Bachelors of Science in Education (BSED) Middle Childhood Education. School of Education CECH

Transcription

1 Bachelors of Science in Education (BSED) Middle Childhood Education School of Education CECH 2014 Primary Faculty: Emilie M. Camp

2 I. Program Overview The Middle Childhood Education Program at the University of Cincinnati is dedicated to improving the educational experiences of children in Grades 4 through 9. The program s central goal is the preparation of committed, caring, and competent educators. The Middle Childhood Education Program is designed to provide candidates with both a university degree and a license for teaching. The program offers two routes to obtaining degrees and initial licensure. The first route is for undergraduate students and the second is for graduate students. Undergraduate candidates. After four years of undergraduate study, candidates in the Middle Childhood Education Program receive a Bachelor of Science in Education degree from the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. This degree is based on completing content area courses as outlined by the program in two of the four middle school academic curriculum areas (language arts, mathematics, science, or social studies) as well as required professional education courses and the internship. Students who meet all requirements are then eligible for the resident educator license in the state of Ohio. At the end of the internship year, candidates in the Middle Childhood Education Program are eligible for a State of Ohio resident educator license for teaching two content area subjects in grades four through nine. In addition to the internship in a public school classroom and course work in Middle Childhood Education, state-mandated professional tests are required for licensure.

3 II. Program Outcomes These program outcomes are listed under standards of the specialized professional organization: Association of Middle Level Education (AMLE) Standard 1: Young Adolescent Development: Element a. Knowledge of Young Adolescent Development: Middle level teacher candidates demonstrate a comprehensive knowledge of young adolescent development. They use this understanding of the intellectual, physical, social, emotional, and moral characteristics, needs, and interests of young adolescents to create healthy, respectful, supportive, and challenging learning environments for all young adolescents, including those whose language and cultures are different from their own. Element b. Knowledge of the Implications of Diversity on Young Adolescent Development: Middle level teacher candidates demonstrate their understanding of the implications of diversity on the development of young adolescents. They implement curriculum and instruction that is responsive to young adolescents local, national, and international histories, language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). They participate successfully in middle level practices that consider and celebrate the diversity of all young adolescents. Element c. Implications of Young Adolescent Development for Middle Level Curriculum and Instruction. Middle level teacher candidates use their knowledge of young adolescent development when planning and implementing middle level curriculum and when selecting and using instructional strategies. Element d. Implications of Young Adolescent Development for Middle Level Programs and Practices: Middle level teacher candidates apply their knowledge of young adolescent development when making decisions about their respective roles in creating and maintaining developmentally responsive learning environments. They demonstrate their ability to participate successfully in effective middle level school organizational practices such as interdisciplinary team organization and advisory programs. Standard 2: Middle Level Curriculum Element a. Subject Matter Content Knowledge: Middle level teacher candidates demonstrate a depth and breadth of subject matter content knowledge in the subjects they teach (e.g., English/language arts, mathematics, reading, social studies, health, physical education, and family and consumer science). They incorporate information literacy skills and state-of-the-art technologies into teaching their subjects. Element b. Middle Level Student Standards: Middle level teacher candidates use their knowledge of local, state, national, and common core standards to frame their teaching. They draw on their knowledge of these standards to design, implement, and evaluate developmentally responsive, meaningful, and challenging curriculum for all young adolescents. Element c. Interdisciplinary Nature of Knowledge: Middle level teacher candidates demonstrate the interdisciplinary nature of knowledge by helping all young adolescents make connections among subject areas. They facilitate relationships among content, ideas, interests, and experiences by developing and implementing relevant, challenging, integrative, and exploratory curriculum. They

4 provide learning opportunities that enhance information literacy (e.g., critical thinking, problem solving, evaluation of information gained) in their specialty fields (e.g., mathematics, social studies, health). Standard 3: Middle Level Philosophy and School Organization Element a. Middle Level Philosophical Foundations: Middle level teacher candidates demonstrate an understanding of the philosophical foundations of developmentally responsive middle level programs and schools. Element b. Middle Level Organization and Best Practices: Middle level teacher candidates utilize their knowledge of the effective components of middle level programs and schools to foster equitable educational practices and to enhance learning for all students (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). They demonstrate their ability to apply this knowledge and to function successfully within a variety of school organizational settings (e.g., grades K-8, 6-8, 7-12). Middle level teacher candidates perform successfully in middle level programs and practices such as interdisciplinary teaming, advisory programs, flexible block schedules, and common teacher planning time. Standard 4: Middle Level Instruction and Assessment Element a. Content Pedagogy: Middle level teacher candidates use their knowledge of instruction and assessment strategies that are especially effective in the subjects they teach. Element b. Middle Level Instructional Strategies: Middle level teacher candidates employ a wide variety of effective teaching, learning, and assessment strategies. They use instructional strategies and technologies in ways that encourage exploration, creativity, and information literacy skills (e.g., critical thinking, problem solving, evaluation of information gained) so that young adolescents are actively engaged in their learning. They use instruction that is responsive to young adolescents local, national, and international histories, language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). Element c. Middle Level Assessment and Data-informed Instruction: Middle level teacher candidates develop and administer assessments and use them as formative and summative tools to create meaningful learning experiences by assessing prior learning, implementing effective lessons, reflecting on young adolescent learning, and adjusting instruction based on the knowledge gained. Element d. Young Adolescent Motivation: Middle level teacher candidates demonstrate their ability to motivate all young adolescents and facilitate their learning through a wide variety of developmentally responsive materials and resources (e.g., technology, manipulative materials, information literacy skills, contemporary media). They establish equitable, caring, and productive learning environments for all young adolescents. Standard 5: Middle Level Professional Roles Element a. Professional Roles of Middle Level Teachers: Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals (e.g., members of teaching teams and advisors to young adolescents). Element b. Advocacy for Young Adolescents and Developmentally Responsive Schooling Practices: Middle level teacher candidates serve as advocates for all young adolescents and for developmentally responsive schooling practices. They are informed advocates for effective middle

5 level educational practices and policies, and use their professional leadership responsibilities to create equitable opportunities for all young adolescents in order to maximize their students' learning. Element c. Working with Family Members and Community Involvement: Middle level teacher candidates understand and value the ways diverse family structures and cultural backgrounds influence and enrich learning. They communicate and collaborate with all family members and community partners, and participate in school and community activities. They engage in practices that build positive, collaborative relationships with families from diverse cultures and backgrounds (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). Element d. Dispositions and Professional Behaviors: Middle level teacher candidates demonstrate positive orientations toward teaching young adolescents and model high standards of ethical behavior and professional competence. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, critical perspectives on their teaching.

6 III. Curriculum Mapping Matrix: Linking Program Outcomes to Curriculum Table 1 Key Required Courses and Experiences* Identified in P-1 E: Emerging D: Developing A: Achieved CI 1001 Educational Technology EDST 1001 Introducti on to Education EDST 1002 Educational Psychology EDST 2003 Pre- Adolescent through Adol Development CI 3003 and Learning in Diverse Settings SPED 1001 Individuals with Disabilities LSLS 4014 Disciplina ry Literacy LSLS 3020 Foundations & Assessment of Literacy in Middle Grades LSLS 3021 Reading Instruction Using Literature in the Middle Grades LSLS2001 Phonics and Word Study I OUTCOMES 1. Middle level teacher candidates demonstrate a comprehensive knowledge of young adolescent development. 2. Middle level teacher candidates demonstrate their understanding of the implications of diversity on the development of young adolescents. 3.Middle level teacher candidates use their knowledge of young adolescent development when planning and implementing middle level curriculum and when selecting and using instructional Strategies. E, D D E E, D E,D E, D

7 E: Emerging D: Developing A: Achieved CI 1001 Educational Technology EDST 1001 Introducti on to Education EDST 1002 Educational Psychology EDST 2003 Pre- Adolescent through Adol Development CI 3003 and Learning in Diverse Settings SPED 1001 Individuals with Disabilities LSLS 4014 Disciplina ry Literacy LSLS 3020 Foundations & Assessment of Literacy in Middle Grades LSLS 3021 Reading Instruction Using Literature in the Middle Grades LSLS2001 Phonics and Word Study I 4. Middle level teacher candidates apply their knowledge of young adolescent development when making decisions about their respective roles in creating and maintaining developmentally responsive learning environments. 5. Middle level teacher candidates demonstrate a depth and breadth of subject matter content knowledge in the subjects they teach (e.g., English/Language Arts, mathematics, reading, social studies ) 6. Middle level teacher candidates use their knowledge of local, state, national, and common core standards to frame their teaching. 7. Middle level teacher candidates demonstrate the interdisciplinary nature of knowledge by helping all young adolescents make connections among subject areas. E, D E, D D, A SEE TABLE 2 SEE TABLE 2 SEE TABLE 2 SEE TABLE 2 SEE TABLE 2 SEE TABLE 2 SEE TABLE 2 SEE TABLE 2 E, D D SEE TABLE 2 SEE TABLE 2

8 E: Emerging D: Developing A: Achieved CI 1001 Educational Technology EDST 1001 Introducti on to Education EDST 1002 Educational Psychology EDST 2003 Pre- Adolescent through Adol Development CI 3003 and Learning in Diverse Settings SPED 1001 Individuals with Disabilities LSLS 4014 Disciplina ry Literacy LSLS 3020 Foundations & Assessment of Literacy in Middle Grades LSLS 3021 Reading Instruction Using Literature in the Middle Grades LSLS2001 Phonics and Word Study I 8. Middle level teacher candidates demonstrate an understanding of the philosophical foundations of developmentally responsive middle level programs and schools. 9. Middle level teacher candidates utilize their knowledge of the effective components of middle level programs and schools to foster equitable educational practices and to enhance learning for all students (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). 10. Middle level teacher candidates use their knowledge of instruction and assessment strategies that are especially effective in the subjects they teach. 11. Middle level teacher candidates employ a wide variety of effective teaching, learning, and assessment strategies. D, E E, D E, D D, A D

9 E: Emerging D: Developing A: Achieved CI 1001 Educational Technology EDST 1001 Introducti on to Education EDST 1002 Educational Psychology EDST 2003 Pre- Adolescent through Adol Development CI 3003 and Learning in Diverse Settings SPED 1001 Individuals with Disabilities LSLS 4014 Disciplina ry Literacy LSLS 3020 Foundations & Assessment of Literacy in Middle Grades LSLS 3021 Reading Instruction Using Literature in the Middle Grades LSLS2001 Phonics and Word Study I 12. Middle level teacher candidates develop and administer assessments and use them as formative and summative tools to create meaningful learning experiences by assessing prior learning, implementing effective lessons, reflecting on young adolescent learning, and adjusting instruction based on the knowledge gained. 13. Middle level teacher candidates demonstrate their ability to motivate all young adolescents and facilitate their learning through a wide variety of developmentally responsive materials and resources (e.g., technology, manipulative materials, information literacy skills, contemporary media). 14. Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals (e.g., members of teaching teams and advisors to young adolescents). E E E E D

10 E: Emerging D: Developing A: Achieved CI 1001 Educational Technology EDST 1001 Introducti on to Education EDST 1002 Educational Psychology EDST 2003 Pre- Adolescent through Adol Development CI 3003 and Learning in Diverse Settings SPED 1001 Individuals with Disabilities LSLS 4014 Disciplina ry Literacy LSLS 3020 Foundations & Assessment of Literacy in Middle Grades LSLS 3021 Reading Instruction Using Literature in the Middle Grades LSLS2001 Phonics and Word Study I 15. Middle level teacher candidates serve as advocates for all young adolescents and for developmentally responsive schooling practices. E 16. Middle level teacher candidates understand and value the ways diverse family structures and cultural backgrounds influence and enrich learning. E E E 17. Middle level teacher candidates demonstrate positive orientations toward teaching young adolescents E E, D E and model high standards of ethical behavior and professional competence. * The table reflects required courses and experiences housed within the School of Education.

11 Curriculum Mapping Matrix: Linking Program Outcomes to Curriculum- Table 2 Key Required Courses and Experiences* Identified in P-1 E: Emerging D: Developing A: Achieved LSLS2001 Phonics and Word Study I LSLS 3003 Phonics II: Practice in Middle Childhood Education Content Methods MDL 4002 Classroom Management MDL 4015 Evaluation and Assessment MDL 5080 Senior Capstone MDL 4000 Practicum I MDL 4010 Practicum II MDL 6010 Student OUTCOMES 1. Middle level teacher candidates demonstrate a comprehensive knowledge of young adolescent development. A 2. Middle level teacher candidates demonstrate their understanding of the implications of diversity on the development of young adolescents. A 3. Middle level teacher candidates use their knowledge of young adolescent development when planning and implementing middle level curriculum and when selecting and using instructional strategies. A E D A

12 E: Emerging D: Developing A: Achieved LSLS2001 Phonics and Word Study I LSLS 3003 Phonics II: Practice in Middle Childhood Education Content Methods MDL 4002 Classroom Management MDL 4015 Evaluation and Assessment MDL 5080 Senior Capstone MDL 4000 Practicum I MDL 4010 Practicum II MDL 6010 Student 4. Middle level teacher candidates apply their knowledge of young adolescent development when making decisions about their respective roles in creating and maintaining developmentally responsive learning environments. 5. Middle level teacher candidates demonstrate a depth and breadth of subject matter content knowledge in the subjects they teach (e.g., English/language arts, mathematics, reading, social studies, health, physical education, and family and consumer science). 6. Middle level teacher candidates use their knowledge of local, state, national, and common core standards to frame their teaching. E A E D D A A D, A A E D D, A

13 E: Emerging D: Developing A: Achieved LSLS2001 Phonics and Word Study I LSLS 3003 Phonics II: Practice in Middle Childhood Education Content Methods MDL 4002 Classroom Management MDL 4015 Evaluation and Assessment MDL 5080 Senior Capstone MDL 4000 Practicum I MDL 4010 Practicum II MDL 6010 Student 7. Middle level teacher candidates demonstrate the interdisciplinary nature of knowledge by helping all young adolescents make connections among subject areas. 8. Middle level teacher candidates demonstrate an understanding of the philosophical foundations of developmentally responsive middle level programs and schools. 9. Middle level teacher candidates utilize their knowledge of the effective components of middle level programs and schools to foster equitable educational practices and to enhance learning for all students (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). 10. Middle level teacher candidates use their knowledge of instruction and assessment strategies that are especially effective in the subjects they teach. D D A A A E, D, A D E, D, A D E, D, A A D, A

14 E: Emerging D: Developing A: Achieved LSLS2001 Phonics and Word Study I LSLS 3003 Phonics II: Practice in Middle Childhood Education Content Methods MDL 4002 Classroom Management MDL 4015 Evaluation and Assessment MDL 5080 Senior Capstone MDL 4000 Practicum I MDL 4010 Practicum II MDL 6010 Student 11. Middle level teacher candidates employ a wide variety of effective teaching, learning, and assessment strategies. 12. Middle level teacher candidates develop and administer assessments and use them as formative and summative tools to create meaningful learning experiences by assessing prior learning, implementing effective lessons, reflecting on young adolescent learning, and adjusting instruction based on the knowledge gained. 13. Middle level teacher candidates demonstrate their ability to motivate all young adolescents and facilitate their learning through a wide variety of developmentally responsive materials and resources (e.g., technology, manipulative materials, information literacy skills, contemporary media). A A A A A A E, D A A

15 E: Emerging D: Developing A: Achieved LSLS2001 Phonics and Word Study I LSLS 3003 Phonics II: Practice in Middle Childhood Education Content Methods MDL 4002 Classroom Management MDL 4015 Evaluation and Assessment MDL 5080 Senior Capstone MDL 4000 Practicum I MDL 4010 Practicum II MDL 6010 Student 14. Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals (e.g., members of teaching teams and advisors to young adolescents). 15. Middle level teacher candidates serve as advocates for all young adolescents and for developmentally responsive schooling practices. 16.Middle level teacher candidates understand and value the ways diverse family structures and cultural backgrounds influence and enrich learning A E D D A E D A A D D A 17. Middle level teacher candidates demonstrate positive orientations toward teaching young adolescents A E D D, A and model high standards of ethical behavior and professional competence. * The table reflects required courses and experiences housed within the School of Education.

16 Assessment Measures Aligned with Program Outcomes Program Outcome Assessment Tools Course/ Experience Time Line Responsible Person Middle level teacher candidates demonstrate a comprehensive knowledge of young adolescent development. They use this understanding of the intellectual, physical, social, emotional, and moral characteristics, needs, and interests of young adolescents to create healthy, respectful, supportive, and challenging learning environments for all young adolescents, including those whose language and cultures are different from their own. Middle level teacher candidates demonstrate their understanding of the implications of diversity on the development of young adolescents. They implement curriculum and instruction that is responsive to young adolescents local, national, and international histories, language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). They participate successfully in middle level practices that consider and celebrate the diversity of all young adolescents. Middle level teacher candidates use their knowledge of young adolescent development when planning and implementing middle level curriculum and when selecting and using instructional strategies. Lesson and unit planning Field experience observations Lesson and unit plans Field experience observations Lesson and unit plans Exams, papers MDL 6010: Student MDL 6010: Student Content Methods Courses Completed throughout the semester Reviewed and submitted throughout the semester Submitted mid-course and end of course Field supervisors and field mentors. Supervisors submit observation reports to the Field Coordinator Field supervisors and field mentors. Supervisors submit observation reports to the Field Coordinator Methods instructors

17 Program Outcome Assessment Tools Course/ Experience Time Line Responsible Person Middle level teacher candidates demonstrate a depth and breadth of subject matter content knowledge in the subjects they teach (e.g., English/language arts, mathematics, reading, social studies, health, physical education, and family and consumer science). They incorporate information literacy skills and state-ofthe-art technologies into teaching their subjects. Middle level teacher candidates use their knowledge of local, state, national, and common core standards to frame their teaching. They draw on their knowledge of these standards to design, implement, and evaluate developmentally responsive, meaningful, and challenging curriculum for all young adolescents. Middle level teacher candidates demonstrate the interdisciplinary nature of knowledge by helping all young adolescents make connections among subject areas. They facilitate relationships among content, ideas, interests, and experiences by developing and implementing relevant, challenging, integrative, and exploratory curriculum. They provide learning opportunities that enhance information literacy (e.g., critical thinking, problem solving, evaluation of information gained) in their specialty fields (e.g., mathematics, social studies, health). Academic language unit Lesson and unit plans Field experience observations Lesson and unit plans Papers, exams edtpa Field experience observations Lesson and unit plans Papers, exams edtpa Field experience observations LSLS 4014: Disciplinary Literacy MDL 6010: Student Content Methods MDL 5080: Senior Capstone/MDL Org. and Practice MDL 6010: Student LSLS 3021: Reading Instruction Using Literature in the Middle Grades Content Methods MDL 5080: Senior Capstone/MDL Org. and Practice Student Reviewed throughout the semester and submitted at the end of the course. Reviewed throughout the semester and through field experiences and submitted at the end of the course. Reviewed throughout the semester and through field experiences and submitted at the end of the course. Instructors, field supervisors, and field mentors. Supervisors submit observation reports to the Field Coordinator. Instructors, field supervisors, and field mentors. Supervisors submit observation reports to the Field Coordinator. Instructors, field supervisors, and field mentors. Supervisors submit observation reports to the Field Coordinator.

18 Program Outcome Assessment Tools Course/ Experience Time Line Responsible Person Middle level teacher candidates utilize their knowledge of the effective components of middle level programs and schools to foster equitable educational practices and to enhance learning for all students (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). They demonstrate their ability to apply this knowledge and to function successfully within a variety of school organizational settings (e.g., grades K-8, 6-8, 7-12). Middle level teacher candidates perform successfully in middle level programs and practices such as interdisciplinary teaming, advisory programs, flexible block schedules, and common teacher planning time. Middle level teacher candidates use their knowledge of instruction and assessment strategies that are especially effective in the subjects they teach. edtpa papers, exams edtpa lesson and unit plans papers, exams field experience observations MDL 5080: Senior Capstone/MDL Org. and Practice Content Methods MDL 4015: Assessment and Evaluation MDL 5080: Senior Capstone/MDL Org. and Practice Reviewed throughout the semester and submitted at the end of the course Reviewed throughout the semester and through field experiences and submitted at the end of the course. Instructors collaborate to ensure all sections of the capstone are aligned with the edtpa Instructors, field supervisors, and field mentors. Supervisors submit observation reports to the Field Coordinator. Student

19 Program Outcome Assessment Tools Course/ Experience Time Line Responsible Person Middle level teacher candidates develop and administer assessments and use them as formative and summative tools to create meaningful learning experiences by assessing prior learning, implementing effective lessons, reflecting on young adolescent learning, and adjusting instruction based on the knowledge gained. Middle level teacher candidates demonstrate their ability to motivate all young adolescents and facilitate their learning through a wide variety of developmentally responsive materials and resources (e.g., technology, manipulative materials, information literacy skills, contemporary media). They establish equitable, caring, and productive learning environments for all young adolescents. Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals (e.g., members of teaching teams and advisors to young adolescents). Middle level teacher candidates serve as advocates for all young adolescents and for developmentally responsive schooling practices. They are informed advocates for effective middle level educational practices and policies, and use their professional leadership responsibilities to create equitable opportunities for all young adolescents in order to maximize their students' learning. Lesson and unit plans Papers, exams Field experience observations edtpa papers, exams field experience observations Papers, exams, Papers, exams Content Methods MDL 4015: Assessment and Evaluation MDL 6010: Student MDL 5080: Senior Capstone/MDL Org. and Practice MDL 6010: Student MDL 5080: Senior Capstone/MDL Org. and Practice MDL 5080: Senior Capstone/MDL Org. and Practice Reviewed throughout the semester and through field experiences and submitted at the end of the course. Reviewed throughout the semester and through field experiences and submitted at the end of the course. Reviewed throughout the semester and submitted at the end of the course Reviewed throughout the semester and submitted at the end of the course Instructors, field supervisors, and field mentors. Supervisors submit observation reports to the Field Coordinator. Instructors, field supervisors, and field mentors. Supervisors submit observation reports to the Field Coordinator. Instructors collaborate to ensure all sections of the capstone are aligned with the edtpa Instructors collaborate to ensure all sections of the capstone are aligned with the edtpa

20 Program Outcome Assessment Tools Course/ Experience Time Line Responsible Person Middle level teacher candidates demonstrate positive orientations toward teaching young adolescents and model high standards of ethical behavior and professional competence. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, critical perspectives on their teaching. Papers, exams Field experience observations edtpa MDL 5080: Senior Capstone/MDL Org. and Practice MDL 6010: Student Reviewed throughout the semester and submitted at the end of the course Instructors, field supervisors, and field mentors. Supervisors submit observation reports to the Field Coordinator.

21 IV. Methods and Measures A few distinct types of data will be collected and utilized in the assessment process: Paper, Exam, Presentation, or Course Grades- Individual task grades will be used as indicators for assessing relevant outcomes at the E, D, and A levels. In scenarios where the course grade is based purely on mastery of material and serves as a reliable indicator of attainment of multiple relevant requirements (as opposed to attendance, etc.), it may be used as a measure for certain program outcomes. In most others, we will use grades from key assignments within the relevant courses. Lesson and Unit Planning Examples-Created in methods classes and in field experiences that demonstrate the pre-service teachers understanding of the organization, structure and development of instructional content. Planning activities are turned in on paper and may or may not be assessed as implemented activities. Clinical observations of practice During experiential field work students are expected to demonstrate their ability to implement effective instructional plans, classroom strategies and dispositions, including acceptance of and ability to meet the needs of diverse student populations. Clinical observations are also used to assess pre-service teachers professional attributes needed to work affectively in a school setting. External Assessments Pre-service candidates must pass external states mandated assessments such as Ohio Assessments for Educators (OAE) tests for content knowledge and professional knowledge and the edtpa, a performance assessment. These assessments are designed and scored by external bodies.

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23 V. Assessment Infrastructure The Assessment Process for the BSED program is completed through the coordination of the program faculty and the Office of Assessment and Continuous Improvement (OACI). OACI maintains a data base of learning outcomes and other accreditation requirements. This is shared annually with program faculty for discussion. Programs submit accreditation reports to their professional organizations every 7 years. 1. Compilation of Assessment Data Generally, assessment data will be compiled throughout an Academic Year as different courses and relevant program experiences conclude. A web-based data system is developed and accessible to course instructors, clinical mentors, and supervisors. 2. Analysis of Assessment Data Following compilation of data, the data is provided to the program faculty for review and analysis. 3. Reporting of Assessment Data The program in content area compile a report to submit for accreditation every 7 years. 4. Faculty Discussion of Assessment Data and Action Planning Program faculty meet monthly throughout the academic year to monitor data gathering processes and feedback on student performance to form an action plan for up-dating assessments and course structures. In addition to the gathered data, these meetings include integration of new assessments or licensing requirements from the State of Ohio or our professional organizations. Finally we meet annually with our clinical partners to discuss program outcomes and direct feedback from the school-based faculty who work with our students. 5. Taking Action Based on Assessment Data In general, it would be expected that these items would be areas of emphasis for the balance of that Academic Year and Summer so Faculty could undertake feasible action consistent with the proposed actions and resolutions. It is expected that any alterations to existing policies, processes, or area or School curricula would proceed at a pace consistent with the degree to which they are prioritized within an action plan by Faculty. As the process unfolds across years it is anticipated that updates on past items and introduction of new items would become part of the presentation of data and subsequent discussion each Fall.

24 Assessment Infrastructure CECH for CAEP Accredited Programs Programs within the College of Education, Criminal Justice, and Human Services (CECH) that are nationally accredited receive support from the CECH Office of Assessment and Continuous Improvement (OACI). The data collection and summarization is managed by that office. Data is entered through web-based rubrics and assessments by the end of each semester. Over the summer OACI generates program specific reports and provides them electronically and in hardcopy to each program. By December 1, each program faculty is required to have analyzed the data provided and develop next steps in terms of program improvement. These next steps are returned to OACI and a report is generated. Any curriculum changes must be submitted by review by February 1. OACI also has a web site that has all the assessment documents that were developed and maintained through our major accrediting body: Council for the Accreditation of Educator Preparation (CAEP). CECH has a web site that has links to ALL our CAEP programs and their assessment data. There is a section entitled Signature Embedded Assessments as well as Initial Licensure Programs submitted through Specialized Program Associations. Each of those links has between 6-8 assessments required by our professional organizations. Data from past assessments is also on that site. [ASIDE: CECH and UC is among the first universities to become accredited by CAEP our visit was November 2012; Board of Directors Spring 2013 to award us CAEP accreditation for 7 years (until 2018).] CAEP page on the CECH web site: Policies and procedures for data collection, analysis, and use are summarized in these three improvement cycles, documented in the description of our assessment system and provided here: Candidate Performance and Program Improvement Cycle For Fall Semester Program Meetings (Summer Work) The following data is aggregated and summarized for decision-makers in program areas: Admissions data Ohio Assessment for Educators (OAE) data Cohort application data Intern/Student Teacher Evaluations Candidate Dispositions Progress Report data Data about program completers Follow-up data New Specialized Professional Association (SPA) standards Performance on all SPA assessments Handbook and candidate materials reviewed

25 Data posted to web site By December 1 (Program faculty responsible) Data-based decisions made regarding the programs submitted to OACI Summary report by program area submitted to University Council on Educator Preparation/Associate Deans Areas needing attention identified Curriculum proposals for curriculum adjustment/maintenance generated Candidates informed of program improvements in response to data Submission of new programs to Ohio Department of Education for fall approval cycle By February 1 (Program Faculty responsible; Program Coordinator) Finalize major curriculum changes During Spring Semester, April 1 (Program Coordinator submits info to appropriate office) Record approved curriculum changes Update curriculum map Update curriculum guides, degree progress audits (DARS), program outlines Update evaluation forms for spring semester distribution Late Spring Semester (by April 15)-Program Coordinator works with Dean s office, SSC Dean s office submits official updates to website [Units are responsible for updating their websites directly or through their Web liaison. Faculty are asked to work with Ric Stackpole to make changes to curriculum guides and program outlines.] Implement program improvements; continue to collect data on candidates and programs

26 VI. Findings. n/a VII. Use of Findings