Texas Southern University College of Education

Transcription

1 Texas Southern University College of Education Dr. Lillian B. Poats, Dean 4C s Caring, Competent, Committed and Culturally Responsive Submitted to the: National Council for Accreditation of Teacher Education Contact: Ingrid Haynes, Ph.D., NCATE Coordinator haynesmaysi@tsu.edu Unit Changes

2 Unit Changes Conceptual Framework The Conceptual Framework includes four outcomes and associated indicators for knowledge, skills and dispositions for all COE candidates. The indicators are behaviors candidates demonstrate to indicate meeting learning outcomes and are differentiated between initial and advanced programs. The COE created an assessment system to provide a continuous assessment of the learning outcomes and provide feedback for improvement for candidates, programs, and the unit centered on the Vision, Mission, and themes of the Conceptual Framework. The assessment system is built around transition points at both the initial and advanced levels. Major assessments in every program are aligned with SPA standards and with Conceptual Framework outcomes. The COE uses multiple forms of internal and external assessments including, but not limited to, surveys of graduates, surveys of cooperating teachers and school partners, student evaluations of faculty, and TExES exams. Data collection is supported through the use of the Continuous Assessment Program Evaluation system where designated individuals (e.g., instructors, chairpersons, program coordinators) input information about specific student performance on assessments and dispositions. In , unit faculty modified the Conceptual Framework to reflect program changes made as the result of analyses of data and current educational trends. Previously, candidates were not required to complete an interview before being admitted into the Educator Preparation Program. Candidates are now required to interview with the admissions committee. The Unit also made changes to the disposition instrument and the classes in which the system would collect data for the initial, advanced, and other school professionals. A signature page was added to the Handbook and the Unit decided to place a copy in the candidate s file. Further, in the Unit made changes to the 21 student learner outcome proficiencies. Previously, the advanced program faculty felt that the 21 proficiencies only addressed initial program; proficiencies were revised to address the advanced program and other school professionals. 2 P a g e

3 The Unit also closely aligned programs, key assessments and rubrics with professional, state, and institutional standards. For the past two years, under the leadership of the Dean of College of Education, the unit has had several Professional Development sessions on writing student learning outcomes, developing assessments and rubrics, curricula alignment and syllabus development. As a result of these sessions, a uniform alignment chart was developed. Each department is required to include an alignment chart in the course outlines. Unit/Program Key Assessments, the Internship e-portfolio and the Teacher Work Sample (TWS) have been slightly modified in which the Unit reestablished the action research project during clinical practice. Candidates impact on P-12 learning has been a major emphasis in initial licensure programs and is measured by completion of the TWS during the clinical practice which includes the action research project. The Unit also developed an Impact on Learning Instrument to conceptualize projects done during clinical practice and practicum experiences that would holistically capture the candidate s ability to make an impact on student learning in the P-12 environment. In fall 2015, the unit plans to establish an Ad-hoc Task Committee that includes unit faculty, graduates, faculty from other programs, and school administrators and teachers from the community to begin the process of restructuring instruments and the process used to deliver the assignments during clinical practice. Based on the last two years of data, candidates were unclear about expectations on these assessments; and, there are a lot of items in which candidates are only competent. While the scoring rubric for each assessment aligned with professional, institutional, and state standards, several indicators on the rubric description for each performance level were unclear. Rubrics contained multiple Specialized Professional Associations (SPA) elements; and, there is a need to update them based on revised standards for all levels. Further, this committee will also review the new template suggested by the assessment committee to streamline the validation forms for placement. During both Blocks, candidates complete validations forms and submit them to the assessment committee. The College Assessment Committee is recommending one form for better tracking of placements (see appendix). 3 P a g e

4 In spring 2013, after a state visit- the Unit established a P-16 Advisory Council. The purpose of the P-16 Advisory Council is to set a formal expectation and a venue for collaboration across learning with the P-12 arena and Texas Southern University College of Education. We believe encompassing broad-based participation inclusive of early learning, government, business and other stakeholders helps the educational systems to reach consensus among all key players impacted by P-16 reform. It also ensures that recommendations made by the Council are based on focused performance goals and are heard by the appropriate policymaking authority (state board, commission for higher education, university trustees, legislature, governor, etc.) as opposed to more generalized individual statements of expectation. The Advisory Council for Teacher Education consists of unit faculty as well as P-12 teachers and administrators. The Council meets to discuss the status of the program as well as to consider recommendations for improvement. The mission of the P-16 Advisory Council is to establish a collaborative partnership between PK-12 educational entities and Texas Southern University s College of Education to create and sustain programs which meet the needs of a diverse population. The P-16 Advisory Council has three underlying goals: 1) build positive relationships; 2) provide seamless educational experiences in post-secondary education; and 3) produce effective educators who provide high impact instruction, which results in improved student achievement In 2013, the Continuous Assessment Program Evaluation (CAPE) system was reorganized to more effectively collect and display aggregate and disaggregate data from unit and program assessments, annual data reviews, and various reports. The CAPE system developer, Assessment Coordinator, NCATE Coordinator and website manager collectively manage the system and provide training to new faculty and adjunct instructors. Data reports are collected each semester via CAPE and are sorted into tables and graphs. The CAPE Assessment system can be accessed by all faculty via website. Faculty members who teach classes in which data are collected have full access to the system and can generate reports. Other faculty members and stakeholders have read only rights. Faculty can request data through the website and receive reports within 24 hours. Also, the Unit holds an annual Faculty Retreat to share data, develop strategic plans, revisit the conceptual framework and set academic goals for each department. During the retreat, The Dean s Data Book is shared with all faculty and stakeholders. 4 P a g e

5 Overall Unit Changes Date Change Rational Proficiencies Revised Unit Change Proficiencies are now area related for other School Professionals Admissions Process- the Unit now requires an interview before being admitted into the EPP Revised Course Outline Template to include Curriculum Alignment Chart TEA state Unit Change To ensure content validity, faculty who teach different sections of the same course collaborate on content covered and course assessment. The Department adopted a common course syllabus for multiple sections of a course to ensure content consistency Assessment Retreats Need for opportunity to analyze data as a unit and to discuss continuous improvement efforts Assessment System Development of a web-based user friendly assessment system (Hired and Assessment System developer) Improve data collection and report development abilities Curriculum Mapping Programs undergoing curriculum mapping to revise scope and sequence of courses Initial TEA (state visit- EC-6) Pilot Inspection Visit Disposition Handbook (Included a Unit Change signature page) Revised Disposition proficiency GPA changed from 2.5 to 2.75 TEA state Established the P-16 Council TEA state Other School Professionals University Internal Review of Programs 5 P a g e

6 Curriculum and Instruction (Initial) Date Change Rationale The departmental plan of action addressed the EC-6 Generalist testing challenge on three fronts: (1) strongly encouraging candidates to take the EC-6 test before completing their programs of study by revising the degree plans in which candidates have set benchmarks and cannot move forward or matriculate through their program unless certain practice exams have been passed- the last benchmark candidates must have all exams passed before enrolling in Clinical practice (2) responding immediately to candidates who fail the examination to arrange study sessions and individual assistance, as needed- a coordinator was hired to monitor candidates and set up test prep seminars, practice exams and debriefing for all candidates. (3) Developing a certification seminar class (EDCI 404). Candidates take this course if they have not successfully passed state exam. Findings for completion year (September 1, 2010 August 31, 2011) show that 100% of the candidates who took the EC-4 Generalist, EC-6 Bilingual Generalist, 4-8 ELA/Reading, 4-8 Mathematics and 8-12 Mathematics passed certification examinations identified. Findings during this same time period also showed that the minimum target (75% passage rate) was met for EC-12 Special Education (75%). However, during this test period, findings also showed that only 36% of the candidates taking the EC-6 Generalist test passed. This resulted in a total pass rate for the EC-6 Generalist of 42% since EC-6 Bilingual Generalist is counted in this category. Findings for completion year show that 100% of the 4-8 ELA/RDG, 50%; 8-12 ELA/RDG (i.e., 2 took exam and only 1 passed), 66.7% 4-8 Social Studies (i.e., 2 or 3 student passed the exam) 4-8 Math, 4-8 Science, and EC-12 Special Ed candidates passed their certification examinations above the minimum target (80% passage rate). Findings also showed that 93.8% of the candidates taking the EC-6 Generalist test passed (15 of 16). This is 56.3% higher than the previous year (36%). We have met the state and national goal for pass rates on the Content exam Signature Page of the Disposition Forms Data were collected from the teacher candidates, faculty and school supervisors (ISD). In fall 2012, there were 16 candidates enrolled in EDCI 328/350. The data for fall 2012 indicates that the teacher candidates rated themselves 100% on-target for items 1-5. On item 6- demonstrates the ability to compromise and respect others opinions during group work candidates rated themselves as 87% on-target and 12% emerging. On item 7- participants in professional development activities that were recommended, candidates rated themselves 75% on-target and 25% emerging. For fall 2012, the faculty data indicate that faculty rated the candidates 100% on-target for item 3- demonstrates a respect for the profession. On item 7- participants in professional development activities that were recommended, faculty rated candidates as 62% on-target 6 P a g e

7 Degree Audits Degree audits are done during the Block Courses. Assistant Dean and Faculty sit with teacher candidates to review their personal EPP files Major s Meeting/Induction Ceremony Initial and Advanced Programs and 37% emerging. Items 1, 2, 4, 5, and 6 average ratings were 75% and above for on-target disposition. The school supervisors for fall 2012, rated candidates 80% and above on-target for the dispositional items 1-6. On item 7- participants in professional development activities that were recommended, school supervisors rated candidates as 75% on-target and 18% emerging. In the spring 2013, there were 26 candidates enrolled in EDCI 328/350. The data for spring 2013 indicate that the teacher candidates rated themselves 100 % on-target for items 1-7. The faculty rated the candidates 100% on-target for items 1,3, and 5. On item 7- participants in professional development activities that were recommended, faculty rated candidates as 68% on-target and 32% emerging. In spring 2013, supervisors rated candidates 100% on-target for items 1, 5, and 6. On items 4 and 7, supervisors rated candidates 76% ontarget. Overall candidates have the dispositional attributes and qualities that are acceptable for the Unit; however, requiring the students to sign the form documents that they have received and understand the dispositions of the Unit. Forms are found inside candidates records. The Assistant Dean and faculty meet with teacher candidates during their block classes to review files to provide further understanding of the transition points and how the teacher candidates matriculate through the programs. Because of the previous concern with TExES licensure exams and the many changes that have occurred because of the data, the department wanted to make sure teacher candidates were aware of the changes and could add input. The department also conducts an Induction ceremony in the initial program for newly admitted candidates into the program Added Content Courses to programs Content courses were added to all programs (i.e., content block or semester). The EC-6 has changed to the EC-6 Core subjects exam a 240 is required for each content area. The Department has added a content course for reading, math, science and social studies areas. 50% 8-12 ELA/RDG (i.e., 2 took exam and only 1 passed), 66.7% 4-8 Social Studies (i.e., 2 or 3 students passed the exam) 7 P a g e

8 Revised Degree Plans Based on TExES exam, the department met with faculty in the core classes to align state, national and program standards to courses offered outside the department. All degree plans have 120 hours Test Prep Sessions for Teacher Candidates Early Field Experience Restructure 1. Principal and Teacher Candidate Orientation 2. New Placements addressing alternative educational settings Fall 2015 New Field Based Placement Tracking Form is being reviewed. 3. Professional Development Sessions 10 sessions (Sample PD Sessions attached) EDCI 404 is now a required course taken during the content block. The College of Education and its school partners have collaborated in the design, development, implementation, and evaluation of clinical and field experiences for initial and advanced candidates that are extensive and effective. The focus is to facilitate candidates professional development by providing them with opportunities to experience all aspects of the roles of an educator including observation in schools and other agencies, actual classroom teaching, interaction with families and community members, participating in school events and collaborating with peers and veteran professionals. Domain I Based on the Clinical Practice Instrument during Fall 2012, under Domain I: Efficient Use of Instructional Time- candidates ranged 60% exceeds expectation for items E-I --Was able to monitor the entire class and attend to more than one activity/group at a time (3,5), Executed smooth transitions (3, 5), Response to students behavior was appropriate (11, 14,) and Off task behavior was addressed in an appropriate manner (5, 11). Although 60% of the candidates exceed the expectation, we would like all areas to be 80% above. After sharing data with faculty and school partners, the department met to discuss how we could help the candidates improve in Domain 1. Domain II During Fall and Spring of 2013, under Doman II: Instruction- candidates again ranged 60% exceeds expectation based on the Supervision and ISD for items M, Q, T-W. Items T-W relate to special education and diversity. Action Plan: SPED 309 and EDCI 350 Instructional Strategies courses have been added to all degree plans. 8 P a g e

9 Domain III Under Domain III. Personal and Professional Characteristics candidates, faculty supervisor and ISD scores ranged 80% and above. Curriculum and Instruction (Advanced) Reading Change Rationale Study sessions for the Comprehensive Exam have been established. Fall 2012 Spring 2013 N=5 60% (1)Secondary- P (2) Early Childhood-1F, 1P (2) Reading- 1F N=4 75% (1)Reading- 1F (2)Early Childhood- P (1) English- P Summer 1 N=2 100% (2)Reading- P Overall N=11 78% According to the data indicated above, the overall performance for the Department of Curriculum and Instruction was 78% with the total N being 11. In fall 2012, a total of 5 candidates took the comprehensive exam with a total of 60% pass rate. Of the five students taking the exam that semester, two students were reading majors and one failed, two were under the Early Childhood concentration with one failing the exam and one student majoring in secondary education. In the spring 2013, the overall performance rate was 75% with the N being 4. Of the four students, one candidate majoring in reading failed and two majoring in Early Childhood passed. One student majoring in secondary concentration (English) passed Developed Reading Specialist Practicum Handbook In summer 2013, candidates retook the exam based on their area (licensure or non-licensure exam) and candidates were successful. Provides guidance and structure to the Reading Specialist track. Informs candidates of the policies and procedures for being successful in the program. 9 P a g e

10 Department of Counseling Continuous Improvement Changes , To ensure success on the Comprehensive Examination, Faculty in the Department of Counseling implemented the following continuous improvement measures based on exam data: Year Change Rationale Additional study sessions for the TExES and Comprehensive Examinations (COMPS) Data show that in % (9) of candidates passed the TExES (Texas Examination for Educator Standards); however, in 2013 only 50% of candidates passed. The Department of Counseling adopted the following measures: Offered one additional TExES review session for a total of 2 review sessions per semester. To receive clearance to take the TExES, candidates must successfully complete the following courses: COUN 539 School Counseling, COUN 593 Human Growth and Development, COUN 733 Seminar in Social and Cultural Differences, COUN 834 Counseling and Personality Theories, and COUN 876 Career and Lifestyle Development. Although candidates have not completed all prerequisites for the Comprehensive Examination (Comps), those who do not achieve a passing score on the TExES are required to attend departmental comprehensive exam review sessions Along with the faculty provided review sessions, the Department offered additional Comprehensive Common Syllabus/Curriculum Alignment (Comps) sessions facilitated by Doctoral Students. To ensure content validity, faculty who teach different sections of the same course collaborate on content covered and course assessment. The Department adopted a common course syllabus for multiple sections of a course to ensure content consistency. Eliminate unlimited test attempts The Department of Counseling did not achieve its goal of at least 70% of candidates passing the Comprehensive Examination in 2012 and Faculty in the department were concerned that because there was not limit on the number of times a candidate takes the exam that they (candidates) were not preparing for success as they should. To this end, candidates are no longer allowed unlimited 10 P a g e

11 Course sequencing through forced advisement. Monitor at-risk candidates attempts to sit for the exam. Each candidate is allowed 3 attempts. This measure ensures that each candidate has earned the required number of credit hours, and after an unsuccessful first attempt she/he has met with an advisor to develop an individual Education Plan. Each candidate must meet with her/his Academic Advisor at least once per semester. The number of seats in each course is set to zero to ensure (1) candidates cannot self-register, and (2) that candidates follow their degree plans and register for courses in sequence. When candidates meet with Advisor Degree Audits and conducted with the assistance of the Assistant Dean. Candidates whose grades show that they are at risk of failing are encouraged to attend the review sessions offered in the Department. 11 P a g e

12 Standard 3 Program Changes Field Experience and Clinical Practice Date Change Rationale Summer 2012 Summer 2012 Fall 2012 Fall 2012 Fall 2013 Additional Requirements for admission to Block 1-field experiences: must have passed the Representative Form Content Practice Test with 80% accuracy Revised the Observation Instrument Introduced the Teacher Work Sample (TWS) Added to field experiences blocks I and II one day on campus and one day in the schools. Scheduled review sessions were introduced to assist candidates acquisition of knowledge and skills tested on TExES and seminars on TExES test taking skills were included. Test data for TExES was not at the required pass rate of 80%. Data indicated a need for a more definitive instrument to better gage candidates readiness to enter the profession. Analysis of the data from the Observation Instrument indicated that candidates on indicators in Instruction Q, T, U, V, W, rated themselves 81% & - 76% exceeded expectations and competent, however, supervisors results were 66 % -69.8% exceeding expectations and competent. The data supported the findings in The preparation of the TWS would provide reinforcement for the importance of contextual information in designing instruction as well as, utilizing data to adjust instruction for students. Observation instrument evaluations in clinical practice indicated a need to increase candidate performance in Domain I Use of Instructional Time such that at least 80% of candidates would perform at Exceeds Expectations. Reviewed TExES scores, the Pass rate was not at 80%; strategies were needed for the candidates to be successful. 12 P a g e

13 Fall 2013 Spring 2014 Spring 2014 Requirement that Student teachers be highly qualified. Added the requirement that both representative TExES tests must be passed to be admitted to enroll in clinical practice. Added Action Research as a part of the development of the TWS including at least one strategy with analysis of the preassessment and post-assessment results to measure impact on student learning. Modified weekly schedule to include every Friday at the university for Seminars. The seminar topics are based on additional preparation needed by candidates to successfully impact student learning. Review of the TExES test data indicated that only 29% of the candidate teachers in clinical practice had taken both tests. Reviewed the data from the Block 2 candidate teachers and found only 7% had taken and passed both tests. Analyzed the performance by candidates on the TWS and impact on student learning. Noted that there must be more emphasis on indicators Q, T, U, V, W. Action research has been shown to be effective in a variety of ways for teachers in the classroom setting. Data driven instruction is required of teachers in the classroom. Reviewed the data from the Block 2 candidate teachers and found only 7% had taken and passed both tests. 13 P a g e

14 Program Data Changes Health and Kinesiology Change Rationale Leadership Change in Health and Kinesiology Department. New Interim Health and Kinesiology Department Chair Appointed. Hired Project Assistant-Academic Advisor. Health and Kinesiology Department Chair Dr. Marie Horton retired from the University. Dr. Dwalah Fisher appointed Interim Health and Kinesiology Department. The department has also hired an academic advising specialist that directly impact passage rates, ensuring that students take courses in designated order to retain content knowledge for the departmental comprehensive exam Change Rationale Hired New Faculty in Sport Management. In , the department hired a new visiting instructor to provide a different teaching strategy for the comprehensive examination and has diced to hire an additional sport management professor. The Health and Kinesiology department also hired a new faculty with a primarily sport management teaching responsibility. Hired New Adjunct Professors in Health Studies and Kinesiology. The Health and Kinesiology department changed the content courses with the prefix PE-Physical Education to the new prefix KIN- Kinesiology for the undergraduate degree programs and graduate degree programs. In , the department hired two new visiting adjunct instructors to provide a different teaching strategy for the comprehensive examination. The new adjunct instructor continues to provide students with innovative instruction, including but not limited to peer-to-peer study groups, online content database, online and face-to-face discussion questions as well as different online structured practice test. Nearly 50% of the new and transfer students entering the Health and Kinesiology Department stated the inconsistency with the course titles and the department title. This led to many students choosing to major in different areas. 14 P a g e

15 Program Data Changes Educational Administration and Foundations Data Driven Changes Date Changes Rationale The Master s Comprehensive was reviewed and recommendations were made for the improvement of student performance on this examination. Issue: Candidates performance on the Master s Comprehensive Examination. 1. Master s comprehensive examinations during the spring and summer of 2012 indicated that 50% of the students taking this examination had passed. Two (2) students had taken the examination. It was determined that the examination should be reviewed. 2. Individualized study plans were developed for students who were having difficulty passing the Master s Comprehensive Examination as needed. 3. Student grades were reviewed in key courses to determine if there was a need for additional support in preparation for taking the Master s Comprehensive examination. A practice test was implemented for students. 2. As a result of the review of the comprehensive examination and the 50% pass rate of the students, it was determined that advisement of students and individualized study plans should be developed as needed. During the fall of 2012 all students passed the Examination. 3. Discussions with students taking the comprehensive examination indicated that students would benefit from additional support. 15 P a g e

16 Issue: Candidates ability to work with students with varied learning styles Issue: Candidate s performance on Master s Comprehensive Examination 1. Professor addressed students ability to work with students with varied learning styles. This concern was addressed through student conferences during the internship meeting. 2. Group discussions supervised by the internship supervisor assisted students in identifying strategies to work with various learning styles. 1. Student performance on the Master s comprehensive examination continued to indicate that students were having difficulty. Therefore the alignment of examination questions to instruction was reviewed. 2. Students were having the most difficulty with the foundations and statistics questions on the comprehensive examination. Less than 70% were passing this section of the examination. 1. Professor identified that 20% of candidates were competent but 80% exceeded expectations according to the student impact instrument on candidates ability to work with students with varied learning styles. 2. The student discussion forum held during the internship meetings was the ideal setting for students to share their concern and benefit from the experiences of the professor and their peers. 1. Fall of 2013 there was a 60% pass rate. After a review of the alignment and subsequent changes to the examination the pass rate increased to 80% the following semester. 2. The foundations and statistics questions were reviewed and determined to need revisions. These questions were removed from the examination so that new questions could be developed and replaced by faculty. 16 P a g e

17 3. Candidate interns ratings on knowledge of technology were rated 4.15/5.00 by faculty, 4.75/5.00 by external practitioners. 3. The professor of record implemented electronic portfolios for students and worked closely with them on their electronic final projects to increase students knowledge and level of confidence with technology. 17 P a g e