Annual Program Report Program Information

Transcription

1 Annual Program Report Program Information RCDT: Name: National Louis University ANNUAL PROGRAM REPORT ISBE HOME LOGOUT SESSION TIMEOUT 113:04 Institution: NATIONAL LOUIS UNIVERSITY Academic Year: Program: Social Science Psychology PROGRAM INFORMATION This program has no (0) enrollment. Program Overall Structure 1 Provide a link to the course of study for this program, and indicate where this particular information may be found. Please include required fieldwork hours, clinical experience hours and student teaching hours tied to specific coursework within the course of study. (5000 character max) Link to traditional program course catalog page: /Undergraduate and Graduate Catalog/Concentrations/Secondary Education Concentrations/Secondary Education MAT Social Studies Concentration Traditional Program Link to alternative program course catalog page: and Graduate Catalog/Concentrations/Secondary Education Concentrations/Secondary Education MAT Social Studies Concentration Alternative Certification Link to resident teacher program course catalog page: /Undergraduate and Graduate Catalog/Concentrations/Secondary Education Concentrations/Secondary Education MAT Social Studies Concentration Resident Teacher Program Link to course of study page: Note. The 2015 catalog page is provided for Alternative Certification. The catalog link is unavailable due to a coding error. 2 Provide information concerning the edtpa: What have you learned thus far regarding implementation? Do you have any suggestions to facilitate edtpa reporting when it becomes consequential? (5000 character max) Candidates in ECE, ELE, SEC and SPE teacher preparation programs during the 2015 academic year are preparing to successfully complete the edtpa in the Fall 2015 and thereafter. Candidates are currently completing assignments and key assessments aligned to the edtpa tasks in order to receive practice and guidance in preparation for taking the consequential edtpa assessment next year. Thus far we have learned that full implementation is very time intensive and involves nearly every department and function of the institution, not just candidates and faculty. Our Enrollment and Advising teams are working on getting information about edtpa to all teacher candidates. Our Outreach team is making connections to schools and districts to help them understand the new video requirement, and our Financial Aid team is working on ways for students to pay the new fees. Our deans and chairs will be developing plans for retake and remediation and how to compensate faculty for their work in these areas. In order to facilitate reporting, we will require a passing score on the edtpa before we will post a final grade for student teaching seminar. This will ensure that all candidates have taken the edtpa and we have recorded their scores. Based on the scores we have received for pilot edtpa submissions, we believe it would be helpful to receive copies of narrative comments from the scorers along with the rubric scores. 1/8

2 3 Describe how program faculty review assessment data throughout the program (content knowledge, pedagogical knowledge [specifically, instructional planning and candidate impact on student growth], clinical experience (this may include fieldwork and student teaching and dispositions). (5000 character max) NCE requires all of its programs to annually report, review, and reflect upon the data collected and aggregated from program key assessments which include assessment of: content knowledge, pedagogical content knowledge, instructional planning, candidate impact on student growth, clinical experience, candidate dispositions, diversity proficiencies, and technology proficiencies. Review of the data occurs throughout the academic year, at the end of each quarter and cumulatively at the conclusion of the academic year as program faculty views and analyzes the aggregated data from key assessments completed by their candidates. Comparisons are made from reviewing present and past data, especially examining areas where the data indicates that candidates are not fully meeting outcomes as expected at the mastery level. Additionally, data collected at transition points in the program are reviewed by faculty. Transition points refer to the benchmark experiences in the program where key assessments are implemented (beginning of program, middle of program and end of program). Reviewing assessment data at these transition points allows program faculty the opportunity to determine candidate outcomes related to performance and ongoing development toward the overarching goal of becoming an effective professional. Discussion and goal setting take place for setting up a plan for improving curriculum, instructional strategies, assignments, assessments and rubrics as well as program development as a means for assisting candidates in their continued development and growth as educators. In the autumn of the academic year, all NCE programs submit their annual program assessment reports to the NCE Assessment Committee which is comprised of a faculty from across the college who are trained in assessment practices. This committee reviews program assessment reports using a rubric that is designed to provide feedback to faculty in each program. Program faculty review the feedback and use it to assist in further refinement of key assessments and data analysis. 4 Provide an update of program changes from the previous academic year; which program changes, if any, were made/approved during the reporting period.(5000 character max) There were no program changes during the previous academic year. Currently, the program competency appraisals, key assessments, and rubrics are in the process of being revised to support our candidates' passing of the newly adopted edtpa licensing exam. As of November, we are still involved in this process and hope to complete it by the end of the Winter term. These revisions will provide a common language across the secondary education program as well as provide a clear, evidence based infrastructure for developing candidates with baseline proficiencies in planning, instruction, assessment, and professional dispositions. The revisions will also include a series of revised assignments embedded in the clinical field hours in order to allow candidates to understand, practice, and, ultimately, pass the edtpa assessment required by the State of Illinois of all teacher candidates for licensure starting September 1, Following the completion of this revision, all SEC programs will include a linked practicum/seminar experience to support candidates' preparation for the edtpa, and all teacher candidates will take the same Foundations course, 510. Delivery Mode: Traditional (face to face) Online (50% or more of program is offered online) Alternative Route Please list all locations where the program was offered between 9/1/ and 8/31/. Location Chicago 2/8

3 Partnerships, if applicable Name of Contracted Entity Academy for Urban School Leadership (AUSL) CANDIDATE INFORMATION Number of candidates admitted to educator preparation program and enrolled between 09/01/ and 08/30/. Traditional Online Alternative Number of candidates 4 0 Number of candidates who completed the program between 09/01/ and 08/30/. Traditional Online Alternative Number of candidates 2 0 FACULTY INFORMATION Program Faculty: Faculty who teach professional education courses and all content faculty who teach methods courses. Do not include the faculty who teach pre requisites for major/minor/general ed courses. Faculty Name Highest Degree What Field Select Abigail Larrison Ed. D. Educational Leadership Select Andrea Ghetzler B. Ed. Elementary Education Select Anne Luering MS Educational Administration Select Antonina Lukenchuk Ed. D. Educational Foundations and Inquiry Select Barbara Gomez M. Ed. ESL 6 12 Select Carie Cohen M. Ed. LD/BD Select Carlos Perez MS Education Select Carol Gutekanst MS Education Select Carolina Salinas MAT Teaching Select Carrie Emrikson Ed. D. School Psychologist Select Cheryl Lind Ed. S. School Psychology Select Chris Nelson MS Secondary Education, Math Select Christopher Palmi M. Ed. Curriculum and Instruction Select Claudia Katz Ed. D. Reading Specialist Select Craig Cunningham Ph. D. Educational Philosophy Select Craig Kersemeier MA Education Select Cynthia Mee Ph. D. Middle Level Education/Gender Studies, Media Stud Select Dana Piraino MA Curriculum and Instruction Select Daniel Morjavi MA Curriculum and Instruction 3/8

4 Select Deborah Faermark CAS Special Education Select Diane German Ph. D. Speech Select Diane Salmon Ph. D. School/Educational Psychology Select Donna Wakefield Ph. D. Special Education Select Douglas Harter MSW School Psychologist Select Erika Burton Ed. D. Leadership and Administration Select Evelyn Jada M. Ed. Teaching and Learning Select Ewa Karczmarz MAT Secondary Education Select Gladys Jones Ed. D. Select Harry Ross Ph. D. Select Ignacio Lopez Ed. D. Educational Administration and Supervision Secondary Education/ English/Language Arts Secondary Education/Community School Psych Select Ivan Alvarado MAT School Leadership Select Jack Denny Ph. D. Secondary Education Select James Blum CAS Curriculum and Instruction Select James Sapieka MS Education Select Jason Stegemoller Ph. D. Curriculum and Instruction Select Jennifer Bergeron MAT Teaching Select Joan Bowers MS Educational Leadership Select Joan Gross Ed. D. Instructional Leadership Select John Hiliard M. Ed. General/Bilingual Select Jon Baricovich M. Ed. Instructional Leadership Select Jose Brevil M. Ed. Educational Leadership Select Joy St. Pierre B. Ed. Social Work Select Judy Pozdol MA Elementary Education Select Kamau Rashid Ph. D. Educational Foundations Select Karen Duhig M. Ed. Secondary Methods in Education Select Karla Garjaka M. Ed. Educational Psychology Select Kate Zilla Ph. D. Counselor Select Kathleen Kotel M. Ed. Currciculum Select Kathleen Neville M. Ed. Educational Therapy Select Kelly Baird Ph. D. Educational Leadership and Policy Study Select Kim Militello MA Special Education Select Kimberly Sammarco MAT Teaching Select Laura Golden MAT Elementary Education Select Laura Swartzbaugh Ph. D. American Studies Select Lauren Keppler MS Education Select Leah Miller MAT English as a foreign language Select Lisa Marren MA Special Education Select Lori Harris MA English 4/8

5 Select Mara Meyer MS Speech Hearing and Language Pathology Select Margaret Bouchard Ph. D. Education Select Margaret Gigous MA International Studies Select Margaret Higgins MAT English Select Margaret Mornar MA Teaching Select Marjorie Leon Ph. D. Educational Psychology Select Mark Larson M. Ed. English, Professional Development Select Martha Evans Ed. D. Educational Administration Select Max Riter MAT Education Select Michael Mason M. Ed. Education Select Michael Troop Ed. D. Secondary Education Select Michelle Mangold MA Curriculum and Instruction Select Monica Petropoulos MA Educational Leadership Select Nancy Hekkema MA School Psychologist Select Nancy Naughten CAS Middle Level Education Select Nancy Silverman MA Speech Language Pathology Select Patricia Blanco M. Ed. Early Childhood Specialization Select Patricia Burns M. Ed. Reading Select Patricia Van Slyke Ed. D. Special Education Department Chair Select Patrick Rohan MS Guidance Select Patrick Schwarz Ph. D. Special Education Select Peter DiFrancesca M. Ed. Administration/Superintendent Select Peter Pero MA Teaching Select Randy Hansen Ed. D. Technology Specialist Select Rebecca Binks M. Ed. Reading Select Richard Bokor MAT Social Studies Education Select Richard Russo BS Kinesiology Select Rick Wade Ph. D. Elementary Education Select Robert Anzelde M. Ed. School Administration and Supervision Select Robert Meggenberg MA Secondary Education Select Rudy Puente Ed. D. Curriculum and Instruction Select Sandra Conrad MA Teaching Select Sara Efron Ph. D. Research/Educational Foundations Select Seema Imam Ed. D. Elementary Education Select Shani Beth Halachmy Ph. D. School/Educational Psychology Select Sharon Giless Ed. D. Administration and Leadership Select Shaunti Knauth Ph. D. Education Select Shiela Trzcinka Ph. D. Educational Administration and Policy Select Stella Gonzalez MS Education Select Stephanie Poczos MAT Secondary Education/Social Science 5/8

6 Select Susan Banach MA Language Arts Select Susan Lorey CAS Reading Specialist Select Susan McMahon Ph. D. Literacy Development Select Sy Karlin Ed. D. Social Studies Curriculum and Instruction Select Terry Jo Smith Ph. D. Research/ Special Education Select Theresa Busch MA Educational Administration and Supervision Select Thomas Porter MS Curriculum and Instruction Select Tiffany Ko MAT Special Education Select Tim Collins Ph. D. English as a Second Language Select Todd Putnam Ph. D. School Psychology Select Vaida Misevicute MA Curriculum and Instruction Select Vanessa Larson MA Teacher Leadership Select Vera Kemeny Ph. D. Select Virginia Jagla Ph. D. Math Education, Educational Psychology Middle Level Education, Urban Education Select Vito DiPinto Ed. D. Instructional Leadership Select Vivian Wright Ed. D. Curriculum and Supervision Select Wendy Gardiner Ph. D. Elementary Education Select Xiuwen Wu Ph. D. Special Education Total Number of Program Faculty: 116 Number of FT Number of PT Number of Adjunct Doctorate Masters Bachelors Number of faculty members teaching content for this program. 87 TESTS New program therefore there is no data. Data must be provided for the content test and APT, with the exception of the APT for advanced programs where a candidate already holds a license. However, data on individuals who received a subsequent endorsement, based upon completing an approved program, must be reported. State Tests 1. Program Content Area Test: No one took this test this academic year. Assessment Type: Paper Pencil Traditional Online Alternative 6/8

7 Total Test Average Sub scores 1. Average Score Subtest Average Score Subtest Average Score Subtest Average Score Subtest Number of candidates who took: 4 Number of candidates who passed: 3 Pass Rate (%): 75 Number of candidates who did not pass on the first try: 1 2. Assessment of Professional Teaching: No one took this test this academic year. Assessment Type: Paper Pencil Traditional Online Alternative Total Test Average Sub scores 1. Foundations, Characteristics, and Assessment Planning and Delivering Instruction Managing the Learning Environment Collaboration, Communication, and Professionalism Language Arts Educational Technology Constructed Response Assignment Number of candidates who took: 2 Number of candidates who passed: 2 Pass Rate (%): 100 Number of candidates who did not pass on the first try: 0 RESULTS For each pass rate below 80% or sub score below 240, please provide a discussion of your plan. 1. Program Content Area Test: Delivery Mode Assessment Result Discussion of Plan (5000 characters max) 7/8

8 Pass Rate 75% Students who have lower passing scores (below 80%), are given further academic support through a variety of means tutoring (general and/or writing specific); extra one on one time in office hours with the faculty member; and/or targeted work in a specific content sub area (such as through directed reading as part of the Annotated Bibliography assignment, and/or emphasis on certain content in the preparation of the Unit Design Project). Knowledge of the distribution of designations in any one class is useful to the SS methods instructor, though, as it helps him/her tailor necessary supports and coursework to address the range of sub fields. Cancel Have questions or need help? Contact our Call Center (217) between 7:00am 5:00pm CST, Monday Friday or Click here to Contact Us Copyright , Illinois State Board of Education 8/8