DEPARTMENT OF WORKFORCE EDUCATION … 3.5/Standard 3.5...1 DEPARTMENT OF WORKFORCE EDUCATION...

1

DEPARTMENT OF WORKFORCE EDUCATION

Business Education Program

3.5. B. Summary of data analysis from Standards 2 and 3 for the entire program approval period and a description of program improvements made during the

approval period.

Summary of data analysis for 1-9 must be provided for entire continuing approval period

1. Admission, enrollment, and completion data

2. Candidate performance data on Uniform Core Curriculum

3. Impact on P-12 student learning for candidates and completers

4. Results of assistance to students who need remediation during their first two years of teaching,

if applicable.

5. State and district needs, if applicable

6. Employer satisfaction, including percentage of completers employed Florida public schools

following the first year of program completion and length of stay in the classroom

7. Completer satisfaction

8. Faculty recency of experience data

9. Stakeholder input

A description of how data analysis was used to inform programmatic decisions for entire

continuing approval period must be provided.

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1. Admission, enrollment, and completion data

Academic

Year

Number of

candidates

entering program

and admission

point

Number enrolled

in program from

year to year

Number of candidates

meeting admission

requirements upon

entry

Number of candidates

entering under 10%

waiver

2007-08 4 12 5 0

2008-09 6 16 6 0

2009-10 2 16 2 0

Table 1.

Data Analysis: Fall 2007-spring 2010 twelve (12) teacher candidates were admitted to the business education program having satisfied criteria to enter

the College of Education teacher education program. During the 2007-2008 academic year 12 teacher education candidates were enrolled in the program

with an average term GPA of 4.00 (summer 2007), 3.7 (fall 2007), and 3.46 (spring 2008). During the 2008-2009 academic year 16 teacher education

candidates were enrolled in the program with an average term GPA of 3.314 (summer 2008), 3.450 (fall 2008) and 2.867 (spring 2009). Though the

average term GPA fell in spring 2009, it was higher in fall 2009 (3.167) and spring 2010 (3.813). (See Table 2 below).

Program Improvement: Efforts to Increase Enrollment. In keeping with the department strategic plan, faculty contacted and provided selected districts,

technical centers and community college recruiters and counselors with literature and requests for inclusion in advisement fairs. Department staff also

traveled to recruitment. As a result, Pre-Business Education students increased by 14 students

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6

100184655 AKINLOTAN C. 2.700 11/10/ 2008

Fall 2008 Graduated N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 2.695 Fall 2008 12/12/ 2008

Yes

100138685 CADEAUX P. 2.350 N/A N/A Fall 2008 Changed Major/OA/ Spring '09

4.000 1.500 2.750 2.833 2.800 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

100161523 CAMEL L. 2.530 11/8/ 2009

Spring 2009 Graduated N/A N/A 3.167 2.857 2.500 2.400 N/A 3.000 N/A N/A N/A 2.550 Fall 2009 12/11/ 2009

Yes

100187768 CHIPMAN V. 2.560 N/A N/A Summer 2009 Current N/A N/A N/A N/A N/A N/A 2.000 3.000 3.250 3.500 N/A N/A N/A N/A N/A

100115205 FOSTER J. 2.605 4/16/ 2008

Fall 2006 Graduated 4.000 4.000 4.000 N/A N/A N/A N/A N/A N/A N/A N/A 3.166 Spring 2008

4/25/ 2008

Yes

100153929 JONES A. 2.980 2/26/ 2009

Spring 2009 Graduated N/A 3.385 3.500 4.000 2.250 N/A 3.000 4.000 N/A N/A N/A 3.050 Fall 2009 12/11/ 2009

Yes

100185242 LEWIS B. 2.710 11/7/ 2008

Summer 2008 Graduated 3.000 3.200 3.333 4.000 4.000 N/A 2.250 N/A N/A N/A N/A 2.820 Fall 2008 8/7/ 2009

Yes

100034576 LEWIS L. 3.518 10/21/ 2006

Fall 2005 Graduated N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 3.546 Fall 2007 4/27/ 2007

Yes

100118539 LITTLE R. 2.870 T 9/23/ 2009

Spring 2008 Graduated 3.000 2.941 3.000 2.500 2.500 3.000 3.500 3.170 4.000 N/A N/A 3.050 Spring 2010

5/1/ 2010

Yes

100168358 PASCHAL L. 3.102 2/20/ 2007

Fall 2006 Graduated N/A 4.000 N/A N/A N/A N/A N/A N/A N/A N/A N/A 3.121 Fall 2007 12/14/ 2007

Yes

300019158 PRATT G. 2.960 T 9/23/ 2009

Fall 2008 Graduated N/A N/A N/A N/A 3.400 3.200 3.250 4.000 4.000 N/A N/A 3.280 Spring 2010

5/1/ 2010

Yes

100147685 ROACH K. 3.077 12/2/ 2008

Spring 2008 Graduated N/A N/A 3.667 3.571 4.000 N/A N/A N/A N/A N/A N/A 3.273 Fall 2008 12/12/ 2008

Yes

100101754 ROYSTER E. 2.590 11/23/ 2005

Fall 2005 Graduated N/A 4.000 2.882 N/A N/A N/A N/A 2.000 N/A N/A N/A 2.580 Fall 2009 12/11/ 2009

Yes

300055809 SUTTON J. 2.690 T 9/23/ 2009

Fall 2009 Graduated NA 2.600 2.600 NA 3.077 2.690 N/A 3.000 4.000 N/A N/A 2.870 Spring 2010

5/1/ 2010

Yes

100186369 VEIRA J. 3.942 10/21/ 2006

Spring 2007 Graduated N/A 4.000 N/A N/A N/A N/A N/A N/A N/A N/A N/A 3.914 Fall 2007 12/14/ 2007

Yes

100133234 WHITHERSPOON A. 2.515 N/A N/A Spring 2008 Changed Major/OA/ Spring '09

3.333 2.750 3.813 3.000 2.900 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

100166149 YOUNG V. 2.767 2/4/2009 Fall 2007 Graduated 3.000 2.500 3.400 3.500 4.000 N/A N/A N/A N/A N/A N/A 2.920 Fall 2008 5/3/ 2009

Yes

Total Enrolled in Courses

1of 4 5 of 5 6of6 5of6 8of9 3of7 5of7 7of7 4of4 1of1 0

Percentage of Majors Enrolled in Courses 25% 100% 100% 83% 89% 43% 71% 100% 100% 100%

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Findings: Of current majors in the Business Education Program: All admitted candidates are graduated, only Pre-Business Majors are currently enrolled (Chart in Exhibit Room). Finals GPAs ranged from 2.6.

These findings allow the department to focus on careful collaborated advisement with the Center for Academic Success monitoring current Pre-Business majors for successful progression.

Table 2.

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2. Candidate performance data on Uniform Core Curriculum

In Business Education the assessment FEAP is both active and authentic. Active assessment offers different methods that require students to demonstrate

competencies or knowledge by creating a solution (or product). Authentic assessment involves measuring student performances in more natural, real-world settings

rather than artificial, contrived settings. Three types of assessment are used to provide feedback for students in business education: Traditional, alternative and

performance. Traditional measures lower-level cognitive skills (factual recall and comprehension, ex. exams); alternative assessment measures the affective domain

and includes team activities, evaluations of self and peers, and reflection through portfolios. Performance assessment measures the psychomotor domain and includes

students’ demonstrations of competence and skill or tasks. Examples include formatting of documents (OST 1100 and 2120 Document Processing I and II),

completing financial statements (ACG 2021 Financial Accounting Principles I and ACG 2071 Managerial Accounting Principles) etc.)

The College of Education Business Education faculty selects tasks based on real-world requirements. Business Education teacher candidates are required

to successfully complete skill based courses that are software generated. Their performance may be assessed using progress tests and GDP performance assessment

rubrics. In preparation for the student teaching internship experience candidates are assigned one of eleven Business Education content subject areas to plan a lesson

via alignment of appropriate standards (BTE 4110 Methods of Teaching Subjects). While satisfying the student teaching internship requirement business education

teacher candidates are assigned to business education classes in the secondary school settings and utilize similar assessments for their pupils. (BTE 4945 Student

Teaching Internship, OST 1100 Keyboarding; OST 1110 Document Processing I; OST 2120 Document Processing II; OST 3617 Advanced Word Processing; OST

3639 Integrated Computer Applications; OST 4404 Administrative Support Systems, and OST 4816 Desktop Publishing).

In addressing the Florida Educator Accomplished Practice communication, it is noted that The National Standards for Business Education (National

Business Education Association (NBEA), 2007) identifies four communication achievement standards. Foundation, societal, workplace and technological. The

candidates are provided opportunities to learn verbal and non-verbal communication from each other with group assignments, projects and exercises (OST 2335

Business Communication).

Business education faculty integrates communication skill building throughout the curriculum. Communication foundations include speaking (SPC

2608 Public Speaking), written communication (OST 2335 Business Communication) and reading (RED 3333 Reading in the Content Area). When

discussing a case in business law for business educators (BUL 3320 Business Law for Business Educators) essential communication skills apply as they would

in a separate business communication class. Teacher candidates learn to use effective communication techniques with students and other stakeholders and

demonstrate the ability to communicate effective verbally and in writing.

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Candidates use effective communication techniques with students and other stakeholders as selected social skills are integrated in the Business Education

curriculum which include ethical decision making (OST 4404 Administrative Support Systems), (OST 4500 Office Management). Teacher candidates acquire and

adapt interaction routines (e.g., active listening) for individual work, cooperative learning, and whole group activities. (EDG 2085 Introduction to Diversity for

Educators, OST 4404 Administrative Support Systems, OST 4500 Office Management), interacting in group situations (OST 2335 Business Communications) and

participating in meetings (OST 4404 Administrative Support Systems).

Future business teachers must ensure that students acquire the core academic skills needed to succeed in a rapidly changing society. Candidates explore

case studies and respond to questions demonstrating their ability to think creatively and critically (BUL 3320 Business law for Business Educators, GEB 2001

Introduction to Business, OST 4500 Office Administration). Critical thinking activities are also integrated in core academics related to business instruction which

include reading (RED 3333 Reading in the Content Area), study of economic issues (ECO 2013 Economics I and ECO 2023 Principles of Economic II), and science

(problem solving based on scientific process (eight credit hours of natural sciences).

Through EDF 2085: Introduction to Diversity for Educators candidates demonstrate knowledge and awareness of varied cultures and linguistic

backgrounds. The teacher candidate becomes knowledgeable in creating a climate of openness, inquiry, and support practicing strategies such as acceptance,

tolerance, resolution, and meditation. These skills are acquired and enhance through clinical experiences provided in the course (ESE 3341 Theory and Practice in

Secondary Schools; TSL 4081 ESOL Survey of Strategies for Learning for Secondary Schools).

Teacher candidates learn to adhere to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida as well as maintain

honesty in all professional dealings. These skills are acquired through activities such completing a journal writing project that includes reflections on ethical/unethical

practices demonstrated in schools (BTE 4945 Student Teaching Internship). They also complete a Professional Growth Plan (OST 4500 Office Management). In this

continuous project, the student examines their own ethics.

A variety of standards and competencies are available to assist business teacher candidates in understanding planning course content and assessment

activities. The National Business Education Association’s National Standards for Business Education (2007) is a useful guide. Students are made aware of state,

local, and industry standards/competencies in course planning. (BTE 4410 Methods of Teaching Business Subjects). In addition, The National Association of

Business Teacher Education (NABTE) suggests that a curriculum should integrate real work experiences and include the (human development) affective domain

(student’s attitude, beliefs, and emotions).

Business teacher candidates are required to complete 6-12 credit hours student teaching internship (BTE 4945 Student Teaching Internship). They are provided with

opportunities to communicate and work cooperatively with colleagues to improve the educational experiences at school, utilize technology as available at the school

site (EME 2040 Introduction to Technology for Educators) as appropriate to the learner and understand the importance of setting up effective learning environments.

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The Business Education curriculum is designed to provide instruction for the Florida Teacher Certification competencies in a variety of authentic

courses. Knowledge of information and technical systems is provided in courses as candidates identify touch keyboard techniques and standard formats

for business documents (OST 1100 Keyboarding, OST 1110 Document Processing I, OST 2120 and Document Processing II). Identification of

purposes, functions, terminology, and common features of word processing, spreadsheet, database, electronic publishing, and presentation software are

addressed in OST 1110, OST 2335 Business Communications, OST 3716 Advanced Word Processing, OST 3639 Integrated Computer Applications and

OST 4404 Administrative Support Systems). In addition, identification of types of networks, hardware and software problems, program languages,

telecommunications terminology and knowledge of legal and ethical practices as related to information and technological systems is addressed OST

4400 Administrative Support Systems. The curriculum includes application of electronic publishing (OST 4816 Desktop Publishing) infused with

activities that include introduction to web design and multimedia. The program provides authentic courses that enhance student knowledge of business

communications (OST 2335). However, competencies in identification of rules for standard grammar and punctuation usage, selection and organization

of business documents, knowledge of verbal and non-verbal communications and knowledge of internal and external communications are revisited

(OST 4404 Administrative Support Systems). Business teacher candidates’ knowledge of administrative office systems is reinforced throughout the

program with emphasis on rules and procedures of business and records management and administrative office procedures (GEB 2001 Introduction to

Business) (OST 4404 Administrative Support Systems) and (OST 4500 Office Management).

A concentration of Accounting competencies (ACG 2071 Financial Accounting I and ACG 2071 Managerial Accounting Principles) are

provided in partnership with the School of Business and Industry and revisited for FTCE exam prep. Candidate’s knowledge of financial management

has become a national priority in light of the current economic crisis (GEB 2001).

Faculty selected textbooks that provide students guidance and practices for preparing for Industry Certification (OST 3716 Advanced Word Processing,

OST 3639 Integrated Computer Applications). Microsoft Corporation offers several certification programs (Microsoft 2007). The department requested

and received funds and for the purpose of purchasing industry certification exams students may take upon completion of content courses.

In addition to the focus on ethics, a standard course in business law for business educators (BUL 3320) covers certain traditional legal topics. In

alignment with the state subject area competencies of knowledge of business law, The National Standards for Business Education (National Business

Education Association (NBEA), 2007) promotes the study of common legal processes, procedures and documents. Faculty uses various methods (BUL

3320 Business Law) to teach business law for business educators so that student may learn topics in depth.

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Business Education has changed from a discipline that emphasized typewriting, shorthand, and bookkeeping at the secondary level to a multi-level

discipline that embraces technology (software based courses) beginning at the elementary level. Business educators have been able to expand

curriculum offerings to student at various levels of instruction. Knowledge of foundations, teaching methods, and professional development are

provided (BTE 3068 Principles of Business Education and BTE 4110 Methods of Teaching Business Subjects) to senior level students. The department

has changed its curriculum and teaching methods as society as changed. Knowledge of international business and career development have been

included in the curriculum (GEB 2001 Introduction to Business, EDG 3302 (Professional Development) and will continue to evolve as state mandates

are used to update the current FTCE Exam). See Table 3 below.

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FLORIDA AGRICULTURAL AND MECHANICAL UNIVERSITY

Department of Workforce Education

Tallahassee, Florida

COURSES FROM SECONDARY (EME, EDF, EDG ARE SEPARATE)

Program: _BUSINESS EDUCATION______

Data Element FLORIDA EDUCATOR

ACCOMPLISHED PRACTICEs

Favorable

Acceptable

Marginable

Unacceptable

CANDIDATE

PERFORMANCE

COURSE

RUBRIC ( ) = # of Students

FEAP-Florida

FEAP 1;(SAC 8)

BTE 4410

Artifact: Evaluative Item Fall 2009

100%(5)

10

Educator Accom

Practice

SAC: Subject

Area

Competency

FEAP 2

EDG 3302; SAC 1.9 Summer 2009

Artifact: Oral Presentation

OST 2335;SAC 1.2,1.9,2.3,2.4 Fall 09

Artifact 1(Oral Presentation)

Artifact 2 (Group Writing Assignment)

Artifact 3 (Persuasive Letter)

OST 3639;SAC 2.4 Fall 2009

Artifact 2 (Writing Activity)

OST 4404; SAC 2,8,10 Fall 2009

Artifact 1(Communication Power)

Artifact 2 (Professional Growth Plan)

Artifact 3 (Critical Thinking Activity)

64%(7)

16%(3)

43%(6)

87% (13)

80%(12)

80%(12)

27%(3)

42%(8)

26%(5)

37%(7)

36%(5)

7%(1)

7%(1)

42%(8)

53%(10)

47%(9)

14%(2)

9%(1)

21%(4)

16%(3)

7%(1)

13%(2)

13%(2)

13%92)

FEAP 3

BTE 3068;SAC 8 Fall 2008

Business Education Content Area

EDG 3302 Summer 2009

Artifact 2: (Case Study)SAC3.5

Artifact 3: (SWOT Analysis)SAC

3.5,10.1

100%(3)

64%(7)

82%(9)

27%(3)

9%(1)

9%(1)

9%(1)

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FEAP 4

BUL 3320; SAC 7Fall 2009

Critical Thinking

OST 4404 SAC 2,8,10 Fall 2009

Artifact 3 (Critical Thinking Activity)

GEB 2001 SAC

5.1,5.2,5.4,5.5,5.6,5.7,5.8,5.9 Fall 2009

Artifact: Business Week Case Studies

36%(8)

80%(12)

41%(7)

23%(5)

7%(1)

(35%)6

27%(3)

12%(2)

13.6%(3)

13%(2)

12%(2)

FEAP 5

BTE 4410 Fall 2009

Artifact: Class Observation; SAC 8

60%(3)

20%(1)

20%(1)

FEAP 6


Artifact 2: Case Study SAC 3.5

OST 4500 Summer 2009

Artifact 1: Case Study

73%(8)

84%(21)

18%(2)

12%(3)

4%(1)

1(1%)

FEAP 7;SAC 1,2,3,5,10


Artifact 2: Analyze Bureau of Labor

Stats(Web Activity)

GEB 2001 Fall 2009; SAC

5;1,5.3,5.10,6.2,6.4

Artifact 3: Small Business In Action

96%(24)

94%(16)

4%(1)

6%(1)

12

FEAP 8

BTE 3068 Fall 2008

Artifact 2: Business Ed 11 Content

Areas SAC 8

BTE 4410 Fall 2009

Artifact: 2 Teaching

Demonstrations/Peer Eval. SAC 8


Artifact 1:B Report SAC 1.1,1.2

OST 3639 Fall 2009

Performance Assessment SAC 1.9


Artifact 1: Performance Assessment;

SAC 1.9

100%(3)

60% (3)

47%(8)

79%(11)

79%(11)

24%(4)

14%(2)

14%(2)

40%(2)

18%(3)

7%(1)

12%(2)

7%(1)

FEAP 9; SAC 8.9

BTE 4410 Fall 2009

Artifact 4: Bulletin Bd. Activities

80%(4)

20%(1)

FEAP 10

BTE/3068 Fall 2008

Artifact 3: Lesson Plans SAC 8

BTE 4410

Artifact 3: Lesson Plans SAC 8 Fall

2009


Artifact: 3: SWOT Analysis SAC 3.5,10.1

60%(3)

82%(9)

67%(2)

20%(2)

9%(1)

33%(1)

9%(1)

FEAP 11

BTE 4410 Fall 2009

Artifact 1: Class Observation SAC 8

60% (3)

20%(1)

20%(1)

13

FEAP 12

GEB 2001 SAC2 5.1,5.2,5.4,5.7

Fall 2009

Artifact 1: Small Group Breakout Ex.

OST 2335 SAC 1.2,1.9,2.3,2.4 Fall 09

Artifact 1: Oral Presentation

Artifact 2: Group Writing Assign

Artifact 3: Persuasive Ltr.

OST 3639 Fall 2009

Artifact 1: Performance Assess. SAC 1.9

Artifact 2: Writing Activity SAC 2.4

Artifact 3: Test SAC 1.3

OST 4500 SAC 1,2,3,5,10 Summer

2009

Artifact 3: Critical Thinking Activities

41%(7)

16%(3)

79%(11)

43%(6)

36%(5)

64%(16)

47%(8)

42%(8)

26%(5)

37%(7)

14%(2)

36%(5)

36%(5)

28%(7)

12%(2)

42%(8)

53%(10)

47%(9)

7%(1)

14%(2)

21%(3)

8%(2)

21(4%)

16(3%)

7%(1)

7%(1)

Table 3.

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With a score scale rating of 4=favorable, 3=acceptable, 1=marginal and 0=unacceptable, below find Table 4 illustrating the percentage of candidates for the two

year period 2007-2009, who met expectations on the Florida Educator Accomplished Practices(Livetext Business Education Portfolio).

Business Education curricula are designed to provide candidates with accomplished practices that are required and desired in the classroom. Candidates’

expression of their philosophy and beliefs are rated as favorable (with 50 percent rated as acceptable in fall 2007) in that their philosophy of education is rooted in

the understanding that the priority goal of Business Education is to prepare students for flexible careers that pays off in lifelong employability in the business

world.

Data: FEAP #1--Assessment— Fall 2007 (50% Favorable, 50% Acceptable)

Spring 2008 (100% Favorable).

Fall 2008 (100% Favorable),

Data: FEAP #2—Communication— Fall 2007, Spring 2008, Fall 2008 (100% Favorable)

Data: FEAP #3—Continous Improvement—Fall 2007 (100% Acceptable)

Spring 2008 (100% Acceptable)

Fall 2008 (75% Favorable, 25% Acceptable)

Data: FEAP #4- Critical Thinking- Fall 2007 (100% Acceptable); Spring 2008 (100% Acceptable)

Fall 2008 (75% Favorable, 25% Acceptable)

Data: FEAP #5-Diversity-- Fall 2007 (50% Favorable, 50 Acceptable 50% )

Spring 2008 (100% Favorable)

Fall 2008 (100% Favorable)

Data: FEAP #6-Ethics – Fall 2007 (100% Favorable)


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Fall 2008 (100% Favorable)

Data: FEAP #7-Human Growth and Development—Fall 2007-50% Favorable, 50% Acceptable); Spring 2008 (100% Acceptable)

Fall 2008 (25% Favorable, 75% Acceptable).

Data: FEAP #8- Knowledge of Subject Matter—Fall 2007 (100% Favorable)


Fall 2008 (75% Favorable, 25% Acceptable).

Data: FEAP#9-Learning Environment— Fall 2007 (100% Favorable)


Fall 2008 (100% Favorable).

FEAP #10-Planning-- Fall 2007 (100% Favorable)



FEAP #11—Role of the Teacher-- Fall 2007 (50% Favorable, 50% Acceptable)


Fall 2008 (100% Favorable in Skill, 75% Favorable, 25% Acceptable

in Disposition and Knowledge).

FEAP #12—Technology-- Fall 2007 (100% Favorable)



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Program Improvement: Assessment: The program provides opportunities for classroom test preparation via required coursework (EDF 3330 Testing and

Evaluation and software exploration ( EME 2040, EME 4400 ). Candidate’s acclimation to classroom assessment is supported by software generated tools that

give students immediate feedback related to skill building and document processing. Communication: Communication is embedded in the Business Education

curriculum as one of its 11 content areas. Verbal and written communication is required in classroom activities throughout the program. Continuous

Improvement: While the Business Education curriculum is designed to provide personal growth plan opportunities (OST 4404 Administrative Support

Systems) candidates will find it necessary to continue their professional growth considering the constant change in application software versions and the

professional fortitude required in the field. To support this effort, a partnership with Enterprise Information Technology resulted in a 1.4 million dollar grant to

establish a Center for Public Computing and Workforce Development where teacher training for Business Educators will be provided. Critical Thinking:

Candidates are challenged to think critically understanding that their success and the success of their students will be measured primarily by performance. In

addition, candidates are required to complete nine credit hours of math and eight credit hours of natural science. Three credit (science) hours were dropped to

reduce the number of credit hours required for program completion. (From 132 to 129):Diversity: Candidates are required to successfully complete EDF 2085

Teaching Diverse Populations. This experience prepares them to establish a comfortable environment which accepts and fosters diversity via field experiences.

Human Growth and Development: Data indicates that while faculty require candidates to complete a course in (DEP 2004) Human Growth and Development

prior to admittance into teacher education, it would be beneficial for them if this particular accomplished practice was revisited, perhaps within a special project, or

action research particularly with a focus on middle school aged students when taking in account their developmental level, cultural heritage, and interests.

Knowledge of Subject Matter: Candidate’s knowledge of subject matter is critical, particularly, in preparation for the Florida Teacher Subject Area Exam.

Faculty provide opportunities for exploration and study of subject area content with departmental generated study guides and workshop upon successful

completion of BTE 3068 Principles of Business Education and BTE 4410 Methods of Teaching Business Subjects. These opportunities came about as a result of

program improvement efforts. Learning Environment: Candidate’s learning environment is strictly computer lab oriented. This provides opportunities for

establishing rules and standards for behavior within the lab. Established rules and standards for behavior include care for equipment and software. Candidate’s are

required update, improve, design lab bulletin boards. Planning: Candidate’s demonstrate knowledge of standards alignment in lessons identifying performance

outcomes for planned lessons. With the use of computer equipment such as SmartBoard, LCD, and currently a document reader, candidates incorporate the visual

and physical environment when planning activities. Role of the Teacher: This data prompted the use and implementation of a disposition rubric to assist students

in accessing their disposition via reflection, and ultimately assessing their knowledge in the role of the teacher. This includes developing short and long term

personal and professional goals related to the roles of the teacher. Technology: Use of Technology in the classroom is required for Business Education candidates.

As part of its program improvement efforts the department staff requested new and/or updated computers, additional equipment and access to Microsoft 2010

software. Training for faculty use of Microsoft 2010 will begin in Spring 2011.

17

Score scale: Fall 2007 Spring 2008 Fall 2008 Spring 2009

4=Favorable, 3=Acceptable, 1=Marginal, and 0=Unacceptable

% of 4's

% of 3's

%of 1's

% of 0's

% of 4's

% of 3's

%of 1's

% of 0's

% of 4's

% of 3's

%of 1's

% of 0's

% of 4's

% of 3's

%of 1's

% of 0's

Philisophy and Beliefs

Skills 50% 50% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Disposition 50% 50% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Assessment

Skills 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Disposition 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Knowledge 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Communication

Skills 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Disposition 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Knowledge 100% 0% 0% 0% 100% 0% 0% 0% 75% 25% 0% 0% 0% 0% 0% 0%

Continuous Improvement

Skills 100% 0% 0% 0% 100% 0% 0% 0% 75% 25% 0% 0% 0% 0% 0% 0%

Disposition 100% 0% 0% 0% 100% 0% 0% 0% 75% 25% 0% 0% 0% 0% 0% 0%

Critical Thinking

Skills 100% 0% 0% 0% 100% 0% 0% 0% 75% 25% 0% 0% 0% 0% 0% 0%

Disposition 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Knowledge 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Diversity

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Skills 50% 50% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Disposition 50% 50% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Knowledge 50% 50% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Ethics

Skills 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Disposition 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Knowledge 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Score scale: Fall 2007 Spring 2008 Fall 2008 Spring 2009

4=Favorable, 3=Acceptable, 1=Marginal, and 0=Unacceptable

% of 4's

% of 3's

%of 1's

% of 0's

% of 4's

% of 3's

%of 1's

% of 0's

% of 4's

% of 3's

%of 1's

% of 0's

% of 4's

% of 3's

%of 1's

% of 0's

Human Development and Learning

Skills 50% 50% 0% 0% 0% 100% 0% 0% 25% 75% 0% 0% 0% 0% 0% 0%

Disposition 50% 50% 0% 0% 0% 100% 0% 0% 25% 75% 0% 0% 0% 0% 0% 0%

Knowledge 50% 50% 0% 0% 0% 100% 0% 0% 25% 75% 0% 0% 0% 0% 0% 0%

Knowledge of Subject Matter

Skills 100% 0% 0% 0% 100% 0% 0% 0% 75% 25% 0% 0% 0% 0% 0% 0%

Disposition 100% 0% 0% 0% 100% 0% 0% 0% 75% 0% 25% 0% 0% 0% 0% 0%

Knowledge 100% 0% 0% 0% 100% 0% 0% 0% 75% 25% 0% 0% 0% 0% 0% 0%

Learning Environment

Skills 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Disposition 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Knowledge 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Planning

Skills 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

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Disposition 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Knowledge 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Role of the Teacher

Skills 50% 50% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Disposition 50% 50% 0% 0% 100% 0% 0% 0% 75% 25% 0% 0% 0% 0% 0% 0%

Knowledge 50% 50% 0% 0% 100% 0% 0% 0% 75% 25% 0% 0% 0% 0% 0% 0%

Technology

Skills 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Disposition 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Knowledge 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

English for Speakers of Other Languages

Skills 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Disposition 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Knowledge 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 0%

Total # of Students Assessed: 2/2 1/1 4/4 0

Table 4.

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3. Impact on P-12 student learning for candidates and completers

The field/clinical component of the initial teacher education programs provides candidates the opportunity to explore their knowledge, skills, and

dispositions related to all candidates. The Task Stream lesson/unit plan format includes an adaptation section where teacher candidates describe specific

teaching strategies they will use to teach candidates who have special needs (learning, emotional, physical disabilities, gifted learners, and ESOL). To

measure the candidates’ impact on P-12 students’, candidates must analyze student (pre-post tests), use pre-test information to identify ―error patterns‖ in

order to sort students, develop a series of learning experiences that address those weaknesses, and assess for improvement (post-test). Additionally,

candidates are assessed on the portfolio evidence on effective teaching via teacher work samples that are aligned with the 12 FEAPs, students’ work

samples and analyses.

Data

Academic Year # of Candidates Unit Pre-Test Unit Post Test Gains

Fall 2007 Candidate 1

Candidate 2

70%

44%

85%

87%

15%

56%

Spring 2008 Candidate 1 57% 88% 31%


Candidate 2

Candidate 3

Candidate 4

70%

65%

N/A

50%

90%

95%

50%

20%

30%

0%

Spring 2009 N/A N/A N/A


Candidate 2

Candidate 3

75%

69%

80%

89%

86%

85%

14%

17%

5%

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Spring 2010 N/A N/A N/A

Table 5.

Program Improvement

In the instance of candidate four, particularly, the faculty realized the need for providing a subject area workshop to assist with learning gains. The

College of Education’s enforcement of policy regarding candidate readiness for student teaching internship served as a supportive catalyst for improved

student gains. The Business Education Program has not had completers needing remediation in their first two years of teaching. However,

one student responded to a Disposition Rubric to provide a self reflection of soft skills during his student teaching internship. Nonetheless,

the College of Education has an action plan to provide additional support/and or remediation of program completers in their first two (2)

years. When notified of the need to support or remediate an underperforming graduate from the teacher education programs at FAMU, The

Office of Student Teaching will receive the information, conduct the initial needs for assessment, and seek the appropriate resources to

address the problem. The Office of Student Teaching will initiate the action plan as follows:

4. Results of assistance to students who need remediation during their first two years of teaching, if applicable.

N/A

5. State and district needs, if applicable

The Business Education faculty understands the importance of prior preparation for candidate Industry Certification opportunities.

Industry Certification(s) from the Florida Industry Certification Funding List will count in the High School Grade, beginning in 2009-10. In

response, a new version of the In Demand Test Prep Software for Office 2007 MOS Certification (Industry Certification) test preparation was

purchased to ensure candidates have an opportunity to take the exam. In addition, the Department is recognized as a Certiport Test-Site.

The Business Education program assists in closing the gap in the minority teaching pool of Business Education teachers in meeting

the instructional staffing goals of surrounding districts and Florida. It is not uncommon for Business Education teachers to remain in their

classroom capacity for a duration of 20+ years (Leon County for sure). According data on district and state need, as of 2013-14 it is estimated

that 144 replacement business teachers will be needed in the state of Florida (www.fldoe.org).

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6. Employer satisfaction, including percentage of completers employed Florida public schools following the first year of program completion

and length of stay in the classroom.

The percentage of completers employed in Florida public schools the first year following

program completion is generally low since many of our graduates choose to teach out of state

and/or make decisions to obtain an advanced degree immediately after graduation.

2007-2008 FAMU Program Completers Employment Data

Code Program Name

Total Completers Employed Percentage

298 Business Education 2 2 100%

2008-2009 FAMU Program Completers Employment Data

Code Program Name Total Completers Employed Percentage

298 Business Education 2 1 50%

Table 6.

Post Graduate Surveys indicate three recent graduates where hired in the state of Florida as of August 2010.

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7. Completer satisfaction

Exit Survey Data (1=Poor, 2=Fair, 3=Average, 4=Very Good, 5= Excellent)

Demograph

ics

Educ.

Data

Curriculum

Instructors Facilities Student

Support

Services

Program

Assessment

Fall

2007

Exit

B/M/Jamaican

B/M/USA/

B/F/USA

B.S. B.Ed

B.S. B.Ed

B.S. B.Ed

3=(3’s);1=(2);1=(4)

1=(2);2=(3’s);1=(4);1(5)

4=(3’s);4=(4)

5=(3’s);1=(4)

6=(4’s)

1=(3);4=(4’s);1

=(5)

2(1’s);9=(2’s);2=(3’s);1=(4)

6=(3’s);8=(4’s)

14=(3’s)

2=(3’s);

1=(4);1=(5)

2=(4’s)

3=(3’s);5(4’s)

2=(4’s);6(5’s)

8=(4’s)

2008

Exit

B/F/USA B.S./B.Ed.

Fall

2009

Exit

B/M/USA/

B/M/USA

B/F/USA

B.S./B.Ed

B.S./B.Ed

B.S./B.Ed

4=(5’s);2=(4)

6=(5’s)

5=(4’s); 1=(3)

6=(4’s)

6=(5’s)

6=(4’s)

1=(3);3=(4’s);10(5’s)

15=(5’s)

2=(2’s);2=(3’s);5=(4’s)

2=(4’s)

2=(5’s)

2=(4’s)

3(4’s);5(5’s)

8=(5’s)

9=(5’s)

Table 7.

Program Improvement: Candidate exit surveys indicate they desire to see improvement in facilities (a new building is scheduled to be

constructed with new computer labs) and updated equipment. (New computers, software, Smartboards, LCDs and a document reader have

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been added to the present computer labs). In addition, candidates desired to see an improved curriculum. See changes in the curriculum as

documented (see #9 below).

8. Faculty recency of experience data

Faculty members in the Business Education Program participate in the Recency of Experience each year as mandated. Each faculty

member engages in a minimum of two instances of recency in K-6 classes. Faculty compliance in the Business Education Program is 40% for

the 2008-2009 academic year and 100% for the 2009-2010 academic year. In summary, faculty experiences cover a range of activities and

learning opportunities that provided valuable data that was used to strengthen the curriculum such as:

Incorporate ―best practices‖ such as preparation for industry certification.

Stress the importance of vocabulary development especially for subject area content such as entrepreneurship.

Administer and use the results of performance assessment tests to help students.

Stress the importance of writing skills – business reports, letters, and brochures.

Identification and use of subject-matter content that is developmentally appropriate

Introduction of software usefully for creative, critical thinking activities example: MovieMaker.

9. Program revisions that ranged from minor to extensive as a result of faculty recency of experience include the following:

Adopted web based textbooks to enhance student industry certification exam test preparation skills. Changed the course name for OST

3716/Word Processing to Introduction to Computer Applications and OST 3639/Microcomputer Applications to Integrated Computer

Application to reflect educational trends.

Additional course name changes include: OST 1100/Introduction to Keyboarding to Keyboarding/Speech Recognition or Keyboarding/Voice

Recognition; OST 1110/Document Formatting I to Document Processing I; OST 2120/Document Formatting II to Document Processing II.

Requirement of increased awareness of writing skill progression via additional hours in university writing lab.

Hosted a Photo Shop Workshop for students prior to student internship experience to provide experience in working with new software.

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10. Program revisions that ranged from minor to extensive as a result of faculty recency of experience include the following:

Adopted web based textbooks to enhance student industry certification exam test preparation skills. Changed the course name for OST

3716/Word Processing to Introduction to Computer Applications and OST 3639/Microcomputer Applications to Integrated Computer

Application to reflect educational trends.

Additional course name changes include: OST 1100/Introduction to Keyboarding to Keyboarding/Speech Recognition or Keyboarding/Voice

Recognition; OST 1110/Document Formatting I to Document Processing I; OST 2120/Document Formatting II to Document Processing II.

Requirement of increased awareness of writing skill progression via additional hours in university writing lab. Hosted a Photo Shop Workshop for students prior to student internship experience to provide experience in working with new software

11. Stakeholder input

From: Sikora, Wendy [[email protected]]

Sent: Wednesday, June 09, 2010 10:42 AM

To: Dawn K. Holley-Dennis

Subject:Professional Development

Dawn,

Thank you for your call regarding professional development for business

education. I spoke with the people here involved with scheduling the PDI

sessions and expressed interest in the future to have sessions available here

in Tallahassee and they said that they would take that into consideration for

next year; however, please see the attached flyer that includes three sites

that are reasonably close to Tallahassee, including Panama City, Clay County

and Ocala. The Panama City and Clay County sites were cancelled due to lack

of interest, which doesn’t help our request to hold sessions here. Business,

finance and marketing teachers across the state are being shifted about for a

variety of reasons and I’m swamped with requests to change certification

requirements for various programs to more flexibility accommodate displaced

teachers. I really appreciate what you are sharing and unfortunately teachers

in all subject areas are experiencing these kinds of shifts.

The PDI courses are very focused on training for the specified certifications

and do not address the general scope of interests that you shared with me. I

would be happy to make a conference room available here in our building and

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discuss the possibility of together facilitating a meeting for business

teachers if you think that would be of value to them. You had mentioned

several topics that you thought would be of interest to them and I am happy to

discuss this idea with you further.

12. Describe how the data analysis was used to inform programmatic decisions for entire continuing approval period must be provided.

Business Education program data are collected on a continuous basis by the department chair, faculty and staff. Excel generated tables provide

program progression (semester by semester) data of students in the Pre-Teacher status as well as the Admitted status. Program data collected include:

Gender, Race/Ethnicity, Entry GPA (Teacher Education) , Passing of General Knowledge Exam, E-Portfolio and Passing of Subject Area Exam, Student

Teaching, Date of Graduation and Exit Survey Completion. This information is usefully in coordinating advising and mentoring efforts with the Center

for Academic Success.

Department faculty meeting minutes (August 17, 2007) reflect the program chair appointed a Program Course Improvement Committee. The

committed consisted of faculty and staff within the department. On September 18, 2007 a Course/Program Improvement meeting

convened to discuss changes such as adopting textbooks that are web-based and that provide Microsoft Certification instruction for OST 3617 (Advanced

Word Processing) and OST 3639 (Integrated Computer Applications). In addition, the data prompted faculty discussion during

its April 28, 2010 meeting where faculty was reminded that good and consistent advisement allow for a coordinated effort in assisting students with

apparent difficulties. The department, in partnership with FAMU Enterprise Information Technology, received a 1.4 million dollar Broadband

Technology Opportunities grant to establish a FAMU Center for Public Computing and Workforce Development. This opportunity will allow

The Business Education faculty to provide needed professional development training for Business teachers and students.

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