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 119:54 Institution: NATIONAL LOUIS UNIVERSITY Academic Year: Program: Elementary Education 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 undergraduate course catalog page: final/undergraduate and Graduate Catalog/National College of Education/National College of EducationUndergraduate/Elementary Education BA Link to graduate program course catalog page: and Graduate Catalog/National College of Education/National College of EducationGraduate/Elementary Education MAT 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 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) 1/8

2 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. 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) BA Program: Although we believe data for this report from the State of Illinois Field 110: Elementary/Middle Grades Content test suggests that all candidates who are admitted to Student Teach in the BA Elementary Education Program possess a solid foundation in content knowledge that directly affect their ability to plan and organize instruction, we still believe that it is an area to be focused upon. The teacher candidates use their content knowledge to plan and implement lesson plans across the content areas as evidenced in the both the Student Teaching competency appraisal and the BA Program Portfolio in the area of Teaching and the Curriculum. Improvements in relation to teacher candidate content knowledge are beginning to see change through the work in the NCE Adaptive Cycles of Teaching (ACT). Science, Social Studies and Math will have strong content components to support teacher candidate learning of content and our assessment of their content knowledge. During the 14 academic year, we piloted a new curriculum for the BA Elementary Education Program, the NCE Adaptive Cycles of Teaching utilizing a cloud based technology, the TREK Learning Experience Manager. This learning tool along with our work on the edtpa will have major implications for both our curriculum and our assessment system. Major work was completed in the area of Science, Social Studies and Math. This is a major focus of both the CTPP grant and our curriculum work. We understand the limitations of our assessment system and hope to make improvements. Year one of the pilot showed powerful results for the pilot edtpa in Literacy and supported content knowledge in that area. In year two, we will be designing new assessment rubrics across all content areas across planning, implementation, assessment and professional development. Broad changes will impact our future assessment reports. We serve a diverse, underserved population and know that they enter the University with challenges in the content areas. In response to this, the BA Elementary Education Program is involved in the final year of our Department of Education Teacher Quality Partnership (TQP) grant, the CTPP Grant. Work on this grant has a primary focus on helping our teacher candidates develop a stronger content base in the areas of science, math and the English Language Arts. This work has initiated many rich conversations with our partner faculty in the College of Arts and Science with much potential collaboration to improve candidate content learning. During 14, we completed major curriculum revision which will be tied to this grant. As stated in the previous section, work on the Learning Experience Manager, the NCE ACT, the edtpa, all supported intellectually and funded by the grant work has profoundly changed our program. 15 will be the first year where this new curriculum is implemented across our entire program. MAT/AUSL Program: No program changes were made in. However, during that timeframe, faculty began designing new Elementary Education Grades 1 6 Program. 2/8

3 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 Partnerships, if applicable Name of Contracted Entity Academy of Urban School Leadership (AUSL) Grow Your Own Rockford, IL CANDIDATE INFORMATION Number of candidates admitted to educator preparation program and enrolled between 09/01/ and 08/30/. Traditional Online Alternative Number of candidates Number of candidates who completed the program between 09/01/ and 08/30/. Traditional Online Alternative Number of candidates 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 Adriane Zindell MAT Elementary Education Select Aileen Primack MA Special Education Select Alan Rossman Ph. D. Elementary Education Select Allen Studnitzer MAT Special Education Select Amy Bratsos M. Ed. Reading Specialist Select Amy Cohen MA Elementary Education Select Andrea Zietlow Ed. D. Curriculum and Supervision Select Anita Karr MFA Elementary Education Select Antonina Lukenchuk Ed. D. Educational Foundations and 3/8

4 Inquiry Select Ayn Keneman Ed. D. Elementary Education Select Barbabra Emde M. Ed. Education Select Barbara Barbour M. Ed. Curriculum and Instruction Select Becky Adams Ed. D. Curriculum and Instruction Select Beverly Singelton MAT Elementary Education Select Bodelais Ulysse Ed. D. Social Inquiry and Curiculum Select Carie Cohen M. Ed. LD/BD Select Carrie Emrikson Ed. D. School Psychologist Select Carrie Musschoot MA Educational Leadership Select Cecelia Nero MS Education Select Charles Sentell Ed. D. Elementary Education Select Cheryl Lind Ed. S. School Psychology Select Christopher Bruggeman MA Curriculum and Instruction Select Claudia Katz Ed. D. Reading Specialist Select Colleen Jenkins M. Ed. Elementary Education Select Craig Cunningham Ph. D. Educational Philosophy Select Cynthia Hopp MAT Teaching and Leadership Select Cynthia Mee Ph. D. Middle Level Education/Gender Studies, Media Stud Select Daniel Morjavi MA Curriculum and Instruction Select Deborah Faermark CAS Special Education Select Deborah Lubeck M. Ed. Special Education Select Deborah O'Connor CAS Elementary Education Select Deborah Shefren MAT Curriculum and Instruction Select Debra Serbin M. Ed. Special Education Select Diane German Ph. D. Speech Select Diane Morrone MA Reading Select Donald Swanson CAS Leadership and Instruction Select Donna Wakefield Ph. D. Special Education Select Douglas Harter MSW School Psychologist Select Erika Burton Ed. D. Leadership and Administration Select Eun Kyung Ko Ph. D. Elementary Education Select George Litman Ph. D. Educational Psychology Select Georgiann McKenna Ph. D. Elementary Education Select Ivan Alvarado MAT School Leadership Select Janet Lorch CAS Elementary Education Select Jeanette Cannon MA Human Services and Counseling Select Jeffrey Winter Ph. D. Elementary Education Select Jennifer Bergeron MAT Teaching Select Joan Gross Ed. D. Instructional Leadership Select Joe Eddy Brown MFA Elementary Education 4/8

5 Select Joy St. Pierre B. Ed. Social Work Select Judith Larson M. Ed. Elementary Education Select Judith Wieden MS Elementary Education Select Julie Molay M. Ed. Interdisciplinary Studies Select Kamau Rashid Ph. D. Educational Foundations Select Karen Pietroski MAT Elementary Education Select Kate Zilla Ph. D. Counselor Select Kathleen Briseno Ed. D. Curriculum and Instruction Select Kathleen Doles MA Curriculum and Design Select Kathleen Kotel M. Ed. Currciculum Select Kathy Riley MS Teaching of Reading Select Kelly Baird Ph. D. Educational Leadership and Policy Study Select Kelly Shepard M. Ed. Curriculum and Instruction Select Kim Adamle Ed. S. School Psychology Select Kristin Lems Ed. D. Reading and Language Select Leslie Gordon MS Counseling Select Linda Coles Ed. D. Educational Leadership Select Linda Dungey MA Elementary Education Select Linda K. Brown CAS Elementary Education Select Linda Kryzak CAS TIE Select Lisa Marren MA Special Education Select Mara Meyer MS Speech Hearing and Language Pathology Select Margaret McGregor Ed. D. Curriculum and Instruction Select Margaret McGregor Ed. D. Curriculum and Instruction Select Marjorie Leon Ph. D. School/Educational Psychology Select Mark Brachman MS Education Select Mark Newman Ph. D. History Select Marshall Feldman MS Education and Instructional Technology Select Martha Evans Ed. D. Educational Administration Select Mary Sivik Ed. D. Educational Leadership Select Marylin Drew M. Ed. Elementary Education Select Maureen Rich M. Ed. Elementary Education Select Michael Vaughn Other Music History Select Michalene Dianis M. Ed. Mathematics Select Nancy Hekkema MA School Psychologist Select Nancy Naughten CAS Middle Level Education Select Nancy Silverman MA Speech Language Pathology Select Neil Prokosch Ed. D. Elementary Education Select Nicole Zumpano M. Ed. Administration and Supervision Select Patricia Burns M. Ed. Curriculum and Instruction 5/8

6 Select Patricia Moran CAS Elementary Education Select Patricia Van Slyke Ed. D. Special Education Department Chair Select Patrick Rohan MS Guidance Select Patrick Schwarz Ph. D. Special Education Select Pennie Olson Ph. D. Elementary Education Select Peter DiFrancesca M. Ed. Administration/Superintendent Select Peter Fisher Ph. D. Reading Specialist Select Przemek Bogdanowicz M. Ed. Education Select Rebecca Binks M. Ed. Reading Select Richard Russo BS Kinesiology Select Rick Wade Ph. D. Elementary Education Select Rob Bowe Ed. D. Educational Technology Select Roberta Smith CAS Elementary Education Select Russ Revzan MS Educational Technology Select Ruth Freedman Ed. D. Elementary Education Select Ruth Quiroa Ph. D. Curriculum and Instruction Select Sara Efron Ph. D. Research/Educational Foundations Select Sara Schneider Ph. D. Performance Studies Select Seema Imam Ed. D. Elementary Education Select Selma Burley Ph. D. Elementary Education Select Shani Beth Halachmy Ph. D. School/Educational Psychology Select Sherri Bressman Ed. D. Elementary Education Select Shiela Trzcinka Ph. D. Educational Administration and Policy Select Shirley Davidson MA School Administration Select Sophie Degener Ed. D. Language and Literacy Select Steven Baule Ph. D. Educational Administration Select Sunshine Kapp M. Ed. Language and Literacy Select Susan Block MAT Elementary Education Select Susan Lorey CAS Reading Specialist Select Susan Varava M. Ed. Education Select Terry Costello MAT Elementary Education Select Terry Jo Smith Ph. D. Research/ Special Education Select Theresa Mandell MA Education Select Thomas Porter MS Curriculum and Instruction Select Tiffany Ko MAT Special Education Select Todd Price Ph. D. Curriculum and Instruction Select Todd Putnam Ph. D. School Psychology Select Valerie Owen Ph. D. Special Education Select Vicki Dunn M. Ed. Elementary Education Select Virginia Jagla Ph. D. Middle Level Education, Urban Education Select Vito DiPinto Ed. D. Instructional Leadership 6/8

7 Select Wendy Gardiner Ph. D. Elementary Education Select Xiuwen Wu Ph. D. Special Education Total Number of Program Faculty: 133 Number of FT Number of PT Number of Adjunct Doctorate Masters Bachelors Number of faculty members teaching content for this program. 77 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 Total Test Average Sub scores 1. Language Arts and Literacy Mathematics Science Social Science Arts, Health and Physical Number of candidates who took: 151 Number of candidates who passed: 151 Pass Rate (%): 100 Number of candidates who did not pass on the first try: 0 2. Assessment of Professional Teaching: No one took this test this academic year. 7/8

8 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: 136 Number of candidates who passed: 135 Pass Rate (%): 99 Number of candidates who did not pass on the first try: 2 RESULTS For each pass rate below 80% or sub score below 240, please provide a discussion of your plan. All test scores entered were above 240 or 80%, resulting in no further action required. 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