Comprehensive Assessment System for Educator Preparation

Transcription

1 Comprehensive Assessment System for Educator Preparation Engaging Learners, Inspiring Leaders, Transforming Lives Updated

2 Comprehensive Assessment System For Educator Preparation Table of Contents Table of Contents 2 Overview 3 Conceptual 4 Undergraduate Assessment Plan 5 Alternative Class A Assessment Plan 0 Graduate Assessment Plan 4 2

3 Overview The University of North Alabama College of Education and Human Sciences Comprehensive Assessment System is based on and linked to the faculty s values as expressed through the Conceptual and is consistent with the University Institutional Mission. The system consists of three plans: The Undergraduate Assessment Plan, Alternative Class A Assessment Plan, and the Graduate Assessment Plan. Through an assessment system cycle, the unit regularly and systematically evaluates each component of the comprehensive assessment system. The system measures candidate, faculty, and program effectiveness as well as graduate and employer satisfaction. Once the data are retrieved, the information is provided to each department chair. Department chairs then meet with their faculty to discuss the data, determine the strengths and weaknesses of the assessments, and strategize how to use the analysis for program improvement. The Undergraduate Assessment Plan is used to evaluate all aspects of undergraduate teacher education programs. Successful completion of programs qualifies candidates for a recommendation for an Alabama Class B Professional Certificate in a teaching field. The Alternative Class A Assessment Plan is used to evaluate all aspects of the alternative master s program leading to initial certification. Successful completion of the program qualifies candidates for a recommendation for an Alabama Class A Professional Certificate in a teaching field. The Graduate Assessment Plan is used to evaluate all facets of traditional master s programs that lead to recommendation for Alabama Class A Professional Certification in a teaching field, school counseling, or instructional leadership. In addition, the Graduate Assessment Plan includes the Education Specialist (Ed.S.) degree program that leads to a recommendation for an Alabama Class AA Professional Certificate in Instructional Leadership or Teacher Leader. 3

4 UNIVERSITY OF NORTH ALABAMA COLLEGE OF EDUCATION and HUMAN SCIENCES CONCEPTUAL FRAMEWORK Engaging Learners, Inspiring Leaders, Transforming Lives The Conceptual represents a shared vision for preparing educators to work effectively in P 2 schools and provides direction for programs, courses, teaching, candidate performance, scholarship, service and accountability in the context of a global community. The Conceptual aligns with the University of North Alabama s institutional mission of engaging in teaching, research, and service in order to provide educational opportunities for students, and environment for discovery and creative accomplishment, and a variety of outreach activities meeting the professional, civic, social, cultural, and economic development needs of our region in the context of a global community. The Conceptual reflects current research-based knowledge and effective practices through professionalism, assessment, collaboration, technology, diversity and reflection. The UNA College of Education and Human Sciences prepares Knowledgeable Practicing Professionals who:. Have content and pedagogical knowledge and abilities demonstrating professionalism through a set of beliefs, actions, dispositions and ethical standards that form the core of their practice; (InTASC 9, 0) 2. Have the knowledge and ability to use assessment strategies to guide teaching and learning, especially impact on student learning, and to strengthen instruction and increase professional growth; (InTASC 6, 7, 8) 3. Form communities of learners with other teachers, parents, and members of the community, through collaboration, teamwork, and research-based approaches; (InTASC 9, 0) 4. Use technology to support assessment, planning and instruction for promoting student learning; (InTASC, 2, 3, 4, 5, 7, 8) 5. Value and plan for diversity in curriculum development, instructional strategies and in the promotion of social consciousness and global perspectives of teaching and learning; (InTASC, 2, 3, 7, 8) 6. Know and use self-awareness and reflection as decision-making tools for assuring student learning, professional performance and personal growth. (InTASC, 2, 3, 4, 5, 6, 7, 8, 9, 0) Graduates of the University of North Alabama s College of Education and Human Sciences are knowledgeable practicing professionals who are prepared for the opportunities and challenges of the P-2 environment with a commitment to helping students achieve and excel in the classroom and beyond. 4

5 Undergraduate Assessment Plan The Undergraduate Assessment Plan consists of the measures used to monitor candidate performance as well as to manage and improve the operations and programs of the unit. The following chart outlines the processes and components of the Undergraduate Assessment Plan. Undergraduate Assessment Plan Pre-Candidates are Admitted to the University and Declare Education as a Major. Component Assessment/Description Action Conceptual Transcript Office of Admissions verifies eligibility for admission to university. Office of Admissions enters eligible student data into university data base according to proposed majors. Advisement Pre-admission Once pre-candidate declares major, faculty advisor in the COEHS is assigned and students are advised to enroll in First Year Experience course. ED 292, Pre-professional Seminar and Laboratory Experience, is a beginning professional education course addressing specific requirements and expectations of the program. The advisor monitors program of study and guides pre-candidates to formal admission to Teacher Education Program (TEP). Results of designated course assignments serve as partial components of formal TEP admission process. Pre-candidate establishes a baseline of beliefs about teaching, learning and professional growth. COEHS examines the results for programmatic implication. Assessment of Dispositions Pre-candidate examines professional dispositions to form a baseline for growth. COEHS examines pre-candidate perceptions of dispositions for programmatic, 6 Alabama Bureau of Investigation/Federal Bureau of Investigation background clearance. Fingerprints of pre-candidate are examined by ASBI/FBI to ensure clearance of criminal background check. Clear background check allows candidate to participate in field experiences and register for ED 292. Alabama Educator Certification Assessment Program (AECAP) Praxis I- Academic Core Pre-candidate completes standardized test required by the Alabama State Board of Education as a pre-condition for initial certification to assess a candidate s proficiency in reading, writing, and mathematics. COEHS verifies successful completion for admission to TEP. 5

6 Pre-Candidates Successfully Complete All Admission Requirements and are Formally Admitted to the Teacher Education Program as Candidates. Component Description Use of Data for Improvement Conceptual Formal TEP Interview Teacher Education Candidate TEP Essay Rubric (rubric) Teacher Education Candidate TEP Interview Rubric (rubric) Teacher Education Candidate TEP Interview Rubric (rubric) Pre-candidate submits an essay. Faculty panel evaluates essay to determine professional writing skills. Pre-candidate responds to professional queries from the panel. Faculty panel evaluates oral communication skills. Faculty panel evaluates professional attributes. Intervention (if warranted) Any pre-candidate deficient in written communication, oral communication, knowledge of CF, and/ or professionalism devise an individualized intervention plan with Director of Clinical Experiences and/or advisor. After successful intervention pre-candidate is cleared to repeat specific assessment(s)., 6 Pre-Candidates Successfully Complete the Application Process. Component Assessment/Description Use of Data for Improvement Conceptual Application COEHS TEP Application Pre-candidate submits formal TEP application Admission Audit Program of Study Certification Officer reviews written application and verifies completion of required general studies; checks GPA for a minimum of 2.75 on coursework in the teaching fields and on all coursework attempted; checks GPA for a minimum of 3.0 in the professional studies. Grade of C or better in COM 20, EN, EN 2, and ED 292. Successful completion of Part I of AECAP. Fingerprints are submitted to the ALSDE for ASBI/FBI background clearance. COEHS determines the official program of study. Clearance from Certification Officer combined with successful formal interview verifies admission to the Teacher Education Program and all requirements are met. Candidate schedules courses each semester to complete program of study. Academic advisor monitors candidate s progression through program completion. Candidates Complete Pre-Internship Coursework. Faculty Evaluation of Dispositions Candidate s dispositions are assessed in ED 292, ED 333, EED39, ECE 309, ED 382, ECE 40, ED 477, and internship by COEHS faculty. Professional dispositions are assessed throughout the program in designated courses. A rubric is used to assess that a candidate demonstrates professional dispositions and intervention is recommended if warranted. Intervention plan is devised by the instructor, advisor, and the dispositions committee., 6 6

7 Field Experiences COEHS and P-2 partners jointly plan a variety of early and ongoing field-based experiences in prescribed grade levels and certification areas prior to internship. The Office of Clinical Experiences verifies candidate has extensive P-2 experiences to link theory to practice in diverse settings. Completed before internship, departmental field experience charts ensure depth and breadth of experiences., 2, 3, 4, 5, 6 Course Assessments A variety of assignments are used in courses to assess the knowledge and skills of candidate. Candidate completes a variety of course requirements outlined in course syllabi. Faculty assesses course requirements that prepare the candidate to impact student learning. Data are analyzed for candidate performance and programmatic, 2, 4, 5, 6 Praxis II Candidate successfully meets the Praxis II content test(s) required by the ALSDE in established certification areas. COEHS verifies a passing score to ensure mastery of required content. Required test is specific to each certification area under AECAP requirements. Application Internship application Application is obtained and submitted to the Office of Educator Preparation by the advertised deadline. Internship Audit Certification Officer verifies GPA for a minimum of 2.75 on coursework in the teaching fields and on all coursework attempted; GPA for a minimum of 3.0 in the professional studies; for successful completion of AECAP; and for ASBI/FBI clearance. Clearance from Certification Officer results in internship placement in collaboration with COEHS and P-2 partners. Candidate Successfully Completes Internship and is Recommended for Class B Certification. Component Assessment/Description Use of Data for Improvement Conceptual Internship Assessments Lesson Plans Candidate submits lesson plans to university supervisor. Supervisor assesses candidate s ability to plan instruction based on College and Career Readiness Standards. Data are analyzed for candidate performance and programmatic, 2, 4, 5, 6 TWS Teacher Work Sample Candidate submits Teacher Work Sample to university supervisor. Supervisor and Cooperating Teacher assess candidate s ability to plan and implement units of instruction that impact student learning. Data are analyzed for candidate performance and programmatic, 2, 4, 5, 6 7

8 Teacher Candidate Observation Instrument Candidate teaches multiple lessons during supervised observation. Both supervisor and cooperating teacher assess candidate s teaching and planning by completing a minimum of 3 observations. Data are analyzed for candidate performance and programmatic, 2, 3, 4, 5, 6 Internship Summative Evaluation Rubric The university supervisor and cooperating teacher assess candidate s competencies. Data are analyzed for candidate performance and programmatic, 2, 3, 4, 5, 6 Evaluation of Cooperating Teacher by Supervisor (form) Evaluation of Cooperating Teacher by Intern (form) Cooperating teacher is made aware that mentoring effectiveness is assessed during internship. Both intern and university supervisor assess effectiveness of the mentoring of cooperating teacher. Data are analyzed for future placement decisions., 2, 3, 4, 5, 6 Professional Assessment of candidate Dispositions (form) University supervisor assesses candidate professional dispositions in P-2 setting. Data are analyzed for overall candidate performance and programmatic, 2, 3, 5, 6 edtpa Candidate selects artifacts from coursework and internship for the edtpa portfolio that verify understanding of: Planning Instruction Assessment Math (Elementary) COEHS analyzes assessment data for candidate performance and programmatic, 6 Graduating Senior Survey Candidate assessment of program Graduating candidate completes survey of overall program. COEHS analyzes results to determine areas for program improvement., 2, 3, 4, 5, 6 Certification Final Audit Certification Officer verifies final GPA for a minimum of 2.75 on coursework in the teaching fields and on all coursework attempted; GPA for a minimum of 3.0 in the professional studies; and all other institutional requirements. Clearance qualifies candidate for recommendation for an Alabama Class B professional educator certificate., 2, 3, 4, 5, 6 8

9 Surveys, Evaluations, and State Reports Provide Follow-up Data Survey of Employers ALSDE will conduct an employee satisfaction survey statewide and provide to each university. Data are reported to the COEHS and results are examined for program improvement, 2, 3, 6 ALSDE will conduct a First Year Teacher Survey Administrator (form) Results are used for program improvement Survey of Graduates COEHS First Year Teacher Survey (form) Results are used for program improvement, 2, 3, 6 ALSDE Institutional Report Card Faculty/ Course Evaluations The annual Report Card includes preteaching experiences, partnerships with Alabama Schools, AECAP scores, and onthe-job performance (surveys). UNA Instructor/Course Evaluation Results are examined and used to make program improvements. Candidate is surveyed for opinion on professor teaching effectiveness and performance., 2, 3, 5, 6, 2, 3, 5, 6 Departmental and Program Review Chairs submit Academic Department and Program Review documents to the Office of Institutional Research, Planning and Assessment. Data are used to identify trends, patterns, outcomes and goals to verify departmental and program alignment with the Institutional mission and strategic plan. Departments use data to make decisions for program improvement., 2, 3, 4, 5, 6 9

10 Graduate Alternative A Assessment Plan The Alternative Class A Assessment Plan consists of the measures used to monitor candidate performance as well as to manage and improve the operations and programs of the unit. The following chart outlines the processes and components of the Alternative Class A Assessment Plan. Graduate Alternative A Assessment Plan Pre-Candidates are Admitted to the University and Declare Education as a Major. Component Assessment/Description Use of Data for Improvement Conceptual Application Office of Admissions verifies eligibility for admission to university graduate programs. COEHS Coordinator of Graduate Enrollment and Support verifies program eligibility and notifies candidate of eligibility status. COEHS verifies program eligibility (bachelor s or master s degree from a regionally accredited institution with a graduating GPA of 2.75 or higher). COEHS Graduate Coordinator notifies Alt -A pre-candidate of eligibility status. Admission Test MAT, GRE, or Praxis II COEHS verifies graduate pre-candidate score. Admission to COEHS Program of Study COEHS verifies undergraduate degree is from an accredited institution and verifies ASBI/FBI background clearance. COEHS determines the official program of study. Clear background check allows Alt A precandidate to participate in field experiences. Candidate schedules courses each semester to complete program of study. Academic advisor monitors candidate s progression through program completion. Pre-Candidates Successfully Complete All Admission Requirements and are Formally Admitted to the Teacher Education Program as Candidates. Component Assessment/Description Use of Data for Improvement Conceptual Alabama Educator Certification Assessment Program (AECAP) ED 585 Materials and Methods of HS Teaching is a beginning professional education course addressing specific requirements and expectations of the program. COEHS Graduate Teacher Education Program application (form) Praxis I Results of designated course assignments serve as partial components of formal TEP admission process. Pre-candidate establishes a baseline of beliefs about teaching, learning and professional growth COEHS examines the results for programmatic implication. Pre-candidate completes standardized test required by the Alabama State Board of Education as a pre-condition for initial certification to assess a candidate s proficiency in reading, writing, and mathematics.. COEHS verifies successful completion for admission to GTEP., 2, 3, 4, 5, 6, 2, 3, 4, 5, 6 Formal GTEP Interview Teacher Education Candidate TEP Essay Rubric (rubric) Pre-candidate submits an essay. Faculty panel evaluates essay to determine professional writing skills., 2, 3, 4, 5, 6 0

11 Teacher Education Candidate TEP Interview Rubric (rubric) Pre-candidate responds to professional queries from the faculty panel. Faculty panel evaluates oral communication skills., 2, 3, 4, 5, 6 Teacher Education Candidate TEP Interview Rubric (rubric) Faculty panel evaluates professional attributes., 2, 3, 4, 5, 6 Intervention (if warranted) Praxis II Any pre-candidate deficient in written communication, oral communication, knowledge of CF, and/or professionalism is devised an individualized intervention plan by the Director of Clinical Experiences and/or advisor. After successful intervention pre-candidate is cleared to repeat specific assessment(s). Alt -A Pre-Candidate completes the PRAXIS II test(s )appropriate to chosen major. COEHS verifies successful completion of required subject matter assessment(s), 2, 3, 4, 5, 6 Candidates Complete Pre-Internship Coursework. Faculty Evaluation of Dispositions Candidate s dispositions are assessed in all courses and internship by COEHS faculty. Professional dispositions are assessed throughout the program in designated courses. A rubric is used to assess that a candidate demonstrates professional dispositions and intervention is recommended if warranted. Intervention plan is devised by the instructor, advisor, and the dispositions committee., 6 Field Experiences COEHS and P-2 partners jointly plan a variety of early and ongoing field-based experiences in prescribed grade levels and certification areas prior to internship. The Office of Clinical Experiences verifies candidate has extensive P-2 experiences to link theory to practice in diverse settings. Completed before internship, departmental field experience charts ensure depth and breadth of experiences., 2, 3, 4, 5, 6 Course Assessments A variety of assignments are used in courses to assess the knowledge and skills of candidate. Candidate completes a variety of course requirements outlined in course syllabi. Faculty assesses course requirements that prepare the candidate to impact student learning. Data are analyzed for candidate performance and programmatic, 2, 4, 5, 6 Praxis II Candidate successfully meets the Praxis II content test(s) required by the ALSDE in established certification areas. COEHS verifies a passing score to ensure mastery of required content. Required test is specific to each certification area under AECAP requirements. Application Internship application Application is obtained and submitted to the Office of Educator Preparation by the advertised deadline. Internship Audit Certification Officer verifies GPA for a minimum of 3.0 on coursework in the teaching fields and on all coursework attempted; GPA for a minimum of 3.0 in the professional studies; for successful completion of AECAP; and for ASBI/FBI clearance. Clearance from Certification Officer results in internship placement in collaboration with COEHS and P-2 partners.

12 Candidate Successfully Completes Internship and is Recommended for Class B Certification. Component Assessment/Description Use of Data for Improvement Conceptual Internship Assessments Lesson Plans Candidate submits lesson plans to university supervisor. Supervisor assesses candidate s ability to plan instruction based on College and Career Readiness Standards. Data are analyzed for candidate performance and programmatic, 2, 4, 5, 6 TWS Teacher Work Sample Candidate submits Teacher Work Sample to university supervisor. University supervisor and Cooperating Teacher assess candidate s ability to plan and implement units of instruction that impact student learning. Data are analyzed for candidate performance and programmatic, 2, 4, 5, 6 Teacher Candidate Observation Instrument Internship Summative Evaluation Rubric Candidate teaches multiple lessons during supervised observation. Both university supervisor and cooperating teacher assess candidate s teaching and planning by completing a minimum of 3 observations. Data are analyzed for candidate performance and programmatic The university supervisor and cooperating teacher assess candidate s competencies. Data are analyzed for candidate performance and programmatic, 2, 3, 4, 5, 6, 2, 3, 4, 5, 6 Evaluation of Cooperating Teacher by Supervisor (form) Evaluation of Cooperating Teacher by Intern (form) Professional Assessment of candidate Dispositions (form) edtpa Cooperating teacher is made aware that mentoring effectiveness is assessed during internship. Both intern and university supervisor assess effectiveness of the mentoring of cooperating teacher. Data are analyzed for future placement decisions. Candidate is made aware that professional dispositions are assessed during internship. University supervisor assesses candidate professional dispositions in P-2 setting. Data are analyzed for overall candidate performance and programmatic Candidate selects artifacts from coursework and internship for the edtpa portfolio that verify understanding of: Planning Instruction Assessment Math (Elementary) COEHS analyzes assessment data for candidate performance and programmatic, 2, 3, 4, 5, 6, 2, 3, 5, 6, 6 2

13 Graduating Survey Certification Final Audit Candidate assessment of program Certification Officer verifies final GPA for a minimum of 3.0 on coursework in the teaching fields and on all coursework attempted; GPA for a minimum of 3.0 in the professional studies; and all other institutional requirements. Graduating candidate completes survey of overall program. COEHS analyzes results to determine areas for program improvement. Clearance qualifies candidate for recommendation for an Alabama Class A professional educator certificate., 2, 3, 4, 5, 6, 2, 3, 4, 5, 6 Surveys, Evaluations, and State Reports Provide Follow-up Data Survey of Employers ALSDE will conduct an employee satisfaction survey statewide and provide to each university. Data are reported to the COEHS and results are examined for program improvement, 2, 3, 6 ALSDE will conduct a First Year Teacher Survey Administrator (form) Results are used for program improvement Survey of Graduates COEHS First Year Teacher Survey (form) Results are used for program improvement, 2, 3, 6 ALSDE Institutional Report Card Faculty/ Course Evaluations The annual Report Card includes preteaching experiences, partnerships with Alabama Schools, AECAP scores, and onthe-job performance (surveys). UNA Instructor/Course Evaluation Results are examined and used to make program improvements. Candidate is surveyed for opinion on professor teaching effectiveness and performance., 2, 3, 5, 6, 2, 3, 5, 6 Departmental and Program Review Chairs submit Academic Department and Program Review documents to the Office of Institutional Research, Planning and Assessment. Data are used to identify trends, patterns, outcomes and goals to verify departmental and program alignment with the Institutional mission and strategic plan. Departments use data to make decisions for program improvement., 2, 3, 4, 5, 6 3

14 Graduate Traditional Assessment Plan The Graduate Assessment Plan consists of the measures used to monitor candidate performance as well as to manage and improve the operations and programs of the unit. The following chart outlines the processes and components of the Graduate Assessment Plan. Graduate Traditional Assessment Plan Master s and Education Specialist Graduate Pre-Candidates are Admitted to the University and Declare Area of Study. Application Office of Graduate Admissions verifies eligibility for admission to university graduate programs. Coordinator of Graduate Enrollment and Support verifies program eligibility and notifies candidate of eligibility status. Admission Test MAT, GRE, or Praxis II COEHS verifies graduate pre-candidate score Admission COEHS verifies licensure required for admission for specific programs and verifies ASBI/FBI background clearance. Graduate pre-candidate completes appropriate program orientation and completes requirements specific to program. Advisement Candidate and advisor develop a program of study. Advisor monitors program of study. Candidate maintains grade a B or better in graduate courses. Candidates Successfully Complete Sequence of Coursework. Program of Study COEHS determines the official program of study. Candidate schedules courses each semester to complete program of study. Academic advisor monitors candidate s progression through program completion. Faculty Evaluation of Dispositions Candidate s dispositions are assessed by faculty in COEHS designated courses. Candidate is made aware that professional dispositions are assessed. Faculty verifies that candidate demonstrates professional dispositions and recommends intervention if warranted. Advisor and candidate devise intervention plan., 2, 3, 4, 5, 6 Field Experiences COEHS plans a variety of early and ongoing field-based contacts in P-2 schools. The Office of Clinical Experiences verifies candidate has extensive P-2 experiences to link theory to practice in diverse settings prior to internship as outlined in the in the departmental field experience charts with grade levels and certification areas prior to internship., 2, 3, 4, 5, 6 Course Assessments A variety of assignments are used in courses to assess the knowledge and skills of candidates (e.g.) research papers, projects, portfolio, course exams, rubrics, presentations, case studies, lesson plans) 4 Candidate completes a variety of course requirements outlined in course syllabi. Faculty assesses course requirements that prepare the candidate to impact student learning. COEHS analyzes assessment data for candidate performance and programmatic, 2, 4, 5, 6

15 Candidate Successfully Completes Coursework. Internship (Collaborative Teacher, School Counseling, and Master s Level Instructional Leadership) Intensive and extensive clinical activity that provides opportunity to develop and demonstrate competence in professional role in which candidate is preparing. Candidate completes program-specific required clinical hours. Faculty assesses candidate s professional knowledge and skills based on state/national standards and initiatives. COEHS analyzes assessment data for candidate performance and programmatic, 2, 3, 4, 5, 6 Comprehensive Assessment Portfolio (rubric) Praxis II exams Portfolio is assessed to verify candidate s knowledge of use of research methodologies, data analysis, collaboration, use of technology, professionalism, and reflection. COEHS analyzes assessment data for candidate performance and programmatic, 2, 3, 4, 5, 6 Research Analysis Project (Ed.S.) Culminating Action Research Paper(rubric) Analysis verifies candidate s advanced knowledge of curriculum and research., 2, 3, 4, 5, 6 Graduate Survey Advanced Programs Candidate assessment of graduate program (form) Graduate completes survey of overall program of study. COEHS analyzes results to determine areas for program improvement., 2, 3, 4, 5, 6 Certification Final Audit Certification Officer checks candidate s record for a minimum overall 3.25 GPA for all master s programs and 3.50 GPA for Ed.S. Clearance qualifies candidate for recommendation for an Alabama Professional Educator s Certificate. Surveys, Evaluations, and State Reports Provide Follow-up Data. Survey of Employers ALSDE administers satisfaction survey to local K2 partners statewide. Data are reported to the COEHS and results are examined for program improvement implications, 2, 3, 6 Survey of Post Graduates COEHS administers survey to Local Educators Advanced Degree (LEAD) Initiative candidates Data are reported to the COEHS and results are examined for program improvement implications, 2, 3, 6 ALSDE Institutional Report Card [Annual] Departmental and Program Review The annual Report Card includes partnerships with Alabama Schools, AECAP scores, and on-the-job performance Chairs submit Academic Department and Program Review documents to the Office of Institutional Research, Planning and Assessment. Results are examined and used to make program improvements Data are used to identify trends, patterns, outcomes and goals to verify departmental and program alignment with the Institutional mission and strategic plan. Departments use data to make decisions for program improvement., 2, 3, 5, 6,2,3,4,5,6 5