COORDINATOR/CONTACT. Dr. Harriet Bessette - hbessett@kennesaw.edu. Department Chairs. Dr. Susan Stockdale Dr. Jim Cope. Dr.

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1 PTEU AoL Combined EdS/EdD Programs Report Form: AY2010 AY2012 Date Submitted: January 23, 2012 EdS in Teacher (Start Spr10), EdD in Teacher (Start Su 09) EdS Program Coordinators PROGRAM Early Childhood Education Adolescent Education English Adolescent Education Mathematics Inclusive Education Instructional Technology COORDINATOR/CONTACT Dr. Corrie Davis - cdavi163@kennesaw.edu Dr. Alice Terry - aterry@kennesaw.edu Dr. Alice Terry - aterry@kennesaw.edu Dr. Harriet Bessette - hbessett@kennesaw.edu Dr. Traci Redish - tredish@kennesaw.edu EdD Program Coordinators PROGRAM Early Childhood Education Adolescent Education English Adolescent Education Mathematics Inclusive Education Instructional Technology COORDINATOR/CONTACT Dr. Corrie Davis - cdavi163@kennesaw.edu Dr. Alice Terry - aterry@kennesaw.edu Dr. Alice Terry - aterry@kennesaw.edu Dr. Harriet Bessette - hbessett@kennesaw.edu Dr. Traci Redish - tredish@kennesaw.edu Department Chairs Dr. Jerald D. Hendrix Biology and Physics Dr. Mark Mitchell Chemistry and Biochemistry Dr. Susan Stockdale EDSM Dr. Jim Cope EECE Dr. William Rice English Dr. William Griffin Foreign Language Dr. Alice Page History & Philosophy Dr. Susan Brown (also TESOL) Inclusive Education Dr. Traci Redish Instructional Technology Dr. Sean Ellermeyer Math The Education Specialist (EdS) and Doctorate in Education (EdD) for Teacher programs in the PTEU are listed below and in the tables on the next pages. (Note that the EdS and EdD programs in Educational are contained in a separate report.) The EdS degree is embedded in the EdD requirements: candidates in both programs take the same core classes. Candidates choosing to continue their study to complete the EdD requirements take additional courses in quantitative and qualitative research methods as well as dissertation hours. 1

2 The Teacher EdS and EdD degrees are guided by a set of performance outcomes (PO s) that are consistent with NCATE standards for the programs. These performance objectives are assessed with several instruments throughout the programs. The instruments in which the PO s are assessed are correlated to the university learning outcomes in the table on the beginning next page. The description of the assessments and the criteria in the assessments that specifically address the learning outcome are provided. These programs are relatively new so data for the entire time period under review is not available. Proficiencies from the assessment instruments used in these programs can be correlated with the selected university competencies/outcomes so that data from the program assessment instruments indicates progress toward achievement of the university outcomes. All of the assessment instruments cited are administered toward the end of the candidates completion of the program. EdS and EdD Teacher Programs in the PTEU EdS: Teacher (first cohorts started spring 2010) EdD: Teacher (first cohort started summer 2009) 2

3 University Outcome SECTION A: CORRELATION OF UNIVERSITY OUTCOMES TO EdS and EdD in Teacher PERFORMANCE OUTCOMES & ASSESSMENTS Teacher Leadership for EdS/EdD Performance Outcome (PO) EdS in Teacher EdD in Teacher 1. Academic and Professional Expertise (University-Wide Competency) PO3. Create 21st century learning environments that advance best practices in curriculum, instruction, and assessment. Applied Field Research Project assessment: a field research project based in a K-12 setting which focuses on improving student learning. Capstone experience for the EdS; May serve as pilot for EdD. All elements are relevant to this outcome Applied Field Research Project assessment: a field research project based in a K-12 setting which focuses on improving student learning. All elements are relevant to this outcome 2. Effective Communication Skills (University-Wide Competency) PO5. Build collaborative relationships, teams, and community partnerships that communicate and reflect distributed leadership for learning. Synthesis Project assessment: application of intercultural communication competencies to develop a culturally responsive professional development program OR to develop a paper conference proposal for submission All elements are relevant to this outcome Comprehensive Exams, Part B assessment: Doctoral candidate demonstrates level of knowledge in a professionally written document. Relative element: Grammar/Scholarly Usage/Mechanics 3

4 University Outcome Teacher Leadership for EdS/EdD Performance Outcome (PO) EdS in Teacher EdD in Teacher PO1. Candidate demonstrates evidence that s/he can foster an organizational culture that facilitates development of a shared vision, school improvement, and increased learning for all students. School Change Project Assessment: Candidate applies knowledge, skills, and dispositions of school transformation and research methodology. Relevant elements: Questions and subquestions for schoolwide and classroombased change are related to three goals of Comprehensive Exams, Part B assessment: Doctoral candidate demonstrates knowledge in areas of concentration in a conceptualization of their dissertation study. Relevant elements Analysis and synthesis of ideas 3. Analytical Reasoning/Creative Problem Solving (University-Wide Competency) (1) Using distributed practice to develop teacher leaders (2) Using culturally responsive practices to improve teaching and learning (3) Improving the performance of underperforming students in marginalized groups. Questions are clearly relevant questions and sub-questions address the depth and breadth of the issue and are logically based on a critical analysis of the state of the school, literature review, and action plan. 4

5 University Outcome Teacher Leadership for EdS/EdD Performance Outcome (PO) EdS in Teacher EdD in Teacher 4. Intercultural Engagement (Skills) (Global Outcome) PO6. Embrace diversity by demonstrating intercultural literacy and global understanding. Synthesis Project assessment: application of intercultural communication competencies to develop a culturally responsive professional development program OR to develop a paper conference proposal for submission All elements are relevant to this outcome Synthesis Project assessment: application of intercultural communication competencies to develop a culturally responsive professional development program OR to develop a paper conference proposal for submission All elements are relevant to this outcome 5. Quantitative Interpretation (General Education Outcome) PO 4. Engage in applied research that supports data-driven planning and decision making for the improvement of schools and learning. Applied Field Research Project assessment: a field research project based in a K-12 setting which focuses on improving student learning. Capstone experience for the EdS; May serve as pilot for EdD. Dissertation Rubric Assessment: Presentation and defense of doctoral dissertation including research question, introduction/orientation, review of the literature, methodology, results, and conclusion. Relevant element: SUMMARIZE METHODS, DATA SOURCES & ANALYSIS Relevant element: 7. Candidate clearly demonstrates a scholarly, doctoral-level ability to interpret potential outcomes of the data. 5

6 SECTION B, #1: AoL Activities PTEU ASSESSMENT SYSTEM The Professional Teacher Education Unit (PTEU) collects, analyzes, and formally reflects on data from several unit-level and program-level assessments and surveys. Data from the assessments is collected electronically every semester using the PTEU online assessment system, Chalk and Wire (or an alternate system chosen by the department), and data is distributed to all PTEU faculty for review via a shared web site. All PTEU programs analyze and reflect on this data during a Data Reflections day in October of each year. The reflections are summarized and are considered when decisions regarding program curriculum, instruction, assessment, and policy are made. Data, reflections, and program changes are documented and submitted in state and national accreditation reports as well as in reports to professional organizations for national recognition. Links to the assessment instruments used by EdS and EdD programs in the PTEU and cited in the table above can be found below. LINKS TO ASSESSMENT INSTRUMENTS CITED IN TABLE IN SECTION A The assessment instruments cited below can be found on the NCATE Visit 2012 web site for Standard 1, Advanced Programs. Because the page is under construction, all links below connect to this page rather than to the specific instruments. To access the individual rubrics, click on the name of the rubric (column on the left). EdS: Teacher (first cohorts started spring 2010) Applied Field Research Project Outcomes #1 and #5 Synthesis Project Outcomes #2 and #4 School Change Project Outcome #3 EdD: Teacher (first cohorts started in summer 2009) Applied Field Research Project Outcome #1 Comprehensive Exams, Part B Rubric Outcomes #2 and #3 Synthesis Project Outcome #4 Dissertation Rubric Outcome #5 6

7 SECTION B, #2: SUMMARIES AND LINKS TO DATA FOR EdS and EdD PROGRAMS IN TEACHER LEADERSHIP FOR LEARNING Data tables for the EdS/EdD programs in Teacher of the PTEU may be accessed through the NCATE Visit 2012 web site for Standard 1, Advanced Programs. To access the data tables for an academic year, click on the year (column on the right) associated with the name of the rubric (column on the left). Summary data (sum of the percent of satisfactory performances) from the data tables for the relevant proficiencies (learning outcomes) is presented below. EdS: Teacher (first cohorts started spring 2010) Explanation of ranking on instruments: 0 = Does not meet expectation 1 = Satisfactorily meets expectation 2 = Exceeds expectation Candidates must receive a rank of at least a 2 to be successful. For the purpose of this report, the summary of the data is reported as the sum of the percentages 1 and 2 ranks (percent of successful candidates). AY assessments not yet given AY2011 o Applied Field Research Project, University Outcome #1 1 s + 2 s = 79.3% o Synthesis Project, University Outcomes #2 and #4 1 s + 2 s = 77.7% o School Change Project, University Outcome #3 Relevant element scores 1 s + 2 s = 94.7% o Applied Field Research Project, University Outcome #5 Relevant element score 1 s + 2 s = 100% AY2012 (through F11) data not available on web site until late spring, 2012 EdD: Teacher (first cohorts started summer 2009) Explanation of ranking on instruments: 0 = Does not meet expectation 1 = Satisfactorily meets expectation 2 = Exceeds expectation Candidates must receive a rank of at least a 2 to be successful. For the purpose of this report, the summary of the data is reported as the sum of the percentages 1 and 2 ranks (percent of successful candidates). AY2010 o Applied field Research Project, University Outcome #1-1 s + 2 s = 100% o Comprehensive Exams, Part B: Grammar/Scholarly Usage/Mechanics, University Outcome #2 1 s + 2 s = 100% o Comprehensive Exams, Part B: Analysis and synthesis of ideas, University Outcome #3-1 s + 2 s = 100% 7

8 o Synthesis Project, University Outcome #4-1 s + 2 s = 100% o Dissertation Rubric: interpret potential outcomes of the data - 1 s + 2 s = Links go to data for AY2010 holistic proposal rubric (rather than holistic dissertation rubric), which doesn t include relevant element of interpreting data. Need to replace this statement with the data from the holistic dissertation rubric or with the statement that data was not yet collected. AY2011 o Applied field Research Project, University Outcome #1-1 s + 2 s = 100% o Comprehensive Exams, Part B: Grammar/Scholarly Usage/Mechanics, University Outcome #2 1 s + 2 s = 100% o Comprehensive Exams, Part B: Analysis and synthesis of ideas, University Outcome #3-1 s + 2 s = 100% o Synthesis Project, University Outcome #4-1 s + 2 s = 100% o Dissertation Rubric: interpret potential outcomes of the data - 1 s + 2 s = Links go to data for AY2011 holistic proposal rubric (rather than holistic dissertation rubric), which doesn t include relevant element of interpreting data. Need to replace this statement with the data from the holistic dissertation rubric or with the statement that data was not yet collected. AY2012 (through F11) data not available on web site until late spring, 2012 SECTION B, #3: LINKS TO EdS/EdD PROGRAMS IN TEACHER LEADERSHIP FOR LEARNING REFLECTIONS: So What Forms are completed by PTEU program faculty during the Data Reflections Meeting each October. They contain summaries of the data reflections with regard to content knowledge, professional and pedagogical knowledge and skills (including technology), and professional dispositions of candidates. They also contain information about proposed changes to courses and programs (including assessments, curriculum, requirements, faculty, etc.), field experiences, & clinical practice based on consideration of the trends in the data. There is also information on the progress of the program relative to the previous academic year s data reflections and proposed changes. The PTEU Leadership Team, chaired by the Dean of the Bagwell College of Education and consisting of the department chairs, the Bagwell College of Education Associate Dean of Graduate Programs, the Bagwell College of Education Associate Dean of Undergraduate Programs, the Bagwell College of Education Associate Dean charged with overseeing accreditation, and the chair of the Bagwell College of Education College Faculty Council, also takes these summaries into consideration when allocating resources. Links to AY s 2010 and 2011 data reflections are presented. The data from AY21012 (F11) will not be reflected on until F12. Program-level So What Forms may be accessed through the NCATE Visit 2010 Advanced Programs web page for Standard 1. On the menu on the left, select the academic year of interest to be taken to the Data Reflections web site. Links to the data reflections for each of the advanced programs in this combined AoL Report (listed below) are on this site and may be accessed. 8

9 So What Forms Data Reflections: EdS and EdD Programs in Teacher Ed.S. in Teacher First cohort started spring 2010, no data reflections for AY10; reflections for AY11 available Ed.D. in Teacher First cohort started summer 2009, assessments cited were not yet given so no data reflections for AY10; reflections for AY11 available 9

10 SECTION B, #4: ASSESSMENT TIMELINE The EdS and EdD programs in Teacher will continue to collect data on assessments via Chalk and Wire each semester and then reflect on this data, producing the So What Forms for the foreseeable future. These summaries of data and reflections will continue to be considered by the PTEU Leadership Team. Doing so is a necessity considering our efforts to retain national recognition and state and national accreditation of all of our programs. Our next scheduled accreditation review is in the fall of