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1b. Pedagogical Content Knowledge & Skills for Teacher Candidates

1b.1. (Programs Not Nationally Reviewed) What data from key assessments indicate that candidates in initial teacher preparation programs demonstrate the pedagogical content knowledge and skills delineated in professional, state, and institutional standards?

Candidates in the 3 MAT endorsement areas not nationally reviewed (Business Education, Physical Education, and ESL) are subject to the same key assessments as those endorsement areas that are nationally reviewed, and data from these assessments indicate that candidates are able to demonstrate pedagogical content knowledge and skills in professional, state, and institutional standards. Similarly, candidates in the Post-baccalaureate Certificate in Early Childhood Education complete the same key assessments as the nationally reviewed baccalaureate program.

Aggregate Data for MAT Program Areas Not Nationally Reviewed

The MAT key assessments for demonstrating pedagogical content knowledge and skills include lesson plans, integrated instructional units, and the Intern Continuous Assessment of Progress. From 2006 to 2009, a total of 11 candidates completed these assessments with the aggregated results listed below.

  • Average Score on Lesson Plans (N=9): 2.1
    • Score Range on Plans: 1.67 – 3.0 (Possible score range: 0-lowest to 3-highest)
  • Average Score on Integrated Instructional Units (N=8): 11.2
    • Score Range on Units: 9.0 – 12.0 (Possible score range: 0-lowest to 12-highest)
  • Intern Continuous Assessment of Progress (N=11): All candidates achieved a rating of “meets standard” by the end of Internship II on the two standards that reflect attainment of pedagogical content knowledge, “A teacher knows the content and how to teach it” and “A teacher facilitates, monitors, and assesses student learning.” (Possible score range: 1- Not Satisfactory; 2 - Improvement Needed; 3 - Attention Needed; 4 - Satisfactory Progress; 5 - Meets Standard)

An N of less than 11 indicates missing data. Missing data do not indicate unsatisfactory performance. It simply means the instructor neglected to enter the data in TaskStream.

Data for Post-baccalaureate in Early Childhood Education

The post-baccalaureate program’s key assessments that demonstrate pedagogical content knowledge and skills include the integrated unit plan (key assessment 3) and the internship evaluation (key assessment 4). These assessments are completed during the internship year and no candidates to date have successfully completed the year-long internship.

1b.2. (Programs Not Nationally Reviewed) What data from key assessments indicate that advanced teacher candidates know and apply theories related to pedagogy and learning, are able to use a range of instructional strategies and technologies, and can explain the choices they make in their practice.

For the ESOL Graduate Certificate, performance on 3 key assessments will demonstrate teacher candidates know and apply teaching and learning theories, use a variety of instructional strategies and technologies, and relate choices they make to their philosophy. These include the lesson plan/unit (key assessment 3), internship evaluation (key assessment 4), and student work sample analysis (key assessment 5). See the SPA-like report for more details.
Similarly, for the M.Ed. in Special Education, 3 key assessments administered through the nationally reviewed Graduate Certificate in Special Education address the above areas: case study “kit” (assessment 3), lesson plans (assessment 4), and behavioral change project (assessment 5). Refer to the CEC Program Report for data on these key assessments, which provide evidence that candidates demonstrate these knowledge and skills. In addition to the 3 key assessments, M.Ed. candidates must take an advanced theories and strategies course, EDSE A622 Theories and Strategies. This course builds an in-depth understanding of best practices in instruction of students in special education. Theories and learner characteristics are linked to instructional strategies with an emphasis on inclusive settings and collaboration with other professionals. Content and assignments are aligned with CEC standards 1 (Foundations) and 3 (Individual Learning Differences). The AY09 graduates have an average GPA of 3.8 (A=4.0) and earn a grade range of 3.0 – 4.0 in the theories course, which provides additional evidence that candidates know and apply theories related to pedagogy and learning.

1b.3. What do follow-up studies of graduates and employers indicate about graduates' preparation in pedagogical content knowledge and skills? If survey data have not already been reported, what was the response rate?

Follow-up studies indicate COE initial and advanced teacher program graduates are prepared with regard to pedagogical content knowledge and skills. Data are summarized by program under Summarized Survey Reports (Std1b.Exh8).

The following survey results show the percentage of alumni who agree their programs prepared them with regard to pedagogical content knowledge and skills:

  • Early Childhood – 93% (average of multiple indicators)
  • Elementary – 85% (average of multiple indicators)
  • Secondary – 82% (average of multiple indicators)
  • Special Education – 93% (average of multiple indicators)

Survey results show that 87% of responding employers of our elementary graduates agree they are prepared with regard to pedagogical content knowledge and skills.

The following results show the percentage of graduating candidates who agree they are prepared with regard to pedagogical content knowledge and skills:

  • Early Childhood – 92% (average of multiple indicators)
  • Elementary – 99% (average of multiple indicators)
  • Secondary – 88% (average of multiple indicators)
  • Special Education – 94% (average of multiple indicators)