Eastern Kentucky University EDU CURI UG Elementary Education (P-5)

Unit Assessment Report - Four Column Eastern Kentucky University EDU CURI UG Elementary Education (P-5) Objectives Means of Assessment & Criteria / Tasks Results/Observations Use of Result & Follow-Up EDU CURI UG Elementary Education (P-5) - 1. a. State Licensure - Teacher candidates know the content that they plan to teach and can explain important principles and concepts delineated in professional, state, and institutional standards. Objective Types (Control-click to select multiple): 06-10 Plan Initial Student Learning Objectives Objective Status: Active Evaluation of content area Praxis subscores. KY requires the PRAXIS Elementary Content Knowledge Test for all candidates seeking initial certification for Ekekmentary (P-5). The pass rate is also used to assess teacher preparation programs. The minimum passing score is 163. At least 80% pass rate is required. Who will use the data (How and When)?: Elementary Education faculty and Teacher Education Administrative staff review PRAXIS scores annually to ensure that the program requirements are effectively preparing candidates. Title II Report 03/23/2010 - Students' PRAXIS scores are reported annually by the KY EPSB. The latest report summarizes the PRAXIS Elementary Content Knowledge Test scores from the 2008-2009 academic year, September 1 2008 - Aug 31, 2009. These scores are reflected in the following data: Type of Assessment Number taking assessment Number passing assessment Institutional Pass Rate Elementary Education Content Knowledge 214 208 97% Pass rates are established by the KY EPSB. The institutional pass rate must be 80% or higher. EKU meets this requirement. Candidates who do not pass may retake the test. If a candidate retakes the test during the same testing cycle, that score will be included in the annual pass rate as well as the original score. This indicates that six test scores were below the pass score. Overall, Eastern Kentucky University's students are clearly successful on this national measure of teacher readiness. EKU requires that candidates take the PRAXIS exams prior to graduation, but candidates are NOT required to pass PRAXIS to graduate. The passing score is required for teacher certification. 09/30/2010 - Annually, faculty review PRAXIS test scores and pass rates to determine neede alignments to programs and course syllabi. In 2009, Curriculum and Assessment facultyreviewed the elementary content test results by content area and by emphasis area. Based on these disaggregated scores, the Elementary Education program was revised. This new program ensures that all majors hae a common multidisciplinary program that is carefully aligned to the elementary P-5 curriculum. In addition, the requirements for math content were raised to include MAT 107, college algebra as well as MAT 201, 202, and a new course, MAE 301. This new program went into effect for newly enrolled candidates fall 2010. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 1 of 27

Title II Aggregate NCATEKA1PRAXIS_ele_emg.docx EDU CURI UG Elementary Education (P-5) - 2. a. Content Assessments - Content Knowledge - Teacher candidates know the content that they plan to teach and can explain important principles and concepts delineated in professional, state, and institutional standards. Objective Types (Control-click to select multiple): 06-10 Plan Initial Student Learning Objectives Objective Status: Active Average GPA by program emphasis. Program Area GPA Average GPA of 3.0 with no individuals below 2.75. 09/30/2010 - Students' GPAs at each of the three Gates (for the 2008-2009 academic year) are indicated below: Program GATE 1 Average GPA GATE 2 Average GPA GATE 3 Average GPA Elementary Grades 3.23 3.27 3.27 The data indicate that students as a group are meeting the 2.75 GPA requirement and are exceeding it as they move through the program. The programs? successes indicate that students are developing content knowledge. The Teacher Education Program and the University will continue to support this component of teacher preparation through alignment (and realignment) of program requirements and course syllabi to the Kentucky core Academic standards. 09/30/2010 - Faculty and Teacher Education Serives administrative staff review GPA data for all programs annually. Sine the GPA requirement was raise in 2007, we still have some candidates who do not have to meet that requirement. Faculty observe that candidates with GPA's below 2.75 are less likely to pass the PRAXIS exams. Faculty will continue to monitor GPAs of canidates and the relatioships among these and other measures of candidate success. 0 edit add Follow-Up The GPA requirement is set and approved by the College of Education, Teacher Education Program and Eastern Kentucky University. Upon admission to the Teacher Education Program and throughout the remainder of their course work, students must maintain a 2.75. If a candidate fails to meet this standard, s/he must either repeat coursework or take additional coursework to raise the GPA or be removed from the program. For GPA averages, data were collected and averaged from elementary grades and middle grades candidates at Gates 1, 2, and 3 during the 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 2 of 27

Content knowledge exemplars evaluated during presentation portfolio review at Transition Point 2 - Admission to Student Teaching. Portfolio Review Average score of 2.5 on range of 0-4. No individual lower than 2.0 Content knowledge exemplars evaluated during presentation portfolio review at Transition Point 3 - Exit from Student Teaching. 2008-2009. The minimum GPA requirement was approved for candidates who selected Teacher Education as their major fall 2007 or later. The data include candidates who began their programs prior to this requirement and were only required to earn a 2.5 overall GPA. NCATEKA2aGPA_ele_emg.docx 07/23/2010 - The data show that most of our students have good content knowledge in math, science, social studies, and language arts. Out of 58 students in the Richmond and Corbin elementary methods courses, 57 students received a score of 4 (exemplary); one student received a score of 3 (satisfactory). All 58 students scored satisfactory or above in the area of content knowledge. Student content knowledge is assessed on each subject matter's KTIP lesson plan. Students submit this plan to each subject's methods instructor following implementation and assessment of the plan in the field placement. Content knowledge is evaluated based on the understanding of the content as demonstrated by the lesson plan. NCATEKA3_summaryreport_Conten tknowledge 07/23/2010 - The elementary methods instructors do not believe that our assessment of content knowledge is adequate. While our students show evidence of having content knowledge in all the subjects, the instructors do not feel that looking at one lesson plan in each subject is a good measure of content knowledge. We believe that the Praxis test results are a better measure of content knowledge. Therefore, we will no longer measure content knowledge on the KTIP lesson plan. We will begin tracking Praxis test results. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 3 of 27

Portfolio Review Average score of 3.25 on range of 0-4. No individual lower than3.0 EDU CURI UG Elementary Education (P-5) - 2. b. Content Assessments - Pedagogical content knowledge and integration of technology - Teacher candidates understand the relationship of technology and contentspecific pedagogy delineated in professional, state, and institutional standards. They facilitate student learning of the content through presentation of the content in clear and meaningful ways and through the integration of technology. Objective Types (Control-click to select multiple): 06-10 Plan Initial Student Learning Objectives Objective Status: Active Praxis PLT scores. (Data should include cut scores and test numbers) State Licensure Exam 80% pass rate 09/30/2010 - PRAXIS scores are reported annually by the KY EPSB and represent one academic year. EKU's institutional pass rate for the PRAXIS PLT (K-6), September 1, 2008- August 31, 2009 is reported below: PRINCIPLES LEARNING & TEACHING K-6 Assessment Code Number 522 Number Taking Assessment 230 Number Passing Assessment 224 Institutional Pass Rate 97% Candidates must take the required PRAXIS exams in order to graduate. They must pass to earn teacher certification. Candidates that do not pass must retake the exam. All scores that any individual earns are included in the score report, regardless of the number of repeated attempts. 09/30/2010 - Elementary Program faculty review the PRAXIS PLT scores annually. A faculty learning community is currently developing a PRAXIS PLT Notebook guide for teaching candidates to assist them with organization of course materials for preparation for the exam. Technology Competence from portfolio review. Score on Standard 6 at Portfolio Review for Transition into Teacher Ed Program-Gate 1 in EDF 203 or EDF 310. Technology Competence 90% of candidates will score 3.0 or higher NCATEKA1PRAXIS_ele_emg.docx 09/02/2010 - Objective not met. Gate 1 Portfolio Review does not include a measure for Standard 6, Technology Limitation Result Closed-No further action needed 09/02/2010 - How Data Provide Evidence for Meeting Standards Results show that university supervisors, cooperating teachers, and professors agree that the overwhelming majority of our elementary and middle school candidates meet the three sub- 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 4 of 27

on Standard 6. Who will use the data (How and When)?: Faculty will review the data annually. Input by June Hyndman, September 2, 2010 standards assessed within the Technology Standard. Summary of Findings Results will be more valid beginning in January 2011. EKU faculty members have successfully become comfortable assessing candidates through TaskStream. In fall of 2010, the members of the Technology PLC will look at editing the evaluation process for technology. Improvement can be made by: (1) Developing two technology common assessments for elementary and two common assessments for middle school to be represented in the two areas of Standard Six, Technology. (2) Developing more specific criteria. (3) Evaluating all candidates across all majors consistently, even with a large number of evaluators. (4) Middle school professors have developed an assessment of technology during Gate 2. Other professors may be encouraged to develop similar measures so that data show growth from Gate 2 to Gate 3. 05/15/2010 - Candidates? projects were scored according to the following criteria: 1. A homepage, a letter of presentation or video introduction, and the portfolio-at-a-glance are present and professional. 2. A resume is presented along with a written reflection and the Inclusion of appropriate standards 08/11/2010 - EDF 203 faculty will evaluate the performance of our teacher candidates against this standard annually, or more frequently if indicated. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 5 of 27

3. An essay on diversity is presented along with a written reflection and the Inclusion of appropriate standards 4. A philosophy of teaching is presented along with a written reflection and the Inclusion of appropriate standards 5. The Mentoring Project is presented along with a written reflection and the Inclusion of appropriate standards On Criterion 1: 92% of the candidates scored either a 3 or 4. Only 1% scored a one. The overall average was 3.67 for the group. This criterion assessed whether the candidates had created a homepage and included a professional letter of presentation or a video introduction as well as their Portfolio-At-A-Glance spreadsheet that serves as tracking device that demonstrates balanced learning across all standards. On Criterion 2: 98% of the candidates scored either a 3 or 4. 1% scored a one. The overall average was 3.77 for the group which is the strongest criterion measured. This criterion assessed whether the candidates had created a resume that is presented along with a written reflection and the inclusion of appropriate standards. On Criterion 3: 98% of the candidates scored either a 3 or 4. 1% scored a one. The overall average was 3.76 for the group. This criterion assessed whether the candidates had written a diversity essay that is presented along with a written reflection and the inclusion of appropriate standards. On Criterion 4: 97% of the candidates scored either a 3 or 4. 0% scored a one. The overall average was 3.77 for the group. This criterion assessed whether the candidates had written a philosophy of teaching that is presented along with a written reflection and the Inclusion of 08/11/2010 - Since the faculty elected to improve our program by switching to a key assessment in EDF 203, the information produced in the current report from May 2010 will serve as baseline data for ongoing program evaluations which will occur annually, and more frequently if needed. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 6 of 27

appropriate standards. On Criterion 5: 96% of the candidates scored either a 3 or 4. 1% scored a one. The overall average was 3.63 which is the weakest criterion for the group. This criterion assessed whether the candidates had completed a 15-hour Mentoring Project that is presented along with a written reflection and the inclusion of appropriate standards. Result Closed-No further action needed Prior to spring 2010, EDF 203 instructors had identified a 15-hour field experience called the Mentoring Project as its Common Assessment. There was no EDF 203 project used as a Key Assessment. In May 2010, faculty changed to a new Key Assessment - the TaskStream eportfolio, which includes data from the Mentoring Project along with several other activities. Formerly, portfolios were scored outside of TaskStream using a 48 point rubric. During the 2009-2010 academic year, the portfolio rubric was improved and reduced to 20 points. Instructors began to evaluate candidates? initial portfolios in TaskStream to allow for timely evaluation and better data collection. During the year, 172 candidates submitted their initial portfolios to TaskStream for evaluation under the new 20 point rubric. This represents candidate data from a combination of the fall and spring semesters which will form a baseline for future data collection. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 7 of 27

Technology Competence from portfolio review. Score on Standard 6 at Portfolio Review for Transition into Student Teaching- Gate 2 in methods block. Technology Competence 90% of candidates will score 3.0 or higher on Standard 6. Of those 172 candidates, 4 were DHH candidates, 14 were LBD candidates, 80 were elementary candidates, 20 were middle grades candidates, and 54 were secondary candidates. The secondary candidates represented the fields of business and marketing, career/tech, health, art, biology, chemistry, English, family and consumer science, history, math, and music. 09/02/2010 - Gate Two Candidate Data (1)Plans to Use Technology to Support Student Content Learning. Of 12 assessments, 1 scored 3 of 4 and 11 scored 4 of 4. (2)Plans to Integrate Student Use of Technology into Instruction to Enhance Content. Of 12 assessments, 2 scored 3 of 4 and 10 scored 4 of 4. (3) Portfolio Review 2/Standard 6 (Technology). Of 34 assessments, 3 scored 3 of 4 and 31 scored 4 of 4. (4) Gate 3 Candidate Data. Ninety-six elementary and 25 middle school candidates are in progress or completed as shown. (5) Demonstrates Effective Use of Technology for Productivity. 102 candidates scored 4 of 4 possible points. Three candidates, 2 elementary and 1 middle, scored 3 of 4 points. (6) Demonstrates Developmentally Appropriate, Ethical and Legal Uses of Technology. With the exception of 4 candidates, all candidates scored 4 of 4 possible points. Two elementary candidates scored 3 of 4 possible points and 2 middle. (7)Integrates Appropriate Student Uses of Technology to Enhance Instruction and Assessment. With the exception of 25 candidates, all candidates scored 4 out of 4 possible points. 22 candidates score 3 of 4 possible points, 17 elementary and 5 middle. Three candidates scored 2 of 4 points, 1 elementary and 2 middle. How Data Provide Evidence for Meeting Standards Results show that university supervisors, cooperating teachers, and professors agree that the overwhelming majority of our 09/02/2010 - How Data Provide Evidence for Meeting Standards Results show that university supervisors, cooperating teachers, and professors agree that the overwhelming majority of our elementary and middle school candidates meet the three substandards assessed within the Technology Standard. Summary of Findings Results will be more valid beginning in January 2011. EKU faculty members have successfully become comfortable assessing candidates through TaskStream. In fall of 2010, the members of the Technology PLC will look at editing the evaluation process for technology. Improvement can be made by: (1) Developing two technology common assessments for elementary and two common assessments for middle school to be represented in the two areas of Standard Six, Technology. (2) Developing more specific criteria. (3) Evaluating all candidates across all majors consistently, even with a 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 8 of 27

middle school candidates meet the three substandards assessed within the Technology Standard. Result Closed-No further action needed Input by June Hyndman, September 2, 2010 large number of evaluators. (4) Middle school professors have developed an assessment of technology during Gate 2. Other professors may be encouraged to develop similar measures so that data show growth from Gate 2 to Gate 3. Technology Competence from portfolio review. Score on Standard 6 at Portfolio Review for Exit from Student Teaching- Gate3 in student teaching course ELE 499. Technology Competence 90% of candidates will score 3.0 or higher on Standard 6 EDU CURI UG Elementary Education (P-5) - 2. c. Content Assessments - Professional and Pedagogical Knowledge and Skills - Teacher candidates can apply the professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning. These include: foundations of education; ways children and adolescents develop and the relationships to learning; professional ethics, laws, and policies; use of research in teaching; roles and responsibilities of the professional communities; diversity of student populations, families, and communities; and consideration of school, family, and community contexts and the prior Objective Types (Control-click to select multiple): Appreciation of Diversity. Candidates complete a "Diverse School Contextual Analysis" task in ELE 490. The contextual analysis is based upon candidates' field experiences in a school with a diverse student population. Candidates collect, summarize and analyze school assessment data and observe P-12 student behaviors. Each candidate completes a written summary analysis and reflection that is evaluated on a common scoring guide across all programs. The section of the scoring rubric focusing on acceptance and appreciation of diversity will be used to analyze appreciation of diversity. Diversity 05/21/2010 - The teacher education program has established a standard that candidates will score an average of 3.0 on this section of the rubric. The results indicate that 94% of the candidates assessed met this standard by scoring above 3.0 overall on the rubric and with the average score of 3.7. The range of scores for this assessment was 2.4-4.0. This indicates that overall students in the program are aware of issues related to diversity and are able to analyze performance data and determine implications and recommendations for improving performance for diverse students. 05/21/2010 - This academic year was the first time this assessment has been completed and it was also the first year utilizing task stream. Even so, the results are encouraging. Faculty feel that the assignment meets the goals of providing field experience in a diverse setting as well as engaging the candidates in critical thinking. However, it is noted that the rubric is not providing the information needed, therefore it is recommended that the rubric be revised. Faculty met in April to revise the rubric to reflect the information 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 9 of 27

06-10 Plan Critical Thinking Learning Objective Initial Student Learning Objectives Start Date: 08/17/2009 End Date: 07/30/2010 Objective Status: Active Candidates will receive an average score of 3.0 or higher on this section of the scoring rubric. Critical Thinking Skills. Candidates complete a "Diverse School Contextual Analysis" task in ELE 490. The contextual analysis is based upon candidates' field experiences in a school with a diverse student population. Candidates collect, summarize and analyze school assessment data and observe P-12 student behaviors. Each candidate completes a written summary analysis and reflection that is evaluated on a common scoring guide across all programs. The section of the scoring rubric focusing on critical thinking skills (analysis, synthesis, and evaluation) will be used to analyze critical thinking skills. Program Area Class Project Candidates will receive an average score of 3.0 or higher on this section of the scoring rubric. Who will use the data (How and When)?: Faculty will review results annually. Teacher candidate score on dispositions assessment instrument items # 2. Positive Attitude and # 5. Appreciation and Value for Diversity. Diversity Average score of 2.5 or higher at transition point 1 and average 3.5 or higher at transition points 2 and 3. No one student DSCA ELE 490 spring 2010 Results.xls.xlsx needed. Utilization of the new rubric will begin in the summer of 2010 and data collection will begin at this time. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 10 of 27

will earn less than 2. Evaluation of teaching episode in methods field experiences. Scored with a common rubric. Field Experience (student teaching and practicum) Objectives: 1. Develop a personal belief statement of teaching and learning, 2.Develop an understanding of how a personal belief statement of teaching and learning affects future teaching and, 3.Make connections between personal beliefs and class content. Purpose: This activity is designed to help students think and reflect about their personal belief statement of teaching and learning. Students will reflect on what the experiences are that affect their beliefs and will be encouraged to make connections between their own beliefs and research in educational psychology. Assignment: Identify and articulate a personal theory of learning and teaching. Program Area Class Project EDU CURI UG Elementary Education (P-5) - 3. Ability to Plan Instruction - Teacher candidates focus on student learning. They are able to develop and implement meaningful learning experiences for students based on their developmental Lesson plan designed using KTIP format. Scored with a common rubric. Field Experience (student teaching and practicum) 07/23/2010 - The data show that most of our students in the ELE 446 Language Arts Methods course demonstrate their facility with planning, teaching, assessing, and reflecting on their own instruction in the area of language arts. Out of 73 07/23/2010 - Analysis of the KTIP lesson plan data provided the methods instructors with feedback on instruction in the skill of lesson planning. The results showed that 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 11 of 27

levels and prior experience. Objective Types (Control-click to select multiple): 06-10 Plan Initial Student Learning Objectives Objective Status: Active students in the Richmond and Corbin Language Arts Methods course, 48 received a score of 4 (exemplary); 23 received a score of 3 (satisfactory); only two students received a score of 2 (making progress). Because 71 out of 73 students ranked at satisfactory or above, we do not anticipate making any change to our instruction for lesson planning at this time. The data show that most of our students in ELE 491 Mathematics Methods course demonstrate their facility with planning, teaching, assessing and reflecting on their own instruction in the area of mathematics. Out of 65 students in the Richmond and Corbin Mathematics Methods course, 39 received a score of 4 (exemplary); 22 received a score of 3 (satisfactory; three received a score of 2 (making progress); only one student received a score of 1 (beginning). Because 61 out of 65 students ranked at satisfactory or above, we not anticipate making any changes to our instruction for lesson planning. The data shows that most of our students in ELE 492 Science Methods course demonstrate their facility with planning, teaching, assessing and reflection on their own instruction in the area of science. Out of 68 students in the Richmond and Corbin Science Methods course, 56 received a score of 4 (exemplary); 10 received a score of 3 (satisfactory); 2 received a score of 2 (making progress). Because 66 out of 68 students ranked at satisfactory or above, we do not anticipate any changes to our instruction on lesson planning. The data show that most of our students in ELE 493 Social Studies Methods course demonstrate their facility with planning, teaching, assessing, and reflecting on their own instruction in the area of social studies. Out of 72 students in the Richmond and Corbin Social Studies Methods course, 67 received a score of 4 (exemplary); three received a score of 3 (satisfactory); two received a score of 2 (making progress). Because 70 out of 72 of our students ranked at lesson planning is a strength of our students. Therefore, the methods instructors do not plan to change our instruction in the area of lesson planning. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 12 of 27

satisfactory or above, we do not anticipate making any changes to our instruction on lesson planning. Student teachers develop a unit plan/ teacher work sample to demonstrate their ability to assess and analyze P-12 student learning. One section of the scoring rubric focuses on planning instruction. Unit of Study Student teachers will receive an average score of 3.0 or higher on this section of the scoring rubric from their University supervisor. The KTIP lesson plans in the language arts, mathematics, science, and social studies methods courses were examined for evidence of content knowledge and pedagogical content knowledge for each part of the learning cycle (planning, implementation, assessment, and reflection). Each methods instructor evaluated the lesson plan that was written in their content area. The lesson plan was submitted on Taskstream and the evaluation of each plan is located there. NCATEKA3_summaryreport_ELE44 NCATEKA3_summaryreport_ELE49 NCATEKA3_summaryreport_ELE49 NCATEKA3_summaryreport_ELE49 10/01/2010 - Results indicate that most student teachers are producing KTIP Unit Work Samples at the Competent to Exemplary level. Only two elementary education candidates out of 83 earned an average score below a 3, with 60 scoring 3.78 or higher. This task requires student teachers to plan and implement a unit of study then evaluation their students' performance and reflect on their teaching practices. 10/01/2010 - Results can be used to provide feedback to the Office of Student Teaching and student teaching supervisors as well as the elementary education progam faculty in aligning course instruction, methods practicum and student teaching supervision and mentoring. In addition, the Assistant Director for the Student Teaching Program should review the results for reliability of scoring and provide on going professional development for supervisors and student teachers. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 13 of 27

Development of a Personal Learning Theory Candidates demonstrate knowledge of student learning through developing a Personl Learning Theory in EDF 319 Human Growth and Develpment. This assignment requires candidates to discuss various learning theories and explain how knowing this information will benefit their future students. NCATEKA3_Unit Work Sample_ele_emg_Gate3.docx EDU CURI UG Elementary Education (P-5) - 4. Clinical Practice - Candidates demonstrate mastery of content areas and pedagogical and professional knowledge before admission to and during clinical practice. Objective Types (Control-click to select multiple): 06-10 Plan Initial Student Learning Objectives Objective Status: Active Self-assessment based on the Kentucky Teacher Standards. Scored with common rubric. Candidate Self Assessment in Student Teaching At the end of student teaching, student teachers will identify at least 80% of the items as "demonstrates skills at times/needs more practice or information" or "demonstrates skills consistently." The personal learning theory project completed in EDF 319. Program Area Class Project 09/30/2010 - Candidates demonstrate their knowledge of best practices in teaching and learning and analyze educational research findings through the development of The Personal Leaning Theory key assessment. This activity is designed to help students think and reflect about their personal belief statement of teaching and learning. Students will reflect on the experiences and theories that affect their beliefs and are encouraged to make connections between their own beliefs and research in educational 10/01/2010 - The Personal Learning Theory is the key assessment that most candidates complete as a sophomore. Candidates will have other opportunities to be assessed throughout the program before graduation. Overall we are very pleased with the scores candidates receive on this assessment. Consistent assessment is ongoing. The rubric currently used has been 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 14 of 27

Mid/Final Student teaching evaluations - Student Teachers Field Experience (student teaching and practicum) Student teachers will receive an average score of 3.0 (competent) on their final evaluations from their cooperating teachers and at least 85% of the standards marked as "competent" from their University psychology. Candidates identify and articulate their personal theory of learning and teaching. Task Objectives: 1 Develop a personal belief statement of teaching and learning 2 Demonstrate through writing an understanding of how a personal belief statement of teaching and learning affects future teaching 3 Make connections between personal beliefs and class content All ELementary Education candidates had average scores above 3.0 (Competent Level). The largest samples analyzed were derived from our Elementary Education candidates (n=72). Their average scores indicate these candidates meet the criteria of the key assessment at either the Competent or Exemplary Levels. As with the other key assessments, candidates must successfully achieve an acceptable score in order to receive a C or higher in the course. NCATEKA4_PLT_all_programs.docx revised to better reflect and assess the candidates knowledge, pedagogical skills, and dispositions. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 15 of 27

supervisor on their observation forms. EDU CURI UG Elementary Education (P-5) - 5. a. Impact on P-12 student learning - Teacher candidates focus on student learning. Teacher candidates assess and analyze student learning, make appropriate adjustments to instruction, and monitor student progress. Areas of focus include ability to assess and analyze student learning; make appropriate adjustments to instruction; monitor student learning; develop and implement meaningful learning experiences; help students learn; and create positive environments for student learning. Objective Types (Control-click to select multiple): 06-10 Plan Initial Student Learning Objectives Objective Status: Active Assessment project completed in EDF 413 designed to evaluate teacher candidates' ability to design and evaluate appropriate formative and summative assessments. This assessment project prepares candidates to assess and evaluate 5-9 student learning outcomes. Program Area Class Project Average score of 2.5 on the EDF 413 final project. Who will use the data (How and When)?: Undergraduate elementary, middle grades, and selected secondary and P-12 programs. 08/17/2010 - A total of 215 unique candidates took EDF 413 during the 2009-2010 academic year. FALL SEMESTER: During the Fall Semester, 104 candidates were enrolled in five sections. However, only 85 submitted their final projects to Taskstream for evaluation. Sixteen of those were in one section, and because the rubric was not installed into Taskstream until November, the instructor evaluated their projects using a hard copy and did not require a submission. Three others were in the sections that were evaluated on Taskstream, but they did not submit a final project to the professor at all, and they received an F in the course. They have not retaken the course to date. Two candidates received Fs in the course (even though they turned in the final project) and they retook the course in the Spring and were successful. Each of the two replaced her Fall submission with a new project during the Spring Semester. Thus, in this report, 83 candidate submissions were analyzed for the Fall Semester. SPRING SEMESTER: In the Spring Semester, 125 candidates took EDF 413 in six sections (including the two repeats). Four of those candidates did not submit a project to Taskstream. Two who did not do the project all received Fs in the course. The other two received an incomplete in the course. Thus, in this report, 121 candidate submissions were analyzed for the Fall Semester. TOTAL: There were a total of 83 candidates who were evaluated in Taskstream in the Fall Semester and 121 candidates who were evaluated in Taskstream in the Spring Semester. This report reflects the data on those 204 candidates. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 16 of 27

Of those 204 candidates, 111 were elementary candidates, 25 were middle grades candidates, and 68 were secondary candidates. The secondary candidates represented the fields of business and marketing, health, art, biology, chemistry, earth science, English, family and consumer science, foreign language, history, math, and music. All of the sub-groups (elementary, middle grades, and the various secondary programs) scored within the competent range (of 2.5). The highest group were the math and earth science students, with the music students a close second. Math and science candidates often score the highest on various measures in the Teacher Education Program (even on components not relative to their major). Twelve of the 15 music candidates took the course in the Fall Semester, and they formed study groups among themselves. They would often contact the professor during a study session to ask questions. The professor observed that this close-knit group's collaboration, and peer assessment of one another's projects, contributed to their high ranking. Although all of the projects were about different units, they were all created at a high level. The lowest score (2.50) was achieved by the one health candidate. His 2.50 on the final project correlates with the 81% he received in the course. There were eight criteria on which they were evaluated. Criterion 1 had 83% of the candidates scoring either a 3 or 4. However, there were 2% who scored a one. Still, the overall average was 3.30 for the group. This criterion assessed whether the candidates could write objectives appropriately. The elementary candidates scored a 3.30 average on Criterion 1. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 17 of 27

Criterion 2 had 91% of the candidates scoring either a 3 or 4. No one scored a 1. The overall average was 3.47 for the group. This criterion assessed the candidates? abilities to write using the conventions of standard grammar and spelling. The elementary candidates scored a 3.35 on Criterion 2. Criterion 3 had 93% of the candidates scoring either a 3 or 4, and again, no one scored a 1. The overall average was 3.63 for the group. This criterion determined if the candidates? projects showed consistency and continuity leading to face validity. The elementary candidates scored a 3.52 on Criterion 3. Criterion 4 had only 58% of the candidates scoring either a 3 or 4. The remaining 42% scored a 2 (progressing). Criterion 4 was the one on which the candidates as a group scored the lowest with an overall average of 2.89. This was partly because of a flaw in the rubric. Both the acceptable (3) and target (4) ranges required that all five objectives be written appropriately. Whereas, on Criterion 1, a student could have one of the objectives not appropriately written and still receive an acceptable, candidates had to have all five written appropriately to score a 3 or 4 for this criterion. The rubric is being reconsidered for the 2010-11 academic year. This criterion assessed the candidates? abilities to write both objectives and quality assessments. The elementary candidates scored a 2.88 on Criterion 4. Criterion 5 had 88% of the candidates scoring a 4, while 6% scored a 3 and the remaining 6% scored a 2. The overall average was 3.87 for the group. This was the criterion that received the highest ranking of the eight criteria. It assessed if the candidates could name and describe a unit and 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 18 of 27

create objectives that matched the unit. Again, the rubric appears to be flawed and is being reconsidered for future evaluations. The elementary candidates scored a 3.84 on Criterion 5. Criterion 6 had 84% of the candidates scoring either a 3 or 4 (with most of them scoring a three). Again, no one scored a 1. The overall average was 3.22 for the group. This criterion addressed the big picture aspect of the project. Candidates had to have all the objectives written appropriately, all the classifications correct, and all the assessments written as quality items in order to receive a 4. The elementary candidates scored a 3.12 on Criterion 6. Criterion 7 had 76% of the candidates scoring either a 3 or 4, with the majority again scoring a 3. One percent of the candidates scored a 1. This brought the overall average to 3.08 for the group. This criterion addressed the candidates? abilities to classify their objectives according to the Kentucky Combined Curriculum Document, according to Bloom?s Taxonomy in the Cognitive Domain, and according to the Depth of Knowledge level. If even one of those was incorrect or missing for a single objective, the candidate could not receive a 4. The elementary candidates scored a 2.93 on Criterion 7. Criterion 8 had 88% of the candidates scoring either a 3 or 4, with the majority again scoring at a 3. The overall average was 3.25 for the group. This criterion assessed the candidates? ability to create a professional document. Like Criterion 6, a student had to have virtually no errors throughout the project in order to receive a 4. The elementary candidates scored a 3.18 on Criterion 8. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 19 of 27

Task C analysis of teaching episode. Task C of the KTIP lesson plan format evaluates teacher candidates' ability to analyze student assessment data. Completed during methods block. Field Experience (student teaching and practicum) 100% of teacher candidates complete Task C satisfactorily. A satisfactory evaluation means that all questions in Task C are answered thoroughly, indicating that candiates can evaluate their P-5 students' performance and recommend appropriate instruction. Mid/Final Student teaching evaluations - Student Teachers Field Experience (student teaching and practicum) See attachment for graphs of criteria. Result Closed-No further action needed The results indicated that the candidates had the ability to create a description of a unit, objectives for the unit, and assessments to determine if the objectives had been fulfilled. Because of the changing emphasis in Kentucky toward more formative assessment, and because of a couple of flaws found in the rubric, the project and the rubric are undergoing changes that will be implemented during the fall 2010 semester. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 20 of 27

Student teachers will receive an average score of 3.0 (competent) on their final evaluations from their cooperating teachers and at least 85% of the standards marked as "competent" from their University supervisor on their observation forms. Student teachers will develop a unit plan/teacher work sample to demonstrate their ability to assess and analyze P-12 student learning. The Unit Work Sample scoring rubric has sections that address assessment design (pre/post), measured student learning outcomes, and reflection on student learning. Unit of Study 90% of candidates will receive an average score of 3.0 or higher for these sections of the UWS scoring rubric from their University supervisors. EDU CURI UG Elementary Education (P-5) - 5. b. Professional dispositions - Teacher candidates will possess appropriate dispositions for teaching as evidenced through observable behavior in the following categories: professionalism, including attendance and punctuality; a positive attitude; effective oral communication skills; effective written communication skills; appreciation and value for diversity; preparation to teach and/or learn; effective collaboration; self-directed learning; emotional intelligence; reflection on one's own teaching and learning; focus on individual student needs; and professional appearance. Objective Types (Control-click to select multiple): Cooperating Teacher Scores: Analysis of disposition scores on final evaluation of student teaching in the areas of professionalism, attitude, oral communication, written communication, preparation, collaboration, self-direction, emotional intelligence, self-reflection, focus on individual, and appearance. Scored with common rubric by cooperating teacher. Dispositions Evaluation Candidates will receive an average score of 3.0 (competent) or higher. 07/01/2010 - Results indicate that most preservice teacher education candidates are meeting or exceeding the targeted expectations at exit from student teaching. At this point dispositions scores are not disaggregated by program.results are also not disagreggated between coooperating teachers and supervisors. The grand mean for all students assessed at Gate 4 in 2009-2010 was 4.75. The mean for each area far exceeded the minimum of 3.0. Candidates whose scores fell below 2 on any criteria were referred to the Teacher Education Admissions Committee for review. Results also indicate that candidates improve as they progress through the program. 07/01/2010 - The Dispositions Assessment provides feedback to program faculty and individual candidates regarding candidate dispositions, including attitudes, work ethic, communication skills, collaboration skills, and appreciation of diverse cultures, gender, disability, racial and ethnic groups. Faculty can target areas for direct instruction and can specific professional growth areas for individual candidates. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 21 of 27

06-10 Plan Initial Student Learning Objectives Objective Status: Active Results indicate that most pre-service teacher education candidates are meeting or exceeding the targeted expectations. Further, the evidence from one year of data suggest that candidate dispositions improve as they progress through the program. While the date would suggest face validity of the instrument, the Teacher Education Services Office and College of Education leadership should continue to provide training to faculty and cooperating teachers to ensure inter-rater reliability of assessments. University Supervisor Scores: Analysis of disposition scores on final evaluation of student teaching in the areas of professionalism, attitude, oral communication, written communication, preparation, collaboration, self-direction, emotional intelligence, self-reflection, focus on individual, and appearance. Scored with common rubric by University supervisor. Dispositions Evaluation Candidates will receive an average score of 3.0 (competent) or higher. ALL_KA5_2009_2010_Dispostions.d ocx 07/01/2010 - Results indicate that most preservice teacher education candidates are meeting or exceeding the targeted expectations at exit from student teaching. At this point dispositions scores are not disaggregated by program. ALso, results are not disaggregated between supervisor and cooperating teachers. The grand mean for all students assessed at Gate 4 in 2009-2010 was 4.75. The mean for each area far exceeded the minimum of 3.0. Candidates whose scores fell below 2 on any criteria were referred to the Teacher Education Admissions Committee for review. Further, results indicate that overall, candidate dispositions improve as they progress through the program. While the date would suggest face validity of the instrument, the Teacher Education 07/01/2010 - The Dispositions Assessment provides feedback to program faculty and individual candidates regarding candidate dispositions, including attitudes, work ethic, communication skills, collaboration skills, and appreciation of diverse cultures, gender, disability, racial and ethnic groups. Faculty can target areas for direct instruction and can specific professional growth areas for individual candidates. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 22 of 27

Services Office and College of Education leadership should continue to provide training to faculty and cooperating teachers to ensure inter-rater reliability of assessments. Initially there was confusion regarding some instructions on the web based form and concerns were expressed regarding confidentiality of individual raters, especially when candidates were recommended for review. These have been addressed in the Teacher Education Dispositions Policy and Procedures. Analysis of disposition scores for admission to teacher education program in the areas of professionalism, attitude, oral communication, written communication, preparation, appreciation of diversity, collaboration, self-direction, emotional intelligence, self-reflection. Scored with common rubric by faculty and advisor. Dispositions Evaluation Candidates will receive an average score of 2.5 or higher with no individual lower than 2.0. ALL_KA5_2009_2010_Dispostions.d ocx 07/01/2010 - Results indicate that most preservice teacher education candidates are meeting or exceeding the targeted expectations at admission to the program. At this point dispossitions scores are not disaggregated by program. The grand mean for all students assessed at Gate 1 in 2009-2010 was 4.12. The mean for each area far exceeded the minimum of 2.5. Candidates whose scores fell below 2 on any criteria were referred to the Teacher Education Admissions Committee for review. While the date would suggest face validity of the instrument, the Teacher Education Services Office and College of Education leadership should continue to provide training to faculty and cooperating teachers to ensure inter-rater reliability of assessments. Initially there was confusion regarding 07/01/2010 - The Dispositions Assessment provides feedback to program faculty and individual candidates regarding candidate dispositions, including attitudes, work ethic, communication skills, collaboration skills, and appreciation of diverse cultures, gender, disability, racial and ethnic groups. Faculty can target areas for direct instruction and can specific professional growth areas for individual candidates. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 23 of 27

some instructions on the web based form and concerns were expressed regarding confidentiality of individual raters, especially when candidates were recommended for review. These have been addressed in the Teacher Education Dispositions Policy and Procedures. Analysis of disposition scores for admission to student teaching in the areas of professionalism, attitude, oral communication, written communication, preparation, appreciation of diversity, collaboration, self-direction, emotional intelligence, self-reflection. Scored with common rubric by faculty and cooperating teacher. Dispositions Evaluation Candidates will receive an average score of 3.0 or higher with no individual lower than3.0. ALL_KA5_2009_2010_Dispostions.d ocx 07/01/2010 - Results indicate that most preservice teacher education candidates are meeting or exceeding the targeted expectations at admission to student teaching. At this point dispositions scores are not disaggregated by program. The grand mean for all students assessed at Gate 3 in 2009-2010 was 4.65. The mean for each area far exceeded the minimum of 3.0. Candidates whose scores fell below 2 on any criteria were referred to the Teacher Education Admissions Committee for review. While the date would suggest face validity of the instrument, the Teacher Education Services Office and College of Education leadership should continue to provide training to faculty and cooperating teachers to ensure inter-rater reliability of assessments. Initially there was confusion regarding some instructions on the web based form and concerns were expressed regarding confidentiality of individual raters, especially when candidates were recommended for review. These have been addressed in the Teacher Education 07/01/2010 - The Dispositions Assessment provides feedback to program faculty and individual candidates regarding candidate dispositions, including attitudes, work ethic, communication skills, collaboration skills, and appreciation of diverse cultures, gender, disability, racial and ethnic groups. Faculty can target areas for direct instruction and can specific professional growth areas for individual candidates. 10/9/10 3:10 PM Generated by TracDat a product of Nuventive. Page 24 of 27