Assessment System Documentation - New Paltz

SUNY New Paltz Professional Education Unit

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Assessment System Documentation

Last Updated: March 31, 2014

Sunny R. Duerr, Ph.D. Coordinator of Assessment and Accreditation

Dean’s Office, School of Education


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PROFESSIONAL EDUCATION UNIT ASSESSMENT SYSTEM DOCUMENTATION

I. Introduction ............................................................................................................................................................................ 3

Overview & Purpose................................................................................................................................................................... 3

Defining Assessment .................................................................................................................................................................. 3

The “Why” of Assessment ......................................................................................................................................................... 3

Assessment System Foundation............................................................................................................................................... 4

Assessment System Governance ............................................................................................................................................. 4

II. Development of the Assessment System .......................................................................................................................... 4

III. The Unit Assessment Plan .................................................................................................................................................... 5

IV. Assessment at Key Transition Points.................................................................................................................................. 6

Initial Programs ........................................................................................................................................................................... 6

Advanced Programs.................................................................................................................................................................... 7

V. Fairness, Accuracy, and Elimination of Bias ...................................................................................................................... 9

VI. Technology ............................................................................................................................................................................10

VII. Procedures for Data Collection, Analysis, and Dissemination .....................................................................................10

Data Collection ..........................................................................................................................................................................10

Data Analysis..............................................................................................................................................................................11

Dissemination of Data..............................................................................................................................................................11

VIII. Use of Data for Continuous Improvement ......................................................................................................................12

IX. Future Directions .................................................................................................................................................................13

X. Appendices............................................................................................................................................................................15

APPENDIX A: PEU Framework Rubric ....................................................................................................................................15

APPENDIX B: The Dispositions Assessment..........................................................................................................................19

APPENDIX C: The Planning Assessment ................................................................................................................................20

APPENDIX D: The P-12 Student Learning Assessment .......................................................................................................21

APPENDIX E: The Student Teaching/Internship Final Assessment (STIFA) .....................................................................22

APPENDIX F: PEU Assessment Alignment with SPA Standards.........................................................................................23

APPENDIX G: Assessment Transitions Table ........................................................................................................................24

APPENDIX H: Employer Satisfaction Surveys .......................................................................................................................27

APPENDIX I: Data Collection & Use........................................................................................................................................29

APPENDIX J: Assessment System Revision ...........................................................................................................................30


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I . INTRODUCTION

OVERVIEW & PURPOSE

The purpose of this document is to provide a written description of the SUNY New Paltz School of Education and Professional Education Unit (PEU) Assessment System. This documentation outlines the measures and timelines for the PEU’s assessment processes, with the goal of facilitating awareness and understanding of the system across the PEU faculty and staff. This document is intended to provide guidance on the collection, analysis, and dissemination of assessment data to administrators,

department and program leaders, faculty, staff, and students within the PEU.

DEFINING ASSESSMENT

Assessment is the process of identifying the desired goals and outcomes of a program, measuring the extent to

which those goals and outcomes have been reached, and determining the program’s impact. For education

preparation programs, such outcomes include the knowledge, skil ls, and dispositions of candidates, and the degree

to which candidates are successful in applying said knowledge, skil ls, and dispositions. Assessment extends to

include the degree to which programs, and by extension the overall unit, are effective. As such, assessment is a

cyclical process with the consistent goal of striving for improvement.

THE “WHY” OF ASSESSMENT

There are a number of reasons for programs to support assessment efforts, but perhaps the simplest to

conceptualize is that assessment is a tool that can help stakeholders make decisions that are grounded in data.

Assessment accomplishes this goal by ensuring that:

STUDENTS DEVEL OP APP ROPRIATE KNOWL EDGE, SKIL L S, AND DISPOSITIONS: Assessment results are

l inked with professional and locally identified standards (i.e., the Unit Mission and Conceptual Framework), and

incorporate benchmarks for acceptable and target-level candidate performance. Such results provide evidence of

candidate-level learning, which can be used to guide additional support and learning experiences.

COURSES AND PROGRAMS ARE EFFECTIVE: While candidate-level assessments are designed to provide

evidence of learning and achievement according to the objectives and benchmarks for individual courses, the

aggregated analysis of these assessments provide evidence of course effectiveness, which can then guide the

process of continuous improvement. Similarly, the aggregated assessment date across all courses within a program

can help to identify the strengths and needs within a program, guiding program decisions.

PROFESSIONAL STANDARDS ARE MET: When assessment instruments are clearly l inked with professional and

state standards, the data from the assessments provide evidence that program completers have demonstrated

sufficient achievement of these standards. When program completers consistently demonstrate achievement,

external stakeholders have evidence that the organization meets its goals .

THE MISSION OF THE SCHOOL IS MET: One of the key outcomes associated with any school is the degree to

which candidates successfully accomplish the school’s identified learning goals. Assessments that are aligned with

the school’s mission provide evidence of the successful achievement of the mission’s goals by students and

programs.


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ASSESSMENT SYSTEM FOUNDATION

A professional education unit has a fundamental obligation to provide the best possible preparation for teachers and school administrators to create classrooms and school communities where all students learn in meaningful ways. For this to occur, individuals and programs must be assessed comprehensively

and continuously, and these assessments must be used to improve programs and performance.

To guide this process, the PEU has developed an assessment plan that reflects the fundamental

commitments of our conceptual framework: inquiry, intellectual growth, professionalism, appreciation

of human diversity, advocacy for students, and democratic citizenship. Procedures and instruments

reflect our overall mission of developing caring, critical, and reflective professionals responsive to the

needs of a diverse society as well as the philosophy and knowledge base of our conceptual framework.

The assessment procedures and instruments are grounded in research, respectful of individuals,

oriented toward promoting equity and social justice, and reflect an attitude of critical thought about the

assessment process itself. As part of the assessment plan the associated procedures and instruments

will be evaluated for reliability and validity.

ASSESSMENT SYSTEM GOVERNANCE

The assessment system is governed by the Unit Head and the Coordinating Council for Assessment (CCA). This council is comprised of the Coordinator for Assessment and Accreditation, the Assistant

Dean, and faculty representatives from each of the PEU departments.

II. DEVELOPMENT OF THE ASSESSMENT SYSTEM

Guided by the Conceptual Framework, the CCA worked with faculty, supervisors, cooperating teachers, administrators, and colleagues to create the PEU Framework Rubric (see Appendix A). The PEU Framework Rubric is a matrix which outlines the knowledge, skills, and dispositions associated with the unit’s values and commitments, which are in turn manifested within the Conceptual Framework dimensions. The Framework Rubric identifies and defines the components of the four Conceptual

Framework dimensions at Unacceptable, Acceptable, and Target levels of performance.

Using the PEU Framework Rubric as a template, four Unit Wide Assessments were developed: the Dispositions Assessment (Appendix B), the Planning Assessment (Appendix C), the P-12 Learning Assessment (Appendix D), and the Student Teaching/Internship Final Assessment (STIFA; Appendix E). These four Unit-Wide Assessments form the basis of the SUNY New Paltz PEU Assessment System, and are aligned with the standards outlined by the program SPAs (see Appendix F). Data from these assessments, coupled with data from other, traditional sources (e.g., GPA, course grades, State examination scores, etc.) help faculty and administration make informed decisions at all levels of the Unit’s operations. The current assessment system was adopted by the faculty in 2005, and was

implemented in the Fall semester of that year.


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III. THE UNIT ASSESSMENT PLAN

The unit assessment system has three major goals: (1) assessing the process of preparing professional

educators and school leaders; (2) assessing the product of our professional education programs and its

impact on the community; and (3) assessing the assessment processes. Candidates are at the heart of

the plan, but the plan has three other components as well: program, field, and faculty (See Figure 1).

Field Experience

Students Parents

School Faculty School Adminis trators

Faculty

PEU

Cl inica l Faculty Higher Education Faculty

Program

Unit Resources

Curriculum School Partners

Candidate

Field Evaluation of Program

Program Modifications

School Faculty Clinical Faculty Partner Relationships Hiring and Professional Development of Faculty

Modification of Syllabi

Program Evaluation

Candidate assessment of site, students, self, cooperating teacher, supervisor. Evaluation by cooperating teacher and supervisor.

SEIs Course Assessments

Exit Surveys Alumni Surveys

State Exams

Figure 1: Assessment Plan of the Professional Education Unit


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IV. ASSESSMENT AT KEY TRANSITION POINTS

INITIAL PROGRAMS

For Initial Certification programs, evidence is gathered to inform decisions regarding program

acceptance, entering and exiting clinical practice, and program completion. The time points at which the

assessments are used in each program are documented in the Assessment Transitions Table (see

Appendix G), and a general summary of the transition points is provided below.

Transition Point 1: Program Admission

The first transition point for candidates is admission into the program. To be accepted into any program,

candidates must meet, at a minimum, the following criteria:

A minimum GPA requirement

o GPA of 2.75 over 24 to 30 credits in college coursework for undergraduate programs

o GPA of 3.0 in undergraduate coursework for MAT programs

Demonstrated competence in writing skill

o Grades of “B” or better in two composition courses

o Elementary Education candidates must pass a 20-minute on-site writing task

MAT and MST candidates must also provide an academic writing sample and three letters of

recommendation

The data at this transition point are monitored and managed by the department chairs, program

coordinators, and the candidates’ advisors.

Transition Point 2: Entering Clinical Practice

The second transition point for candidates is entry into clinical practice. To be eligible to enter clinical

practice, candidates must meet, at a minimum, the following criteria:

A minimum GPA requirement

o 2.75 GPA for Elementary Education undergraduate candidates

o 2.5 GPA (2.75 in pedagogical core courses) for Secondary Education undergraduate

students

English and Social Studies candidates must have a 3.0 GPA prior to entering

Methods coursework

o 3.0 GPA for graduate students

Successful completion of all non-clinical coursework

Satisfactory scores on the PEU Planning Assessment

Satisfactory assessment of the candidate’s dispositions as measured by the PEU Dispositions

Assessment

Fingerprinting


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French and Spanish candidates must also attain satisfactory completion of departmental

French/Spanish exams and score at least Advanced-Low on the ACTFL Oral Proficiency Interview


coordinators, candidates’ advisors, and the Student Teaching Office.

Transition Point 3: Exiting Clinical Practice

The third transition point for candidates is exiting clinical practice. To exit clinical practice, candidates

must meet, at a minimum, the following criteria:

Grade of “Satisfactory” for student teaching placement

Completion of LEO

Satisfactory responses on PEU P-12 Learning Assessment

Satisfactory responses on PEU STIFA assessment

Satisfactory assessment of candidate dispositions based on PEU Dispositions Assessment (as

needed)


coordinators, candidates’ advisors, candidates’ student teaching supervisors, candidates’ cooperating

teachers, and the Student Teaching Office.

Transition Point 4: Program Completion

The fourth transition point for candidates is program completion. To complete the program, all

candidates must meet the following criteria:

Satisfactory of all requirements as outlined in the candidate’s program of study

Satisfactory completion of the Teaching Portfolio (certain programs only)

Senior Exit Survey


coordinators, the Office of Institutional Research, and the Office of Records and Registration.

Transition Point 5: Post Completion Follow-Up

The fifth transition point for candidates happens when candidates have left their program and entered

their careers. The data at this transition point are monitored and managed by the Office of Institutional

Research, the Alumni Office, and the School of Education.

Alumni Survey – sent to all graduates two years after their graduation date

School of Education Employer Satisfaction Survey – sent to Hudson Valley principals and

superintendents in alternating years.

ADVANCED PROGRAMS


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For Advanced Certification programs, evidence is gathered to inform decisions regarding program

acceptance, entering and exiting clinical practice, and program completion. The assessments used for

each program are documented in the Assessment Transitions Table (see Appendix G), and a general

summary of the transition points is provided below.

Transition Point 1: Program Admission

The first transition point for candidates is admission into the program. To be accepted into any program,

candidates must meet, at a minimum, the following criteria:

A minimum undergraduate GPA requirement

o GPA of 3.0 for most programs

o GPA of 3.2 for Literacy and Special Education dual-certification programs

Must have appropriate initial certification in New York State

Three letters of recommendation

Personal essay or specific entrance essay, depending on program


coordinators, and the candidates’ advisors.

Transition Point 2: Entering Clinical Practice

The second transition point for candidates is entry into clinical practice. To be eligible to enter clinical

practice, candidates must meet, at a minimum, the following criteria:

Successful completion of all non-clinical coursework

Satisfactory assessment of the candidate’s dispositions as measured by the PEU Dispositions

Assessment


coordinators, candidates’ advisors, and the Student Teaching Office.

Transition Point 3: Exiting Clinical Practice

The third transition point for candidates is exiting clinical practice. To exit clinical practice, candidates

must meet, at a minimum, the following criteria:

Successful completion of program capstone course and project

Satisfactory assessment of candidate dispositions based on PEU Dispositions Assessment (as

needed)


coordinators, and candidates’ advisors.

Transition Point 4: Program Completion


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The fourth transition point for candidates is program completion. To complete the program, all

candidates must meet the following criteria:

Satisfactory of all requirements as outlined in the candidate’s program of study

Educational Administration programs must also complete NYS certification exams appropriate to

their program

Graduate Exit Survey


coordinators, and the Office of Records and Registration.

Transition Point 5: Post Completion Follow-Up

The fifth transition point for candidates happens when candidates have left their program. The data at

this transition point are monitored and managed by the Office of Institutional Research, the Alumni

Office, and the School of Education.

Alumni Survey – sent to all graduates two years after their graduation date

School of Education Employer Satisfaction Survey – sent to Hudson Valley principals and

superintendents in alternating years.

V. FAIRNESS, ACCURACY, AND ELIMINATION OF BIAS

The following strategies are employed in order to ensure fairness, accuracy, and elimination of bias:

Assessment Development

o Assessments are linked to the Unit’s Conceptual Framework

o Assessments are linked, as appropriate, to standards established by individual programs’

SPAs (see Appendix F)

o Assessments are developed and modified in collaboration with the larger professional

community, including PEU faculty and staff, teacher candidates, practicing teachers, and

local school administrators

o Assessments are periodically evaluated for reliability and validity

Communication

o Candidates are made aware of the assessments that will be used to evaluate their

performance throughout their program.

o Everyone who will be using a given assessment is provided training on the assessment’s

purpose and use

o Candidates have electronic access to their assessment results through my.newpaltz.edu

o Faculty have access to assessment data

o Assessment data and the results of data analyses are shared regularly at several levels of

the operation

Multiplicity

o Decisions regarding candidates are comprised of information from multiple assessments


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o Decisions regarding candidates are comprised of information from multiple assessors,

including faculty, supervisors, cooperating teachers, and the candidates themselves

o Decisions regarding candidates are comprised of information from multiple time points

Technology

o Wherever possible, the assessment system uses technological methods for collecting,

storing, and maintaining assessment data; this includes all of the PEU Unit Wide

Assessments, which relies upon a proprietary interface accessible through

my.newpaltz.edu.

o Beginning in Fall 2014, the assessment system will be managed through LiveText; this

documentation will be updated with specific information regarding LiveText in Summer

2014.

Procedures for Disputes

o Candidates have a documented procedure for registering concerns regarding any

assessment, as outlined in the Undergraduate and Graduate Catalogs. Documentation

of all registered concerns, including the resolution of such concerns, is maintained by

the Dean’s Office.

VI. TECHNOLOGY

Data collection and maintenance for the Unit Wide Assessments begins with an online Banner interface

developed by the SUNY New Paltz Computer Services department specifically for the PEU. This interface

allows all users to log in and complete their respective assessments from any computer with an internet

connection.

Data is stored in the college’s Banner database system, and can be accessed in two ways. Individual

student data can be accessed through the my.newpaltz.edu portal by any faculty or staff member with

the appropriate access, and by the individual candidates themselves. Department-level data can also be

retrieved by faculty and staff through the Argos system.

Beginning in Fall 2014, the assessment system will be managed through the LiveText ePortfolio system;

this documentation will be updated with specific information regarding LiveText in Summer 2014.

VII. PROCEDURES FOR DATA COLLECTION, ANALYSIS, AND DISSEMINATION

Appendix I: Data Collection & Use outlines where responsibility l ies for each component of the assessment system,

as well as the associated timelines for each component.

DATA COLLECTION

Data Input


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Data for the Unit Wide Assessments is entered into Banner via the Education Assessment Input link

found at my.newpaltz.edu. Data are entered by candidates, supervisors, cooperating teachers, and

university faculty, depending on the assessment.

Additional data sources are entered via traditional methods (e.g., grades are entered through the

Banner system; State assessment scores are entered by the state and reported back in aggregated

formats).

Beginning in Fall 2014, the assessment system will be managed through the LiveText ePortfolio system;

this documentation will be updated with specific information regarding LiveText in Summer 2014.

Data Management

Data for the Unit Wide Assessments are retrievable through the Argos system by all faculty members with access to that system. Because the data is readily available, all programs should be able to make program-level decisions that are informed by up-to-date data. Additionally, the data will be regularly downloaded and analyzed by the Coordinator for Assessment and Accreditation. These analyses will be disaggregated by program and by department. A file system with these analyses (including the original data) will be maintained. The results of these analyses will be shared with program coordinators according to the assessment schedule.

DATA ANALYSIS

Data analysis is conducted with the following considerations: 1) validity of the analysis method as it

relates to the data; 2) ability of stakeholders to interpret and utilize the results; 3) potential for use by

programs and departments to make informed decisions. Analyses will be conducted using a combination

of software utilities, including but not limited to: Microsoft Excel, Microsoft Access, SPSS, and R. Results

for data analyses will be disaggregated by program whenever possible.

DISSEMINATION OF DATA

Data will by systematically disseminated to programs, departments, and the Unit by the Coordinator for

Assessment and Accreditation at regular intervals according to the following schedule:

Annual Assessment Report. A comprehensive written report, based on data disaggregated by

program, will be prepared annually for each academic school year; this report will be completed

no later than the week before Fall classes begin. For the purposes of this report, the academic

year will place the Summer session at the beginning of the year, allowing the Spring semester to

be the end of the academic year, and providing sufficient time for analysis before the beginning

of the following Fall semester. The data for this report will include:

o Enrollment Data

o GPA Data by Program

o NYS Certification Exam Data by Program Area


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o Unit Wide Assessment Data

o Seniors Exit Survey (Office of Institutional Research)

o Graduate Students Completion Survey (Office of Institutional Research)

Semester Reports. In addition to the annual report, a supplementary summary of results from

the Fall semester’s Unit Wide Assessments and state certification exams will be provided to

program coordinators at the beginning of each Spring semester. These reports will provide

programs with Fall data updates between Annual Reports.

Evaluation Reports. The following data will be collected on a regular basis, according to the

listed timeline. Data will be reported to program coordinators, department chairs, and

administration.

o Mid-Hudson Principals Survey (biennially, even years)

o Mid-Hudson Superintendents Survey (biennially, odd years)

o New Paltz Alumni Survey (annual, 2 years after graduation)

Specialized Reports. Upon request by the Dean, a department chair, or a program coordinator,

the Coordinator for Assessment and Accreditation will provide additional data analysis for any

program.

VIII. USE OF DATA FOR CONTINUOUS IMPROVEMENT

In order to efficiently monitor the use of data as a tool for program improvement, programs submit an

Annual Program Assessment Profile, describing the ways in which data has been utilized to inform the

decision making process. The Annual Program Assessment Profile begins with a reflection on the

previous year’s Profile, identifying successes and points of difficulty. Then, based on the Annual

Assessment Report, the program identifies strengths and weaknesses, concluding with follow -up

recommendations, needs, and limitations, all based on data. Completion of this report is the

responsibility of the Department Chair and Program Coordinator, but should be a collaborative effort for

all program faculty. These program reports will be submitted to the Unit Head and the Coordinator for

Assessment and Accreditation.


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IX. FUTURE DIRECTIONS

The field of education is evolving rapidly, and the SUNY New Paltz PEU Assessment System will need to

adapt to changes in professional, State, and national standards. This section describes some of the

motivating factors that will drive the evolution of the PEU Assessment System over the next three to five

years.

edTPA. The State of New York has adopted the edTPA as a key assessment for initial

certification.

Changes in Professional Standards. Professional standards have changed over the last few

years, with an increased focus on assessment and alignment with the Common Core State

Standards.

Changes to the Unit’s Conceptual Framework. The Unit’s Conceptual Framework was modified

in Summer 2013, and the PEU Unit Wide Assessments need to be revised to reflect those

changes.

Observations during NCATE Reporting Process. The process of writing the NCATE Institutional

Report has illuminated deficiencies in the assessment system:

o Inconsistency in the scoring of assessments

o Lack of awareness and use of assessment system data by programs and faculty

o Idiosyncrasies in the data (e.g., candidates’ Dispositions self-assessments being marked

as “supervisor” or “faculty member”) cast a shadow on the reliability of the data

collection process

o The assessment system, and specifically modifications to it, is poorly documented

Faculty turnover since the last accreditation cycle have cost the PEU in terms of

“tribal knowledge”

o Lack of regular review of the assessment system for the purpose of improvement

o Use of state certification results can be questioned because not all candidates take

certification exams. This implies that all programs need to develop measures for

candidate content and pedagogical knowledge beyond what is required by the State for

certification.

Feedback from SPA Reports. Several programs were recognized with conditions, and the

identified conditions were largely based on some aspect of the assessment system

o Inadequacy of Unit Wide Assessments’ alignment with the SPA’s standards

o Inadequacy of program-specific assessments to meet SPA expectations

o Lack of evidence that data is used to make program improvements

o Inconsistency between number of program completers and number of certification

exams taken; this is likely due to the fact that candidates are not required to take the

certification exams in order to graduate, and are not required to have the certification

as part of the state professional licensure mandate. However, it does call into question

the types of conclusions that can be drawn based on the data.


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Based on the above motivators, the PEU has resolved to undertake the following procedures in order to

develop an assessment system that efficiently captures data that is relevant, reliable, and valid.

Appendix J provides a description of target opportunities and activities for this process, in addition to

expected dates of completion.

LiveText. The PEU has decided to adopt the LiveText ePortfolio system. LiveText will be

integrated into all levels of the Unit’s operations. Programs will identify key courses, each of

which will have assessments within LiveText. Some of the assessments will be derived from

edTPA local rubrics, while others will be program-specific and derived from professional

standards.

PEU Unit Wide Assessments. Due to changes in professional standards and the Unit’s

Conceptual Framework, the Unit Wide Assessments must be re-evaluated for accuracy and

alignment. Additionally, these assessments will be transitioned to the LiveText platform in order

to consolidate the data into a single housing structure. Once these assessments have been

modified, all stakeholders will be provided with training and/or documentation on their proper

use.

Assessment System Overhaul. In addition to the PEU Unit Wide Assessment modifications listed

above, the overall processes of assessment for the PEU will be evaluated and re vised; new

procedures for the systematic analysis and dissemination of assessment data will be

documented and shared.

Program Use of Assessment Data. The ways in which programs use Assessment System data

must be documented and communicated in a more systematic fashion. This will be addressed as

part of the assessment system overhaul.


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X. APPENDICES

APPENDIX A: PEU FRAMEWORK RUBRIC

Inquiry & Intellectual Growth Unacceptable Acceptable Target

Knowledge

IIGK1. Candidate is academically strong in: Candidate has inadequate knowledge

of:

Candidate is able to demonstrate

knowledge of:

Candidate is able to demonstrate in-

depth knowledge of:

the subject matter to be taught subject matter to be taught the subject matter to be taught the subject matter to be taught

the processes of inquiry processes of inquiry the processes of inquiry the processes of inquiry

the knowledge bases that shape education:

psychological, social, historical,

philosophical, cultural and political

foundations of education.

the knowledge bases that shape

education


education.


education.

Skills

IIGS1. Candidate possesses the following

skills:

Candidate needs improvement in the

following skills:

Candidate usually demonstrates

adequate skill in:

Candidate consistently demonstrates a

high level of skill in:

Inquiry Inquiry Inquiry Inquiry

Research Research Research Research

Critical analysis Critical analysis Critical analysis Critical analysis

Synthesis Synthesis Synthesis Synthesis

Technology Technology Technology Technology

IIGS2. Candidate possesses effective skills in: Candidate needs improvement in: Candidate usually demonstrates

adequate skill in:

Candidate consistently demonstrates a

high level of skill in:

Reading Reading Reading Reading

Writing Writing Writing Writing

Speaking Speaking Speaking Speaking

Listening Listening Listening Listening

Viewing* Viewing Viewing Viewing

Dispositions

IIGD1. Candidate is: Candidate rarely exhibits: Candidate usually exhibits: Candidate consistently exhibits:

Intellectually curious intellectual curiosity intellectual curiosity intellectual curiosity

Engaged in own learning engagement in own learning engagement in own learning engagement in own learning

A self-directed learner self-directed learning self-directed learning self-directed learning

commitment to life-long learning

*Effective viewing skills may be defined as abilities to perceive, analyze, interpret and evaluate information and communication transmitted in forms such as those found

in visual and performing arts, in maps, diagrams, graphs and charts, and interpersonal communication.


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Professionalism Unacceptable Acceptable Target

Knowledge

PK1.Candidate has a broad knowledge of

instructional goals and strategies based on

both subject matter content and pedagogical

knowledge and skills as delineated in learning

standards.

Candidate is rarely able to identify,

explain, and develop appropriate

standards-based instructional goals

that reflect adequate subject matter

and pedagogical knowledge.

Candidate usually identifies, explains,

and develops appropriate standards-

based instructional goals, reflecting

adequate subject matter and

pedagogical knowledge.

Candidate consistently identifies,

explains, and develops appropriate

standards-based instructional goals,

reflecting in-depth subject matter and

pedagogical knowledge.

Needs improvement in matching

instructional strategies with

instructional goals.

Instructional strategies adequately

match with the stated identified goals.

Instructional strategies consistently

match well with the stated identified

goals.

PK2. Candidate knows how to organize

student learning of subject matter in

meaningful ways.

Candidate rarely identifies, explains,

and constructs learning experiences

that help students learn the subject

matter in challenging*, clear**, and

compelling*** ways.

Candidate usually identifies, explains,

and constructs appropriate learning

experiences that help students learn

the subject matter in challenging, clear,

and compelling ways.

Candidate consistently identifies,

explains, and constructs learning

experiences that help students learn

the subject matter in challenging, clear,

and compelling ways.

PK3. Candidate develops a clear ethical vision

or philosophy that shapes practice.

Candidate is unclear or inconsistent in

his/her beliefs and is not able to

identify how these beliefs can shape

classroom practice.

Candidate has a clear idea of his/her

beliefs and how those beliefs can

shape classroom practices.

Candidate can adequately explain how

his/her clear ethical vision or

philosophy has been made

operational.

Candidate can adequately explain how

these beliefs can be made operational.

Candidate regularly examines beliefs

with students, colleagues and/or

professional communities.

Candidate’s ethical vision or

philosophy serves as an inspiration to

students, families, or communities

and/or to colleagues and the wider

professional community.

Skills

PS1. Candidate plans and implements

meaningful and varied learning experiences

for all students.

Candidate rarely or inconsistently

plans meaningful and varied learning

experiences for all students.

Candidate usually plans and supports

meaningful, varied, and active learning

experiences for all students.

Candidate has expertise in subject

matter and knowledge of learning

standards is reflected in strong,

connected, and active learning of

students.

Implementation is often not

meaningful to the students, based on a

single method of instruction, or

addresses a limited subset of the class.

Implementation is meaningful to the

students, is often based on multiple

and appropriate methods of

instruction, and takes into account the

learning needs of all students.

Implementation is meaningful and

engages the students, is always based

on multiple and appropriate methods

of instruction, and takes into account

the learning needs of all students.

The design lacks a basis in the

learning standards and/or contains

many subject matter misconceptions.

The design is based in the learning

standards and reflects adequate

subject matter knowledge.

The design is consistently based in

the learning standards and reflects

strong subject matter knowledge.

PS2. Candidate integrates technology****

appropriately to enhance learning

experiences.

Candidate rarely integrates technology

appropriately to enhance learning

experiences.

Candidate usually integrates

technology appropriately to enhance

learning experiences.

Candidate consistently integrates

technology appropriately to enhance

learning experiences.

PS3. Candidate reflects on practice, assesses

its educational impact, and is able to make the

necessary adjustments to enhance student

learning.

Candidate has difficulty identifying

teaching moments that are effective or

problematic from a variety of

perspectives.

Candidate usually identifies teaching

moments that are effective or


perspectives.

Candidate consistently identifies

teaching moments that are effective or


perspectives.

Candidate does not adjust instruction,

learning environment, or instructional

materials based on his/her self-

analysis while teaching.

Candidate is sometimes able to adjust

instruction, learning environment, or

instructional materials based on

his/her self-analysis while teaching.

Candidate regularly adjusts

instruction, learning environment, or

instructional materials based on

his/her self-analysis while teaching.

* Content, process, product and learning environments are differentiated to meet the needs of diverse learners.

** Clearly defined standards-referenced objectives based on a model of learning (Piaget, Bloom, Vygotsky).

*** Engages learners with the content.

**** Technology refers to NYS Learning Standards’ definition of technology including engineering design, knowledge of tools, resources, and technological processes,

computer technology, technological systems, history and evolution of technology, impacts of technology, and management of technology.


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Professionalism Unacceptable Acceptable Target

Skills (continued)

Candidate rarely employs

developmentally and contextually

appropriate learning tools.

Candidate usually employs



Candidate consistently employs



Candidate has difficulty building on

students’ prior knowledge, to bring

the learning into the context of

students’ experiences and cultures,

and to help students apply ideas to

real-world problems.

Candidate is usually able to build on

students’ prior knowledge, to bring

the learning into the context of

students’ experiences and cultures,

and to help students apply ideas to


Candidate consistently builds on

students’ prior knowledge, brings the

learning into the context of students’

experiences and cultures, and helps

students apply ideas to real-world

problems.

Dispositions

Candidate rarely exhibits

professionalism:

Candidate usually exhibits

professionalism:

Candidate consistently exhibits

professionalism:

Does not seek or is unwilling or unable

to use feedback on teaching. S/he is

either unwilling or unable to initiate

actions appropriate to the situation.

Welcomes and uses feedback on

teaching and initiates actions

appropriate to the situation.

Actively seeks and uses feedback on

teaching and initiates actions

appropriate to the situation.

Is unwilling or unable to be a

thoughtful, intelligent observer of

his/her own classroom and teaching

Is a thoughtful, intelligent observer of


Is a thoughtful, intelligent observer of


Is unwilling or unable to take into

account the complexity of a situation

in work with students, families, and

communities.

Takes into account the complexity of a

situation in work with students,

families, and communities.

Takes into account the complexity of a



PD2. Candidate exhibits professional, caring,

and collegial interactions.


professionalism:


professionalism:


professionalism:

Rarely offers or provides feedback on

the work of colleagues and

professional community members.

Supports work of colleagues and

professional community members

Actively supports work of colleagues

and professional community members

Is not a member of professional

associations and committees

Is a member of professional


Is an active member of professional


PD1. Candidate demonstrates value for

professionalism by engaging in self-reflection

and using feedback from peers, faculty, and

experts in the field in work with students,

families, and communities. Candidate

recognizes when own dispositions may need

to be adjusted and is able to develop plans to

do so.

PS4. Candidate teaches effectively according

to students’ learning styles. Candidate

considers school, family, and community

contexts in connecting concepts to students’

prior experience, and applying the ideas to



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Appreciation of Human Diversity Unacceptable Acceptable Target

Knowledge

Candidate does not have an adequate

understanding of the importance of

diversity in teaching and learning.

Candidate can usually demonstrate an

understanding of diversity and diverse

students.

Candidate has well-developed

knowledge bases for understanding

diversity and diverse students.

Candidate has insufficient knowledge

of different teaching and learning

styles shaped by cultural influences

Candidate has adequate knowledge of

different teaching and learning styles

shaped by cultural influences.

Candidate has in-depth knowledge of

different teaching and learning styles

shaped by cultural influences.

Candidate has insufficient knowledge

of potential biases in assessment

tools.

Candidate has adequate knowledge of

potential biases in assessment tools.

Candidate has an in-depth knowledge

of potential biases in assessment

tools.

Skills

DS1. Candidate creates educational

environments that are student and family

centered, inclusive and culturally responsive.

Candidate does not regularly

incorporate and/or support curricula

that integrate diverse perspectives,

regardless of classroom composition.

Candidate regularly incorporates

and/or supports curricula that

integrate diverse perspectives,


Candidate regularly and

comprehensively incorporates and/or

supports curricula that integrate

diverse cultural perspectives,


Candidate inadequately develops

classroom and/or school environments

that are student and family centered.

Candidate adequately develops

classroom and/or school environments

that are student and family centered.

Candidate develops classroom and/or

school environments that are student

and family centered in multiple ways.

Candidate needs to develop the ability

to create education environments that

are inclusive and culturally

responsive.

Candidate is usually able to create

education environments that are

inclusive and culturally responsive.

Candidate has an outstanding ability

to create education environments that

are inclusive and culturally

responsive.

Candidate does not create a sense of

community that allows for respect of

diversity and for different

perspectives.

Candidate usually creates a sense of

community that allows for respect of

diversity and the capacity to discuss

different perspectives.

Candidate consistently and actively

creates a sense of community that

allows for respect of diversity and the

capacity to discuss different

perspectives.

Dispositions

DD1. Candidate reflects on personal biases,

welcome alternative perspectives and

appreciate human diversity.

Candidate doubts the capacity and

desire of all students to learn.

Candidate believes in the capacity and

desire of all students to learn.

Candidate holds as a core belief the

capacity and desire of all students to

learn.

Candidate is unable to see the value of

reflecting on his/her own personal

biases.

Candidate usually sees the value of

reflecting on his/her own personal

biases.

Candidate seeks opportunities to

reflect on his/her own personal biases.

Advocacy for Students and

Democratic CitizenshipUnacceptable Acceptable Target

Knowledge

Candidate demonstrates a disregard

for the ideals of a democratic society

Candidate usually demonstrates

knowledge of the ideals of a

democratic society

Candidate consistently- demonstrates

knowledge of the ideals of a

democratic society.

Candidate is unable to make

connections between multiple

literacies as a vehicle to uphold the

rights of all students to learn

Candidate usually makes some of the

connections between multiple


rights of all students to learn

Candidate has in-depth knowledge of

the connections between multiple


rights of all students to learn.

Skills

ADCS1. Candidate fosters the development of

multiple literacies necessary for participation

in a democratic society through advocating

for students and groups, creating democratic

learning environments, and eliminating

barriers to student success.

Candidate needs improvement in

fostering the development of multiple

literacies of others through advocating

for students and groups, creating

democratic learning environments, and

eliminating barriers to student

success.

Candidate usually fosters the

development of multiple literacies of

others through advocating for

students and groups, creating



success.

Candidate actively and consistently

fosters the development of multiple

literacies of others through advocating

for students and groups, creating



success.

Dispositions

ADCD1. Candidate is committed to and

practices educational equity and social

justice for students.

Candidate demonstrates a disregard

for the practice of educational equity

and social justice for students.

Candidate usually exhibits commitment

to and practice of educational equity

and social justice for students.

Candidate actively and consistently

exhibits commitment to and practice of

educational equity and social justice

for students.

DK1. Candidate demonstrates knowledge of

the educational significance of race, gender,

socio-economic status, sexual orientation,

ability/disability, culture, language and

religion.

ADCK1. Candidate demonstrates knowledge

of the ideals of a democratic society,

including the development of multiple

literacies to uphold the rights of all students

to learn.


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APPENDIX B: THE DISPOSITIONS ASSESSMENT

Inquiry & Intellectual Growth Needs Work Meets Expectations Exceeds Expectations

IIGD1. Candidate is: Candidate rarely exhibits: Candidate usually exhibits: Candidate consistently exhibits:

Intellectually curious intellectual curiosity intellectual curiosity intellectual curiosity

Engaged in own learning engagement in own learning engagement in own learning engagement in own learning

A self-directed learner self-directed learning self-directed learning self-directed learning

commitment to life-long learning

Professionalism Needs Work Meets Expectations Exceeds Expectations


professionalism:


professionalism:


professionalism:

Does not seek or is unwilling or

unable to use feedback on

teaching. S/he is either

unwilling or unable to initiate

actions appropriate to the

situation.

Welcomes and uses feedback

on teaching and initiates

actions appropriate to the

situation.

Actively seeks and uses

feedback on teaching and

initiates actions appropriate to

the situation.

Is unwilling or unable to be a

thoughtful, intelligent observer

of his/her own classroom and

teaching

Is a thoughtful, intelligent

observer of his/her own

classroom and teaching

Is a thoughtful, intelligent

observer of his/her own

classroom and teaching

Is unwilling or unable to take

into account the complexity of a



Takes into account the

complexity of a situation in

work with students, families,

and communities.

Takes into account the

complexity of a situation in

work with students, families,

and communities.


professionalism:


professionalism:


professionalism:

Rarely offers or provides

feedback on the work of

colleagues and professional

community members.

Supports work of colleagues

and professional community

member

Actively supports work of

colleagues and professional

community members

Is not a member of professional


Is a member of professional


Is an active member of

professional associations and

committees

Appreciation of Human

DiversityNeeds Work Meets Expectations Exceeds Expectations

Candidate doubts the capacity

and desire of all students to

learn.

Candidate believes in the

capacity and desire of all

students to learn.

Candidate holds as a core belief

the capacity and desire of all

students to learn.

Candidate is unable to see the

value of reflecting on his/her

own personal biases.

Candidate usually sees the

value of reflecting on his/her

own personal biases.

Candidate seeks opportunities

to reflect on his/her own

personal biases.

Advocacy for Students and

Democratic CitizenshipNeeds Work Meets Expectations Exceeds Expectations

ADCD1. Candidate is

committed to and practices

educational equity and social


Candidate demonstrates a

disregard for the practice of




commitment to and practice of



Candidate actively and

consistently exhibits

commitment to and practice of



PD1. Candidate demonstrates

value for professionalism by

engaging in self-reflection and

using feedback from peers,

faculty, and experts in the field

in work with students, families,

and communities. Candidate

recognizes when own

dispositions may need to be

adjusted and is able to develop

plans to do so.

PD2. Candidate exhibits

professional, caring, and

collegial interactions.

DD1. Candidate reflects on

personal biases, welcomes

alternative perspectives and

appreciates human diversity.


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APPENDIX C: THE PLANNING ASSESSMENT

Planning Assessment(see instructions at the bottom of the last page for online submission)

Performance Scale:

Not Assessed Unacceptable Focus Acceptable Target




Last Revised: 02/14/2014

Comments/Examples:

Comments/Examples:

Advocacy for Students and Democratic Citizenship

8. Planning promotes safe, democratic, and equitable learning environments

Comments/Examples:

Appreciation of Human Diversity

6. Planning is appropriately differentiated for students

7. Planning provides for constructive dialogue that promotes appreciation of diversity, tolerance, and

community

4. Planning incorporates a variety of appropriate instructional strategies and effective technology

5. Planning is structured to maximize student learning and incorporate varied and ongoing assessments

Inquiry and Intellectual Growth

1. Planning is informed by critical analysis of curricular contexts: Social, cultural, economic, political,

legal, national, and state standards

2. Planning reflects knowledge and understanding of the content and planning process

Comments/Examples:

SUNY New Paltz

Professionalism

3. Develops plans that are thoughtful, clearly expressed, and creative

Not assessed – Not evaluated, not seen, not applicable

Unacceptable – Candidate performance does not meet minimum program criteria

Focus for further growth – Effort is observed, but continued practice is necessary to demonstrate competency

Acceptable – Candidate meets program criteria with competency

Target – Candidate meets program criteria with a high level of competency or exceeds expectations


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APPENDIX D: THE P-12 STUDENT LEARNING ASSESSMENT

P-12 Student Learning Experience Assessment

(see instructions at the bottom of the last page for online submission)

Performance Scale:



7. Candidate adjusts instruction, learning environment, or instructional materials based on his/her self-

anlaysis while teaching

Comments/Examples:

SUNY New Paltz

2. Candidate plans activities and/or provides examples that support student understanding of

conceptual knowledge and skills

Essential Components of P-12 Learning Experience


Unacceptable – Candidate performance does not meet minimum program criteria


Acceptable – Candidate meets program criteria with competency

Target – Candidate meets program criteria with a high level of competency or exceeds expectations

The Learning Experience includes multiple, varied, and appropriate assessments that are used for formative and summative evaluation of student

learning

The Learning Experience is aligned with NYS Learning Standards and reflects a carefully planned sequence of activitiesThe Learning Experience is implemented with student(s) in an age group and content area appropriate to certification

The Learning Experience demonstrates candidate's ability to reflect upon and analyze the quality of student learning

Professionalism

1. Candidate plans learning experiences that reflect learning standards and strong subject matter

knowledge

Comments/Examples:

Comments/Examples:

Comments/Examples:

5. Candidates' student(s) demonstrate appropriate development in particular content learning,

cognitive, or social skills

3. Candidate implements learning experiences that are meaningful and differentiates instruction to

engage student(s)

4. Candidate chooses, designs, and implements appropriate assessments to determine and analyze

student learning

Comments/Examples:

Comments/Examples:

6. Candidate identifies teaching moments that are effective or problematic from a variety of

perspectives

Comments/Examples:


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APPENDIX E: THE STUDENT TEACHING/INTERNSHIP FINAL ASSESSMENT (STIFA)

Student Teaching/Internship Final Assessment (STIFA)(see instructions at the bottom of the last page for online submission)

Performance Scale:






SUNY New Paltz

Professionalism

4. Develops standards-based instructional plans, reflecting subject matter and pedagogical

This form is to be filled out by the clinical supervisor at the end of each student teaching/internship placement. It reflects professional standards

articulated by the faculty of SUNY New Paltz’s Professional Education Unit. It is intended as a summative assessment of performance over an extended

period of time. Comments/Examples should be included that indicate why a candidate achieved a particular performance rating. This form will NOT be

used as a job reference & is not intended as a single observation report. Please use the following performance scale to determine the candidate’s ability

to meet the criteria.


Unacceptable – Candidate performance does not indicate readiness for full-time teaching


Acceptable – Candidate performance indicates readiness for full-time teaching

Target – Exceptional

Elementary Education

5. Aligns instructional strategies and assessment(s) with the stated plans

6. Constructs challenging***, clear†, and compelling†† learning experiences

7. Provides students with constructive and motivational feedback

Inquiry and Intellectual Growth

1. Demonstrates knowledge of subject matter

2. Demonstrates effective critical thinking and skills in reading, writing, speaking, listening, and viewing

3. Promotes the development of multiple literacies*

Comments/Examples:

Please submit this form online: For cooperating teachers go to www.newpaltz.edu/schoolofed and select Student Teaching. Within this section, select Candidate Assessment Input .

For college supervisors, please use my.newpaltz.edu, select the Faculty/Staff Services tab, Employee Resources section, and click on the menu option Education Assessment Input .

If you encounter any problems, please contact [email protected].

* Multiple l iteracies refers to a view of l iteracy beyond just reading and writing to include social and aesthetic as well as scientific, technological and mathematical competence.

** Knowledge of the practices of oral, visual, and written literacy; & knowledge of reading and composing processes.

*** Content, process, product and learning environments are differentiated to meet the needs of diverse learners.

† Clearly defined standards-referenced objectives based on a model of learning (Piaget, Bloom, Vygotsky).

†† Engages learners with the content.

21. Helps students develop skills that will result in advocacy for positive social change

22. Creates and maintains safe and democratic learning environments

Comments/Examples:


20. Exhibits commitment to the practice of educational equity

Comments/Examples:


16. Incorporates and/or supports curricula that integrate diverse cultural perspectives

17. Develops classroom and/or school environments that are student and family-centered

18. Creates education environments/classrooms that are inclusive and culturally responsive

19. Respects varied perspectives within an educational community

14. Seeks and applies feedback on his/her practice

Comments/Examples:

8. Integrates technology to enhance learning

15. Participates collegially in school and professional communities

9. Uses developmentally and contextually appropriate learning tools

10. Builds on or supports students’ prior knowledge

11. Connects learning to students’ experiences and cultures

12. Helps students relate ideas to real-world situations

13. Communicates the expectations and maintains standards appropriate for a well-functioning learning

community


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APPENDIX F: PEU ASSESSMENT ALIGNMENT WITH SPA STA NDARDS

ACEI ACTFL CEC IRA NAEYC NCSS NCTE NCTM NSTA TESOL

1 Intellectually curious

2 Engaged in own learning/a self-directed learner

3 Self-Reflective; actively uses feedback from others

4 Demonstrates the need to develop professionally

5 Exhibits professional caring and collegial interactions

6 Reflective of personal biases regarding diversity

7 Committed to educational equity and social justice practices


1 Planning is informed by critical analysis of curricular contexts

2 Planning reflects knowledge and understanding of the content and planning process

3 Develops plans that are thoughtful, clearly expressed, and creative

4 Planning incorporates a variety of appropriate instructional strategies and technology

5 Planning is structured to maximize student learning and incorporate varied assessments

6 Planning is appropriately differentiated for students

7 Planning provides for constructive dialogue that promotes appreciation

8 Planning promotes safe, democratic, and equitable learning environment


1 Candidate plans learning experiences that reflect learning standards and strong subject

matter knowledge

2 Candidate plans activities and/or provides examples that support student understanding of

conceptual knowledge and skills

3 Candidate implements learning experiences that are meaningful and differentiates

instruction to engage student(s)

4 Candidate chooses, designs and implements appropriate assessments to determine and

analyze student learning

5 Candidates' student(s) demonstrate appropriate development in particular content

learning, cognitive or social skills

6 Candidate identifies teaching moments that are effective or problematic from a variety of

perspectives

7 Candidate adjusts instruction, learning environment, or instructional materials based on

his/her self-analysis while teaching


1 Demonstrates knowledge of subject matter

2 Demonstrates effective critical thinking and skills in reading, writing, speaking, listening, and

viewing

3 Promotes the development of multiple literacies

4 Develops standards-based instructional plans, reflecting subject matter and pedagogical

knowledge

5 Aligns instructional strategies and assessment(s) with the stated plans

6 Constructs challenging, clear, and compelling learning experiences

7 Provides students with constructive and motivational feedback

8 Integrates technology to enhance learning

9 Uses developmentally and contextually appropriate learning tools

10 Builds on or supports students’ prior knowledge

11 Connects learning to students’ experiences and cultures

12 Helps students relate ideas to real-world situations

13 Communicates the expectations and maintains standards appropriate for a well-functioning

learning community

14 Seeks and applies feedback on his/her practice

15 Participates collegially in school and professional communities

16 Incorporates and/or supports curricula that integrate diverse cultural perspectives

17 Develops classroom and/or school environments that are student and family-centered

18 Creates education environments/classrooms that are inclusive and culturally responsive

19 Respects varied perspectives within an educational community

20 Exhibits commitment to the practice of educational equity

21 Helps students develop skills that will result in advocacy for positive social change

22 Creates and maintains safe and democratic learning environments




Inquiry & Intellectual Growth

Professionalism

Professionalism

Professionalism


Dispositions

Planning

P-12 Student Learning Experience

Student Teaching/Internship Final Assessment (STIFA)


Professionalism





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APPENDIX G: ASSESSMENT TRANSITIONS TABLE

Program Admission Enter Clinical Practice Exit Clinical Practice Program Completion

BS Early Childhood & Childhood

Education B-6

2.75 GPA; At least 30 college credits; A

grade of "B" or better in Composition I & II;

Must pass a 20 minute on-site writing

sample; 30 hours of pre-program fieldwork

2.75 GPA; Grade of at least "C" or better in EDS,

GEO, MAT, and foreign language courses;

Grades of at least "B-" or better in all EED and

SPE courses; All coursework must be

completed; Rating of "Satisfactory" in all

fieldwork courses; Satisfactory responses on

Planning assessment during Methods

coursework; Satisfactory assessment of

candidate dispositions based on Dispositions

assessments; Fingerprinting

Grade of "Satisfactory" for student

teaching placements, as determined by

student teaching supervisor; Completion

of LEO; Satisfactory responses on P-12

SLO assessment; Satisfactory responses

on STIFA; Satisfactory assessment of

candidate dispositions based on

Dispositions assessment (as needed)

Satisfactory completion of

all requirements as

outlined by the Plan of

Study; Satisfactory

completion of Portfolio

BS/BA Adolescence Education 7-12:

English, French, Spanish, Science,

or Social Studies

2.75 GPA; At least 24 credits in college

course work; Grade of "B" or better in

Composition I & II

BS Adolescence Education 7-12:

Mathematics

Must be accepted as a Mathematics major;

2.75 GPA; At least 24 credits in college

course work; Grade of "B" or better in

Composition I & II

BS Visual Arts Education Admission to Art Department in School of

Fine and Performing Arts; 3.0 GPA in

undergraduate coursework completed to

date.

3.0 GPA; Completion of 100 hours of clinical

fieldwork; Completion of all coursework;

Fingerprinting; Satisfactory assessment of


assessments (as needed)



student teaching supervisor; Satisfactory

responses on P-12 SLO assessment;

Satisfactory responses on STIFA;

Satisfactory assessment of candidate

dispositions based on Dispositions

assessment (as needed)


all requirements as


Study


MAT Adolescence Education 7-12:

French, Spanish, Mathematics,

Science, or Social Studies

3.0 GPA in undergraduate coursework; 6

credits of intro or 3 credits of

intermediate/advanced foreign language;

Grades of "B" or better in at least two

undergraduate composition courses; 3

Letters of Recommendation; Academic

writing sample

MAT Adolescence Education 7-12:

English

3.0 GPA in undergraduate coursework; 6

credits of intro or 3 credits of

intermediate/advanced foreign language;

Grades of "B" or better in at least two

undergraduate composition courses; 3

Letters of Recommendation; Academic

writing sample

MST Childhood Education 1-6 3.0 GPA in undergraduate coursework;

Bachelor's degree with 30 credits in an

accepted subject; 6 college credits in a

foreign language; 6 college credits in

mathematics with a grade of 'B' or better; 6

credits of English composition with a grade

of 'B' or better; 6 credits of History with at

least 3 credits of American history; 3-4

credit laboratory science course;

Satisfactory scores on either the GRE or

MAT; 3 Letters of Recommendation;

Personal statement

Completion of 100 hours of clinical fieldwork;

3.0 GPA; Completion of all coursework;

Satisfactory assessment of candidate

dispositions based on Dispositions









Dispositions assessment (as needed)


all requirements as


Study


all requirements as


Study; Satisfactory


(varies by program)

3.0 GPA throughout program; Successful

completion of Foundations Seminar before

entering sequential Fieldwork; Satisfactory

completion of sequential Fieldwork courses;

Grade of 'B' or better in Methods. For Student

Teaching: All coursework must be completed;

Approval of Program Coordinator and

Department Chair; Satisfactory responses on

Planning assessment during Methods






student teaching supervisor; Successful

implementation of Unit Plan;

Satisfactory responses on P-12 SLO

assessment; Satisfactory responses on

STIFA; Satisfactory assessment of


Dispositions assessment (as needed);

Successful completion of comprehensive

exams (varies by program)


all requirements as


Study; Satisfactory


2.5 GPA overall, with 2.5 GPA in content core

and 2.75 GPA in pedagogical core (GPA 3.0 or

better for English & Social Studies before

entering Methods coursework); Grade of "B" or

better in Methods course; All coursework must

be completed; Approval of program coordinator

and department chair; French/Spanish

candidates must also attain satisfactory

completion of departmental French/Spanish

exams and score at least Advanced-Low on the

ACTFL Oral Proficiency Interview; Satisfactory

responses on Planning assessment during

Methods coursework; Satisfactory assessment

of candidate dispositions based on Dispositions









Dispositions assessment (as needed);

Successful completion of comprehensive

exams (varies by program)


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MSEd 3.0 GPA in undergraduate coursework;

Bachelor's degree and current NY State

teaching certificate; 3 Letters of

Recommendation; Submit either GRE or

MAT scores

Field based assignments embedded in



assessments

Successful completion of SED 701 & SED

702 (Action Research Exercise)


all requirements as


Study

MS Literacy B-6 OR 5-12 3.0 GPA in undergraduate coursework;



Recommendation; Must pass a 20 minute

on-site writing sample

Must pass all literacy coursework with a grade

of "B" or better; Satisfactory assessment of


assessments

Successful completion of EDI 775

Graduate Reading Seminar (Student

Diagnostic Case Study)


all requirements as


Study

MS Literacy B-6 & Special Education

1-6

MS Special Education 1-6 & Literacy

B-6 OR Special Education 7-12 &

Literacy 5-12

MS Special Education B-2 Bachelor's degree and initial certification in

Early Childhood Education (B-2); 3 letters of

recommendation; Personal statement

MS Special Education 1-6 Bachelor's degree and initial certification in

Childhood Education (1-6) OR Students with

Disabilities (1-6); 3 letters of


MS Special Education 7-12 Bachelor's degree; 6 credit hours each in

English, social studies, math, and science; 3

letters of recommendation; Personal

statement


MS TESOL Bachelor's degree; Undergraduate GPA of

3.0 or higher; 3 Letters of Recommendation;

Satisfactory score on TOEFL (for

international students only); 12 credit hours

of study in a language and culture other

than English

GPA 3.0 or better; Must have completed all

coursework with no more than two grades

below a "B-".

Grade of "Satisfactory" for each of two

placements (one elementary, one

secondary), as determined by placement

supervisor;


all requirements as


Study

MPS Humanistic/Multicultural

Education

Bachelor's degree (and current NY State

teaching certificate for Teaching

Certification Track); Undergraduate GPA of

3.0 or higher; 3 Letters of Recommendation;

Personal statement; Interview with faculty

N/A N/A Satisfactory completion of

all requirements as


Study


MS School Leadership GPA 3.0 or better; NYS certification;

Personal statement; 3 letters of

recommendation


all requirements as


Study

Education Administration: School

Business Leader

Master's degree; GPA 3.0 or better;

Entrance essay addressing ISLLC standards;

3 letters of recommendation

Successful completion of

NYS certification exam in

School Business Leadership


Building and School District Leader

Master's degree; GPA 3.0 or better; Hold

professional or permanent NYS

certification; At least 3 years of classroom

teaching experience; Entrance essay

addressing ISLLC standards; 3 letters of

recommendation


NYS School Building Leader

and School District Leader

exams


District Leader - Trans D

Master's degree; GPA 3.0 or better; Must

have a district-level position and a written

mentoring commitment from the district or

BOCES superintendent; Must create a

portfolio addressing the essential

characteristics of effective leaders as per

NYS regulations


NYS School District Leader

exam; Must complete NYS

Child Abuse Workshop

3.2 GPA in undergraduate coursework;



Recommendation; Must pass a 20 minute

on-site writing sample; Personal statement

Must pass all prerequisite coursework in

Literacy to enter EED 747 (Clinical Practices in

Reading); Must pass all prerequisite

coursework in Special Education to enter

Special Education Practicum; Satisfactory

assessment of candidate dispositions based on

Dispositions assessments

Successful completion of EDI 775

Graduate Reading Seminar (Student

Diagnostic Case Study); Satisfactory

completion of Special Education

Practicum


all requirements as


Study

Must have completed 12 credits and at least 3

core courses; Must complete application

Completion of 710 clinical hours;

Satisfactory completion of project and

portfolio

Must pass all prerequisite coursework in

Special Education to enter Special Education

Practicum; Satisfactory assessment of candidate

dispositions based on Dispositions assessments

Satisfactory completion of Special

Education Practicum


all requirements as


Study


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To begin on-site clinical practicum: Proof of

completion of observation hours (25 hours);

Proof of completion of Health Insurance

Portability and Accountability Act (HIPAA 2002)

training; Confidentiality Agreement Form;

Recording Policy Form

To begin off-site clinical practicum: Satisfactory

completion of Clinical Methods 1 and 2 ;

Completion of least two semesters of on-

campus clinical practicum with satisfactory

performance

To begin student-teaching: Satisfactory

completion of at least one off-site clinical

practicum placement; Completion of required

prerequisite coursework

MSEd Visual Arts Education 3.0 GPA in undergraduate coursework;

Posess initial teacher certification in Visual

Arts P-12

N/A N/A Satisfactory completion of

all requirements as


Study

To enter Practicum/Fieldwork: Completion of

COU510, COU515, and COU520 with a grade of

"B" or better; 3.0 Overall GPA; Submission of

and satisfactory responses on Developmental

Request Feedback Form; Completion of Child

Abuse Reporting workshop

To exit Practicum/Fieldwork:

Completion of 100 on-site clinical hours

(40 spent in direct client contact); Grade

of "B" or better for Fieldwork

(Practicum) class; Satisfactory

evaluations from on-site supervisors

based on School Counselor's Site

Supervisors Evaluation Form

To enter Internship I & II: Completion of COU

535 with a grade of "B" or better; 3.0 Overall

GPA; Submission of and satisfactory responses

on Developmental Request Feedback Form

Completion of 600 on-site clinical hours

(240 spent in direct client contact); Grade

of "B" or better for Internship class;

Satisfactory evaluations from on-site

supervisors based on School Counselor's

Site Supervisors Evaluation Form

Completion of a bachelor’s degree with a

minimum GPA of 3.0; Completion of

required prerequisite coursework (if

undergraduate degree was not in

Communication Disorders); Satisfactory

scores on the GRE general test; 3 letters of



all requirements as


Study, passing scores on

written and oral

comprehensive exams,

meeting of all required

practicum- and course-

based Assessments (ASHA

Knowledge and Skills

assessments).

On completion of student-teaching:



student teaching supervisor and off-site

practicum coordinator; Satisfactory

responses on Communication Disorders

Off-Site Practicum assessment and

STIFA.

MS in Communication Disorders

3.0 GPA in undergraduate coursework;

Bachelor's degree with 9 credits in social

science in addition to coursework covering

inferential statistics and research methods;

Satisfactory performance on GRE; 3 Letters

of Recommendation; Personal statement


all requirements as


Study

MS in School Counseling


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APPENDIX H: EMPLOYER SATISFACTION SURVEYS

Beginning in Fall 2013, the School of Education administers a regular survey to the schools and districts which

commonly employ our graduates. The initial administration of these surveys asked for a consolidated impression of

graduates, but we will be working toward a more specific and comprehensive assessment in the coming years. The

most recent questions for these two surveys are provided below.

Q# Question (Principals Survey)

1 For the academic years beginning in 2010, 2011, and 2012, how many SUNY New Paltz graduates have been

hired as teachers in your school?

2 SUNY New Paltz graduates I have hired possess knowledge of the content they are responsible for teaching.

3 SUNY New Paltz graduates I have hired monitor student progress by using formal and informal assessment

methods.

4 SUNY New Paltz graduates I have hired assist individual students in areas of their instructional needs.

5 SUNY New Paltz graduates I have hired understand how to use available technology to facil itate student

learning.

6 SUNY New Paltz graduates I have hired understand how personal, family, and community situations may

affect learning.

7 SUNY New Paltz graduates I have hired promote the principles of educational equity in the teaching of all students.

8 SUNY New Paltz graduates I have hired foster collaboration and positive interactions in the classroom.

9 SUNY New Paltz graduates I have hired understand child/adolescent development and learning.

10 SUNY New Paltz graduates I have hired work effectively with parents, colleagues, and administrators.

11 SUNY New Paltz graduates I have hired prepare educationally appropriate lesson plans and make prior arrangements for class activities.

12 SUNY New Paltz graduates I have hired understand the concepts of core curriculum and student learning

outcomes.

13 SUNY New Paltz graduates I have hired affirm education as a human right.

14 SUNY New Paltz graduates I have hired understand the role of schools in a Democratic society.

15 SUNY New Paltz graduates I have hired are educational professionals who work collaboratively with fellow professionals.

16 SUNY New Paltz graduates I have hired are resil ient and able to manage the "ups" and "downs" of teaching.

17 SUNY New Paltz graduates I have hired know and employ evidence-based practices.

18 SUNY New Paltz graduates I have hired develop respectful relationships with students.

19 As compared with teachers from other institutions, how would you rate the general level of preparation of

incoming teachers who graduated from SUNY New Paltz?

20 Based on your own experience with recent SUNY New Paltz graduates, how would you rate the likelihood

that you would recommend hiring teachers who graduated from SUNY New Paltz?


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Q# Question (Superintendents Survey)

1 How many SUNY New Paltz Educational Administration graduates have begun employment in your district during the last five years (i.e., the academic years beginning in 2009 through 2013)?

2 SUNY New Paltz Educational Administration graduates are initially prepared and have the requisite knowledge to be effective administrators.

3 SUNY New Paltz Educational Administration graduates are instructional leaders who promote student learning and success.

4 SUNY New Paltz Educational Administration graduates effectively integrate technology in order to support and promote effective instruction and student learning.

5 SUNY New Paltz Educational Administration graduates are able to establish and maintain a positive learning environment.

6 SUNY New Paltz Educational Administration graduates work collaboratively with parents, teachers, other administrators, and other stakeholders.

7 SUNY New Paltz Educational Administration graduates have a good understanding of curriculum and instructional process.

8 SUNY New Paltz Educational Administration graduates are resil ient and able to manage the challenges of administration.

9 SUNY New Paltz Educational Administration graduates are knowledgeable of and advocate the use of evidence-based decisions.

10 SUNY New Paltz Educational Administration graduates develop respectful relationships with students.

11 SUNY New Paltz Educational Administration graduates recognize the needs and promote the success of a diverse student population.

12 I would recommend hiring SUNY New Paltz Educational Administration program graduates.

13 In the space below, please provide any additional thoughts or insights you would like to convey to the SUNY New Paltz School of Education.


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APPENDIX I: DATA COLLECTION & USE

Data Source Who Inputs/Collects the

Data

Who Manages/Uses the

Data

Timeline

GPA Banner/Argos Banner/Argos Ongoing

Course Grades Banner/Argos Banner/Argos Ongoing

State Certification Exams NYSED; Dean's Office Program Coordinators Ongoing; August/February

Key Course Assessments Faculty Program Coordinators End of each semester

Dispositions Assessment Candidates & Faculty Program Coordinators End of each semester

Planning Assessment Faculty Program Coordinators End of each semester

P-12 SLO Assessment Faculty Program Coordinators End of each semester

STIFA Faculty & Cooperating

Teachers

Program Coordinators End of each semester

Exit Surveys OIR & Academic Affairs Program Coordinators End of each semester

Enrollment Data Banner/Argos Program Coordinators &

Dean's Office

Beginning of each semester

Candidate

Admission/Progress

Faculty & Program

Coordinators

Program Coordinators &

Advisors

Ongoing & Transition Points

Collection & Analysis of

Identified SPA Assessment

Data

Faculty & Program

Coordinators


Dean's Office

Ongoing & Annually

Student Evaluations of

Instruction (SEI)

Candidates Program Coordinators &

Faculty

End of each semester

Faculty Annual Reports Faculty Department Chairs & Dean's

Office

Annually in January

Program Annual Report Faculty & Program

Coordinators


Dean's Office

Annually in November

Program 5-year Self-Study Faculty & Program

Coordinators


Dean's Office

Every 5 years, replaces

Annual Report

Aggregated Candidate Data

on Key Assessments

Dean's Office Dean's Office Annually in September

Principals Survey Dean's Office Dean's Office Biennially in Even Years

Superintendents Survey Dean's Office Dean's Office Biennially in Odd Years

Alumni Survey Alumni Office Dean's Office Annually, 2 years after

completion

National Survey of Student

Engagement (NSSE)

OIR Dean's Office Biennially

Program Level Assessment

Candidate Level Assessment

Unit Level Assessment


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APPENDIX J: ASSESSMENT SYSTEM REVISION

Area of Opportunity Action Plan Participants Date

Collection of data has been

sporadic. Programmatic use of

data is limited, due to either

limited access or limited

awareness.

Implementing the LiveText assessment management

system will address issues of consistency and access.

Recording assessment data will be integrated into

class assignments, and retrieving assessment data

will be a function available to all faculty. LiveText also

accommodates edTPA, and course-based

assessments in-line with edTPA.

Dean's

Office,

Faculty,

Candidates

Fall

2014

There has been a lack of

awareness of the assessment

system outside of the classroom

context. Sharing of data and its

use is not systematic or

documented. The loss of "tribal

knowledge" has had a negative

impact on the assessment

system at large.

The assessment system will be thoroughly

documented, and that documentation will be shared

publicly. This includes instructions for scoring each of

the Unit Wide Assessments in order to ensure

consistency in scoring, procedures for reporting and

sharing data, and more.

Dean's

Office

Fall

2014

An annual PEU-level assessment report will be

created and shared publicly.

Dean's

Office

Fall

2014

Programs will complete an annual program

assessment report, highlighting programmatic

changes and the use of data to justify those changes.

Program

Coordinator

s, Faculty

Spring

2015

Several of the SPA Report

responses indicated a lack of

alignment between assessments

(both Unit Wide and program

specific) and the SPA standards.

Each program will align the Unit Wide Assessments,

as well as their program-specific content

assessments, with their corresponding SPA

standards.

Program

Coordinator

s, Faculty

Fall

2014

Unit Wide Assessments need to

be revised. They no longer align

with the conceptual framework,

and the information they yield

can be limited.

Revise Unit Wide Assessments to align with the

conceptual framework and provide data for program

evaluation that is relevant, relaible, and valid.

Dean's

Office,

Faculty

Spring

2016

The Dispositions Assessment has

been problematic for years, for a

number of reasons (consistency

in administration, purpose,

assessor, use of data).

The Dispositions Assessment in particular needs to be

reconsidered. Although it is one of the Unit Wide

Assessments, particular attention needs to be paid to

when this assessment is being used, by whom, and

how. This will be the first assessment to be

evaluated.

Dean's

Office,

Faculty

Fall

2015

The assessment system, which

was largely ignored for several

years, must be constantly

monitored and improved upon.

A new committee will be formed to regularly

evaluate and discuss the strengths and weaknesses of

the assessment system. This committee will provide

assessment oriented guidance to the overall unit and

to specific programs.

Dean's

Office,

selected

Faculty

Fall

2014

Assessment System Documentation - New Paltz

Documents

Transcript of Assessment System Documentation - New Paltz