Program Report for the Initial Preparation of Middle Level ... Report for the Initial Preparation of...

Program Report for the Initial Preparation of Middle Level Educators

National Middle School Association(NMSA)

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

COVER SHEET

1. Institution NameUniversity of Central Missouri

2. StateMissouri

3. Date submitted

MM DD YYYY

01 / 30 / 2008

4. Report Preparer's Information:

Name of Preparer:

Carl Grigsby

Phone: Ext.

( ) -660 543 8641

E-mail:

[email protected]

5. NCATE Coordinator's Information:

Name:

Joyce Anderson Downing

Phone: Ext.

( ) -660 543 8762

E-mail:

[email protected]

6. Name of institution's programMiddle School-Junior High School

7. NCATE CategoryMiddle School Education

MIDDLE SCHOOL EDUCATION MAJOR

College of Education

University of Central Missouri

FRESHMAN

Engl 1020Comp I3Engl 1030Comp II3

Comm 1000Public speaking3Hist 1350/1U.S. History3

Pols1510Am. Government3Math1620Contemporary Math3

General Education Art, Music or Theatre3

General Education Science requirement4

Mod Language French, German or Span. 3T&OE2000Technology and Change or

15BTE1210Essentials of Managing Info.2-3

15-16

SOPHOMORE

EdCI2100Foundations of Ed & Fld. Exp.3Science for Teachers requirement3

EdCI2101Models of Teaching2EdCI3210Meth. Reading Instruc.3

EdCI2240Ed. Psychology3Engl2205/20Literature3

EdCI2310Computer/Tech in Ed2EdSp 2100Ed of Exceptional Child or

Geog2212World Geography3Psy4200Psych of Exceptional2

Math 3812Math in Inst. Mdl. Schl. Cur.3*Teaching minor*

6

16

17

*If you select a math minor see math advisor

JUNIOR

EdCI2110World Diversity & America3EdCI3230Content Literacy in M.S.3

EdCI3220Tch. Language Arts3EdCI4130The Middle School3

EdCI3440Literature for the Middle Level2Psy 3220Lifespan Development or

HEd4310Drugs & Youth3Psy4230Psy. of Adolescence 3

HEd4330First Aid & CPR for Ed1HEd4320Tchg. Sex Ed. in the School3

Teaching minor*6IGen3468Home/Sch./Comm. Relations3

18Teaching minor*

3

18

SENIOR

EdCI4220Anal. & Corr. Rdg. Instr.2EdCI4497Student Teaching I6

EdCI4250Practicum in Reading1EdCI4498Student Teaching II6

EdCI4340Tchg. Strategies in Middle Sch.3

12

EdCI4300Ed. Measurement & Eval.2

Special Methods Class for Minor area2-3

Teaching minor*6

16-17

*A teaching minor is an area of concentration for which Central sponsors certification. These include art, business education, English, French, family and consumer sciences, German, math, science, social studies, Spanish, speech communication and theatre, and technology education. These range in hours from 21 to 27. The above plan is based on a 21 credit hour area of concentration.

For information about Full Admission to Teacher Education, please go to www.ucmo.edu/cert.

To apply for student teaching please visit www.ucmo.edu/teach; students must apply to Student Teach one year in advance.

Middle School Four Year Plan

Elementary & Middle School Education Areas of Concentration

2007 Catalog

ART Minor, B.S. in Ed. Degree

Certification to teach art in grades K-9. Elementary Education majors choosing this minor area will not take ART 3910.

(369) p. 52

MINOR REQUIREMENTS

27

ART 1110 Drawing I

3

ART 1315 Design I

3

ART 3314 Fibers

3

ART 2412 Ceramics I

3

ART 2420 Sculpture I

3

ART 2710 Introduction to Printmaking3

ART 3915 Prob. in Elementary Art Ed3

ART 2511 Painting I or

3

ART 3510 Watercolor

ART 1815 Art History Survey I or3

ART 1825 Art History Survey II

ENGLISH Minor, B.S. in Ed. Degree

(305) p. 66

MINOR REQUIREMENTS

24

ENGL 4840 Composition & Evaluation 3

ENGL 3110 English Grammar

3

ENGL 3120 History of English Language 3

ENGL 2220 World Masterpieces

3

3000-4000 level electives in English 3

ENGL 2210 British Literature to 1798 or3

ENGL 2215 British Lit. 1798 to Present

American Literature

Select American Literature Area A or B for6:

American Literature Area A

ENGL 2200 American Literature to 1865 3

Elective from the following:

3

ENGL 4640 American Realists & Naturalists

ENGL 4660 Women Writers of the U. S.

ENGL 4670 Ethnic American Literature

ENGL 4680 African American Literature

ENGL 4710 Modern American Fiction

ENGL 4730 Modern American Poetry

American Literature Area B

ENGL 2205 American Lit. 1865 to Present 3

Elective from the following:

3

ENGL 4610 American Renaissance

ENGL 4620 Early American Literature

ENGL 4670 Ethnic American Literature

ENGL 4680 African American Literature

SOCIAL STUDIES Minor, B.S. in Ed. Degree

Student with a minor in social studies must achieve at least a 2.50 GPA in all social science courses taken at Central.

(418) p. 73

MINOR REQUIREMENTS

24-27

HIST 1350 History of the U. S. to 1877 3

HIST 1351 History of the U. S. from 1877 3

HIST 2402 History of the Modern World 3

POLS 1510 American Government 3

GEOG 2212 World Geography, or3

GEOG 3201 The Cultural Landscape

ECON 1010 Principles of Macroecon. or3

ECON 1011 Principles of Microeconomics

Upper-level elective in American history 2-3

Upper-level elective in world history 2-3

2000-4000 level elective in GEOG,

POLS, SOC, or ANTH2-3

FAMILY AND CONSUMER SCIENCES Minor for a Bachelor's Degree

(850) p. 109

CHEM 1104 is the required gen. ed. science prerequisite

MINOR REQUIREMENTS

22

CTE 3110 Financial Management Education3

FACS 3120 Family Resource Management 3

CFD 1220 Child Development

3

CFD 3260 Practicum in Child Development

1

CFD 3230 Family Sys. & Lifespan Development3

FOOD 2322 Food Preparation

3

D&N 3340 Nutrition

3

FAME 1450 Textile & Apparel Fabrications I3

HEALTH EDUCATION Minor, B.S. in Ed. Degree

Recommendation for certification to teach health education for grades PK-9 requires 29 semester hours, 30 semester hours for teaching grades 9-12, and 32 semester hours for grades PK-12. The additional classes needed for certification are HED 4320, HED 4390, and health electives. Elementary Education functional majors may use this as an area of concentration (804) p. 131

Elementary Ed majors have to take both PSY 2220 (major) & 4230 (minor)

MINOR REQUIREMENTS

22

HED 1100 Personal Health

3

HED 1350 Responding to Emergencies

3

HED 3360 Methods in Secondary School Health2

HED 4300 Nutrition & Human Performance 2

HED 4310 Drugs & Youth

3

PE 2800 Human Anatomy

3

PE 2850 Found. of Exercise Physiology

3

PSY 4230 Psy. of Adolescence

3

SPEECH COMMUNICATION AND THEATRE Minor, B.S. in Ed. Degree

(363) p. 92

MINOR REQUIREMENTS

21

THEA 1500 Acting

3

THEA 1600 Stagecraft & Lighting 3

THEA 3700 Directing

3

COMM 2100 Foundations of Comm. Theory 3

COMM 2330 Small Group Communication 3

COMM 2340 Argumentation & Debate 3

Elective in Speech COMM or THEA 3

FRENCH Minor for a Bachelor's Degree

(2013) p. 75

MINOR REQUIREMENTS

27

FREN 1201 Elementary French I 3

FREN 1202 Elementary French II3

FREN 2201 Intermediate French I 3

FREN 2202 Intermediate French II 3

FREN 3223 French Composition 3

FREN 3243 French Conversation3

FREN 4265 The Contemp. Fr-Speak Wrld3

FREN 3261 French Civilization & Lit. I or3

FREN 3262 French Civilization & Lit. II

Elective in FREN at 3000 or 4000 level 3

SPANISH Minor for a Bachelor's Degree

(2015) p. 77

MINOR REQUIREMENTS

27

SPAN 1601 Elementary Spanish I 3

SPAN 1602 Elementary Spanish II 3

SPAN 2601 Intermediate Spanish I 3

SPAN 2602 Intermediate Spanish II 3

SPAN 2603 Spanish Conversation I 3

SPAN 3623 Spanish Composition 3

SPAN 3603 Spanish Conversation II 3

SPAN 3661 Span. Civilization & Lit. or 3

SPAN 3662 Span. Am. Civilization & Lit

One elective from the following: 3

SPAN 4623 Advanced Spanish Comp.

SPAN 4603 Advanced Readings & Oral Expressions

SPAN 4650 Introduction to Spanish for Business

SPAN 4665 Culture & Issues in the Contemporary Spanish

Speaking World

SPAN 4671 Cinema of the Spanish-Speaking World

SPAN 4680 Twentieth Century Literature of the Spanish

Speaking World

MATHEMATICS Minor, B.S. in Ed. Degree

MATH 1620 is the required math general education and prerequisite course for this minor. A Middle School student with a math minor will not enroll in MATH 3812, see minor advisor.

(480) p. 173

MINOR REQUIREMENTS

25

MATH 1800 Intro. to Tchg Elem & MS Math 2

MATH 2802 Concepts & Methods in MS Math 3

MATH 3840 Strategies in Tchg MS Math 3

MATH 4821 Elements of Algebra 3

MATH 4822 Elements of Geometry 3

MATH 4823 Introduction to Infinite Processes 5

MATH 4871 Algebraic Concepts for Teachers 3

MATH 4851 Prob & Stat. for MS/HS Math 3

SCIENCE Minor, B.S. in Ed. Degree

(821) p. 116

MINOR REQUIREMENTS

24

EDCI 1310 Physics for Teachers 3

EDCI 1320 Biology for Teachers 3

EASC 1004 Intro. to the Sciences: Geol.4

EASC 3010 Environmental Geology 3

EASE 3114 Meteorology

3

BIOL 1004 Intro. to the Sciences: Ecology 4

CHEM 1104 Intro. to the Sciences: Chem. 4

INSTRUCTIONAL MEDIA TECHNOLOGY Minor for a Bachelor's Degree (Elem Ed only)

Central does not confer teacher certification for this minor.

Preparation for teaching computer/technology literacy in schools. (781) p. 119

MINOR REQUIREMENTS

23

INST 3100 Mediating Instruction 3

INST 4300 Prin. of Instructional Dev. 3

INST 4330 Tech Troubleshooting for Ed 2

INST 4400 Des & Prod of Media for Inst 3

INST 4920 Pract in Inst Tech

1

EDCI 2310 Computer/Technology in Ed 2

INST 4318 Telecommunications in Ed 3

LIS 4230 Sel. & Acquisition of Materials 3

LIS 4740 Adm. of the Library Media Center 3

SPECIAL EDUCATION Minor, B.S. in Ed. Degree (Elem Ed only)

NOTE: Student teaching hours are not part of a minor program, but for informational purposes students will need EDCI 4495 for 8 semester hours and EDSP 4396 for 6 semester hours. The student teaching placement for special education will be at the secondary level (grades 5-12) (854) p. 121

MINOR REQUIREMENTS

27

EDSP 4140 Collab. w/ Fam of Exceptional Children 3

EDSP 4150 Career Devel. for Students s/ Disabilities 2

EDSP 4360 Behavioral Mgt. Techniques

2

EDSP 4361 Practicum in Behavioral Manag. Tech. 1

EDSP 4620 Evaluation of Abilities and Achievements 3

EDSP 4700 IEP and the Law

3

EDSP 4385 Intro. to Cross Cat. Special Education 3

EDSP 4420 Methods of Cross-Cat Special Education 3

CD 4402 Language Dev for the Handicapped 2

MATH 4890 Math for Special Education

2

PSY 4230 Psychology of Adolescence or

3

PSY 3220 Lifespan Development

BUSINESS EDUCATION Minor for a Bachelor's Degree (Middle School only)

(517) p. 108

MINOR REQUIREMENTS

23

BTE 1210 Essentials of Managing Info

2

ECON 1010 Principles of Macroeconomics

3

CTE 1000 Intro. to Career & Technology Education3

BTE 2535 Data Input Technologies

3

BTE 3536 Integrated Productivity Applications3

BTE 4501 Managing Classroom Technology3

BTE 4510 Desktop Publishing for Business

3

BTE 4560Presentations & Information Management3

TECHNOLOGY EDUCATION Minor, B.S. in Ed. Degree (Middle School only)

(241) p. 110

MINOR REQUIREMENTS

20

T&OE 2000 Technology & Change

3

CTE 4145 Curriculum Construction in CTE

3

ET 1010 Applied Electricity

3

GRAP 1110 Fundamentals of Drafting

2

MMGT 1010 Mat. for Mfg. & Construction

3

PR&T 1010 Power Mechanics

3

Dept approved elective

3

Middle School, Elementry Education Minors

#1. CONTENT KNOWLEDGE: Data from licensure tests or professional examinations of content knowledge.

1. The PRAXIS II test is required by the state of Missouri for teacher certification in Middle School Education. Middle School candidates are required to meet the state passing scores in their content area (minor requirement) to be certified. The content exams include English, Social Studies, Mathematics, Science, Art, Business Education, Family and Consumer Science, French, Health Education, Speech Communication and Theatre, Spanish, and Technology Education. The assessments are reliable measures in terms of content knowledge at the Middle Childhood level for beginning teachers. They are rigorous and require a certain breadth and depth of knowledge in each of the disciplines assessed.

2. When candidates are assessed by the Principles of Learning and Teaching exam, the exam aligns with Standard 1 (Young Adolescent Development), Standard 2 (Middle Level Philosophy and School Organization) and Standard 3 (Middle Level Curriculum and Assessment). The minor areas of concentration taking this exam are Art, Business, Education, Family and Consumer Science, French, Health Education, Speech Communication and Theater, Spanish, and Technology Education. The exam concentrates on the theories of middle childhood concepts, major theorists, philosophy, curriculum, assessment and the cognitive development of the early adolescent learner. This exam is a reliable, valid measure of the candidates knowledge in early adolescent development, middle school organization and management.

The content areas exam aligns with Standard 4 (Middle Level Teaching Fields) to ensure that candidates are knowledgeable in their content-certification area. The content exams are reliable and can validate candidate depth of knowledge to instruct in the 5-9 classroom.

3. As the results indicate, our students are passing the Praxis II Content and the Principles of Learning and Teaching exams with a 94-100% passing rate. The 21-27 credit hours of content-based courses required in our program of study for each minor area ensure our students the depth of knowledge needed to be successful in a middle school classroom. (Attachment,Table 1 a,b,c,d, & e)

Points Avalable RangeInst. Avg. Pct. CorrectState-Wide Avg. Pct. CorrectNational Avg. Pct. Correct

2003-2004, UCM n=23, UCM median=172, national median=172, MO passing score=163

I. Reading and literature36-3873%77%74%

II. Language and linguistics18-2061%67%64%

III. Composition and rhetoric34-3579%83%80%

IV. Short essays1266%68%64%

2004-2005, UCM n=39, UCM median=168.5, national median=173, MO passing score=163










Table 1a: PRAXIS II Scores for Middle School Lanugage Arts


2003-2004, UCM n=12 UCM median 172, national median 161, MO passing score=158

I. Arithmetic & basic algebra17-1869%67%63%

II. Geometry & measurement1672%65%59%

III. Data, probability, statistical concepts11-1279%69%64%

IV. Problem -solving exercises1870%64%53%








II. Geometry & measurement10-1664%64%60%



Table 1b Praxis II Scores for Middle School Mathematics



I. Science, methodology, techniques & history962%67%64%

II. Basic principles12-1452%60%56%

III. Physical sciences20-2253%60%57%

IV. Life sciences18-1954%63%59%

V. Earth/space sciences2061%65%63%

VI. Science, technology and society8-972%73%69%

VII. Short content essays1846%51%45%






V. Earth/space sciences18-1965%65%64%

VI. Science, technology and society971%71%70%










Table 1c: PRAXIS II Scores for Middle School Science



I. United States History22-2567%68%64%

II. World History17-1966%69%64%

III. Government/civics11-1473%72%66%

IV. Geography14-1677%79%75%

V. Economics13-1661%64%61%

VI. Sociology/anthropology4-678%76%75%







V. Economics13-1557%64%61%








V. Economics111464%63%59%



Table 1d: PRAXIS II Scores for Middle School Social Studies



I. Students as learners development879%80%76%

II. Instruction and assesment878%82%74%

III. Teacher professionalism886%82%77%

IV. Students as learners case histories667%66%64%

V. Instruction and assessment case histories1666%60%62%

VI. Communication868%56%58%

VII. Teach professionalism868%73%71%




III. Teacher professionalism7-876%78%77%













Table 1e: PRAXIS II Test: Principles of Learning and Teaching Grades 5-9

The data for assessment number one, Content Knowledge, uses the state licensure exam, PRAXIS II Test results. The N for each of the content exams and the PLT exam includes all Middle School candidates applying for teacher certification in the state of Missouri. The N reported for these exams includes undergraduate candidates, post bachelot candidates and alternative certification candidates. The N reported is minimal and the statistical impact is not significant.

The overall performance data for the last three years on the Middle School Education Praxis test shows that the UCM median score for the PRAXIS II Content Exam and Principles of Learning and Teaching assessment is equal to or greater than the national median score. Except in one year of the PLT, 2043-2005, the UCM median is three points lower than the national median score. In all content area assessments and the PLT assessment, the UCM median score is greater than the Missouri Passing Score. The data collected for 2003, 2004, and 2005 demonstrate that our middle school candidates know the content they are teaching. They understand the subject matter they will teach and know what is appropriate for early adolescent learners.

4. The mean and range of the Praxis sub-scores for 2007 academic year.

Table 2. The mean and range of 2007 Praxis sub-scores.

Sem

First Name

Last Name

Date

Test

Score

Pass Score

Result

Categories

F06

Megan

Ballard

04/29/06

89

187

154

PASSED

22

12

10

15

13

4

14

S07

Sherry

Bertschy

11/18/06

89

157

154

PASSED

11

13

10

10

6

4

7

F06

Paula

Hayes

06/09/07

69

150

158

NOT PASSED

8

5

6

7

3

F06

Kara

Hill

04/29/06

69

184

158

PASSED

9

10

4

8

16

S07

Jesica

Kerr

06/10/06

523

174

160

PASSED

8

5

6

10

10

8

4

F06

Meredith

Morrison

04/28/07

69

174

158

PASSED

8

6

5

8

12

F06

Amanda

Mosley

03/04/06

69

182

158

PASSED

10

8

4

10

8

S07

Brian

Sprouse

Scores not found

15

8

8

8

5

3

11

S07

Hannah

Woodward

11/18/06

89

156

154

PASSED

F06

Elizabeth

Zuniga

11/18/07

439

148

149

NOT PASSED

5

9

10

12

9

4

8

_1262865904.xls

Table1Lang




I. Reading and literature36-38

II. Language and linguistics18-20

III. Composition and rhetoric34-35

IV. Short essays12


I. Reading and literature

II. Language and linguistics

III. Composition and rhetoric

IV. Short essays





IV. Short essays

Table1Math

Table 1b: PRAXIS II Scores for Middle School Mathematics



I. Arithmetic and basic algebra

II. Geometry and measurement

III. Data, probability & statistical concepts

IV. Problem-solving exercises











Table1Science

Table 1b Praxis II Scores for Middle School Mathematics


2003-2004, UCM n=12 UCM median 172, national median 161, MO passing score=158












II. Geometry & measurement10-1664%64%60%



Table1Social




I. United States History

II. World History

III. Government/civics

IV. Geography

V. Economics

VI. Sociology/anthropology

VII. Short content essays



II. World History


IV. Geography

V. Economics





II. World History


IV. Geography

V. Economics



Table1Principles




I. Students as learners development

II. Instruction and assesment

III. Teacher professionalism

IV. Students as learners case histories

V. Instruction and assessment case histories

VI. Communication

VII. Teach professionalism







VI. Communication








VI. Communication


Table3

Table 3: Content Knowledge

Fall '06 Frequency Count N=2Spring '07 Frequency Count N=1

CategoryNMSA StandardsDoes Not Meet (0)Progress-sing (1)Meets (2)Exceeds (3)Does Not Meet (0)Progress-sing (1)Meets (2)Exceeds (3)

Learners and Learning1111

Philosophical Foundations2111

Curriculum & Assessment3111

Planning and Instruction4111

Instruction & Assessment5111

Family & Community6111

Professional Development7111

Table4

Table 4: Instructional Unit Plan (Aligned with Standards 1, 3, 4, and 5)

Does not meet (0)Progressing (1)Meets (2)Exceeds (3)

The unit addresses fewer than half of the components listed above, or fails to provide information needed to implement.The instructional unit addresses most components of an effective plan with sufficient information to implement, or addresses all components with some information.The instructional unit addresses all elements of an effective plan, clearly delineating all information needed for implementation.The instructional unit creatively address all elements of an effective plan, with extensive, expertly written implementation information.

Frequency Count Fall '06 N=3

12


13

Table5

Table 5: Student Teaching Summative Evaluation



Knowledge:

Content Knowledge4

Skills:

Learners & Learning1

Curriculum3

Planning Instruction1, 3, 4, 5

Classroom Management

Communication7

Assessment3, 5

Technology

Dispositions:

Diversity

Reflective Practitioner7

Professional Relationships7

Table6

Table 6: Impact on Student Learning (5-9)



Formative1, 3, 511121

Summative3, 5113

Reflective3, 5, 71122

Table7

Table 7: Dispositions



Learning11313

Values Student Application11313

Critical Thinking11322

Reflection on Teaching11313

Lesson Development41313

Technologty1322

Accommodations for Diversity43122

Promotes Self Discipline7422

Inspires Self and Others11313

Professional Interaction713112

Community Interaction613121

Professional Growth73113

Professional Responsibilities72231

Table8

Table 8: First/Second Year Teachers Survey (TEAC)

1 = Weak2 = Not Strong3 = Neutral4 = Strong5 = Very Strong

N=3N=8

CategoryNMSA Standards20062007

Knowledge:

Content Knowledge44.34.3

Skills:

Learners & Learning14.34.3

Curriculum34.74.3

Planning Instruction1, 3, 4, 54.74.3

Classroom Management4.74.0

Communication74.04.0

Assessment3, 54.74.1

Technology4.33.7

Dispositions:

Diversity4.74.0

Reflective Practitioner74.74.1

Professional Relationships74.74.3

Table9

Table 9: Lesson Plan (Aligned with Standards 1, 3, 4, and 5)


Lesson plans fail to address two or more critical components above; lack sufficient information to assess alignment, quality of planning, and appropriateness of activities; or could not be implemented as written.Lesson plans fail to address one of the critical components above; or address each component with insufficient information to assess alignment, quality of planning, and appropriateness of activities; could be implemented as written.Lesson plans address all components above; clearly delineate all information needed to determine alignment, quality of planning, and appropriateness of activities; could be implemented as written.Lesson plans creatively address all components above; expertly delineate all information needed to determine alignment, quality of planning, and appropriateness of activities; could be implemented as written by a substitute teacher.


12


13

_1262865906.xls

Table1Lang







IV. Short essays12





IV. Short essays





IV. Short essays

Table1Math


















Table1Science




I. Science, methodology, techniques & history

II. Basic principles

III. Physical sciences

IV. Life sciences

V. Earth/space sciences

VI. Science, technology and society






IV. Life sciences








IV. Life sciences




Table1Social








V. Economics13-1661%64%61%








V. Economics13-1557%64%61%








V. Economics111464%63%59%



Table1Principles









VI. Communication








VI. Communication








VI. Communication


Table3











Table4





12


13

Table5




Knowledge:

Content Knowledge4

Skills:


Curriculum3



Communication7

Assessment3, 5

Technology

Dispositions:

Diversity



Table6





Summative3, 5113


Table7




Learning11313





Technologty1322








Table8



N=3N=8


Knowledge:


Skills:


Curriculum34.74.3





Technology4.33.7

Dispositions:

Diversity4.74.0



Table9





12


13

_1262865907.xls

Table1Lang







IV. Short essays12





IV. Short essays





IV. Short essays

Table1Math


















Table1Science







IV. Life sciences








IV. Life sciences








IV. Life sciences




Table1Social





II. World History


IV. Geography

V. Economics





II. World History


IV. Geography

V. Economics





II. World History


IV. Geography

V. Economics



Table1Principles






III. Teacher professionalism886%82%77%





















Table3











Table4





12


13

Table5




Knowledge:

Content Knowledge4

Skills:


Curriculum3



Communication7

Assessment3, 5

Technology

Dispositions:

Diversity



Table6





Summative3, 5113


Table7




Learning11313





Technologty1322








Table8



N=3N=8


Knowledge:


Skills:


Curriculum34.74.3





Technology4.33.7

Dispositions:

Diversity4.74.0



Table9





12


13

_1262865905.xls

Table1Lang







IV. Short essays12





IV. Short essays





IV. Short essays

Table1Math


















Table1Science








V. Earth/space sciences2061%65%63%

VI. Science, technology and society8-972%73%69%


















Table1Social





II. World History


IV. Geography

V. Economics





II. World History


IV. Geography

V. Economics





II. World History


IV. Geography

V. Economics



Table1Principles









VI. Communication








VI. Communication








VI. Communication


Table3











Table4





12


13

Table5




Knowledge:

Content Knowledge4

Skills:


Curriculum3



Communication7

Assessment3, 5

Technology

Dispositions:

Diversity



Table6





Summative3, 5113


Table7




Learning11313





Technologty1322








Table8



N=3N=8


Knowledge:


Skills:


Curriculum34.74.3





Technology4.33.7

Dispositions:

Diversity4.74.0



Table9





12


13

_1262865903.xls

Table1Lang


















Table1Math


















Table1Science







IV. Life sciences








IV. Life sciences








IV. Life sciences




Table1Social





II. World History


IV. Geography

V. Economics





II. World History


IV. Geography

V. Economics





II. World History


IV. Geography

V. Economics



Table1Principles









VI. Communication








VI. Communication








VI. Communication


Table3











Table4





12


13

Table5




Knowledge:

Content Knowledge4

Skills:


Curriculum3



Communication7

Assessment3, 5

Technology

Dispositions:

Diversity



Table6





Summative3, 5113


Table7




Learning11313





Technologty1322








Table8



N=3N=8


Knowledge:


Skills:


Curriculum34.74.3





Technology4.33.7

Dispositions:

Diversity4.74.0



Table9





12


13

Praxis Subscores Middle School Content

MISSOURI DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION CERTIFICATION REQUIREMENTS FOR MIDDLE SCHOOL EDUCATION (GRADES 5-9)

I. GENERAL REQUIREMENTS:

A. A baccalaureate degree from a college or university having a teacher education program approved by the Missouri Department of Elementary and Secondary Education or from a college or university having a teacher education program approved by the state education agency in states other than Missouri;

B. Must have recommendation of designated official for teacher education in the college or university;

C. Must have a grade point average of 2.5 on a 4.0 scale overall and in the major area of study;

D. Must complete the content knowledge or specialty area test designated by the State Board of Education with a score equal to or greater than the Missouri qualifying score;

E. Completion of professional requirements, as determined by the recommending college or university, which may exceed these minimum requirements; and

F. Individuals who completed their teacher education program outside of the United States shall provide documentation of completion of course work in the following:

1 English Composition, two (2) courses, each a minimum of two (2) semester hours;

2 U.S. History, three (3) semester hours; and

3 U.S. Government, three (3) semester hours.

II. PROFESSIONAL REQUIREMENTS: A minimum of fifty-three (53) semester hours in professional education. Competency must be demonstrated in each area listed to the satisfaction of the teacher preparation institution.

A. Foundations for Teaching (Minimum requirement of twelve (12) semester hours):

1. The Pupil/SocietyA minimum of eight (8) semester hours with knowledge acquired and competency developed to the satisfaction of the teacher preparation institution in the following areas:

a. Personalized Teaching Strategies;

b. *Adolescent Psychology or Psychology of the Middle Level Child (physical, mental development which includes substance abuse, sexuality and peer pressure concerns);

c. Psychology of Learning;

d. *Psychology and/or Education of the Exceptional Child (including the Gifted);

e. Techniques of Classroom Management; and

f. Tests and Measurements; and

2. The School/SocietyA minimum of four (4) semester hours with knowledge acquired and competency developed to the satisfaction of the teacher preparation institution in the following areas, including multi-cultural aspects:

a. *Middle School Philosophy, Organization, and Curriculum;

b. Legal Foundations of Education;

c. Philosophical Foundations of Education; and

d. Sociological Foundations of Education; and

B. Middle School Concentration (Minimum requirement of thirty-one (31) semester hours):

1. Middle School Methods (Minimum requirement of ten (10) semester hours):

a. Methods of Teaching Reading (minimum of five (5) semester hours to include one (1) course in Techniques of Teaching Reading in the Content Fields);

b. *Middle Level Curriculum and Instruction;

c. Teaching of Writing; and

d. *Methods of Teaching Specialty Area; and

2. Subject Area Requirements (Minimum requirement of twenty-one (21) semester hours):

*Denotes minimum requirement of two (2) semester hours.

Revised April 2005

Subject area certification in grades 5-9 will be granted upon the basis of a minimum of twenty-one (21) semester hours with appropriate distribution as determined by the teacher preparation institution and/or the Department of Elementary and Secondary Education, in one

(1) of the following areas:

a. Agricultural Education 5-9;

b. Business Education 5-9;

c. Industrial Technology 5-9;

d. Language Arts 5-9;

e. Mathematics 5-9;

f. Science 5-9;

g. Social Science 5-9; and

h. Speech/Theatre 5-9; and

C. Clinical Experience (Minimum requirement of ten (10) semester hours): A minimum of two (2) semester hours of field experience prior to student teaching and a minimum of eight (8) semester hours of student teaching in grades 5-9 is required. Teachers meeting requirements for Early Childhood, Elementary, or Secondary certification must complete a practicum with middle level students.

This practicum may be integrated within appropriate required courses.

*Denotes minimum requirement of two (2) semester hours.

Revised April 2005

Middle School Missouri Certification Requirements

MAJOR REQUIREMENTS: MIDDLE SCHOOL MAJORS (127 hrs.)

Course Number

Course Title

Credit Hours

National Middle School Standards

MoStep Quality Indicators

DESE Certification Requirements

EDCI 4130

The Middle School

3

Standards 1,2

1.2.1, .2, .6, .7,

.9, .10

II. A 1-2

II. C

EDCI 3210

Methods of Reading Instruction

3

Standards 1,3,4,5

1.2.2, .3, .4, .5,

.6,.8,.9

II. B 1, b.c.

EDCI 3220

Teaching of the Language

Arts

3

Standards 1,2,3,4,5

1.2.2, .3, .4, .5, .7, .8

II. B 1, b.c.

B 2, d.

EDCI 4220

Analysis and Corr. Of Reading Disabilities

2

Standards 3, 4, 5

1.2.3, .4, .7, .8

II. B 1, a.

EDCI 4250

Practium In Reading

1

Standards 1, 3, 4, 5 6, 7

1.2.1, .2, .3, .4, .5, .6, .7, .8, .9, .10, .11

II. B 1

EDCI 2310

Computer/ Technology in Education

2

Standards 1,5,7

1.2.1, .11

II. B 1, a.b

EDCI 3440

Lit. For the Middle Level

2

Standards 1,3,4,5

1.2.1, .3, .3

II. B.1

HED 4310

Drugs and Youth

3

Standards 6

II. A. 1.b

HED 4320

Teaching Sexuality Education in the School

3

Standards 6

II. A. 1.b

HED 4330

First Aid and CPR for Educators

1

Standards 6

ENGL 1020

Comp I

3

Standards 3

1.1

1.F.1

ENGL 1030

Comp II

3

Standards 3

1.1

1.F.1

MATH 3812

Math in the Integrated Middle School Curr.

3

Standards 1,3

1.1

II/B.1.b

ENGL 2205

American Lit. 1865 to Present (or)

3

Standards 3

1.1

II. A

ENGL 2220

World Masterpieces

3

Standards 2,2

1.1

II. A

EDCI 2100

Foundations of Education

3

Standards 3,4,5

1.2.1

II. A.2

Course Number

Course Title

Credit Hours

National Middle School Standards

MoStep Quality Indicators

DESE Certification Requirements

EDCI 2101

Models of Teaching

2

Standards 3,4,5

1.2.1

II.A.1. a,c,e

EDCI 4300

Ed. Measurement

And Evaluation

2

Standards 3,4,5

II. A.1.f

EDCI 4340

Teaching Strategies in the Middle School

3

Standards 1,2,3,4,5

1.2.1, 2,3,4,5

II.A.1. a,c,e

II.B.1.b

EDCI 4497

Student Teaching in the Middle School

6

Standards 1-7

1.2.6,7,8,9,10

II. C

EDCI 4498

Student Teaching in the Middle School

6

Standards 1-7

1.2.1,6,7,8,9, 10

II. C

IGEN 3468

Community, School and Family Connections

3

Standards 6

1.2.8,10

II. A.2

EDCI 2240

Educational Pyschology

3

Standards 1

1.2. x

II.A.1. b.c.

EDSP 2100

Education of the Exceptional

Child (or)

2

Standards 1,2,3,4,5,6

1.2.2,3

II. A.1.d

PSY 4200

Psychology of Exceptional Child

2

Standards 1,2

1.2.3, 3

II. A.1.d

Methods Class for Each Content Area or Endorsement

Teaching Methods

2-3

Standards 1,3,4,5

1.2.3,3,4

II. C

Middle Level Crosswalk 2-07

Middle School Major Required Courses, Aligned to NMSA Standards

#8. Assessment: Additional assessment that addressed NMSA initial teacher preparation

standards. Student Teaching Observation Form: Lesson Plan

1. The Lesson Plan assessment is a component of the Instructional Unit Plan and Assessment

Form for Student Teaching. The lesson plan is a discreet instructional event that

contributes to development of learner knowledge and skills necessary to achieve specified

unit outcomes. The candidate has to present an effective lesson plan which addresses

measurable student objectives aligned with appropriate standards, provides evidence of

teacher planning, outlines instructional activities, and incorporates formative, summative,

and reflective assessments throughout instruction. The candidate is assessed in categories

ranging from Progressing to Exceeds.


Lesson plans fail to

address two or more

critical components

above; lack sufficient

information to assess

alignment, quality of

planning, and

appropriateness of

activities; or could not be

implemented as written.

Lesson plans fail to

address one of the critical

components above; or

address each component

with insufficient

information to assess

alignment, quality of

planning, and

appropriateness of

activities; could be


Lesson plans address all

components above;

clearly delineate all

information needed to

determine alignment,

quality of planning, and

appropriateness of



Lesson plans creatively

address all components

above; expertly delineate

all information needed to

determine alignment,

quality of planning, and

appropriateness of


implemented as written

by a substitute teacher.

12

13



Frequency Count Srping '07 N=4

2. The Lesson Plan Assessment aligns with NMSA SPA Standards: 1 Young Adolescent Development, 3. Middle Level Curriculum and Assessment, 4. Middle Level Teaching Fields, and 5. Middle Level Instruction and Assessment. The candidate will develop lesson plans which creatively address all components listed in section 1 of Assessment number 8, expertly delineate all information needed to determine alignment, quality of planning and appropriateness of teaching activities.

3. Table 9: Lesson Plan Assessment, shows an N of five candidates for Fall 2006 and four candidates were assessed in Spring 2007. In Fall 2006 two of the candidates were not evaluated during their student teaching assignment. The data for Fall 2006 shows two candidates evaluated as Exceeds the criteria and one candidate evaluated as Meets the criteria. Spring 2007 candidates were assessed the data shows three candidates exceeding the assessment criteria and one candidate evaluated as Does Not Meet the criteria.

4. Five of the nine candidates were assessed as Exceeding the criteria of the Lesson Plan Assessment, all five meeting the four NMSA Spa Standards. One candidate was assessed as Meeting the criteria while one candidate was assessed as Not Meeting the criteria for the Lesson Plan Assessment. The data results show that five of the nine candidates demonstrated that they can develop measurable student objective aligned with appropriate standards, can demonstrate evidence of teacher planning including and evaluation plan addressing formative, summative and reflective practice, and can incorporate proper instructional activities in their lesson plan. One of the candidates meets the criteria for this assessment and will be able to improve their skills in lesson plan development. One candidate did not meet the criteria for this assessment by failing to address two or more of the critical components, lacked sufficient information to assess alignment and appropriateness of activities, and/or could not implement the lesson as written.

5. Attachment of Lesson Plan Assessment

ASSESSMENT: Instructional Unit Plan and Assessment

PURPOSE: To demonstrate teacher candidate ability to plan effective instruction and to use formative, summative and reflective assessment strategies to facilitate achievement of predetermined learning outcomes by P-12 students.

IMPLEMENTATION PLAN:

The Form

All teacher candidates must demonstrate the ability to develop an instructional unit and related lesson plans. They must also demonstrate the ability to design and implement varied assessment strategies, to implement those strategies in the classroom, to use assessment data and other feedback to modify instruction to help all students master predetermined learning outcomes, and to reflect on their impact on P-12 student learning. The assessment instrument has been developed to align with INTASC and Missouri State Standards, as well as with CMSUs Conceptual Framework. The scoring rubric provides a narrative description of the criteria for determining how to rate each item using the scale Does Not Meet, Progressing, Meets, and Exceeds. A copy of the form will be provided to the student, with the original going to Clinical Services.

Guidelines for Scoring

Every teacher candidate should meet the criteria for all five parts of the assessment (Unit Plan, Lesson Plan, Formative, Summative, Reflection) by the end of the student teaching semester. The graduated ratings are designed to demonstrate developmental progress and skill development during the student teaching experience. Not Observed may be used to indicate that behavior related to a standard was not observed or not applicable in a specific situation. The rating Does Not Meet is used to describe a candidate who does not demonstrate the knowledge, skills, or dispositions expected. Progressing is intended to represent a student who has mastered some but not all of the components skills described in the rubric. To achieve a rating of Meets, a candidate must satisfy each of the required components in the rubric. Exceeds is used for a candidate who meets all of the required standards and performs in some ways beyond the skill level normally expected for an entry-level educator. NOTE: The rating Not Observed may not be used for this assessment.

Timeline for Administration/Analysis/Dissemination of Results

The Instructional Unit Plan and Assessment form will be completed during student teaching by the University Supervisor. Candidates will select an instructional unit developed for their student teaching assignment that includes at least five lessons or sessions they believe meet the criteria for an effective unit/lesson plan including formative and summative assessment activities. They will teach the unit, conduct formative and summative assessment, and complete a written reflection on the impact of instruction on P-12 student learning outcomes, following the format provided in the

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