Student Learning Outcomes Assessment Plan and Report Annual Report

Transcription

1 Student Learning Outcomes Assessment Plan and Report Annual Report College: Department: Degree Program: College of Education Special Education and Child Development BA in Special Education General Curriculum and Elementary Education K-6 Program The University of North Carolina at Charlotte offers 2 pathways to the Initial Teacher Licensure required to teach in North Carolina. Due to state regulations both pathways must have the exact same student learning outcomes. Those pathways are a traditional BA degree in Special Education or a Graduate Certificate in Special Education that is earned after completing an approved BA degree. Reflection on the Continuous Improvement of Student Learning 1. List the changes and improvements your program planned to implement as a result of last year s student learning outcomes assessment data. 2. Were all of the changes implemented? If not, please explain. 3. What impact did the changes have on student learning? 1. There are no changes to the program based on last year s student learning as this program is a newly formed degree/initial licensure program. As of spring 2012, no candidates have completed the dual program. The first cohort of candidates in the BA in Special Education (GC) and Elementary Education K-6 Program will be completing the program in spring Adjustments were made to the Effectiveness Measures used for SLO# 1-5 due to changes in program development. As a result the following changes have been made to the SLO# 1-5 The Exit Evaluation was eliminated as an Effectiveness Measure for SLOs# 2-5. The Impact on Student Learning (ISL) Project was added to Effectiveness Measures for SLOs# 2, 3, and 5. The Instructional Unit Plan (IUP) Electronic Evidence (EE3) was added as an Effectiveness Measure for SLOs# 1, 2, 3 and 5. The Professional Development Reflection (PDR) Electronic Evidence (EE6) rubric was added as an Effectiveness Measure for SLOs# 3 and 5. The Disposition Assessment Rubric (DAR) was added as an Effectiveness Measure for SLO#4. These Effectiveness Measures have been added as they provide a stronger alignment and measurement of each of the Student Learning Outcomes. 2. Not applicable due to the fact that the program is new and to date, does not have candidate outcome data. 3. Not applicable (see #1 and #2 above). Student Learning Outcome 1 (knowledge, skill or ability to be assessed) Initial teacher licensure candidates demonstrate knowledge of the important principles and concepts of the content they teach. All program completers pass the content examinations in states that require examinations for licensure.

2 Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes. The state of North Carolina required revisioning of all teacher education programs. New measures were developed in this revisioning process that address new state standards and are used in the assessment plan to address Student Learning Outcomes. For Student Learning Outcome 1, two additional Effectiveness Measures are now being used: 1. A page content paper (Scholarly Topical Paper) and 2. An Instructional Unit Plan The Scholarly Topical Paper requires candidates in the Program to demonstrate depth of content knowledge in Special Education. One element on the Scholarly Topical Paper rubric relates specifically to Content Knowledge and is therefore used to measure SLO#1(element 3b.1: Demonstrates appropriate level of content knowledge in specialty area). With the Program, Special Education is considered one of the specialty areas, with Elementary Education being the other specialty area. The Instructional Unit Plan (IUP) is required of candidates in the Program. The IUP challenges candidates to apply knowledge and skills they have developed as they have progressed through their program. Two elements of the IUP rubric relate specifically to Content Knowledge and are used to assess SLO#1 (3a.1 Develops and applies lessons from NCSCS, and 3c.1 Demonstrates links by relating content to other disciplines). The Student Teaching Assessment Rubric (STAR) and the Praxis II scores will continue to be used to address SLO #1. Due to the revisioning of programs, we have decided to reduce the number of elements in the STAR used to assess SLO 1. The elements of the STAR that will be analyzed to assess SLO #1 will be 1A: Demonstrates Knowledge of Content, 1B: Implements Interdisciplinary Approaches and Multiple Perspectives for Teaching Content, and 7A: Bases Purposeful Learning Activities on Essential Skills and District Curriculum. Methodology and Performance Outcomes have been updated to reflect these changes. Effectiveness Measure (Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome and explain how it assesses the desired knowledge, skill or ability.) A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive and hyperlinked to the Effectiveness Measure. The Scholarly Topical Paper requires candidates in the Program to demonstrate depth of content knowledge in Special Education. Candidates complete the Scholarly Topical Paper in SPED The Topical Paper is evaluated by the course instructor. The faculty use criteria described in the Electronic Evidence 2 (EE2) Rubric. The rubric uses a 3-point scale. One element on the Scholarly Topical Paper rubric relates specifically to Content Knowledge and is therefore used to measure SLO#1(element 3b.1: Demonstrates appropriate level of content knowledge in specialty area). With the Program, Special Education is considered one of the specialty areas, with Elementary Education being the other specialty area. The Instructional Unit Plan (IUP) is required of candidates in the Program. Completion of the IUP is required in ELED The IUP challenges candidates to apply knowledge and skills they have developed as they have progressed through their program. The IUP is evaluated by the methodology instructor using criteria described in Electronic Evidence 3 (EE3) Rubric. The rubric uses a 3-point scale. Two elements of the IUP rubric relate specifically to Content Knowledge and are used to assess SLO#1 (3a.1 Develops and applies lessons from NCSCS, and Page 2

3 3c.1 Demonstrates links by relating content to other disciplines). Student Teaching Assessment Rubric (STAR): A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with every student teacher at the end of his or her academic program. The final (fourth) administration of the STAR instrument is used specifically to measure SLO 1. The University Supervisor (US) observes these teacher candidates using this rubric. The rubric uses a 4-point scale. Three elements included on the STAR rubric are used to measure SLO 1 (1A: Demonstrates Knowledge of Content, 1B: Implements Interdisciplinary Approaches and Multiple Perspectives for Teaching Content, 7A: Bases Purposeful Learning Activities on Essential Skills and District Curriculum). PRAXIS II Scores: PRAXIS II is required for licensure in the Program. PRAXIS II is a norm-referenced, standardized measure of content in a candidate s related field of study. The College uses the pass rate on this standardized test as a measure of content knowledge. Page 3

4 Methodology (Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty and to decide the changes/improvements to make on the basis of the assessment data.) Scholarly Topical Paper is implemented in SPED Candidates are provided an outline and references for one of four topics of their choosing. Students complete a note-taking guide and a draft of the paper mid-point in the semester. The draft mid-point papers are graded and returned to the candidates with comments for improvement on their final paper submission. The final Scholarly Topical Paper is evaluated by the instructor and one other designated Special Education faculty member using the Electronic Evidence 2 (EE2) Rubric. The Instructional Unit Plan (IUP) is completed by candidates in ELED ELED 4220 is a required course for all teacher candidates in the Program. Candidates are given clear directions on completion of the IUP and instruction on unit development and enhancement is provided by the course instructor. The IUP gives candidates the opportunity to apply the knowledge and skills they have developed in their program. The IUP is evaluated by the instructor of ELED 4220 using the IUP Electronic Evidence 3 (EE3) Rubric. Student Teaching Assessment Rubric (STAR): The STAR is used during the 4477 Student Teaching/Seminar, which is the student teaching experience completed the final semester a teacher candidate is in the undergraduate Special Education (GC) and Elementary Education Program. The STAR is the comprehensive instrument used to evaluate the candidate s work and teaching abilities and is completed by the assigned University Supervisor (US). The University Supervisor observes teacher candidates in school settings. The data from the final administration of the STAR is collected and the elements 1A: Demonstrates Knowledge of Content, 1B: Implements Interdisciplinary Approaches and Multiple Perspectives for Teaching Content, 7A: Bases Purposeful Learning Activities on Essential Skills and District Curriculum are used to measure SLO#1. The rubric uses a 4-point scale: Level 1, Level 2, Level 3 (Target by the end of the program), and Level 4, reserved for candidates who demonstrate exceptional performance and potential as beginning teachers. PRAXIS II Scores: PRAXIS II is a norm-referenced, standardized measure of content in a candidate s related field of study. Candidates complete the PRAXIS II independently, with scores automatically submitted to the State. The College receives a report (IHE report) from the NC Department of Public Instruction that includes the percentage of candidates passing. It is this information that is included below. Scores are collected using a data management system, TaskStream, and are analyzed at the college and program levels. Simple descriptive statistics are used to analyze these scores, and disaggregated findings are reported by semester at three levels (College, Program, and Licensure Area). Once a year results from all assessments administered by each program are disseminated to the program s faculty in the College of Education. The data is discussed during a final program faculty meeting and next steps are determined to address any needs identified. All strategies determined during this closing the loop discussion are implemented during the next academic year. All data reports created by the College of Education are housed on a secure website which is accessible to all faculty within the College of Education. Page 4

5 Performance Outcome (Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected.) Example: 80% of the students assessed will achieve a score of acceptable or higher on the Oral Presentation Scoring Rubric (Note: a copy of the Oral Presentation Scoring Rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive and hyperlinked to the Effectiveness Measure above for this student learning outcome.) The program expects 80% of its teacher candidates to score 3 or better (3 = target/proficient or 4= accomplished) on a 4 point scale [Student Teaching Assessment Rubric (STAR)]. The Scholarly Topical Paper and the Instructional Unit Plan have 3-point scales. The program expects 80% of its teacher candidates to score 2 or better (proficient/accomplished) on the respective rubrics. The program expects that 80% of the teacher candidates will pass the PRAXIS II standardized examination. Assessment Data (Results can be shown by year or by semester) *Shaded areas mean the program did not exist and/or did not have candidates enrolled during those semesters. Program Semester Count Scholarly Topical Paper (EE2) 3b.1 Demonstrates appropriate level of content knowledge in specialty area) Instructional Unit Plan (IUP) EE3 (3a.1 Develops and applies lessons from NCSCS Instructional Unit Plan (IUP) EE3 3c.1 Demonstrates links by relating content to other disciplines STAR: 1A Demonstrates Knowledge of Content % STAR: 1B Implements Interdisciplinary Approaches and Multiple Perspectives for Teaching Content STAR: 7A Bases Purposeful Learning Activities on Essential Skills and District Curriculum PRAXIS II Scores: Special Education GC Elementary Education Plans for : Based upon the assessment data included in this annual report, what changes/improvements will the program implement during the next academic year ( ) to improve performance on this student learning outcome? To date, candidates in the Program have only completed 1 out of 3 Effectiveness Measures for SLO#1. As of spring 2012, the program does not have any completers. Completers of this program will be reported on the SACS Report. Based on this data, no program changes are needed Page 5

6 Student Learning Outcome 2 (knowledge, skill or ability to be assessed) Initial teacher licensure candidates demonstrate thorough understanding of the relationship between clear, meaningful presentation of content and content-specific pedagogy through the appropriate use of multiple explanations, instructional strategies, and technologies. Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes. The state of North Carolina required revisioning of all teacher education programs. New measures were developed in this revisioning process that address new state standards and are used in the assessment plan to address Student Learning Outcomes. For Student Learning Outcome 2, two additional Effectiveness Measures are now being added: 1. Instructional Unit Plan (IUP) 2. Impact on Student Learning Project (ISL) The Instructional Unit Plan (IUP) is required of candidates in the Program. The IUP challenges candidates to apply knowledge and skills they have developed as they have progressed through their program. Five elements of the IUP rubric relate specifically to meaningful presentation of content and content-specific pedagogy through multiple strategies and technologies and are used to assess SLO#2 (3d.1 Integrates 21 st century skills in instruction, 4d.1 Integrates technology into instruction, 4c.1 Integrates instruction that promotes critical thinking, 4f.1 Organizes teams for cooperation, collaboration and leadership, and 5c.1 Uses approaches to improve teaching and learning). The Impact on Student Learning (ISL) project is required of candidates in the Program. Candidates plan and implement the ISL project during the student teaching semester using students in their student teaching classrooms. University Supervisors assess each candidate s proficiency on the project. These scores are determined through the use of detailed rubrics that are based on broad NC Professional Teaching Standards and specific programmatic criteria. One element on the ISL rubric is used to specifically to assess SLO#2 (4a.2 Assesses and uses resources). Student Teaching Assessment Rubric (STAR): A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with every student teacher at the end of his or her academic program. After careful analysis of the Student Teaching Assessment Rubric (STAR) we have decided to reduce the number of elements in the rubric used to assess SLO#2 from six to four. We feel these four elements closely align with SLO#2. The four elements assessed using the STAR are: 1C Makes Content Relevent to Learners, 4A Selects Multiple Teaching Strategies, 6A Demonstrates Effective Oral and Written Language, and 6D Utilizes Media and Technology. The College of Education Exit Evaluation is no longer being used as a measure of SLO#2. This evaluation instrument is a summative rating of the candidate s performance on the Student Teaching Assessment Rubric (STAR), which is still being used as a measure of SLO#2. To include both the STAR and the Exit Evaluation ratings would be duplicative. With the addition of new measures for SLO#2, we no longer feel the inclusion of the Exit Evaluation is necessary. Methodology and Performance Outcomes have been updated to reflect these changes. Page 6

7 Effectiveness Measure (Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome and explain how it assesses the desired knowledge, skill or ability.) A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive and hyperlinked to the Effectiveness Measure. The Instructional Unit Plan (IUP) is required of candidates in the Program. The IUP challenges candidates to apply knowledge and skills they have developed as they have progressed through their program. The IUP is required in the ELED 4220 methodology course. The IUP assessment is evaluated by the instructor using criteria described in the Electronic Evidence 3 (EE3) Rubric. The rubric uses a 3-point scale. Five elements of the IUP rubric relate specifically to meaningful presentation of content and content-specific pedagogy through multiple strategies and technologies and are used to assess SLO#2 (3d.1 Integrates 21 st century skills in instruction, 4d.1 Integrates technology into instruction, 4c.1 Integrates instruction that promotes critical thinking, 4f.1 Organizes teams for cooperation, collaboration and leadership, and 5c.1 Uses a variety of research-based approaches to improve teaching and learning). The Impact on Student Learning (ISL) project is a common capstone work sample that is required from every teacher education candidate during the final semester a teacher candidate is in the program. The work product is scored by the University Supervisor. The rubric uses a 4- point scale. One element on the ISL rubric is used to specifically to assess SLO#2 (4a.2 Assesses and uses resources). Student Teaching Assessment Rubric: A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with every student teacher at the end of his or her academic program. The final (fourth) administration of the STAR instrument is used specifically to measure SLO 2. The University Supervisor (US) observes these teacher candidates using this rubric. The rubric has a 4-point scale. Six elements included on the STAR rubric relate specifically to Pedagogical Content Knowledge and are therefore used to measure SLO #2 (1C Makes Content Relevant to Learners, 4A Selects Multiple Teaching Strategies, 6A Demonstrates Effective Oral and Written Language, and 6D Utilizes Media and Technology). Page 7

8 Methodology (Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty, and to decide the changes/improvements to make on the basis of the assessment data.) The Instructional Unit Plan (IUP) is implemented in ELED ELED 4220 is a required course for all teacher candidates in the Program. Candidates are given clear directions on completion of the IUP and instruction on unit development and enhancement is provided by the course instructor. The IUP gives candidates the opportunity to apply the knowledge and skills they have developed in their program. The IUP is evaluated by the instructor of ELED 4220 using the IUP Electronic Evidence 3 (EE3) Rubric. The Impact on Student Learning (ISL) project is a common capstone work sample that is required from every teacher education candidate during the final semester a candidate is in the program. Candidates complete the ISL project during 4477 student teaching internship. The ISL requires candidates to collect assessment data on the students in the candidate s class and then prepare an instructional unit of study. The unit is taught by the candidate and then post-teaching assessment data is collected. The candidate must establish the impact his/her teaching has had on the student s learning. The ISL work product is scored by the University Supervisor using the ISL Rubric. The rubric uses a 4-point scale: 0, Unacceptable, (Inadequate); 1, Developing (Minimally Acceptable); 2, Proficient (Meets Standard); 3, Accomplished (Exemplary). The data from the rubric is collected and the element ISL 4a.2 Assess and uses resources is used to measure ISL#2. Student Teaching Assessment Rubric: The Student Teaching Assessment Rubric (STAR) is used during the 4477 Student Teaching/Seminar, which is the student teaching experience completed the final semester a teacher candidate is in the Program. The STAR is the comprehensive instrument used to evaluate the candidate s work and teaching abilities and is completed by the assigned University Supervisor. The University Supervisor observes the teacher candidate in a school setting. The data from the final administration of the STAR is collected and the STAR (1C Makes Content Relevant to Learners, 4A Selects Multiple Teaching Strategies, 6A Demonstrates Effective Oral and Written Language, and 6D Utilizes Media and Technology) is used to measure SLO#2. The rubric has a 4-point scale: Level 1, Level 2, Level 3(Target by the end of the program), and Level 4, reserved for candidates who demonstrate exceptional performance and potential as beginning teachers. Scores are collected using a data management system, TaskStream, and are analyzed at the college and program levels. Simple descriptive statistics are used to analyze these scores, and disaggregated findings are reported by semester at three levels (College, Program, and Licensure Area). Once a year results from all assessments administered by each program are disseminated to the program s faculty in the College of Education. The data is discussed during a final program faculty meeting and next steps are determined to address any needs identified. All strategies determined during this closing the loop discussion are implemented during the next academic year. All data reports created by the College of Education are housed on a secure website which is accessible to all faculty within the College of Education. Performance Outcome (Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected.) Example: 80% of the students assessed will achieve a score of acceptable or higher on the Oral Presentation Scoring Rubric (Note: a copy of the Oral Presentation Scoring Rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive and hyperlinked to the Effectiveness Measure above for this student learning outcome.) The program expects 80% of its teacher candidates to score 3 or better (3 = target/proficient or 4= accomplished) on a 4 point scale [Student Teaching Assessment Rubric (STAR)]. The program expects 80% of its teacher candidates to score 2 or better (2=proficient or Page 8

9 3=accomplished) on a 4-point scale (Impact on Student Learning (ISL). The program expects 80% of its candidates to score 2 or better (proficient/accomplished) on the EE3 (Instruction Unit Plan IUP). Assessment Data (Results can be shown by year or by semester) *Shaded areas mean the program did not exist and/or did not have candidates enrolled during those semesters. As of spring 2012, the program does not have any completers. Program Semester Count STAR: 1C Makes Content Relevant to Learners STAR: 4A Selects Multiple Teaching Strategies STAR: 6A Demonstrates Effective Oral & Written Language STAR: 6D Utilizes Media & Technology EE3 IUP 3d.1 Integrates 21 st century skills in instruction EE3 IUP 4d.1 Integrates technology into instruction EE3 IUP 4e.1 Integrates instruction that promotes critical thinking EE3 IUP 4f.1 Organizes teams for cooperation, collaboration and leadership EE3 IUP 5c.1 Uses approaches to improve teaching & learning ISL 4a.2 Assesses and uses resources Plans for : Based upon the assessment data included in this annual report, what changes/improvements will the program implement during the next academic year ( ) to improve performance on this student learning outcome? As of spring 2012, the program does not have any completers. Completers of this program will be reported on the SACS Report. Based on this data, no program changes are needed. Page 9

10 Student Learning Outcome 3 (knowledge, skill or ability to be assessed) Initial teacher licensure candidates apply their knowledge of how students learn to facilitate meaningful and accessible learning for all students, while considering family, community, and real-world issues, reflecting on their practice, and making necessary adjustments to enhance student learning. Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes. The state of North Carolina required revisioning of all teacher education programs. New measures were developed in this revisioning process that address new state standards and are used in the assessment plan to address Student Learning Outcomes. For Student Learning Outcome 3, three additional Effectiveness Measures are now being added: 1. Instructional Unit Plan (IUP) 2. Impact on Student Learning Project (ISL) 3. Professional Development Reflection Rubric (DAR-ST) The Instructional Unit Plan (IUP) is required of candidates in the Program. The IUP challenges candidates to apply knowledge and skills they have developed as they have progressed through their program. Seven elements of the IUP rubric relate specifically to facilitating meaningful and accessible learning for all students and collaboration with families and are used to assess SLO#3 (1a.2 Draws on data to develop plans for instruction, 2b.3 Understands diversity and incorporates varied strategies into instruction, 4a.1 Identifies and plans for student level,4c.1 Uses appropriate methods and materials, 4c.1 Integrates instruction to develop student critical thinking skills, 4f.1 Organizes teams for cooperation, collaboration and leadership, and 5c.1 Uses approaches to improve teaching and learning). The Impact on Student Learning (ISL) project is required of candidates in the Program. Candidates plan and implement the ISL project during the student teaching semester using students in their student teaching placement classrooms. University Supervisors assess each candidate s proficiency on the project. These scores are determined through the use of detailed rubrics that are based on broad NC Professional Teaching Standards and specific programmatic criteria. One element on the ISL rubric is used to specifically to assess SLO#3 (2d.1 Cooperates with specialists and uses resources). The Professional Development Reflection (PDR) has been added for assessment of SLO#3. The PDR is completed by candidates as they progress through the Program. In fulfillment of this requirement, candidates include analyses of school data using the school improvement plan. The PDR is Electronic Evidence EE6. The PDR is evaluated by the University Supervisor using the EE6 rubric and is used to measure SLO#3 (2c.1 Communicates and collaborates with home and community) Student Teaching Assessment Rubric (STAR): A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with every student teacher at the end of his or her academic program. After careful analysis of the Student Teaching Assessment Rubric (STAR) we have decided nine elements in the rubric are used to assess SLO#3. We feel these nine elements closely align with SLO#3. The nine elements assessed using the STAR are: 2A Demonstrates understanding of learner developmental traits, 2B Stimulates reflection to connect prior knowledge to new concepts, 3B Meets the range of individual needs, 4A Selects multiple teaching strategies, 5A Establishes and maintains a positive climate, 7A Bases purposeful learning activities on essential skills and district curriculum, 7C Monitors and adjusts lesson plans, 9A Self-evaluates teaching and the professional role, 10A Communicates with families, 10B Utilizes school and community resources. Page 10

11 The College of Education Exit Evaluation is no longer being used as a measure of SLO#3. This evaluation instrument is a summative rating of the candidate s performance on the Student Teaching Assessment Rubric (STAR), which is still being used as a measure of SLO#3. To include both the STAR and the Exit Evaluation ratings would be duplicative. With the addition of new measures for SLO#3, we no longer feel the inclusion of the Exit Evaluation is necessary. Methodology and Performance Outcomes have been updated to reflect these changes. Effectiveness Measure (Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome and explain how it assesses the desired knowledge, skill or ability.) A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive and hyperlinked to the Effectiveness Measure. The Instructional Unit Plan (IUP) is required of candidates in the Program. The IUP challenges candidates to apply knowledge and skills they have developed as they have progressed through their program. The IUP is required in the ELED 4220 methodology course. The IUP assessment is evaluated by the instructor using criteria described in the Electronic Evidence 3 (EE3) Rubric. The rubric uses a 3-point scale. Seven elements of the IUP rubric relate specifically to facilitating meaningful and accessible learning for all students and collaboration with families and are used to assess SLO#3 (1a.2 Draws on data to develop plans for instruction, 2b.3 Understands diversity and incorporates varied strategies into instruction, 4a.1 Identifies and plans for student level,4c.1 Uses appropriate methods and materials, 4c.1 Integrates instruction to develop student critical thinking skills, 4f.1 Organizes teams for cooperation, collaboration and leadership, and 5c.1 Uses approaches to improve teaching and learning). The Impact on Student Learning (ISL) project is a common capstone work sample that is required from every teacher education candidate during the final semester a teacher candidate is in the program. The ISL project is completed by candidates in The work product is scored by the University Supervisor. Candidates plan and implement the ISL project during the student teaching semester using students in their student teaching placement classrooms. University Supervisors assess each candidate s proficiency on the project using the ISL Rubric Electronic Evidence (EE5). The rubric uses a 4-point scale. One element on the ISL rubric is used to specifically to assess SLO#3 (2d.1 Cooperates with specialists and uses resources). The Professional Development Reflection (PDR) has been added for assessment of SLO#3. The PDR is completed by candidates as they progress through the Program. In fulfillment of this requirement, candidates include analyses of school data using the school improvement plan. The PDR is Electronic Evidence EE6. The rubric is a 3-point scale. The PDR is evaluated by the University Supervisor using the EE6 rubric and is used to measure SLO#3 (2c.1 Communicates and collaborates with home and community) Student Teaching Assessment Rubric: A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with every student teacher at the end of his or her academic program. Candidates are observed by the University Supervisor during 4477 student teaching semester. The final (fourth) administration of the STAR instrument is used specifically to measure SLO 3. The University Supervisor (US) observes the teacher candidate during the student teaching internship and evaluates his/her teaching skills using the STAR Rubric. The rubric has a 4-point scale, with six elements on the rubric relating specifically to Professional and Pedagogical Knowledge and Skills, which are used to measure SLO 3 2A Demonstrates understanding of learner developmental traits, 2B Stimulates reflection to connect prior Page 11

12 knowledge to new concepts, 3B Meets the range of individual needs, 4A Selects multiple teaching strategies, 5A Establishes and maintains a positive climate, 7A Bases purposeful learning activities on essential skills and district curriculum, 7C Monitors and adjusts lesson plans, 9A Self-evaluates teaching and the professional role, 10A Communicates with families, 10B Utilizes school and community resources. General Education Requirement Written and Oral Communication within the Discipline Written Expression: Beginning, SPED 3173 was designated as a writing intensive course (W) for the university. At that time, the program designated that the Scholarly Topical Paper Requirement as an electronic evidence for NC State Department of Instruction accreditation (EE2). This professionally written paper is designed to measure depth of content in the field, scholarship, and rigor. A 3-point rubric was used to score the work sample: 1, Developing; 2, Proficient; 3, Exemplary. Although the instructor graded the assignment for the course required, designated faculty who are experts in the field rated papers on their topics with regards to proficiency for NC program accreditation. These proficiency ratings are used as a measure of written expression for this assignment. Oral Communication: A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with every candidate at the end of his or her academic program. The University Supervisor (US) observes the teacher candidate using the rubric. The rubric has a 4-point scale: Level 1, Level 2, Level 3 (Target by the end of the program), and Level 4, reserved for candidates who demonstrate exceptional performance and potential as beginning teachers. Two elements included on the STAR rubric are used to measure Oral Communication: STAR 6A Demonstrates Effective Oral and Written Language (O) and STAR 6B Poses Quality Questions (O). Methodology (Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty and to decide the changes/improvements to make on the basis of the assessment data.) The Instructional Unit Plan (IUP) is implemented in ELED ELED 4220 is a required course for all teacher candidates in the Program. Candidates are given clear directions on completion of the IUP and instruction on unit development and enhancement is provided by the course instructor. The IUP gives candidates the opportunity to apply the knowledge and skills they have developed in their program. The IUP is evaluated by the instructor of ELED 4220 using the IUP Electronic Evidence 3 (EE3) Rubric. The Impact on Student Learning (ISL) project is a common capstone work sample that is required from every teacher education candidate during the final semester a teacher candidate is in the program. Candidates complete the ISL project during 4477 student teaching internship. The ISL requires candidates to collect assessment data on the students in the candidate s class and then prepare an instructional unit of study. The unit is taught by the candidate and then post-teaching assessment data is collected. The candidate must establish the impact his/her teaching has had on the student s learning. The ISL work product is scored by the University Supervisor using the ISL Rubric. The rubric uses a 4-point scale: 0, Unacceptable, (Inadequate); 1, Developing (Minimally Acceptable); 2, Proficient (Meets Standard); 3, Accomplished (Exemplary). The data from the rubric is collected and the element ISL 4b.1 Cooperates with specialists and uses resources is used to measure ISL#3. The Professional Development Reflection (PDR) (EE6) is a capstone product completed during 4477 student teaching semester. This product requires the candidate to reflect on specific coursework and Page 12

13 professional development activities that the student has experienced throughout the program. The PDR is scored by the University Supervisor using the EE6 rubric. The rubric uses a 3-point scale: 1, Not Met (Inadequate); 2, Proficient (Meets Standard); 3, Accomplished (Exemplary). The data from the rubric is collected and the element 2e.1 Communicates and collaborates with home and community is used to measure SLO#3. Student Teaching Assessment Rubric: The Student Teaching Assessment Rubric (STAR) is used during the 4477 Student Teaching/Seminar, which is the student teaching experience completed the final semester a teacher candidate is in the Program. The STAR is the comprehensive instrument used to evaluate the candidate s work and teaching abilities and is completed by the assigned University Supervisor. The University Supervisor observes the teacher candidate in a school setting. The data from the final administration of the STAR is collected and the STAR (2A Demonstrates understanding of learner developmental traits, 2B Stimulates reflection to connect prior knowledge to new concepts, 3B Meets the range of individual needs, 4A Selects multiple teaching strategies, 5A Establishes and maintains a positive climate, 7A Bases purposeful learning activities on essential skills and district curriculum, 7C Monitors and adjusts lesson plans, 9A Self-evaluates teaching and the professional role, 10A Communicates with families, 10B Utilizes school and community resources) is used to measure SLO#3. The rubric has a 4-point scale: Level 1, Level 2, Level 3(Target by the end of the program), and Level 4, reserved for candidates who demonstrate exceptional performance and potential as beginning teachers. General Education Requirement Written and Oral Communication within the Discipline a. The Scholarly Topical Paper is an electronic evidence completed during SPED 3713, Assessment in Special Education. The work product required the candidate to develop a professional paper on a designated topic. Students write the paper in steps throughout the semester: Step One involves reading the literature and completing a note taking guide. This note taking guide was reviewed for content accuracy by faculty with expertise in the topical area; Step Two, writing an initial draft and submitting for instructor review. Additional handouts were made available regarding paraphrasing, use of transitions, and APA format. In addition, faculty met with candidates writing on the topic of their expertise for a 1 ¼ hour instruction on topic content; Step Three, writing a final draft and submitting for instructor grading and review for proficiency by designated program faculty. A 3-point rubric was used to score the work sample by the designated program faculty: 1, Developing; 2, Proficient; 3, Exemplary. Scores are collected using a data management system, TaskStream, and are analyzed at the college and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated findings are reported by semester or year at three levels (College, Program and Licensure Area). Once a year all results are disseminated to the faculty in the College of Education. The data is discussed during a final faculty meeting and changes are then determined to address any needs identified by this data. All data reports created by the College of Education are housed on a secure website, which is accessible to all faculty within the College of Education. Page 13

14 Performance Outcome (Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected.) Example: 80% of the students assessed will achieve a score of acceptable or higher on the Oral Presentation Scoring Rubric (Note: a copy of the Oral Presentation Scoring Rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive and hyperlinked to the Effectiveness Measure above for this student learning outcome.) The program expects 80% of its teacher candidates to score 3 or better (3 = target/proficient or 4= accomplished) on a 4 point scale [Student Teaching Assessment Rubric (STAR)]. The program expects 80% of its teacher candidates to score 2 or better (2=proficient or 3=accomplished) on a 4-point scale (Impact on Student Learning (ISL). The program expects 80% of its candidates to score 2 or better (proficient/accomplished) on the EE3 (Instruction Unit Plan IUP). The program expects 80% of its candidates to score 2 or better (2=expected) on a 3-point scale on the EE6 (Professional Development Reflection PDR). The program expects 80% of its teacher candidates to score 2 or better (2 = proficient or 3 = accomplished) on a 3 point scale [Scholarly Topical Paper rubric]. Assessment Data 2011 (Results can be shown by year or by semester) *Shaded areas mean the program did not exist and/or did not have candidates enrolled during those semesters. As of spring 2012, the program does not have any completers. STAR: 2A Demonstrates understanding of learner developmental traits Program Semester Count STAR: 2B Stimulates Reflection to Connect Prior Knowledge to New Concepts STAR: 3B Meets the range of individual needs, STAR: 4A Selects multiple teaching strategies, STAR: 5A Establishes and Maintains a Positive Climate STAR: 7A Bases purposeful learning activities on essential skills and district curriculum, STAR: 7C Monitors and Adjusts Lesson Plans STAR: 9A Self-evaluates teaching and the professional role, STAR: 10A Communicates with families, STAR: 10B Utilizes school and community resources. Impact on Student Learning ISL: EE5 2d.1 Cooperates with specialists & uses resources Instructional Unit Plan IUP EE3: 1a.2 Draws on data to develop plans for instruction Instructional Unit Plan IUP EE3: 2b.3 Understands diversity and incorporates varied strategies into instruction Instructional Unit Plan IUP EE3: 4a.1 Identifies and plans for student level Page 14

15 Instructional Unit Plan IUP EE3: 4c.1 Uses appropriate methods and materials Instructional Unit Plan IUP EE3: 4c.1 Integrates instruction to develop student critical thinking skills Instructional Unit Plan IUP EE3: 4f.1 Organizes teams for cooperation, collaboration and leadership Instructional Unit Plan IUP EE3: 5c.1 Uses approaches to improve teaching and learning Professional Development Reflection (PDR) EE6: General Education Requirement Written and Oral Communication within the Discipline Program Semester Count STAR:6A Demonstrates Effective Oral and Written Language (O) STAR: 6B Poses Quality Questions (O) Count General Ed : SPED 3173 (W) Topical Paper: rating of proficient 100% Plans for : Based upon the assessment data included in this annual report, what changes/improvements will the program implement during the next academic year ( ) to improve performance on this student learning outcome? To date, candidates in the Program have only completed 1 out of 3 Effectiveness Measures for SLO#1. As of spring 2012, the program does not have any completers. Completers of this program will be reported on the SACS Report. Based on this data, no program changes are needed. Page 15

16 Student Learning Outcome 4 (knowledge, skill or ability to be assessed) Initial teacher licensure candidates demonstrate classroom behaviors consistent with fairness and the belief that all students can learn, including creating caring, supportive learning environments, encouraging student-directed learning, and making adjustments to their own professional dispositions when necessary. Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes. The state of North Carolina required revisioning of all teacher education programs. New measures were developed in this revisioning process that address new state standards and are used in the assessment plan to address Student Learning Outcomes. For Student Learning Outcome 4, one additional Effectiveness Measure is now being added: 1. Dispositions Assessment Rubric (DAR-ST) The Dispositions Assessment Rubric (DAR) has been added for assessment of SLO#4. The DAR is completed by candidates as they progress through the Program. In fulfillment of this requirement, candidates include analyses of school data using the school improvement plan. The DAR is completed by the Cooperating Teacher (CT) on behaviors that are observed during the student teaching semester and is used to measure SLO#4 (PS Initiative, TE 2 Flexibility, TE 6,Diversity, R2 Feedback, R3 Rapport, O3 Affirms diverse students, O4 Promotes student success). Student Teaching Assessment Rubric (STAR): A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with every student teacher at the end of his or her academic program. After careful analysis of the Student Teaching Assessment Rubric (STAR) we have decided five elements in the rubric are used to assess SLO#4. We feel these five elements closely align with SLO#4. The five elements assessed using the STAR are: 3C Sets expectations for learning and achievement, 5A Establishes and maintains a positive climate, 9A Self-evaluates teaching and the professional role, 9B Assumes the professional role, and 10A Communicates with families. The College of Education Exit Evaluation is no longer being used as a measure of SLO#2. This evaluation instrument is a summative rating of the candidate s performance on the Student Teaching Assessment Rubric (STAR), which is still being used as a measure of SLO#2. To include both the STAR and the Exit Evaluation ratings would be duplicative. With the addition of new measures for SLO#2, we no longer feel the inclusion of the Exit Evaluation is necessary. Methodology and Performance Outcomes have been updated to reflect these changes. Effectiveness Measure (Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome and explain how it assesses the desired knowledge, skill or ability.) A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive and hyperlinked to the Effectiveness Measure. The Dispositions Assessment Rubric (DAR) is required in The DAR is completed by candidates as they progress through the Program. The DAR is completed by the Cooperating Teacher (CT) on behaviors that are observed during the student teaching semester. Seven elements of the DAR are used to measure SLO#4 (PS Initiative, TE 2 Flexibility, TE 6, Diversity, R2 Feedback, R3 Rapport, O3 Affirms diverse students, O4 Promotes student success). Page 16

17 Student Teaching Assessment Rubric: A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with every student teacher at the end of his or her academic program. The final (fourth) administration of the STAR instrument is used specifically to measure SLO 4. The University Supervisor (US) observes the teacher candidate during the student teaching internship and evaluates his/her teaching skills using the STAR Rubric. The rubric has a 4-point scale. Five elements included on the STAR rubric relate specifically to Professional Dispositions and are therefore used to measure SLO 4 (3C Sets expectations for learning and achievement, 5A Establishes and maintains a positive climate, 9A Self-evaluates teaching and the professional role, 9B Assumes the professional role, and 10A Communicates with families). Methodology (Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty and to decide the changes/improvements to make on the basis of the assessment data.) Student Teaching Assessment Rubric: A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with every student teacher at the end of his or her academic program. Candidates are observed by the University Supervisor in the school setting during 4477 student teaching semester. The final (fourth) administration of the STAR instrument is used specifically to measure SLO 4. The University Supervisor (US) observes the teacher candidate during the student teaching internship and evaluates his/her teaching skills using the STAR Rubric. Data is collected and the elements on the rubric relating specifically to Professional Dispositions, are used to measure SLO 4 (3C Sets expectations for learning and achievement, 5A Establishes and maintains a positive climate, 9A Self-evaluates teaching and the professional role, 9B Assumes the professional role, and 10A Communicates with families). The rubric has a 4-point scale: Level 1, Level 2, Level 3(Target by the end of the program), and Level 4, reserved for candidates who demonstrate exceptional performance and potential as beginning teachers. The Dispositions Assessment Rubric (DAR) is completed in 4477 during the student teaching semester. The DAR is completed by the Cooperating Teacher (CT) on behaviors that are observed during the student teaching semester. Seven elements of the DAR are used to measure SLO#4 (PS Initiative, TE 2 Flexibility, TE 6, Diversity, R2 Feedback, R3 Rapport, O3 Affirms diverse students, O4 Promotes student success). The rubric has a 3-point scale: 1 Below Expected/Unacceptable; 2 Expected; 3 Above Expected. Data from the DAR is collected and the seven elements above are used to measure SLO#4. Scores are collected using a data management system, TaskStream, and are analyzed at the college and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated findings are reported by semester or year at three levels (College, Program and Licensure Area). Once a year all results are disseminated to the faculty in the College of Education. The data is discussed during a final faculty meeting and changes are then determined to address any needs identified by this data. All data reports created by the College of Education are housed on a secure website, which is accessible to all faculty within the College of Education. Page 17