT 20, SAT 990, Praxis I 532 Minimum GPA: 3.0 Praxis I (PPST) Subtests: "Pre-Professional Skills Test: Mathematics" (0730) -174; or "Computerized Pre- Professional Skills Test: Mathematics"(5730) - 174; "Pre-Professional Skills Test: Reading" (0710) 176; or "Computerized Pre-Professional Skills Test: Reading" (5710) 176; and "Pre-Professional Skills Test: Writing" (0720) 174; or "Computerized Pre-Professional Skills Test: Writing" (5720) 174. Minimum grades: C ACT, SAT Praxis I Or GPA Mathematics Score: Reading Score: Writing Score: EN 101, ED 200, ED All Courses before TEP application Minimum grades: C YES NO 4.Comprehensive GPA Minimum 2.5 GPA: 5.Philosophy of Education Philosophy Rubric Min.2.5 Rubric Sc.: 6.Impromptu Writing Satisfactory Writing Skills YES NO 7.Candidate Interview Communication skills Technology skills (LiveText) 8.Candidate Dispositions: Boyce Dispositions Questionnaire 9.Professional Development Plan based on Boyce Dispositions Questionnaire results Target Scores: Min. Rubric Score: 4 Min. Rubric Score: 4 Pre-Assessment Only: Analysis of weaknesses No minimum Mean score required Approved PD Plan *1,2, 3, 4, 5 *1,2, 3, 4, 5 Candidate Mean Score: Approved: YES NO 10.CEAI-SP Membership Official Member YES NO * Rubric Interview Score Table 5: Individual Candidate Data Submitted To CTE for Checkpoint #2 CHECKPOINT #2 Required Data Benchmark Student Criteria 1.All Courses before Supervised Teaching application Minimum grades: C YES NO 2.Comprehensive GPA Minimum 2.5 Candidate GPA: 3.Candidate Dispositions: Boyce Dispositions Questionnaire Pre-Assessment Only: No minimum required Candidate Mean Score: 4.ED 380 FE: Teaching KTS Rubrics 1-8 Mean Score - TWS Unit - Rubric for TWS -Minimum 2.5 mean score for KTS rubrics Minimum 2.0 -KTS rubrics1-8 Mean Score: - TWS rubric score: 4.ED 480 FE: Service KTS Rubrics 9-10 Mean Score 5.FE Teaching KTS Rubric #1: Mean Score 6. FE Teaching KTS Rubric #2: Mean Score Minimum 2.5 mean score for KTS rubrics 9-10 Minimum 2.5 mean score Minimum 2.5 mean score KTS rubrics 9-10 Mean Score: Rubric #1 Mean Score: Rubric #2 Mean Score: 21

22 7. FE Teaching KTS Rubric #3: Mean Score 8. FE Teaching KTS Rubric #4: Mean Score 9. FE Teaching KTS Rubric #5: Mean Score 10. FE Teaching KTS Rubric #6 Mean Score 11. FE Teaching KTS Rubric #7: Mean Score 12. FE Teaching KTS Rubric #8: Mean Score 13.FE Teaching KTS Rubrics # s 1-8 Mean Score 14. Early Field Experience Teacher Candidate Evaluation Forms Minimum 2.5 mean score Rubric #3 Mean Score: Minimum 2.5 mean score Rubric #4 Mean Score: Minimum 2.5 mean score Rubric #5 Mean Score: Minimum 2.5 mean score Rubric #6 Mean Score: Minimum 2.5 mean score Rubric #7 Mean Score: Minimum 2.5 mean score Rubric #8 Mean Score: Minimum 2.5 mean score for KTS Rubrics 1-8 YES NO Minimum 2.0 mean score for each of the 4 areas for all FE YES NO 15.Current LiveText E-portfolio Artifacts from Prof. Ed. courses Minimum 1 artifact for each KTS.& 1 reflection for each Field Experience Minimum artifacts: Y N Required Reflections Y N 17. Professional Student Membership Official Member YES NO Table 6: Individual Candidate Data Reviewed Individually With Each Candidate For Checkpoint #3 - Program Exit CHECKPOINT #3 Required Data Benchmark Student Criteria 1. Cumulative GPA GPA of 2.75 for all degree curricula Cumulative GPA: 2. All course grades All degree program course grades: C or Yes: No: higher 3. Summative Dispositions Questionnaire Score Dispositions Questionnaire Rubric Mean Score: 2.5 Min. Candidate Rubric Mean Score: 4. Student Teaching KTS Rubrics 1-10 Mean Score KTS Rubrics 1-10 Mean Score: 2.5 Min. Candidate Rubrics 1-10 Mean Score: 5. Student Teaching TWS Unit Rubric Score Minimum TWS Candidate TWS Rubric Score: Score: E-portfolio Completion Updated with Student Teaching Artifacts Satisfactory: Unsatisfactory: 7. Student Teaching Service Project KTS Rubric #10 Score: 3 Candidate KTS Rubric #10 Score: 8. ED 490 Supervised Teaching Final Grade Minimum C Candidate Final ST Grade: 9. Praxis II Elementary P-6 Content Knowledge Test score: required for state certification Praxis II Cut Score: 164 Candidate Praxis II Score: 10. PLT (Principles of Learning and Teaching) Test score: required for state certification PLT Cut Score: 148 Candidate PLT Score: Data Collection and Program Evaluation Process The continuous assessment plan involves multiple assessments as evidenced in the previous tables summarizing the data collected at each checkpoint. The assessment plan includes collection of data related to student growth, adherence and success in implementing the Kentucky Teacher Standards, as well as faculty development and improvement, and programmatic assessment. Throughout their coursework, candidates knowledge, skills and dispositions are evaluated through a variety of assessments including traditional and nontraditional. These include performance based measures through course assignments and field experience teaching of authentic lessons related to the course content (e.g. math lessons when taking the ED 310 and 311 courses), unit and lesson plan design 22

23 both simulated in the courses and authentic lessons during the field experiences, and delivery of projects related to course work.. In summary, the educator preparation program includes assessments of candidates through exams, research papers, traditional and electronic presentations, peer instruction, lessons taught during field experiences, overall field experiences, unit and lesson plan design and delivery, and projects related to coursework The data collection and the analysis process for the Boyce College Teacher Education program is a systematic and continuous review process of both program functioning, and candidate performance. Candidates knowledge, skills and dispositions are monitored through the three candidate assessment Checkpoints which are based upon the Conceptual Framework of the Boyce Teacher Education Program. Critical assignments and experiences with the TEP are tracked and analyzed at the three checkpoints, which allows for the evaluation of both candidate performance and program success. The information is collected from course work in general, and rubric scores from required course artifacts of the electronic portfolio, as well as scores for the dispositions assessments also recorded in the e-portfolio. Electronic Portfolio The electronic-portfolio (LiveText) development process is implemented at early stages of the TEP. Students are introduced to the e-portfolio in their first education course, ED 200 Introduction to Teacher Education, and to the ten Kentucky Teacher Standards. Through their program, students add artifacts to their e-portfolio that they maintain and continually revise and update. The e-portfolio is formally evaluated at TEP Checkpoints 1, 2 and 3. The e-portfolio opportunities and tasks are tied to the Kentucky Teacher Standards, the ACEI standards, and the 3 Boyce valued dispositions of service, collaboration, and reflection, and are performance based, providing feedback on growth and development in the teaching profession. Within the LiveText Electronic Portfolio is stored the critical assignments from the course work, standardized academic test scores, demographic data, Checkpoints 1,2,3 evaluation data and dates, Supervised Teaching data, and dispositions assessment scores. With LiveText, the e-portfolio process involves candidates uploading course specific performance assignments that are evaluated through rubrics by the course instructor during the courses and for review at each of the checkpoints. Course Work Through the course work critical assignments have been designated to address the KTS standards. The program assessments and correlation to the KTS standards have been identified on page 15 of the CAP document. These assignments will identify the strengths and weaknesses of the candidate. Across the entirety of a course and critical performance assignments (Tables 2a and 2b of the CAP) the expectation is that all candidate proficiencies are addressed. It is the responsibility of the instructors to collect and report the data for candidate achievement on the critical assignments through Live Text. Also throughout each of the courses, field experience is required and includes a time log, cooperating teacher assessments, and assignments evaluated by the course instructor of the related course. Analysis of Data While the chair of the teacher education program coordinates candidate assessment, all data are aggregated by the Assessment Coordinator who reports to the Council on Teacher Education. Candidates are assessed at multiple points throughout the program with multiple assessments through each point. These assessment points are: 1. Checkpoint 1: Assessment Criteria for Admission to the Teacher Education program. 2. Checkpoint 2: Assessment Criteria for Admission to Supervised Teaching 3. Checkpoint 3: Assessment Criteria for Teacher Education Program exit. Once formal and informal data are collected, data go through collective evaluation, interpretation, and 23

24 summarization by the Council on Teacher Education (CTE). The CTE is responsible for: Setting policies for the TEP Coordinating admission to the TEP and to Supervised Teaching. Reviewing, recommending, and enforcing policies and procedures relating to student field and clinical experiences, including Supervised Teaching. Reviewing curricula leading to teacher certification and recommending curricular changes affecting the TEP. Monitoring EPSB requirements and incorporate required changes into teacher education policies, procedures, and curricula. The Assessment Coordinator will run the information placed in LiveText, Moodle, and other summarized assessment data. Informal data is collected on: 1. Candidate demographics, course performance, portfolio maintenance, dispositions behaviors (service, collaboration, and reflection), interview performance (demeanor, communication and technology skills) and field experience teacher feedback on candidate attitudes and behaviors. 2. Pre-service dispositions and servant-leadership qualities. Formal data is collected: 1. Through teacher surveys, Praxis I (PPST), Multi-Subjects test scores ( Praxis II), PLT score, candidate dispositions evaluations. 2. Through student admission to Boyce (academic performance, course transfer information) 3. From field experience and student teaching evaluations 4. On candidates as they move through the TEP from faculty who teach within the program (course grades), from practicing professionals in the public and Christian schools (teaching skills, professional performance skills, servant-leadership), and from candidates themselves both during (TWS Unit narrative) and at exit from the program (Praxis and PLT results) and it is planned to do follow-up evaluations of the graduates in their professional performances, either through the KTIP or through contacts in their professional settings. Moodle The student information system integrates student, finance, human resources, enrollment management, and advancement systems. By fusing administrative and academic functions it makes it easy to manage data while giving candidates and faculty secure online access to the demographic information needed. Summarized Assessment Data Summarized assessment data are gathered from all program stakeholders including professional education candidates, faculty, the CTE, cooperating teachers and principals, formal surveys and interviews, standardized tests, other formal assessment results, and informal recommendations from the field and course faculty. These data inputs for all program components are analyzed and consolidated by the Assessment Coordinator. Program faculty review the program data, summarize the results and propose any needed program revisions. Program changes must follow a review and approval process of the Council on Teacher Education. Table 7 below lists all assessment components, how and when the data are collected, from whom the data are collected, and the responsible faculty or staff member in the collection of the data. Table 7: TEP Assessment Summary 24

25 Assessments Praxis 1 (PPST) How and When Data are Collected Scores are reported to Boyce by ETS From whom Data are Collected Students score results Faculty/Staff Member Responsibility Academic Advisor Core Content Area GPA GPAs retrieved from student transcripts on Moodle, each semester Students : at the end of each semester Academic Advisor Skills of Technology Students create various technology projects during ED 210, and other courses. Students Course Instructors KTS Standard 1: Teacher demonstrates applied content knowledge Teaching assignments completed and scored using the assessment KTS Rubric #1 in all required Prof. Education courses Students upload the critical assignment (TWS Lesson Plan) to LiveText FE cooperating teacher submits hard copy rubric evaluation and course instructor records results on LiveText KTS Standard 2: The teacher designs and plans instructions Assignments completed and scored using the assessment KTS Rubric #2 in ED 210, 220, 235, 310, 311, 320, 330, 340, 380, 410, 420, 490, EN 351. Students upload the critical assignment (TWS Lesson Plan(s)) to LiveText FE cooperating teacher submits hard copy rubric evaluation and course instructor records results on LiveText KTS Standard 3: Teacher creates and maintains learning climate Assignments completed and scored using the assessment rubric in ED 220, 235, 310, 311, 320, 330, 380, 410, 420, 430, 490, EN 351. Students upload the critical assignment (TWS Lesson Plan(s)) to LiveText FE cooperating teacher submits hard copy rubric evaluation and course instructor records results on LiveText KTS Standard 4: Teacher implements and manages instruction Assignments completed and scored using the assessment rubric in ED 210, 220, 235, 310, 311, 320, 330, 380, 410, 420, 490, EN 351 Students upload the critical assignment (TWS Lesson Plan(s)) to LiveText FE cooperating teacher submits hard copy rubric evaluation and course instructor records results on LiveText KTS Standard 5: Teacher assesses and communicates learning results Assignments completed and scored using the assessment rubric in ED 220, 235, 310, 311, 320, 330, 340, 380, 410, 420, 490. Students upload the critical assignment (TWS Lesson Plan(s)) to LiveText FE cooperating teacher submits hard copy rubric evaluation and course instructor records results on LiveText KTS Standard 6: Teacher demonstrates the implementation of technology Assignments completed and scored using the assessment rubric in ED 210, 220, 235, 310, 311, 320, 340, 380, and 490 Students upload the TWS Lesson Plan(s) to LiveText Course Instructors KTS Standard 7: Reflects and Evaluates teaching and Learning KTS Standard 8: Collaborates with colleagues and/or parents and/or others Assignments completed and scored using the assessment rubric in ED 200,210,220, 235, 310, 311, 320, 330, 380, 381, 420, and 490 Assignments scored using the assessment rubric in ED 200, 210,220, 235, 310, 311, 320, 330, 340, 480, 381, 420, and 490 Students upload the TWS Lesson Plan(s) reflection(s) to LiveText Students upload TWS Lesson Plan(s) to LiveText FE cooperating teacher submits hard copy rubric evaluation and course instructor records results on LiveText FE cooperating teacher submits hard copy rubric evaluation and course instructor records results on LiveText 25

26 KTS Standard 9: Evaluates teaching and implements PDP Assignments completed and scored using the assessment rubric in ED 200, 480, 381, and 490 Students upload Prof.Develop-ment Plan to LiveText Course Instructors KTS Standard 10: Provides leadership within the school or community or profession Assignments completed and scored using the assessment KTS Rubric #10 in ED 480, and 490 Students upload the log of service and leadership activities to LiveText. FE cooperating teacher submits hard copy rubric evaluation and course instructor records results on LiveText Skills of service and leadership Artifacts completed & scored using the rubric in ED 480 and ED 490 Students upload artifacts to LiveText Course Instructors Teacher Work Sample (TWS) Unit Assignments completed and scored using the TWS assessment rubric in ED 480, 490 Students upload artifact (TWS Unit narrative) to LiveText FE cooperating teacher submits TWS rubric evaluation & course instructor records results on LiveText Field Experience Candidates evaluated during Checkpoint 2 based on F. Exp. evaluations and observational data from field based faculty. Mentor teachers complete a rubric (Early FE Teacher Candidate Evaluation Form) for each student at the end of each Field Experience Field Experience Coordinator Boyce Valued Dispositions - Questionnaire - KTS rubric 7, 8, 10 - Early FE Evaluation Assessment of Student Teaching Questionnaire: Students complete in ED 200, Checkpoint 2 & ED 490, Checkpoint 3. KTS Rubric: ED 380, ED 490 FE Evaluation Form: Field Experience mentors Rubrics completed during student teaching (Checkpoint 3) based on observations of student teacher and reflections Students Coordinator of Clinical and FE and ST cooperating teachers Assessment Coordinator Coordinator of Student Teaching Praxis II Scores are reported to Boyce by Educational Testing Services Students prior to licensure Exit Data Recorder for EPSB website Course/Instructor Evaluations Students complete course evaluations at the end of each semester. Students Institutional Effectiveness 26

27 The complete process of the collection and analysis of the assessment data is depicted below in the flow chart. Figure 2: Flow Chart of Collection and Analysis of Assessment Data Checkpoint 1 Checkpoint 2 Checkpoint 3 ED 200 initiate and compile TC TEP folder ED 210 Produce initial tech. artifacts for e- portfolio naly Analyze TC TEP app. folder & e- portfolio through formal interview *E- Portfolio Evaluation (Faculty) *E- Portfolio Evaluation (Faculty) *Interview Team Collection of FE hours & Lessons for KTS on e-portfolio Present TC to CTE for acceptance to Student Teaching *CT & FE Coordinator *CT & Clinical and FE Coordinat Compile Final TC program exit data. Review TC data for program exit *Supervised Teaching Coord. *CT & FE Coordinat or & CTE Data review and vote for Admission to TEP *CTE Record student teacher candidates in Inst.Data & EPSB *Data Recorder Vote on approval of TC for program exit *CTE Record TC admittance to TEP in Inst.Data & EPSB Website *Data Recorder *Shadowed Boxes: Responsible faculty/staff person Program completers recorded to EPSB and Accountability System *Data Record Assessment Data: Analysis of Program Effectiveness Assessment data will also be aggregated for reports to the CTE to make program revisions where the data suggests that changes may be needed. As a performance-based teacher preparation program, we believe the candidate s performance in the classroom and in the school setting is the critical measure to validate the effectiveness of the program in preparing professional teachers. For this reason the assessments taken during observations and evaluations of the candidate in authentic teaching activities are the best measures to validate the program s effectiveness. Using this rationale, comparison of the recorded scores for candidate dispositions taken from the Teacher 27