Data Summary Data GMAP Advanced Teacher Preparation Programs 2011-2012
Table of Contents Unit Summary Data and Analysis for Advanced Teacher Preparation Programs Summary Data Tables by Program (Note: Analysis of data and discussion of changes and improvements for each program are provided in Program Review and Improvement Reports.) Teacher Preparation Programs Accomplished Teaching Art Early Childhood Education (ECE) English Health and Physical Education History Mathematics Middle Grades Music Science Special Education General Curriculum Classification MEd MEd MEd, EdS MEd, EdS MEd MEd, EdS MEd, EdS MEd, EdS MM MEd, EdS MEd
Unit Summary Data and Analysis Advanced Teacher Preparation Programs 2011-2012 American Indian/Alaskan Candidate Demographics in Teacher Preparation Programs (2011-2012) Source: CSU Office of Institutional Research Asian/Pacific Islander African American Hispanic White, Not Hispanic Multiracial/International Female Male Total MEd 5 97 7 226 4 277 62 339 EdS 79 3 97 3 141 41 182 EdD 1 9 1 25 27 9 36 American Indian/Alaskan Candidate Demographics in Teacher Preparation Programs (2010-2011) Asian/Pacific African Hispanic White, Multiracial/International Female Male Total Islander American Not Hispanic MEd 1 3 45 5 154 1 209 EdS 33 48 65 12 77 EdD 1 4 27 1 23 10 33 Candidate Demographics in Teacher Preparation Programs (2009-2010) American Asian/Pacific African Hispanic White, Multiracial/International Total Indian/Alaskan Islander American Not Hispanic MEd 1 (0.5%) 4 (2%) 40 (18%) 6 (3%) 166 (76%) 2 (1%) 219 EdS 63 (43%) 80 (55%) 2 (1%) 145 EdD 20 (95%) 1 (5%) 21
Average GPA and Test Scores (2011-2012) Source: CSU Office of Institutional Research Average GPA at entry to program (admitted 2011-12) Average GPA at exit from program Average GRE Score* MEd 3.24 (n=131) 3.80 (n=84) 883 (n=34) EdS 3.67 (n=75) 3.86 (n=53) 863 (n=52) EdD 3.73 (n=8) 4.00 (n=1) 1000 (n=36) *For admission to MEd or EdS programs, students may submit a clear renewable teaching certificate in lieu of GRE scores. Average GPA and Test Scores (2010-2011) Average GPA at entry to Average GPA at exit from Average GRE Score program program MEd 3.28 3.83 (n=56) 924 (n=26)* EdS 3.65 3.76 (n=25) 873 (n=24)* EdD 3.80 NA 1021 (n=33) Average GPA and Test Scores (2009-2010) Average GPA at entry to program Average GPA at exit from program Average GRE Score* MEd 3.28 3.81 849 (n=10) EdS 3.67 3.88 852 (n=73) EdD 3.81 NA 1056 (n=21)
MEd Teacher Inquiry Project Middle Grades and Secondary Education Year Number evaluated Exemplary Satisfactory Marginal Unsatisfactory Incomplete 2009-2010 45 35 9 1 2010-2011 61 47 11 3 2011-2012 55 37 10 6 2 Year EdS Specialist Project Middle Grades and Secondary Education Number evaluated Satisfactory In Progress Unsatisfactory* 2009-2010 15 15 2010-2011 17 16 1 2011-2012 10 10 *Candidates whose specialist project is not satisfactory must make corrections and resubmit until work is satisfactory.
GMAP Evaluation Report MEd Teacher Preparation Programs Fall 2011 Proposition 1: Commitment to students and learning 1 2 3 4 5 NI a. Recognizes individual differences in students and adjusts teaching 0 1 11 14 15 0 b: Treats all students equitably 0 0 4 10 27 0 c: Designs lesson to match student abilities and foster interest 0 1 7 15 18 0 d: Provides evidence of teaching to develop multiple domains 0 1 8 17 14 1 e: Understands how students develop and learn 0 1 9 13 17 1 Proposition 2: Knowledge of subjects and how to teach them a: Demonstrates depth of knowledge of subject matter 0 1 7 13 20 0 b: Presents lesson & content so that students learn in a variety of ways 0 0 7 17 16 1 c: Links content, when appropriate, to other disciplines 0 0 10 16 13 2 Proposition 3: Managing and monitoring student learning a. Clearly articulates goals for students 0 0 8 20 13 0 b. Uses multiple methods/strategies to meet goals 0 0 9 13 18 1 c: Motivates students to be engaged in learning 0 1 6 15 19 0 d: Creates an effective learning environment 0 1 7 13 20 0 e: Regularly assesses student progress 0 0 8 13 16 4 Proposition 4: Thinking systematically about practice a. Reflects on practice and makes difficult choices 0 2 5 12 18 4 b. Seeks the advice of others to improve practice 0 0 6 14 20 1 c. Uses research and scholarship to improve practice 0 0 5 13 19 4 Proposition 5: Membership in learning communities a: Collaborates with other professionals 0 0 4 12 21 4 b: Collaborates with parents 0 0 4 7 6 24 c: Uses community resources 0 0 8 9 10 14
GMAP Evaluation Report MEd Teacher Preparation Programs Spring 2012 Proposition 1: Commitment to students and learning 1 2 3 4 5 NI a. Recognizes individual differences in students and adjusts teaching 0 0 4 12 2 8 b: Treats all students equitably 0 0 4 10 4 8 c: Designs lesson to match student abilities and foster interest 0 0 4 16 6 0 d: Provides evidence of teaching to develop multiple domains 0 0 9 10 6 1 e: Understands how students develop and learn 0 0 3 12 10 1 Proposition 2: Knowledge of subjects and how to teach them a: Demonstrates depth of knowledge of subject matter 0 0 5 12 9 0 b: Presents lesson & content so that students learn in a variety of ways 0 0 5 11 10 0 c: Links content, when appropriate, to other disciplines 0 0 6 11 7 2 Proposition 3: Managing and monitoring student learning a. Clearly articulates goals for students 0 0 5 8 12 1 b. Uses multiple methods/strategies to meet goals 0 0 5 11 10 0 c: Motivates students to be engaged in learning 0 0 4 11 3 8 d: Creates an effective learning environment 0 0 3 13 2 8 e: Regularly assesses student progress 0 0 6 14 5 1 Proposition 4: Thinking systematically about practice a. Reflects on practice and makes difficult choices 0 0 4 15 7 0 b. Seeks the advice of others to improve practice 0 0 6 14 6 0 c. Uses research and scholarship to improve practice 0 0 7 13 5 1 Proposition 5: Membership in learning communities a: Collaborates with other professionals 0 0 4 11 5 6 b: Collaborates with parents 0 0 1 2 0 23 c: Uses community resources 0 0 8 9 0 9
GMAP Evaluation Report EdS Teacher Preparation Programs Fall 2011 Proposition 1: Commitment to students and learning 1 2 3 4 5 NI a. Recognizes individual differences in students and adjusts teaching 0 0 0 3 2 0 b: Treats all students equitably 0 0 0 3 2 0 c: Designs lesson to match student abilities and foster interest 0 0 1 2 2 0 d: Provides evidence of teaching to develop multiple domains 0 0 1 2 2 0 e: Understands how students develop and learn 0 0 1 2 2 0 Proposition 2: Knowledge of subjects and how to teach them a: Demonstrates depth of knowledge of subject matter 0 0 0 3 2 0 b: Presents lesson & content so that students learn in a variety of ways 0 0 1 2 2 0 c: Links content, when appropriate, to other disciplines 0 0 1 2 2 0 Proposition 3: Managing and monitoring student learning a. Clearly articulates goals for students 0 0 0 3 2 0 b. Uses multiple methods/strategies to meet goals 0 0 1 2 2 0 c: Motivates students to be engaged in learning 0 0 1 2 2 0 d: Creates an effective learning environment 0 0 1 2 2 0 e: Regularly assesses student progress 0 0 1 2 2 0 Proposition 4: Thinking systematically about practice a. Reflects on practice and makes difficult choices 0 0 1 1 3 0 b. Seeks the advice of others to improve practice 0 0 1 1 3 0 c. Uses research and scholarship to improve practice 0 0 1 1 3 0 Proposition 5: Membership in learning communities a: Collaborates with other professionals 0 0 0 2 3 0 b: Collaborates with parents 0 0 1 1 0 3 c: Uses community resources 0 0 1 1 3 0
GMAP Evaluation Report EdS Teacher Preparation Programs Spring 2012 Proposition 1: Commitment to students and learning 1 2 3 4 5 NI a. Recognizes individual differences in students and adjusts teaching 0 0 3 8 10 1 b: Treats all students equitably 0 0 1 4 16 1 c: Designs lesson to match student abilities and foster interest 0 0 3 7 12 0 d: Provides evidence of teaching to develop multiple domains 0 0 6 10 6 0 e: Understands how students develop and learn 0 0 4 8 10 0 Proposition 2: Knowledge of subjects and how to teach them a: Demonstrates depth of knowledge of subject matter 0 0 3 7 12 0 b: Presents lesson & content so that students learn in a variety of ways 0 0 0 10 12 0 c: Links content, when appropriate, to other disciplines 0 1 2 11 4 4 Proposition 3: Managing and monitoring student learning a. Clearly articulates goals for students 0 0 2 5 14 1 b. Uses multiple methods/strategies to meet goals 0 0 2 4 15 1 c: Motivates students to be engaged in learning 0 0 2 9 9 2 d: Creates an effective learning environment 0 1 2 3 14 2 e: Regularly assesses student progress 0 0 3 7 11 1 Proposition 4: Thinking systematically about practice a. Reflects on practice and makes difficult choices 0 0 3 6 13 0 b. Seeks the advice of others to improve practice 0 3 1 5 11 2 c. Uses research and scholarship to improve practice 0 0 5 8 9 0 Proposition 5: Membership in learning communities a: Collaborates with other professionals 0 1 2 5 6 8 b: Collaborates with parents 0 3 2 3 2 12 c: Uses community resources 0 2 5 3 1 11
Proposition 1: Commitment to students and learning a. Recognizes individual differences in students and adjusts teaching GMAP Evaluation Report All Advanced Teacher Preparation Programs Fall 2011 1 2 3 4 5 NI 0 1 19 23 19 0 Total # Exceeding Expectations 42 (68%) b: Treats all students equitably 0 0 10 20 32 0 52 (84%) c: Designs lesson to match student abilities and foster interest d: Provides evidence of teaching to develop multiple domains 0 1 16 23 22 0 0 2 16 24 19 1 45 (73%) 43 (69%) e: Understands how students develop and learn 0 1 20 19 21 1 40 (65%) Proposition 2: Knowledge of subjects and how to teach them a: Demonstrates depth of knowledge of subject matter 0 2 15 18 27 0 45 (73%) b: Presents lesson & content so that students learn in a variety of ways 0 0 18 22 20 2 42 (68%) c: Links content, when appropriate, to other disciplines 0 0 15 24 17 6 41 (66%) Proposition 3: Managing and monitoring student learning a. Clearly articulates goals for students 0 0 17 27 18 0 45 (73%) b. Uses multiple methods/strategies to meet goals 0 0 19 19 22 2 41 (66%) c: Motivates students to be engaged in learning 0 2 15 23 22 0 45 (73%) d: Creates an effective learning environment 0 1 17 21 22 1 43 (69%) e: Regularly assesses student progress 0 0 19 18 21 4 39 (63%) Proposition 4: Thinking systematically about practice a. Reflects on practice and makes difficult choices 0 2 13 18 25 4 43 (69%) b. Seeks the advice of others to improve practice 0 0 13 20 27 2 47 (76%) c. Uses research and scholarship to improve practice 0 2 11 18 27 4 45 (73%) Proposition 5: Membership in learning communities a: Collaborates with other professionals 0 0 7 17 27 11 44 (71%) b: Collaborates with parents 0 0 8 10 9 35 19 (31%) c: Uses community resources 0 0 13 12 17 20 29 (47%)
Proposition 1: Commitment to students and learning a. Recognizes individual differences in students and adjusts teaching GMAP Evaluation Report All Advanced Teacher Preparation Programs Spring 2012 1 2 3 4 5 NI Total # Exceeding Expectations 0 0 7 22 15 9 37 (70%) b: Treats all students equitably 0 0 5 16 23 9 39 (74%) c: Designs lesson to match student abilities and foster interest d: Provides evidence of teaching to develop multiple domains 0 0 7 25 21 0 46 (87%) 0 0 17 20 15 1 35 (66%) e: Understands how students develop and learn 0 0 7 22 23 1 45 (85%) Proposition 2: Knowledge of subjects and how to teach them a: Demonstrates depth of knowledge of subject matter 0 0 8 21 24 0 45 (85%) b: Presents lesson & content so that students learn in a variety of ways 0 0 5 23 25 0 48 (91%) c: Links content, when appropriate, to other disciplines 0 1 8 24 14 6 38 (72%) Proposition 3: Managing and monitoring student learning a. Clearly articulates goals for students 0 0 7 15 29 2 44 (83%) b. Uses multiple methods/strategies to meet goals 0 0 8 16 28 1 44 (83%) c: Motivates students to be engaged in learning 0 0 6 23 14 10 37 (70%) d: Creates an effective learning environment 0 1 5 18 19 10 37 (70%) e: Regularly assesses student progress 0 0 9 24 18 2 42 (79%) Proposition 4: Thinking systematically about practice a. Reflects on practice and makes difficult choices 0 0 7 23 23 0 46 (87%) b. Seeks the advice of others to improve practice 0 3 7 21 20 2 41 (77%) c. Uses research and scholarship to improve practice 0 0 12 24 16 1 40 (75%) Proposition 5: Membership in learning communities a: Collaborates with other professionals 0 1 6 18 13 15 31 (58%) b: Collaborates with parents 0 3 3 6 3 38 9 (17%) c: Uses community resources 0 2 13 14 3 21 17 (32%)
Analysis of Results Candidates demonstrate strong content knowledge. Average GPAs for advanced teacher preparation program completers were 3.80 (MEd) and 3.86 (EdS). Average GPAs by program ranged from 3.23-4.00 (MEd) and 3.82-3.94 (EdS) at program exit. Content knowledge is also reflected by ratings on the following GMAP components: 2a - Demonstrates depth of knowledge of subject matter (67% exceeded 2b - Presents lesson & content so that students learn in a variety of ways (79% exceeded 2c - Links content, when appropriate, to other disciplines (79% exceeded On all components of the GMAP, more than 97% of the 115 candidates evaluated met or exceeded expectations. This demonstrates that candidates are meeting professional, state, and institutional standards. GMAP components on which candidates were most frequently rated as exceeding expectations were: 1b-Treats all students equitably (79% exceeded 1c Designs lesson to match student abilities and foster interest (79% exceeded 2a-Demonstrates depth of knowledge of subject matter (78% exceeded 2b-Presents lesson and content so that students learn in a variety of ways (78% exceeded Data indicate two primary areas for improvement (5b & 5c). Candidates are frequently not evaluated (i.e., ratings of NI) on these two components of the GMAP, thus suggesting the need for better ways to assess these items. 5b-Collaborating with parents (24% exceeded 5c-Uses community resources (40% exceeded On all other components, 65% or more exceeded expectations. Proficiencies Related to Diversity Ninety-seven percent or more of candidates in advanced teacher preparation programs met or exceeded expectations on each GMAP component related to diversity. In all but two areas (5b and 5c), 68% or more of candidates exceeded expectations on GMAP components related to diversity, and three of the four components with the highest percentage of candidates rated as exceeding expectations were components related to diversity (1b, 1c, and 2b). 1a: Recognizes individual differences in students and adjusts teaching (69% exceeded 1b: Treats all students equitably (79% exceeded 1c: Designs lessons to match student abilities and foster interest (79% exceeded 1d: Provides evidence of teaching to develop multiple domains (68% exceeded 1e: Understands how students develop and learn (74% exceeded 2b: Presents lesson and content so that students learn in a variety of ways (78% exceeded
3b: Uses multiple strategies to meet goals (74% exceeded 3c: Motivates students to be engaged in learning (71% exceeded 3d: Creates an effective learning environment (70% exceeded 5b: Collaborates with parents (24% exceeded 5c: Uses community resources (40% exceeded Areas in which candidates ratings tended more toward meeting rather than exceeding expectations were collaborating with parents and using community resources. As previously mentioned, candidates are frequently not evaluated (i.e., ratings of NI) on these two components of the GMAP. Student Learning All but one candidate in advanced teacher preparation programs met or exceeded expectations on all GMAP components related to student learning. In all but one area (1a), 70% or more of candidates exceeded expectations on GMAP components related to student learning, and two of the four components with the highest percentage of candidates rated as exceeding expectations were components related to student learning (1c, 2b). 1a-Recognizes individual differences in students and adjusts teaching (69% exceeded 1c-Designs lessons to match student abilities and foster interest (79% exceeded 1e-Understands how students develop and learn (74% exceeded 2b-Presents lesson and content so that students learn in a variety of ways (78% exceeded 3b-Uses multiple methods/strategies to meet goals (74% exceeded 3c-Motivates students to be engaged in learning (71% exceeded 3d-Creates a disciplined learning environment (70% exceeded 3e-Regularly assesses student progress (70% exceeded 4c: Uses research and scholarship to improve practice (74% exceeded