1c.1. What data from key assessments indicate that candidates in initial teacher preparation and advanced teacher preparation programs demonstrate the professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning? [A table summarizing these data could be attached at Prompt 1c.5 below.]

All candidates in the undergraduate and advanced initial teacher education program are required to complete courses in technology, reading, classroom management, methods, multiculturalism, assessment, and special education. Signature assessments in these courses include: technology integration portfolio (CURR 285, EDFN 524), thematic reading unit (READ 418A, READ 502), Classroom management portfolio (CURR 375A & B, 500A & B, SPED 503), student referral (CURR 302, SPED 202 & CURR 545), teacher worksample or unit plan (CURR 304, ELED 342/442, ELED 441/443. ELED 510, 511 and CURR 503 & 556) and test construction (EDFN 401). Aggregated three year data on signature assessments pertaining to pedagogical knowledge and skills are listed here: B.S. Elementary Ed had average score of 2.40 or higher; Secondary Ed scores varied across concentration areas varied from 2.28 to 2.85; MAT in Elementary Ed candidates averaged a score of 2.46 or higher; MAT in secondary ed, Multiple level and Special ed averaged 2.40 or higher. (Exhibit 1c1.1 Undergraduate Signature Assessment Description, Rubrics and Data, Exhibit 1b1.1 MAT Signature Assessment Description, Rubrics and Data)

The final assessment which is administered once during student teaching (initial candidates) and twice during the internship (advanced initial candidates) measure the candidate’s ability to plan, instruct, and assess. Analysis of three years of aggregated data showed teacher education candidates in the MAT in Elementary Education averaged a score of 2.46 in the Fall and an 2.64 in the Spring.  Candidates in the MAT in English Education averaged a score of 2.64 in the Fall and an 2.55 in the Spring.  MAT in Math Ed candidates averaged a score of 2.16 in the Fall and a 2.73 in the Spring.  Candidates in the MAT in Science Education candidates averaged a score of 2.37 in both the Fall and Spring semesters. MAT in Special Education averaged a score of 2.52 in the Fall and an 2.67 in the Spring.  Candidates in the Multiple Level program averaged 2.46 in the Fall and an 2.55 in the Spring. (Exhibit 1c1.1 Undergraduate Signature Assessment Description, Rubrics and Data, Exhibit 1b1.1 MAT Signature Assessment Description, Rubrics and Data)

Candidates in Masters in C&I program are required to take 18 hours of core courses.  These courses include: CURR 523 Methods, CURR 545 Special Education, CURR 573 Assessment, CURR 518 Technology, EDLE 500- School Improvement & 505 - Research.  Signature assessments from each of these courses measure candidates ability to apply theories related to pedagogy and learning, and are able to use a range of instructional streatgies and technologies in their content areas. Three years of aggregated data shows that candidates in the M.Ed C&I with a concentration in Elementary Education program had an average score of 2.79 or higher on all sigature assessments pertaining to pedagogical knowledge and skill. Candidates in the Reading program had an average score of 2.61 or higher. (Exhibit 1b2.1 M.Ed. Signature Assessment, Description, Rubric & Data).

Candidates in the Ed.D in Curriculum and Instruction program are required to complete 24 hours of core courses (Exhibit 1b2.1 Ed.D degree program).  Candidates must score a “2” (66.6%) or higher on the signature assessment from these courses as well as pass the comprehensive exam. The Comprehensive Examination is designed to measure student competence in 1) educational foundations, 2) research, 3) statistics, and 4) general professional knowledge. As the data demonstrates our candidates have all scored a “2” or higher on their signature assessment and have passed the comprehensive exam. (Exhibit 1a3.5 LEC Signature Assessment Data)

1c.2. What data from key assessments indicate that candidates in initial teacher preparation programs consider the school, family, and community contexts and the prior experiences of students; reflect on their own practice; know major schools of thought about schooling, teaching, and learning; and can analyze educational research findings? If a licensure test is required in this area, how are candidates performing on it? [A table summarizing these data could be attached at Prompt 1c.5 below.]

Teacher education candidates in the initial teacher preparation program, both MAT and undergraduate, demonstrate their ability to work in the school, family, and community context in a variety of ways. They have several opportunities to learn, instruct, analyze, and reflect on their experience teaching and working with various stakeholders associated with their classroom (parents, school administrators and supervisors). Throughout the candidates’ program, several opportunities arise for the candidates to reflect on their activities and teaching experiences through self-critique, supervisor’s critique, work samples, and professional growth plans.

Teacher education candidates start the process by taking the Introduction to Education Foundation course which is EDFN 201. In this course, they receive the basic knowledge about orientation to teaching including: opportunities; certification; legal aspects; organization, administration and financing of public education; history and philosophy of education; and multicultural education. Next, they complete CURR 386 which covers such topics as: ESL, universal design, being a mentor (teacher candidates serve as Big Brother Big Sister), school law, community mapping, and international communication.  Teacher candidates also complete a course in multiculturalism (CURR 450 or CURR 304). Another course candidates complete is SPED 202 & CURR 302 which covers topics such as special needs, inclusive education, clinical policies, and laws. During student teaching, candidates create a learning community profile in which they learn about their school and its surroundings. Also during student teaching, candidates complete a teacher worksample that requires them to analyze pre- and post-test scores of their students and reflect on their findings.  The signature assessment from these courses consists of: observations and reflections (EDFN 201), student referral (SPED 202 & CURR 302), professional development portfolio (CURR 386), multiculturalism unit (CURR 450), and teacher worksample (304 and student teaching). Candidates in the Elementary Education program a average of 87% (2.61/3) or higher on signature assessments related to family and community contexts. While candidates in the Secondary Education program averaged a 67.5% (2.02/3) or higher.  (Exhibit 1c2.1 Assessment Related to Family and Community).

Candidates in the MAT program are required to take EDFN 581, the study of principle research methods in education. The signature assessment from this course requires our candidates to complete an action research project. CURR 545 Educational Techniques for Diverse Learners in the Inclusive Classrooms course provides candidates an opportunity to analyze the instructional needs of exceptional children and the application of instructional strategies and curricular modification within a regular classroom along with knowledge of clinical policies and laws. In the signature assessment in CURR 545, candidates complete a referral (or recommendation) of a student who, by using standards, fits the description of needing special services, and is then reviewed by the School Building Level Committee and/or Pupil Appraisal Services. Candidates must include family background information on the student, an educational profile of present level of performance in the classroom and standardized tests, and classroom interventions attempted prior to referral. EDFN 401 Assessment provides candidates instruction on the principles of tests and measurements. The signature assessment for this course requires candidates to create an assessment plan, assessment instrument and letter to parent. During the internship year candidates create a learning community profile, in which they discover about the school and its surroundings. Also during the internship year candidates do a teacher worksample which requires them to analyze pre- and post-test scores of their students and reflect on their findings. Three years aggregated data shows candidates in the MAT in Elementary Education program for example had an average score of 2.55 or higher on signature assessments related family and community. While candidates in the Secondary Education program had an average score of 2.01 or higher. (Exhibit 1c2.1 Assessment Related to Family and Community).

1c.3. What data from key assessments indicate that advanced teacher candidates reflect on their practice; engage in professional activities; have a thorough understanding of the school, family, and community contexts in which they work; collaborate with the professional community; are aware of current research and policies related to schooling, teaching, learning, and best practices; and can analyze educational research and policies and explain the implications for their own practice and the profession? [A table summarizing these data could be attached at Prompt 1c.5 below.]

Candidates in the M.Ed in Curriculum and Instruction are required to complete courses that have signature assessments to measure the candidates’ ability to reflect on their teaching, knowledge of current research, and policies related to school and best practices, and collaborate with the professional community.

• CURR 523 (Methods Course), and CURR 573 (Assessment)  – This signature piece is a worksample that contains motivation, procedures, materials for cooperative learning, accommodations and technology in the candidate’s content area. These assessments show that candidates reflect on their practices and engage in professional activities.

• CURR 545-B (Special Education), EDLE 500- (School Improvement) – These signature pieces show that candidates have a thorough understanding of the school, family, and community contexts in which they work; collaborate with the professional community; thorough understanding of  special education policies and laws.

• EDLE 505 (Research) – This signature piece shows that candidates are aware of current research and policies related to schooling, teaching, learning, and best practices and also shows that candidates can analyze eductional research and policies and explain the implications for their own practice and the profession.

Candidates in the M.Ed in C&I with a concentration Elementary Ed and Reading have average scores that range from 2.79 to 3 on signature assessments that address the understanding school, family and community contexts in which they work in.  Data is an aggregate of three years. (Exhibit 1b2.1 M.Ed. Signature Assessment Description, Rubrics and Data)

1c.4. What do follow-up studies of graduates and employers indicate about graduates' preparation related to professional and pedagogical knowledge and skills? If survey data have not already been reported, what was the response rate? [If these survey data are included in a previously attached table, refer the reader to that attachment; otherwise, a table summarizing the results of follow-up studies related to professional and pedagogical knowledge and skills could be attached at Prompt 1c.5 below.]

Data from the graduate follow up survey (2009-2010 academic year) shows that 91% of the graduates rated ULM good or better in terms of preparing them to plan and instruct; 90% perceived ULM to be good or better in terms of preparing them to manage a classroom. In 2009 there was a 47% response rate. (Exhibit 1a4.1 Administrator & Graduate Follow Up Survey)

Employer’s surveys are administered every two years.  In 2005, 32 responses were received from the 145 that were sent out to principles.  As the data shows, all 32 principals rated the graduated teacher candidates, from ULM, with an average or above score in their ability to plan for instruction.  In 2007, 43 responses were received out of the 145 sent out (29.7%). As the data shows, 42 (97.7%) rated average or above in terms of planning instruction.  In terms of being prepared to manage their classroom, 43 (100%) of our candidates were rated average or above by their employers. In 2009, the scales changed on the survey, 96% of graduate teacher candidates were rated good or better in terms of planning.  Additionally, 92% of the graduates were rated good or better in terms of classroom management. (Exhibit 1a4.1 Administrator & Graduate Follow Up Survey)

1c.5. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to the professional and pedagogical knowledge and skills of teacher candidates may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-5) should be uploaded.]