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Department of Teacher Education South Carolina State University

ASSESSMENT AND DIVERSITY PLAN REPORTS

2006­2007

Assessment Committee

Dr. Helen Brantley, Coordinator of Assessment Dr. Janice Belton­Ownes, Coordinator of Clinical Experiences Dr. George E. Hicks, Coordinator of Elementary Education

Dr. Bessie Cooke, Coordinator of Early Childhood Dr. Albert Heyward, Coordinator of Science

Dr. Samuel McDonald, Coordinator of Mathematics Dr. Tarsha Nance, Coordinator of Special Education

Dr. Phillip Scrivan, Coordinator of Counseling Education Dr. Thomas Thompson, Dean Educational Leadership

Ms. Tracy Brown, Orangeburg Consortium Public Schools Ms. Betty Anderson, Denmark Public Schools Mr. Glenn Aiken, Guinyard Elementary School Mr. Craig King,Whittaker Elementary School

Dr. Betty Hicks, Principal

Submitted by:

Helen Brantley, Assessment Coordinator South Carolina State University

Orangeburg, SC 29117 hbrantley@scsu.edu 803­516­4904 Fax

803­536­8796 Office

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A. Evaluation of the Conceptual Framework and Alignment with Standards

The unit’s assessment system is designed (see Appendix A) to collect, organize, maintain, analyze, and utilize meaningful information in order to modify to identify and address problem areas for the improvement of the Unit and its programs. The development and implementation of the assessment plan has involved and will continue to involve five entities: (1) the Teacher Education Council, (2) Department of Education faculty, (3) College of Arts and Sciences faculty, (4) P­12 personnel, and (5) candidates. The Unit and program areas have devised many forms and uses of quantitative and qualitative assessment through collaborative reflection with their professional community. In addition, certain state and professional society standards, such as technology use and diversity appreciation/adaptation, are emphasized and assessed throughout all candidates’ curricula.

The Professional Educator as an Effective Performer, Reflective Decision Maker, and Humanistic Practitioner is the organizing framework on which the assessment system is based. Additionally, the framework is based on state and national standards. Appendix A shows how each element of the conceptual framework is aligned with the South Carolina Assisting, Developing, and Evaluating Professional Teaching (ADEPT) performance standards, the Interstate New Teacher Assessment and Support Consortium (INTASC) standards, and the National Board for Professional Teaching Standards (NBPTS) core propositions. The Conceptual Framework is also aligned with each of the SPA standards. All initial and graduate candidates are assessed in each tenet multiple times as illustrated in the assessment system in Appendix B.

B. Institutional Decision Points About Candidate Qualifications and Performance

The Department of Teacher Education recognizes the importance of continuous assessment and evaluation. Our assessment system monitors candidate performance from Stage I­Admission to the Program; Stage II Admission to Methods; Stage III­ Admission to Student Teaching; and, Stage IV­Admission to Graduation. These regular transition points in each program also monitor candidates performance at program completion and following graduation. Consistent with the vision of the Conceptual Framework, the unit is committed to the preparation of exemplary educators who demonstrate the knowledge, skills, and professional dispositions necessary to provide the educational needs of all students in a diverse and technological society. The continuous assessment plan uses the Conceptual Framework as its foundation. The Conceptual Framework illustrates the continuous loop of assessment feedback and changes for program improvement.

The Department of Teacher Education’s has created a candidate­centered environment where each stage builds on prior experiences as courses, field experiences, and activities are Introduced­I, Reinforced­R and Mastered­M by our candidates in all programs.

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. The system incorporates summative and formative and qualitative and quantitative information at each stage of the programs' admission and monitoring process. The process allows for the generation of information upon which to make policy decisions regarding candidate and faculty performance and program's productivity and resource. To ensure that all program candidates exit with the competencies to work with all students, courses, field experiences, and activities are aligned to the conceptual framework outcomes through (a) INTASC Standards, (b) State of South Carolina ADEPT Standards, (c) NBPT Standards, (d) SC PK­12 Curricular Standards, (e) ELCC Standards, (f) PADEPP Standards, and (g) CACREP Standards. (See Appendix A).

Likewise, each program report contains a matrix which aligns program standards with course syllabi. For example, through courses, initial candidates’ experiences are obtained on three levels. Stage I requires candidates to observe a diverse classroom or interview a teacher, student, or community member about diversity issues. In Stage II, during field experiences, candidates are involved in small­group activities with diverse students, and at Stage III candidates implement a lesson with diverse students. Lesson implementation requires candidates to make accommodations for individual differences within the context of a lesson. Advanced candidates perform observations of individual students for case studies, implement instruction employing best practice for all students, or conduct action research to examine techniques for helping all students learn. These experiences challenge candidates to examine PK­12 classroom environments and instructional practices with regard to strategies for creating classroom atmospheres conducive to meeting the needs of diverse students. In so doing, candidates make an important connection between theory, practice and student learning.

C. Procedures from Candidate Assessment to Evaluate and Make Improvements

Data collected, analyzed, and evaluated on skill development of initial candidates build competencies in planning effective lessons. Throughout field experiences and planning of lessons, teacher candidates use rubrics, reflections, and evaluations by faculty and partner teachers as indicators that the needs of diverse learners are met, and candidate performance has a positive effect on student learning. During student teaching, daily observations, evaluations, and reflections provide a vital component of data support for exiting clinical practice. In addition, candidates are asked to evaluate the organization and implementation process of their experiences in the field through the Clinical Evaluation Field Survey.

Table 1 provides the results of the Graduate Exit Survey conducted Fall 2006 and Spring 2007. Candidates’ open­ended ratings indicated that they enjoyed, “The wealth of knowledge from the education professors including the multiple teaching activities and authentic experiences.” However, when asked to delineate what they liked least about their program, of the 25 (44%) candidates that responded 7 (12%) specified items 2b and 2c as those items requiring program modification. These items are designed to reveal information regarding the candidates’ perception of the communication climate as well as attitude of acceptance and permissiveness of teachers, administrators and other students.

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Table 1: Department of Humanities Education and Social Sciences Program Improvement Statements

Graduate Exit Survey Fall 2006 and Spring 2007 N=57

Open­Ended Variables Number of Students

Responding Percentage of Students Responses

Please delineate what you liked best about your program.

a. The wealth of knowledge from my professors that had so many and various teaching and life experiences.

14 25%

b. Timely information on what is required. 3 5% c. Caring and collaboration between professors and students. 1 2%

d. Excellent clinical and practicum experiences. 2 4%

e. Advisor’s assistance is always available. 1 2% f. Student teaching was a good experience. 5 9% g. ED 308, 306, and PSY 260 were good courses. 1 2% h. Preparation of ADEPT is integrated in all courses. 2 4%

Note: 29 (53%) of the 57 students reported on question 1.

1.

Please delineate what you liked least about your program. a. The ways the courses are sequenced and the materials covered. 5 9% b. We did not have the information that was needed in a central location.

7 12%

c. The way different information is communicated to students and the organization of that information.

7 12%

d. Lack of cooperation among programs outside of education. 2 4% e. Preparation of the Teacher Work Sample in student teaching. 3 5% f. We need more test preparation for PRAXIS. 1 2%

Note: 25 (44%) of the 57 students reported on question 2.

2.

What overall changes would you like to see in your program? a. Coursework between graduate and undergraduate students should include similar experiences.

3 5%

b. The pre­step experiences need to be more involved. 1 2% c. More organization of departmental information. 7 12% d. Advisement should include more information on testing. 1 2% e. Walking into classes after rules have been established. 1 2% f. Provide mock interviews for students. 1 2% g. More collaboration between programs on requirements. 1 2% h. More technology training is needed in classes. 1 2% i. More information on passing certification tests. 3 5% j. Better communication among programs. 2 4% k. More help for secondary majors on what is required. 1 2%

3.

l. More involved student teaching. 1 2%

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23 (40%) of the 57 students reported on question 3.

**NOTE: Every candidate did not answer to the open­ended questions above.**

D. Procedures to Assess to Evaluate and Make Improvements

A Continuous Assessment Plan for the Department of Teacher Education includes representation from all programs. In addition to unit faculty and the Dean, the membership of the Continuous Assessment and Evaluation Committee includes representation from the School of Technology, Sciences and Math, Arts and the Humanities, Family and Consumer Sciences, Business and K­12 Partnership Schools. The Candidate and Unit Evaluation Schedule, which is aligned with the Conceptual Framework, include various checkpoints for reviewing data. The data include input from candidates, graduates, supervising teachers and administrators, principals who have employed graduates, and local school district coordinators. Some data are collected each semester while more extensive surveys are conducted every three years. The Committee meets monthly, reviews the reports presented, and makes recommendations for the Department of Teacher Education faculty and stakeholders to consider. Through this process, the assessments are administered, data are analyzed, and reported to the Assessment Committee, suggestions are made to the faculty, and program changes are made when supported by the data. All changes must also be approved by the Teacher Education Council that consists of representatives from P­12 schools at all levels and from all programs in the various schools that share in teacher preparation. This provides the feedback loop that is evidenced in the Conceptual Framework and the Assessment Model illustrated in the Assessment Plan.

In addition, content and methods’ courses at each stage are designed to provide candidates with an understanding of content and pedagogical knowledge and an opportunity to practice the application of principles learned. A strong field­based component, with ADEPT and INTASC­based evaluation by the school­based supervising teacher and university supervisor, ensures that the candidate has mastered pedagogical content knowledge. A section on the student teaching ADEPT Evaluation Survey includes items designed to ascertain the knowledge of the candidates. Evidence of the candidate’s ability to present content in challenging, clear, and compelling ways is provided by the graduate follow­up study.

At least, ninety percent of responses from both graduates and employers on the follow­up survey and final ADEPT ratings indicated that the program prepared candidates exceptionally, very well, and adequately as related to content knowledge. The item stated, “The teachers were successful in motivating diverse students to achieve at high levels through the use of critical thinking and problem­solving strategies.

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Changes Since the 2005­2006 Assessment Report: Faculty are required annually to document a minimum of one instructional improvement or change that is a direct result of candidate evaluations or individual assessments. Some examples of instructional improvement resulting from candidate course assessments include greater use of instructional technology to enhance instruction, additional field­based assignments, focus on modeling “professional praxis competencies,” providing greater awareness of alignment with all SPAs, ADEPT, Conceptual Framework and NCATE Revisions on diversity, disposition, and student learning.

E. Performance Assessments are used to Determine Candidate Knowledge, Skills, and Dispositions.

The assessment process includes opportunities to assure fairness and accuracy. In addition, data are collected at the four stages of the admission and monitoring process and are tested for validity, reliability, and fairness.

Validity: During each stage of the admission and monitoring process, all surveys and/or assessment instruments are carefully aligned with the Department of Teacher Education's Conceptual Framework Outcomes. The disposition and portfolio surveys are related directly to the Units proficiencies, state ADEPT, INTASC. PK­12 teachers and University content and pedagogical faculty have reviewed assessment instruments to ensure that they are meaningful and measuring the knowledge and skill intended.

Reliability: Faculty and university supervisors, and cooperating teachers will be trained for scoring the portfolio content. The rubric was recently revised and aligned to the Conceptual Framework Outcomes so that more reliable data could be obtained. In addition, multiple raters are used to score most activities. Inner rater reliability must be .80 or higher. In order to collect reliable data, the scoring will consist of a triangulation rating process. When major differences occur, raters are required to come to a consensus so that each candidate is scored fairly.

Fairness: The Department of Teacher Education requires that each candidate has the same opportunity, time, and access to all instruction and resources. Every effort is made to ensure that all candidates are evaluated fairly and without advantage or bias that will influence the outcome of the assessment. A common assessment form is used for candidate assessment of the four­stage admission and monitoring process, portfolio entries and clinical experiences. The School of Education has an appeal process for candidates who disagree with an assessment, including course grades.

Through carefully structured placements, candidates, administrators, and other education professionals apply theoretical constructs and research­based practices in authentic settings. Performance tasks completed in clinical settings promote effective decision

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makers, humanistic practitioners and reflective thinking about the practices. Field experiences and assessments support candidates' development of knowledge, skills and disposition to support the learning of all P12 students. Candidates are evaluated by the cooperating teachers, the university supervisors, and the Director of the Clinical Experiences, Evaluation, and Certification (CEEC) Office during their student teaching experiences. The evaluations are shared with the candidates, and plans for improvement are recommended. Examples of outcomes of shared information are listed in Table 2.

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Table 2: Examples of data­driven decisions for program improvement are described in the table below.

Date Study and Findings Resulting Change Yearly Annual review of faculty portfolios and (Faculty Planning

Document) evaluations and comments Faculty Instructional Improvement Form contains explicit changes according to candidates’ feedback

2006­2007 Aggregated PRAXIS II and III results indicated that teacher education candidates consistently fall within the lower quartile.

The Assessment, CORE Team and Program Committees determined that the major content methods courses at both elementary and secondary would reflect objectives with authentic assignments/assessments that clearly address the elements on the PRAXIS II and III including pre and post PRAXIS like Examination.

2006­2007 Revisions, adaptations, modifications and adjustments of all assessment instruments, rubrics and scoring guides.

All programs will develop and modify assessment measures to include: ­a first year follow­up study in each content ­The State Department of Education teaching and assessment of school guidance and counseling program model, along with career awareness exploration activities. ­ The Teacher Work Sample aligned to SPA Standards. ­ Assessment of candidate impact on student learning studies will continue and expand.

2006­2007 Redesign of key assessments/measures used to determine admission, continuation in and completion of programs for all teacher education programs

All education programs are required to redesign courses, activities and rubrics to include 8 key assessments identified by the assessment committee and the CORE Team Faculty.

2006­2007 Individual candidate performances on the writing sample and interview at Admission to Program was evaluated as unacceptable.

An Admission and Retention Committee was formed to review education results of writing sample and interview evaluation with specific recommendations for a Professional Improvement Plan for each referred candidate.

2006­2007 The feedback from initial and advanced candidates on the Exit Survey

The Retention Committee has put into place: ­The Centralized Advisement, Retention, and Evaluation Center Information Booklet. ­Monitoring and advisement check­off sheets. ­Regular monthly meetings of all candidates.

2006­2007 Validity and reliability study by faculty, professional partners and students.

­Validity and reliability of assessment instruments and processes will continue to be established. ­A correlation of assessments will be conducted throughout programs for a better indicator of candidate success.

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Date Study and Findings Resulting Change 2006­2007 Counselor Education wanted additional data to review and

use for program evaluation on the Exit Survey and Follow­ up Survey.

Candidates must complete surveys and questionnaires aligned to CACRRAP and PEDDEPT.

2006­2007 On­line Graduate Courses Developed All MED courses are placed and taught on­line in Elementary, Early Childhood and Special Education

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Appendix A

ALIGNMENT OF STANDARDS

At SCSU, the unit outcomes are manifested in expectations for candidate learning, that is, proficiencies. These proficiencies are the required knowledge, skills, and dispositions in the institutional standards. As a result, these proficiencies are aligned with the knowledge, skills, or dispositions identified in professional and state standards.

The following matrix delineates the alignment among the unit outcomes and candidate proficiencies for initial and continuing preparation programs for all educators and state and professional standards:

ALIGNMENT OF STANDARDS for

INITIAL CANDIDATES AND ADVANCED TEACHERS UNIT OUTCOMES INTASC

PRINCIPLES STATE STANDARDS

NBPTS

Developing Effective Performers

Knowledge A. Candidates know subject matter content and pedagogy.

B. Candidates know and understand how students learn and develop.

C. Candidates have knowledge of skills and competencies delineated in professional, state, and institutional standards.

Skills A. Candidates demonstrate competence in subject matter knowledge and pedagogy.

B. Candidates demonstrate an understanding of how students learn and develop, and plan instruction accordingly.

C. Candidates are able to demonstrate competencies delineated in professional, state, and institutional standards.

Dispositions A. Candidates are committed to presenting accurate content . B. Candidates appreciate and plan lessons for diverse learning styles and abilities.

C. Candidates know the value of

Principle 1 The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and create learning experiences that make these aspects of subject matter meaningful for students

Principle 2 The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

Principle 6 The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration and supportive in the classroom.

Principle 7 The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

APS 1 Long Range Planning

APS Short Range Planning

APS Using Instructional Strategies to Facilitate Learning

APS Providing Content for Learners

Proposition 2 Teachers know the subjects they teach and how to teach those subjects to students.

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critical thinking and problem solving skills.

D. Candidates realize the importance of and demonstrate good oral and written communication skills.

E. Candidates are committed to professional appearance and behavior

Creating Reflective Decision Makers

Knowledge A. Candidates know how to use reflection, current research and best practices to improve instruction.

B. Candidates have knowledge of how reflection improves instruction and assessment strategies.

C. Candidates are aware of their own strengths, weaknesses, and biases.

Skills A. Candidates use research, best practice and reflection in planning, implementing, and assessing student learning.

B. Candidates use student feedback and reflection in making instructional decisions.

C. Candidates use self evaluation in making decisions about professional performance and growth.

Dispositions A. Candidates assume the professional responsibility to stay abreast of current research and best practice.

B. Candidates realize the importance of using student feedback and reflection in making instructional decisions.

C. Candidates value the use of self evaluation and reflection to improve classroom performance and professional growth.

Principle 5 The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive socials interaction, active engagement in learning and self­motivation.

Principle 8 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle 9 The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle 10 The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well­being.

APS Short Range Planning, Development, and Use of Assessments

APS Monitoring and Enhancing Learning

APS Professional Responsibilities Beyond the Classroom

Proposition 3 Teachers are responsible for managing and monitoring student learning from experience.

Proposition 4 Teachers think systematically about their practice and learn form experience.

Proposition 5 Teachers are members of learning communities.

Enhancing Humanistic Practitioners

Knowledge A. Candidates understand other cultures and customs.

Principle 3 The teacher understands how students differ in their approaches to learning and

APS Establishing and Maintaining High Expectations for Learning

Proposition 1 Teachers are committed to students and their learning.

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B. Candidates know a variety of instructional and evaluation strategies for diverse student populations.

Skills A. Candidates plan lessons for diverse student population considering their backgrounds, interests, abilities, and learning styles.

B. Candidates demonstrate the ability to encourage positive interactions among students from diverse cultures within the school environment.

Dispositions A. Candidates demonstrate an appreciation for diverse cultures and customs.

B. Candidates are committed to making the school environment a place which fosters positive interactions with people form diverse cultures.

creates instructional opportunities.

Principle 4

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

APS Maintaining an Environment that Promotes Learning

APS Managing the Classroom

ALIGNMENT OF STANDARDS FOR OTHER SCHOOL PERSONNEL

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ADVANCED LEVELS

OUTCOME 1: DEVELOPING EFFECTIVE LEADERS

KNOWLEDGE

A. Candidates know subject matter and content pedagogy.

B. Candidates know the qualities of an effective leader.

C. Candidates know how to use critical thinking and problem solving skills.

D. Candidates know how school culture influences teacher and student efficacy.

E. Candidates have knowledge of skills and competencies delineated in professional, state, and institutional standards.

SKILLS

A. Candidates demonstrate competence in subject mater knowledge and pedagogy.

B. Candidates are able to compare their own leadership style with qualities of an effective leader.

C. Candidates demonstrate critical thinking and problem solving skills

D. Candidates demonstrate the ability

DISPOSITIONS

A. Candidates are committed to becoming effective leaders.

B. Candidates know the value of critical thinking and problem solving skills

C. Candidates recognize the importance of a positive school culture

D. Candidates realize the importance of and demonstrate good oral and written communication skills.

E. Candidates are committed to professional appearance and behavior.

CACREP

1. Professional Identity – Provide and understanding of all aspects of professional functioning

5. Helping Relationships – provide and understanding of counseling and consultation processes

6. Group Work – provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches.

ELCC

Standard 1. – Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district’s vision of learning supported by the school community

Standard 2. Candidates who complete the program are education leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

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OUTCOME 2: CREATING REFLECTIVE LEADERS

KNOWLEDGE

A. Candidates know how to use student feedback and reflection to enhance their own performance and school climate.

B. Candidates know how to access and use assessment information through technology.

C. Candidates are aware of professional organizations and other support services.

SKILLS

A. Candidates use student feedback and reflection activities to identify problems and implement positive change.

B. Candidates use technology to inform, deliver, and evaluate, learning.

C. Candidates participate and reflect on research and best practices which aide professional growth.

DISPOSITIONS

A. Candidates recognize the value of reflecting activities.

B. Candidates are aware of the importance of membership in and affiliation with professional organizations.

C. Candidates assume the professional responsibility to stay abreast of current research and best practices.

OUTCOME 3: ENHANCING HUMANISTIC LEADERS

KNOWLEDGE

A. Candidates have knowledge of a variety of leadership styles.

B. Candidates know how to select and integrate information representing a variety of cultures into the school climate.

C. Candidates know variety of

4. Career Development – Provide an understanding of career development and related life factors.

7. Assessment – Provide an understanding of individual and group approaches to assessment and evaluation.

8. Research and Program Evaluation – Provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation.

2. Social and Cultural Diversity – Provide and understanding of the cultural context of relationship[s, issues and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities.

Standard 3. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.

Standard 7. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1­6 through substantial sustained, standards­based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.

Standard 4. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

Standard 5. Candidates who complete the program are educational leaders who have

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resources which address diversity.

SKILLS

A. Candidates model a positive acceptance and integration of all cultures into school activities.

B. Candidates promote and model cooperation, respect, and cultural sensitivity towards all students, parents, co­workers, and the community.

DISPOSITIONS

A. Candidates are committed to representing a variety of customs and cultures in school activities.

B. Candidates realize the importance of an inclusive educational system.

3. Human Growth and Development – Provide an understanding of the nature and needs of individual and family development and transitions across the life­span

the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.

Standard 6. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

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Appendix B

Table 2.1 includes the Four Stage Admissions Process for candidates in the initial programs. This table provides an overview of the various assessments now in place for initial and continuing certification candidates at various transition points and includes plans for additional performance assessments according to data­driven practices.

Table 2.1 Admission and Monitoring Process and Assessment of Initial Candidates

Decision Points Aligned to SOE Standards Admission to Program, Courses

and Field Experiences (Initial) NCATE Standards

Stage I Admission to Program

EP 48­60 credit hours Overall GPA of 2.75 minimum required •Content Knowledge

HP Review of 2 letters of references •Disposition

EP Passing score on PRAXIS I •Content Knowledge

EP, RD, HP ­Portfolio entries:

­Philosophy Statement #1

­Disposition Survey

• Content Knowledge

• Pedagogical Content Knowledge

• Disposition

EP, RD, HP Interview/writing samples •Content Knowledge • Dispositions

EP Technology Proficiency Survey • Content Knowledge

Stage II Admission to Advanced Standing

EP GPA of 2.5 or above •Content Knowledge

EP, RD, HP Acceptable performance in field experience according Rubric rating (75­100 hours)

•Content Knowledge • Pedagogical Content Knowledge

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HP Self­Assessment of dispositions •Disposition

EP, RD, HP Satisfactory progress on Developmental Portfolio Entries: Philosophy of Education; Individual Differences; classroom management plan; student learning; knowledge of ADEPT

• Content Knowledge • Pedagogical Content Knowledge

• Professional and Pedagogical Knowledge and Skills

• Disposition

Stage III Admission to Clinical Experience

EP, HP All designated courses completed with a grade of C or better and completion of 150 Pre­STEP hours

•Content Knowledge

• Pedagogical Content Knowledge

EP Passing score on Praxis II – specialty area examination

•Content Knowledge

EP, HP Advisor recommendation and approval by Director of CEEC • Professional and

Pedagogical Knowledge and Skills

• Dispositions HP Self­assessment on disposition and

Advisor’s disposition assessment • Dispositions

EP, RD, HP Interview •Content Knowledge • Pedagogical Content Knowledge

•Professional and Pedagogical Knowledge and Skills

•Disposition EP Technology Proficiency Survey • Content Knowledge

EP, RD, HP Portfolio Entries: Teacher Work Sample documenting P12 student learning

•Content Knowledge •Professional and Pedagogical Knowledge and Skills

Stage IV Admission to Candidacy for Graduation

EP, GPA 2.5 or above;

Completion of all program requirements;

Application for graduation

• Content Knowledge • Pedagogical Content Knowledge

• Professional and Pedagogical Knowledge and Skills

• Disposition EP, RD, HP Completion of 60 days of student teaching with

acceptable ratings of student teaching performance using the ADEPT instrument by Cooperating Teachers and University Supervisor

• Student Learning • Content Knowledge • Pedagogical Content Knowledge

• Professional and Pedagogical Knowledge and Skills

• Disposition

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EP, RD, HP Self­assessment of performance in student teaching and dispositions, and submission of a reflective journal.

•Student Learning •Content Knowledge • Pedagogical Content Knowledge •Professional and Pedagogical Knowledge and Skills •Disposition

EP, RD, HP Integrated evidence of meeting standards in Professional Portfolio. Entries include: 100% completion of all standards, ADEPT, School­To­ Work, SC Curricular Standards, ISTE standards; Parental and Community involvement; evidence of student assessment; Disposition Self­Evaluation Survey; student Work Samples documenting student learning; Technology Profile .

• Student Learning • Content Knowledge • Pedagogical Content Knowledge

• Professional and Pedagogical Knowledge and Skills

• Disposition RD Application for certification; register with Career

Development Center; participation in a Professional Organization

• Dispositions • Professional Knowledge

RD Senior Exit Survey • Dispositions

Advanced Teacher Education Programs

Advanced candidates’ knowledge, skills and dispositions of the subject matter to be taught is checked at four pivotal points throughout the graduate programs., including Admission to the Graduate School, Admission to Program Area, Student Teaching/Internship/Action Research and Admission to Candidacy for Graduation. The decision points are outlined below in Table 2.3. The decision points have been aligned to the NCATE standards and to the School of Education’s Conceptual Framework. Table 2.3 below gives examples of the monitoring process and the standards that each will satisfy.

Table 2.3 Admission and Monitoring Requirements for Advanced Candidates

Decision Points Aligned to SOE

Standards Assessment Evidence NCATE Standards

Stage I Admission to Graduate School

HP Application to Graduate School

•Disposition

EP & HP Successful Completion of all • Content Knowledge

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entrance examinations (GRE, MAT, Praxis I, etc)

EP Minimum overall GPA of 2.50/3.2/3.5

•Content Knowledge

HP Philosophy and Goal statement

•Disposition

EP Transcript •Content Knowledge

Stage II Admission to Program

EP, HP Interview and/ or writing examination

•Content Knowledge •Disposition

Letter of full admission to graduate school

•Disposition

EP Letter of application to program area

•Disposition

EP & RD Minimum 800/1000 on GRE or 35/37/50 on MAT

•Content Knowledge

EP, RD, HP 3 Letters of recommendation •Content Knowledge •Disposition

HP Resume •Disposition HP Disposition Survey •Disposition EP, RD, HP 3.0/3.2 GPA •Content Knowledge

Stage III Admission to Student Teaching/Internship/Action Research

EP, RD, HP 3.0 GPA •Content Knowledge EP & RD PRAXIS II • Content Knowledge

• Pedagogical Content Knowledge

EP, RD, HP Completion of All Coursework

• Content Knowledge • Pedagogical Content Knowledge

•Professional and Pedagogical Knowledge and Skills

•Disposition HP Disposition Survey •Disposition EP Technology Exit Survey •Content Knowledge HP Physical Examination

including TB •Professional Knowledge and Skills •Disposition

Stage IV

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Admission to Candidacy for Graduation EP, RD, HP Successful Completion of

Student Teaching/Internship/Action Research

•Content Knowledge • Pedagogical Content Knowledge

•Professional and Pedagogical Knowledge and Skills

•Dispositions EP, RD, HP Completion of Degree and

Certification Requirements •Content Knowledge • Pedagogical Content Knowledge

•Professional and Pedagogical Knowledge and Skills

•Dispositions EP 3.0 GPA •Content Knowledge EP Technology Proficiency

Survey •Content Knowledge

EP, RD, HP Standards­Based and Professional Portfolio Entries (Proposed activity in the beginning stages)

•Content Knowledge • Pedagogical Content Knowledge

•Professional and Pedagogical Knowledge and Skills

•Disposition EP, RD, HP Graduate Exit Survey •Content Knowledge

• Pedagogical Content Knowledge

•Professional and Pedagogical Knowledge and Skills

•Disposition

At the advanced level, the assessment process has included opportunities to assure validity, consistency, and fairness.

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Thus, Our comprehensive assessment system measures performance of candidates learning and unit operational activities through four stages of a scaffolding model that is designed to nurture candidates from stage I to stage IV. . In addition, who collect evidence of their students’ performance, and then reflect and make decisions on the

impact of their practice on the learning of PK­12 students in a variety of diverse settings