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1d. Student Learning for Teacher Candidates

1d.1. (Programs Not Nationally Reviewed) What data from key assessments indicate that candidates in initial teacher preparation programs can assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop and implement meaningful learning experiences to help all students learn?

Candidates in all initial teacher preparation programs can assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop and implement meaningful learning experiences to help all students learn. Candidates in the 3 MAT endorsement areas not nationally reviewed (Business Education, Physical Education,and ESL) are subject to the same key assessments for demonstrating their impact on student learning as those endorsement areas that are nationally reviewed. 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 demonstrating candidate impact on student learning include the student work analysis, the individual case study, and the internship evaluation. From 2006 to 2009, a total of 11 candidates completed these assessments with the below aggregated results.

  • Average Score on Student Work Samples (N=7): 2.3
    • Score Range on Work Samples:  1.2 – 3.0 (Possible score range: 0-lowest to 3-highest)
  • Average Score on Case Studies (N=9): 8.0
    • Score Range on Case Studies: All 9 candidates scored the maximum: 8.0.
  • Intern Continuous Assessment of Progress (N=11): By the end of the second internship, all candidates achieved a rating of “meets standard” on the standard that reflects the candidate’s effect on student learning: “A beginning 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)

N of less than 11 indicates missing data.

Data for Post-baccalaureate in Early Childhood Education

The post-baccalaureate program’s key assessments that may be used to demonstrate candidate impact on student learning include the internship evaluation (key assessment 4), work analysis (key assessment 5), and classroom guidance plan (key assessment 7). These assessments are completed during the internship year; no candidates to date have successfully completed the year-long internship.

1d.2. (Programs Not Nationally Reviewed) What data from key assessments indicate that advanced teacher candidates demonstrate a thorough understanding of the major concepts and theories related to assessing student learning; regularly apply them in their practice; analyze student, classroom, and school performance data; make data-driven decisions about strategies for teaching and learning; and are aware of and utilize school and community resources that support student learning?

For the ESOL Graduate Certificate, performance on the lesson plan/unit (key assessment 3), internship evaluation (key assessment 4), and student work sample analysis (key assessment 5) will be used to demonstrate that advanced teacher candidates demonstrate the above-listed knowledge and skills. See the SPA-like report for more details.

Similarly, for the M.Ed. in Special Education, there are multiple key assessments administered through the Graduate Certificate program that address the above-listed knowledge and skills: case study (key assessment 1), IEP (key assessment 2), case study “kit” (key assessment 3), lesson plans (key assessment 4), behavioral change project (key assessment 5), interview (key assessment 6), and language and literacy project (key assessment 7). Refer to the CEC Program Report for data on these key assessments, which provide evidence that candidates demonstrate appropriate knowledge and skills in these crucial areas.

1d.3. What do follow-up studies of graduates and employers indicate about graduates' ability to help all students learn? If survey data have not already been reported, what was the response rate?

Follow-up studies indicate COE initial and advanced program graduates have the ability to help all students learn. Data are summarized by program under Summarized Survey Reports (Std1d.Exh10).

The following survey results show the percentage of alumni who agree that their programs prepared them to help all students learn:

  • Early Childhood – 96% (average of multiple indicators)
  • Elementary –80% (average of multiple indicators)
  • Secondary – 92% (average of multiple indicators)
  • Special Education – 95%

Survey results show that 73% of responding employers of our elementary graduates agree that they have the ability to help all students learn.

The following results show the percentage of graduating candidates who agree that they have the ability to help all students learn:

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