Phase-in Plan · Phase-in Plan Roll Book Data Collection Relationship to standard or component The...

Phase-in Plan

Assessment Review

Rubric 1: Guide for observing the class and measuring the performance of the teacher candidate Rubric 2: Lesson Plan Rubric Rubric 3: EDUC 401: Clinical Experiences Seminar (May include other assessments)

Rubric 1: The rubric measure the teacher candidate performance through observation (Evidence 1.2.1, page 49). Rubric 2: The rubric evaluates the development of the lesson plan (Evidence 1.2.1 page 51). Rubric 3: The rubric evaluate the News Critical Analysis (1.2.1, page 2) Relationship to standard or component

The phase in plan aligned with CAEP standard 1 component 1.2

o Description: The course EDUC 401: Clinical Experiences Seminar, This course is the second clinical experience requirement in the School of

Education’s Teacher Preparation Programs. It includes fifteen hours of a campus-based seminar and 30 clinical experiences hour of direct

observation and active participation in at least 2 different school scenarios, as well as 15 lecture hours. According with Aycock-Cushman & Kemp

the clinical experience is the best way to acquire confidence in classroom management situations. They found a significant difference in confidence

between the classroom understanding and the post-clinical experience concerning general classroom management understandings and

confidence.

o The rubrics in question developed by the course faculty evaluate the candidate performance during the development and implementation of a

lesson plan. In rubric 1: The objectives of the rubric are based on three elements of teaching: classroom management (discipline, behavior

modification, prevention and intervention), motivation (intrinsic and extrinsic), and the teaching-learning process. Students identify and analyze

the strategies used by successful teachers to plan, develop and deliver their classes from the point of view of behavioral principles and cognitive

learning. The rubric have three areas of focus: Initial activities, Development, and Pedagogical Closure. It has 33 criteria’s that evaluates the three

focus areas. In rubric 2: the objective of the rubric is to evaluate how the student develop the lesson plan.

o Description: The course EDUC 106: Introduction to Education, This is the first professional course in the curriculum of the teacher preparation

program. It introduces concepts related to education while students explore their individual commitment to teaching as a career, and their

strengths and weaknesses. Special emphasis will be on observation and analysis of school scenarios, especially the teaching-learning process. The

different roles a teacher must take, as part of his/her, school functions will be discuss. The student will complete 15 hours of clinical experiences.

o The rubrics in question developed by the course faculty evaluate the candidate performance when they analyze different scenarios and is the best

way to ensure that student research about the latest topic of interest in the profession. Criteria 6, 7 and 9 emphasizes in the analysis of him as a

future teacher, the educative process and the impact of the subject in the educative scenario.

Objective of the data/evidence collection

o For EDUC 401, the collected data evaluates candidate’s performance to demonstrate that they acquire the necessary knowledge to carry out

planning and curricular development activities. In addition, if they understand the development of a lesson plan, measurement and evaluation of

learning. In addition, both rubric evaluates how the candidate use adequate materials and technological resources for the design lesson according

to the content, and if the candidate use a variety of teaching strategies and methods.

o For EDUC 106, the collected data evaluates candidate’s performance to demonstrate that they acquire the necessary knowledge to analyze

different scenarios according to the information gather trough the news collected.

Timeline & Resourses

Detailing of strategies, steps and a schedule for collection through full implementation, and indication of what is to be available by the time the site

visit;

PLAN OBJECTIVE STANDARD TIMELINE DATA QUALITY STEPS AVAILABLE EVIDENCE

Key Assessment Review (Ongoing process)

Objective 1: Evaluate and align with CAEP The Key Assessments for 2019-01 Objective 2: Administer the Key Assessments to candidates Objective 3: Collect data from Candidates Key Assessments Objective 4: Analyze data for Key Assessments Objective 5: Publish Data to the Committees

CAEP A.2.1, A.2.2 Starting August-October 2018 August 2019 December 2019 January- March 2020 April 2020

Reliability & Validity of instruments

1. Review of the Key Assessments 2. Evaluate candidates with the Key Assessments instruments 3. Gather the data. 4. Use SPSS to obtain the statistical data 5. Publish the results.

Key Assessments Rubrics and instruments Key Assessments samples Raw data from SPSS Pilot Results will be available for the Annual Report 2020 Results will be available in the School Webpage.

Description of the personnel, technology and other resources available; institutional review board approvals, if appropriate; and EPP access to data compilation and analysis capability.

o The CAEP liaison will oversee planning, implementation, and assessment of both Rubrics. The Associate Dean and the Practicum coordinator will

assist faculty in data collection and analysis. EDUC 401and EDUC 106 faculty will implement the rubrics in select undergraduate classes each

semester (fall/spring). The evaluated data will be upload to the SoED website.

Data Quality

A copy of the collection instrument if it is available

o A copy of the instrument will be available.

Description of procedures to ensure that surveys and assessments reach level 3 or above on the CAEP assessment rubric

o The faculty decided to use the assessment (rubric 1 and 2) in the course each semester (fall/spring).

Steps that will be taken to attain a representative response, including: the actions to select and follow up a representative sample (or, a purposeful

sample if that is appropriate for the data collection) and actions to ensure a high response rate

o Candidate’s data from all courses are gather throughout the phase-in plan. The instrument will be use during EDUC 401 class time as a required

component of each course.

Steps to ensure content validity and to validate the interpretations made of the data

o The rubrics are tools created by faculty. To determine its validity we will evaluate the internal consistency of the instruments. According with

Kumar (2017) Internal Consistency Reliability is a measure of reliability used to evaluate the degree to which different test items that probe the

same construct produce similar results. It examines whether or not the items within a scale or measure are homogeneous. Faculty will review data

after each semester and individual results that raise concern will be address with a meeting between all the faculties. The faculty will either provide

support depending on the results for each rubric.

References: Aycock-Cushman, C. A. & Kemp, A. (2012). The Effects of Clinical Experiences on the Understanding of Classroom Management Techniques. Journal of Inquiry &

Action in Education, 4(3) Mohajan, H. (2017). Two Criteria for Good Measurements in Research: Validity and Reliability. Retrieved from

https://mpra.ub.uni- fuenchen.de /83458/1/MPRA_paper_83458.pdf. Muleta-Akessa, G. & Gurmesa-Dhufera, A. (2015). Factors that Influences Students Academic Performance: A Case of Rift Valley University, Jimma, Ethiopia.

Journal of Education and Practice, Vol.6, No.22 Nesari, A. J. & Heidari, M. (2014). The Important Role of Lesson Plan on Educational Achievement of Iranian EFL Teachers' Attitudes. International Journal of

Foreign Language Teaching & Research, Vol. 3(5).

Phase-in Plan

Roll Book Data Collection

Relationship to standard or component

The phase in plan aligned with CAEP standard 4 component 4.1

o Description: Roll Book Data Collection: This is a new collection of data, 2019-02 was the first time this data is collected. The roll book is a book

in which a teacher keeps a record of the attendance or classwork of his pupils. It is important to maintain the record of the student performance

and is a requirement as part of the Clinical Experience of the Teacher candidate (completers). Collecting the information from students’

performance in the Teacher candidates Clinical Experience can gives you an idea of how the completer performance impact the student

performance. According to Muleta & Gurmesa (2015), several factors influence academic performance of students. One of those factors is the

Educators (teachers) they have a great role in fostering positive or negative attitude to achievements of students.


o The collected data evaluates completer’s performance to demonstrate that they acquire the necessary knowledge to carry out planning and

curricular development activities. In addition, if they understand the development of a lesson plan, measurement and evaluation of learning and

measure the impact of its teaching in students’ performance.



visit;


Collection of data for Candidate Roll Book in the Practicum

Objective 1: Collect data from 2019-02 Objective 2: Categorize and Organize data Objective 3: Analyze data using SPSS Objective 4: Interpret results Objective 3: Publish Data with the Committees

CAEP 1.1, 3.3, 3.4, 3.5, 4.2 InTASC All Standards

January-May 2019 August-October 2019 October-December 2019 January 2020

Reliability & Validity of instrument

1. Collect data 2. Gather the data. 3. Use SPSS to obtain the statistical data 4. Report production 5. Publish the results.

Sample of all roll books Raw data from SPSS Pilot Results will be available for review for the site visit. Results will be available in the School Webpage.

Description of the personnel, technology and other resources available; institutional review board approvals, if appropriate; and EPP access to data

compilation and analysis capability.

o The CAEP liaison will oversee planning, implementation, and assessment of the instrument. The CAEP Liaison and Associate Dean and the will

assist faculty in data collection and analysis. After the review of data, the procedure will be implement in the Clinical Experiences Protocol and

Manual.

Data Quality




o To ensure that the instrument is appropriate for the data that needs, the faculty will review the instrument and give their suggestion to improve

if it is necessary.



o The Associate Dean guarantee the distribution of the instrument to the entire Clinical Experience faculty at the beginning of the semester and

gather at the end of the semester.


o To ensure that the instrument gather valid and reliable data the form will be sign by the University Faculty Supervisor. After all the forms are

gathered then the data will be analyze using SPSS. According with Kumar (2017) Internal Consistency Reliability is a measure of reliability used to

evaluate the degree to which different test items that probe the same construct produce similar results. It examines whether or not the items

within a scale or measure are homogeneous. Faculty will review data after each semester and individual results that raise concern will be

address with a meeting between all the faculties.






Phase-in Plan

Employer Satisfaction Survey (Superintendents) Relationship to standard or component

The phase in plan aligned with CAEP standard A.4 and A.5.

o Description: The Employer Satisfaction Survey (Evidence A.4.2.1), have eight criteria that summarize what the program expect of the employed

graduate in a position of Director/Leadership in a public or private school. The survey ask if the administrator is satisfied with the preparation of

the alumni directors of the Universidad Ana G. Méndez Gurabo Campus (Former Universidad del Turabo) regarding the execution of their

responsibilities as assigned to work at the school. Another question is based on the director's performance, how well prepared are UAGM alumni

principals/directors to work in the schools? The instrument divide the criteria’s in 3 categories, knowledge, skills and dispositions and align with

CAEP standards, ELCC standards, and with the Directors Profile. The criteria’s for Knowledge are 1. Facilitates and directs, together with its team,

the preparation of action plans based on the proposed goals and objectives, and considers the evaluation processes as a means to make decisions

that contribute to improving learning (CAEP: 1.1, 1.4; ELCC: 1.1; ICAAE/Directors Profile: A.I) and 2. Interpret, together with its faculty, the results

of the PPAA and other evaluation instruments, as well as the reports of notes, to identify strengths and limitations of their students, with the

purpose of incorporating into their plan of action, activities aimed at the improvement of the teaching-learning process (CAEP: 1.4; ELCC: 1.2;

ICAAE: A.I.2; B.I.3). The criteria’s for Skills are 3. It fosters an adequate organizational climate, fostering the processes that support the

improvement of educational quality, such as effective communication and relationships, safe and orderly learning environments, excellent

academic services and good relations with the community (CAEP: 1.1; ELCC: 4.3), 4. Establishes work practices and peaceful coexistence, which

offer security and protection to all members of the school community, fostering a culture of learning favorable to students (CAEP: 1.5; ELCC: 4.4;

ICAAE: B.III.4; B.III.5; B.III.6), and 5. Promote effective relationships with the community your school serves (CAEP: 1.2; ELCC: 4.4; ELCC: 4.4; ICAAE:

C.III.2). The criteria’s for Disposition’s are 6. Demonstrate knowledge of the public policy by which the Educational Systems of the Country are

governed (CAEP: 1.1; ELCC: 3.4; 3.5; ELCC: 3.4; 5.4; ICAEE: A.IV.1), 7. Demonstrate knowledge about effective time management and processes to

effectively organize their work, which facilitates administrative processes in their workplace (CAEP: 1.1; ELCC: 3.4; 3.5; ICAEE: B.IV.1), and 8. Know

and participate in the established processes, so that your school has the human and physical resources that are required for the proper functioning

of the school campus (CAEP: 1.1; ELCC: 3.1; ICAAE: C.IV.4).


o The purpose for collecting the survey data is to evaluate the SoED Program impact and how effective are the completers in the Educative scenario.

Completer’s performance will demonstrate that they acquire the necessary knowledge to carry out their responsibilities’. In addition, if they

understand the development of processes, measurement and evaluation in the administrative area. In addition, the survey evaluates how the

completer use adequate materials and technological resources for the administrative decision-making according to the developed skills, and if the

completer use a variety of administrative strategies and methods.



visit;

PLAN OBJECTIVE STANDARD TIMELINE DATA QUALITY STEPS AVAILABLE

EVIDENCE

Employers

Satisfaction Survey

for Initial and

Advanced Program

Establish a

collaborative

agreement with

DEPR to help SOED

gather information

about the candidates

and completers

5.4 Measures of

completer’s impact,

including available

outcome data on P-

12 student growth,

are summarized,

externally

benchmarked,

analyzed, shared

widely, and acted

upon in decision

making related to

programs, resource

allocation, and future

direction.

Starting October

2018

Satisfaction

surveys of

employers

1. Establish first

contact to the

Caguas School

Region to select and

incorporated schools

in the agreement.

2. Develop the

instrument to gather

the necessary data.

3.Start the pilot

study

4. Gather the data.

5. Analyze the data

and publish the

results.

Satisfaction

Surveys

Meeting

Agenda

Pilot Results


o The CAEP liaison will oversee planning, implementation, and assessment of the survey. The Associate Dean and the Practicum coordinator will

assist faculty in data collection and analysis. Clinical Experiences University Supervisors will administer the survey each semester (fall/spring). The

evaluated data will be upload to the SoED website.

Data Quality




o The Clinical Experience University Supervisor will help to administer the survey assessment each semester (fall/spring). They also will help in the

disaggregation of data and review the results to inform how the instrument results can be use in reaching conclusions.



o Survey data from all selected participants will be gather throughout the phase-in plan. The instrument will be use during the clinical experience

phase. The University Supervisor will help with the collection of the surveys. To ensure that all participants answer and hand in the surveys there

will be establish a procedure with the Superintendents for the collection process of the surveys.


o The instruments are tools created by the QEMEC Committee. To determine its validity we will evaluate the internal consistency of the instruments.

According with Kumar (2017) Internal Consistency Reliability is a measure of reliability used to evaluate the degree to which different test items

that probe the same construct produce similar results. It examines whether or not the items within a scale or measure are homogeneous. Faculty

will review data after each semester and individual results that raise concern will be address with a meeting between all the faculties. The faculty

will either provide support depending on the results for each rubric.

References:

Gwet, K. L. (2014). Handbook of Inter-Rater Reliability, 4th Edition: The Definitive Guide to Measuring The Extent of Agreement Among Raters. Advanced Analytics, LLC.

Mohajan, H. (2017). Two Criteria for Good Measurements in Research: Validity and Reliability. Retrieved from https://mpra.ub.uni-muenchen.de/83458/1/MPRA_paper_83458.pdf

https://mpra.ub.uni-muenchen.de/83458/1/MPRA_paper_83458.pdf

Phase In Plan

Rubrics Inter Rater Reliability, Validity and Data Collection

EPP’s evidence to support the Reliability and Validity of created rubrics and other instruments


The phase in plan aligned with CAEP Standard 1 Component 1.1, 1.2, 1.4, Standard 2 Component 2.3, Standard 3 Component 3.3, 3.4, 3.6 Standard 4

Component 4.2, and 4.4. Align with Standard A.1 and A.2.

Description: The Feedback Survey Level 1: Initial-Beginner (Evidence 1.1.1, page 1), Level 2: Pre-Professional (Evidence 1.1.1, page 3) and Level 3:

Professional (Evidence 1.1.1, page 5), are design to gather information about candidates knowledge, skills and dispositions/values. The disposition is when

the teacher candidate has the leadership and collaboration provisions expected of an education professional. This aspect is measure at the three levels at

the end of the course corresponding the level. In each level (EDUC 106, EDUC 401 and Practicum), future teachers (candidates) are dedicated to the study

of professional courses and concentration courses that will help them acquire the knowledge, skills and dispositions required in the teaching profession.

The feedback data help to improve teaching and learning experiences for candidates and faculty, help faculty to engage in a scholarly review of their

teaching by reflecting on class design, delivery, candidate engagement, and assessment. It will provide data to benchmark teaching and learning quality

within SoED Programs courses of study provide evidence for teaching staff to use as indicators of current teaching performance and course difficulties and

provide evidence for academic faculty promotion.

Description: The Satisfaction Surveys used in Undergraduate and Graduate Programs provide the information and insights needed to keep completers

and employers pleased with the procedures and measures taken in the Teacher Preparation Program and attract new students. This is the first time that

this kind of instrument is administer by the SoED. The completers/graduated and employers are a great source of experience information and often know

what needs to improve the SoED programs and services. A focus on what the employers and candidates need is imperative in achieving total satisfaction,

loyalty and ultimately overall programs improvement. While most institutions are aware of the need to act and continually improve and become more

competitive, they often miss important insights from employers and students, which used to make decisions, which will make a difference for the

experience of the both.

The Assessment of Competencies, Teaching Practice Portfolio Rubric and Teaching Practicum Evaluation Instrument of Initial Level, Pre-Professional

level and Practicum Level, is used to evaluate candidates' knowledge, skills and dispositions at each level, is a measure of candidate progress collected

once per semester in the assign course. The rubrics in question evaluate the candidate performance during each level. The rubrics evaluates areas like the

development and implementation of a lesson plan. Each rubric is divide in Knowledge skills and dispositions. Under these criteria, the candidate is evaluate

according to the level in which he is. It is evaluate from its communication skills to its execution in the classroom.

The Student Evaluation Rubric (EDUC 515) used to evaluate Directors Candidates during practicum contains 20 criteria’s that measure knowledge, skills,

and dispositions that the Director need to be effective in a school environment. The SoED Dean determine that after examining the rubric it needs to be

review and align to the ELCC Standards in order to comply with the SPA’s purpose of deep understanding of the critical concepts and principles of their

discipline.


o The collected data evaluates candidate’s performance to demonstrate that they acquire the necessary knowledge to carry out planning and

curricular development activities. In addition, if they understand the development of a lesson plan, measurement and evaluation of learning. In

addition, the collected data evaluates how the candidate use the acquire knowledge for the design lesson according to the content, and if the

candidate use a variety of teaching strategies and methods.

o For the Satisfaction Surveys, the collected data evaluates candidate’s performance to demonstrate that they acquire the necessary knowledge to

analyze different scenarios according to the information gather through the eyes of the employers and other personnel.

Timeline & Resources


visit;


Feedback Surveys for 2019-01

Objective 1: Evaluate the 3 level Feedback Surveys for 2019-01 Objective 2: Administer the surveys Objective 3: Collect data from Candidates in courses EDUC 106, EDUC 401 and Practicum. Objective 4: Analyze data for the 3 level Feedback Surveys for 2019-01

CAEP 3.3, 3.5,

InTASC 1, 2, 3, 4, 5 Starting August-October 2018 December 2018 December 2018 January- March 2019


1. Review the Formative Feedback Surveys instruments

2. Administer the

surveys to candidates in EDUC 106, EDUC 401 and Practicum.

3. Gather the data. 4. Use SPSS to obtain the statistical data

Satisfaction Surveys instrument Satisfaction Surveys samples Raw data from SPSS Pilot Results will be available for review for the site visit.

Objective 5: Publish Data with the Committees

August 2019

5. Publish the results. Results will be available in the School Webpage.

Assessment of Competencies Rubric

Objective 1: Evaluate the 3 level Assessment of Competencies Rubric for 2019-01 Objective 2: Administer the Assessment of Competencies Rubric to candidates Objective 3: Collect data from Candidates in courses EDUC 106, EDUC 401 and Practicum. Objective 4: Analyze data for the Assessment of Competencies Rubric for 2019-01 Objective 5: Publish Data to the Committees

CAEP 1.1, 4.2

InTASC

All Standards

Starting August-October 2018 December 2018 December 2018 January- March 2019 August 2019


1. Review the Assessment of Competencies Rubric instruments 2. Administer the instrument to candidates in EDUC 106, EDUC 401 and Practicum. 3. Gather the data. 4. Use SPSS to obtain the statistical data 5. Publish the results.

Assessment of Competencies Rubric instrument Assessment of Competencies Rubric samples Raw data from SPSS Pilot Results will be available for review for the site visit. Results will be available in the School Webpage.

Teaching Practicum Instrument for 2019-01

Objective 1: Evaluate Teaching Practicum Instrument for 2019-01 Objective 2: Evaluate candidates with the

CAEP 3.3, 3.4, 3.5,

4.2

InTASC

All Standards

Starting August-October 2018 December 2018


1. Review the Teaching Practicum Instrument 2. Professor Supervisor evaluate

Teaching Practicum Instrument Teaching Practicum Instrument samples

Teaching Practicum Instrument Objective 3: Collect data from Candidates in Practicum. Objective 4: Analyze data for the Teaching Practicum Instrument Objective 5: Publish Data to the Committees

December 2018 January- March 2019 August 2019

candidates with Teaching Practicum Instrument to candidates in Practicum. 3. Gather the data. 4. Use SPSS to obtain the statistical data 5. Publish the results.

Raw data from SPSS Pilot Results will be available for review for the site visit. Results will be available in the School Webpage.

Employer & Student Satisfaction Surveys in Undergraduate Program and Graduate Program

Objective 1: Evaluate Employer & Student Satisfaction Surveys for 2019-01 Objective 2: Administer the surveys Objective 3: Collect data from Candidates in courses EDUC 106, EDUC 401 and Practicum. Objective 4: Analyze data for Employer & Student Satisfaction Surveys for 2019-01

CAEP 3.3, 3.5,

InTASC 1, 2, 3, 4, 5 Starting August-October 2018 December 2018 December 2018 January- March 2019


1. Review the Employer & Student Satisfaction Surveys instruments 2. Administer the surveys to Practicum & employer of completers. 3. Gather the data. 4. Use SPSS to obtain the statistical data

Employer & Student Satisfaction Surveys Employer & Student Satisfaction Surveys samples Raw data from SPSS

Objective 5: Publish Data to the Committees

August 2019

5. Publish the results.

Pilot Results will be available for review for the site visit. Results will be available in the School Webpage.

Teaching Practice Portfolio Rubric (On-going process)

Objective 1: Evaluate Teaching Practice Portfolio Rubric for 2019-01 Objective 2: Administer the Assessment of Competencies Rubric to candidates Objective 3: Collect data from Candidates in courses EDUC 106, EDUC 401 and Practicum. Objective 4: Analyze data for Teaching Practice Portfolio Rubric for 2019-01 Objective 5: Publish Data to the Committees

CAEP 3.4, 3.5, 4.2

InTASC 9 Starting August-October 2018 December 2018 December 2018 January- March 2019 August 2019


1. Review the Teaching Practice Portfolio Rubric 2. Evaluate candidates with the instrument Teaching Practice Portfolio Rubric in EDUC 106, EDUC 401 and Practicum. 3. Gather the data. 4. Use SPSS to obtain the statistical data 5. Publish the results.

Teaching Practice Portfolio Rubric instrument Teaching Practice Portfolio Rubric samples Raw data from SPSS Pilot Results will be available for review for the site visit. Results will be available in the School Webpage.

Student Evaluation Rubric (EDUC 515)

Objective 1: Evaluate and align with CAEP Standards Student

CAEP A.2.1, A.2.2 Starting August-October 2018

Reliability & Validity of instrument for a

1. Review the Student Evaluation Rubric (EDUC 515)

Student Evaluation Rubric (EDUC 515) instrument

Program under review

Evaluation Rubric (EDUC 515) for 2019-01 Objective 2: Administer the Student Evaluation Rubric (EDUC 515) to candidates Objective 3: Collect data from Candidates in (EDUC 515). Objective 4: Analyze data for Student Evaluation Rubric (EDUC 515) for 2019-01 Objective 5: Publish Data to the Committees

August 2019 December 2019 January- March 2020 April 2020

sample of 7 candidates

2. Evaluate candidates with the instrument Student Evaluation Rubric (EDUC 515). 3. Gather the data. 4. Use SPSS to obtain the statistical data 5. Publish the results.

Student Evaluation Rubric (EDUC 515)samples Raw data from SPSS Pilot Results will be available for the Annual Report 2020 Results will be available in the School Webpage.


o The CAEP liaison will oversee planning, implementation, and assessment of Rubrics and Surveys. The Associate Dean and the Practicum coordinator

will assist faculty in collecting the instruments. Faculty will implement the Feedback Surveys and rubrics in select undergraduate and graduate

classes each semester (fall/spring).

Data Quality


o A copy of the instrument are available as part of the SSR evidence.


o The faculty will administer the instruments in the courses each semester (fall/spring).

o The faculty hand in the instruments to the CAEP Liaison to start the statistic analisis.

o The CAEP Liaison discuss the results with the Associate Dean and Dean.

o The results are publish in the SoED Webpage (under construction).



o Candidate’s data from all courses are gather throughout the phase-in plan. The instrument will be use during EDUC 401, EDUC 106 and Practicum

at Undergraduate and Graduate courses as a required component of each course.


o The rubrics and surveys are tools created by faculty. To determine its validity we will evaluate the internal consistency of the instruments.

According with Kumar (2017) Internal Consistency Reliability is a measure of reliability used to evaluate the degree to which different test items

that probe the same construct produce similar results. It examines whether or not the items within a scale or measure are homogeneous. Faculty

will review data after each semester and individual results that raise concern will be address with a meeting between all the faculties. The faculty

will either provide support depending on the results for each rubric.

o To ensure that the instrument gather valid and reliable data the form will be sign by the University Faculty Supervisor. After all the forms are

gathered then the data will be analyze using SPSS. According with Kumar (2017) Internal Consistency Reliability is a measure of reliability used to

evaluate the degree to which different test items that probe the same construct produce similar results. It examines whether or not the items

within a scale or measure are homogeneous. Faculty will review data after each semester and individual results that raise concern will be

address with a meeting between all the faculties.

o






Phase In Plan

3 Cycle of Disaggregated Data Collection for Assessment of Competencies, Teaching Practice Portfolio Rubric and

Teaching Practicum Evaluation Instrument, satisfaction Surveys, General and Professional Grades



The phase in plan aligned with CAEP Standard 1 Component 1.1, 1.2, 1.4, Standard 2 Component 2.3, Standard 3 Component 3.3, 3.4, 3.6 Standard 4

Component 4.2, and 4.4

The Assessment of Competencies and Teaching Practicum Evaluation Instrument of Initial Level, Pre-Professional level and Practicum Level, is used to

evaluate candidates' knowledge, skills and dispositions at each level, is a measure of candidate progress collected once per semester in the assign course.

The rubrics in question evaluate the candidate performance during each level. The rubrics evaluates areas like the development and implementation of a

lesson plan. Each rubric is divide in Knowledge skills and dispositions. Under these criteria, the candidate is evaluate according to the level in which he is.

It is evaluate from its communication skills to its execution in the classroom.

Teaching Practice Portfolio Rubric evaluates candidates work samples and reflective diaries included in portfolios. This instrument is use to demonstrate

the essential characteristic of future teachers in the Teaching Practicum. The rubric gathers the assessment of candidate dispositions to become a caring,

collaborative, reflective teacher and leader and student performance documents like lesson plans, tests, and student assessments. The rubric is aligned

with InTASC Standards.


o The collected data evaluates candidate’s performance to demonstrate that they acquire the necessary knowledge to carry out planning and

curricular development activities. In addition, if they understand the development of a lesson plan, measurement and evaluation of learning. In

addition, the collected data evaluates how the candidate use the acquire knowledge for the design lesson according to the content, and if the

candidate use a variety of teaching strategies and methods.

o For the Satisfaction Surveys, the collected data evaluates candidate’s performance to demonstrate that they acquire the necessary knowledge to

analyze different scenarios according to the information gather through the eyes of the employers and other personnel.


Detailing of strategies, steps and a schedule for collection through full implementation, and indication of what is to be available by

In order to collect the data necessary to comply with the standards we set the following phase in plan for the 3 cycle data corresponding to 2014-2015, 2015-2016, and 2016-2017 years.


Collection of data for Assessment of Competencies, Teaching Practice Portfolio Rubric, Teaching Practicum Evaluation Instrument and Grades

Objective 1: Collect data from the past 3 cycles Objective 2: Categorize and Organize data Objective 3: Analyze data for the past 3 cycles using SPSS Objective 4: Interpret results Objective 3: Publish Data with the Committees

CAEP 1.1, 3.3, 3.4, 3.5, 4.2 InTASC All Standards

Starting August-December 2018 January- March 2019 March-May 2019 August-October 2019


1. Collect instruments

2. Gather the data. 3. Use SPSS to obtain the statistical data 4. Report production 5. Publish the results.

Sample of all instruments Instruments Raw data from SPSS Pilot Results will be available for review for the site visit. Results will be available in the School Webpage.


o The CAEP liaison will oversee the collection of data. The Associate Dean and the Practicum Coordinator will assist Faculty in collecting the instruments.

Data Quality

A copy of the collection instrument if it is available o A copy of the instrument are available as part of the SSR evidence.


o The instruments are available for data collection o The CAEP Liaison will overview the data analysis of the instruments and the interpretation of the results.

Steps that will be taken to attain a representative response, including: the actions to select and follow up a representative sample (or, a purposeful sample if that is appropriate for the data collection) and actions to ensure a high response rate

o Candidate’s data from the instruments mention before are gather throughout the phase-in plan. The instrument will be use during EDUC 401, EDUC 106 and Practicum at Undergraduate and Graduate courses as a required component of each course.

Steps to ensure content validity and to validate the interpretations made of the data o The rubrics and surveys are tools created by faculty. To determine its validity we will evaluate the internal consistency of the instruments.

According with Kumar (2017) Internal Consistency Reliability is a measure of reliability used to evaluate the degree to which different test items that probe the same construct produce similar results. It examines whether or not the items within a scale or measure are homogeneous. Faculty will review data after each semester and individual results that raise concern will be address with a meeting between all the faculties. The faculty will either provide support depending on the results for each rubric.

o To ensure that the instrument gather valid and reliable data the form will be sign by the University Faculty Supervisor. After all the forms are gathered then the data will be analyze using SPSS. According with Kumar (2017) Internal Consistency Reliability is a measure of reliability used to evaluate the degree to which different test items that probe the same construct produce similar results. It examines whether or not the items within a scale or measure are homogeneous. Faculty will review data after each semester and individual results that raise concern will be address with a meeting between all the faculties.






Rubrics Inter Rater Reliability, Range and Standard Deviation, Validity and Data Collection



The phase in plan aligned with CAEP Standard A.1 Component A.1.1

1. Description: Student Evaluation Rubric (EDUC 515)- This Rubric is used to evaluate candidates' knowledge, skills and dispositions at the

professional level, is a measure of candidate progress collected by the Supervisor Professor at the end of the Leadership Practicum experience.

All the instruments are collected at the end of the semester after the practicum is finished. The analysis and evaluation of this instrument is

new in the SoED Quality assurance process.


o The collected data evaluates candidate’s performance to demonstrate that they acquire the necessary knowledge to carry out planning and other

supervision activities. In addition, if they understand the development of an action plan, measurement and evaluation of goals and objectives. In

addition, the collected data evaluates how the candidate use the acquire knowledge according to the situation, and if the candidate use a variety

of supervising strategies and methods.

o The collected data evaluates candidate’s performance to demonstrate that they acquire the necessary knowledge to analyze different scenarios

according to the course objectives.



visit;


Student Evaluation Rubric (EDUC 515) Pilot analysis

Objective 1: Evaluate Student Evaluation Rubric (EDUC 515) Objective 2: Administer the Student Evaluation Rubric (EDUC 515) to candidates Objective 3: Collect data from Candidates in courses EDUC 515 Objective 4: Analyze data for Student Evaluation Rubric (EDUC 515) for 2019-01 Objective 5: Publish Data to the Committees

CAEP A.1.1 Starting August-October 2018 December 2018 December 2018 January- March 2019 August 2019


1. Review the Student Evaluation Rubric (EDUC 515) 2. Evaluate candidates with the instrument Student Evaluation Rubric (EDUC 515) in EDUC 515 3. Gather the data. 4. Use SPSS to obtain the statistical data 5. Publish the results.

Teaching Practice Portfolio Rubric instrument Student Evaluation Rubric (EDUC 515)samples Raw data from SPSS Pilot Results will be available for review for the site visit. Results will be available in the School Webpage.

Collection of data for Student Evaluation Rubric (EDUC 515) and Grades

Objective 1: Collect data from the past 3 cycles Objective 2: Categorize and Organize data Objective 3: Analyze data for the past 3 cycles using SPSS Objective 4: Interpret results

CAEP A.1.1, A.5

Starting August-December 2018 January- March 2019 March-May 2019 August-October 2019


1. Collect instruments 2. Gather the data. 3. Use SPSS to obtain the statistical data 4. Report production

Sample of all instruments Raw data from SPSS

Objective 3: Publish Data with the Committees

5. Publish the results.

Pilot Results will be available for review for the site visit. Results will be available in the School Webpage.

Practicum Rubrics: Practice Center Rubric, Reflective Diary Rubric, Final Report Rubric, Mentor Director Evaluation Rubric

Objective 1: Evaluation of Rubrics (EDUC 515) Objective 2: Administer the Rubrics (EDUC 515) to candidates Objective 3: Collect data from Candidates in courses EDUC 515 Objective 4: Analyze data for Rubrics (EDUC 515) Objective 5: Publish Data to the Committees

CAEP A.1.1 Starting August-October 2019 December 2019 December 2018 January- March 2019 August 2019


1. Review of the Rubric (EDUC 515) 2. Evaluate candidates with the instruments in EDUC 515 3. Gather the data. 4. Use SPSS to obtain the statistical data 5. Publish the results.

Sample of Rubric and instruments Evaluation Rubric (EDUC 515)samples Raw data from SPSS Pilot Results will be available for review for the site visit. Results will be available in the School Webpage.

Students Grades and GPA scores

Objective 1: Collect data from the past 3 cycles Objective 2: Categorize and Organize data

CAEP A.1.1, A.5

Starting August-December 2018 January- March 2019


1. Collect instruments 2. Gather the data.

Sample of all instruments

Objective 3: Analyze data for the past 3 cycles using SPSS Objective 4: Interpret results Objective 3: Publish Data with the Committees

March-May 2019 August-October 2019

3. Use SPSS to obtain the statistical data 4. Report production 5. Publish the results.

Raw data from SPSS Pilot Results will be available for review for the site visit. Results will be available in the School Webpage.

***Timeline may vary


o The CAEP liaison will oversee translation of all the evidence needed.

Data Quality

A copy of the collection instrument if it is available o A copy of the evidence in Spanish will be available.

Description of procedures to ensure that surveys and assessments reach level 3 or above on the CAEP assessment rubric o To ensure that the instrument is appropriate for the data that needs, the faculty will review the instrument and give their suggestion to improve

if it is necessary.


o The Associate Dean will guarantee that the data will be available for future visits.

Steps to ensure content validity and to validate the interpretations made of the data o To ensure that the instrument gather valid and reliable data the form will be sign by the University Faculty Supervisor. After all the forms are

gathered then the data will be analyze using SPSS. According with Kumar (2017) Internal Consistency Reliability is a measure of reliability used to evaluate the degree to which different test items that probe the same construct produce similar results. It examines whether or not the items within a scale or measure are homogeneous. Faculty will review data after each semester and individual results that raise concern will be address with a meeting between all the faculties.

Phase-in Plan

Evidence Translation Relationship to standard or component

The phase in plan aligned with CAEP Accreditation Policy o Description: Because we are Hispanic Serving Institution, all our evidence is in Spanish. There are documents generated by external agencies

that are part of the EPP procedures and programs. These documents are in Spanish. The Accreditation Policy establish in Section IV. Policy 4.01 under d part establish that the self-study report and all evidence is to be provided in English.

Objective of the data/evidence collection o Translate all the evidence to be provided for the SSR and the site visit.

Timeline & Resourses o Detailing of strategies, steps and a schedule for collection through full implementation, and indication of what is to be available by the time

the site visit;


Translation of evidence for SSR (This is a continuous task, it started as soon as we started the SSR)

Objective 1: Translate all the evidence for the SSR and SSR Addendum

Accreditation Policy August 2018-May 2019 August 2019-May 2020

1. Collect all the evidence that

need to be translated.

2. Translate all the

evidence to be available for the site visit

Evidence in Spanish will be attached with their correspondence evidence translated.


o The CAEP liaison will oversee translation of all the evidence needed.

Data Quality

A copy of the collection instrument if it is available o A copy of the evidence in Spanish will be available.

Description of procedures to ensure that surveys and assessments reach level 3 or above on the CAEP assessment rubric o To ensure that the instrument is appropriate for the data that needs, the faculty will review the instrument and give their suggestion to improve

if it is necessary.


o The Associate Dean will guarantee that the data will be available for future visits.

Steps to ensure content validity and to validate the interpretations made of the data o To ensure that the instrument gather valid and reliable data the form will be sign by the University Faculty Supervisor. After all the forms are

gathered then the data will be analyze using SPSS. According with Kumar (2017) Internal Consistency Reliability is a measure of reliability used to evaluate the degree to which different test items that probe the same construct produce similar results. It examines whether or not the items within a scale or measure are homogeneous. Faculty will review data after each semester and individual results that raise concern will be address with a meeting between all the faculties.


Action in Education, 4(3)

Mohajan, H. (2017). Two Criteria for Good Measurements in Research: Validity and Reliability. Retrieved from

https://mpra.ub.uni- fuenchen.de /83458/1/MPRA_paper_83458.pdf.

Muleta-Akessa, G. & Gurmesa-Dhufera, A. (2015). Factors that Influences Students Academic Performance: A Case of Rift Valley University, Jimma, Ethiopia.

Journal of Education and Practice, Vol.6, No.22

Nesari, A. J. & Heidari, M. (2014). The Important Role of Lesson Plan on Educational Achievement of Iranian EFL Teachers' Attitudes. International Journal of


Phase-in Plan

Case Study: Impact on P-12 Students, Initial and Advance Program Relationship to standard or component

The phase in plan aligned with CAEP Accreditation Policy o Description: CAEP Standard 4.1: Impact on P-12 Student Learning and Development require that the EPP provide documents, using multiple

measures that program completers contribute to an expected level of student-learning growth. Multiple measures shall include all available growth measures (including value-added measures, student-growth percentiles, and student learning and development objectives) required by the state for its teachers and available to educator preparation providers, other state-supported P-12 impact measures, and any other measures employed by the provider. To demonstrate impact on P-12 students and program impact, EPP has develop a Phase in Plan to conduct a Case Study.

o Objective of the data/evidence collection: Collection of data using a Case Study to demonstrate Completer impact on P-12 student Learning for Initial Program.

o Timeline & Resourses: please see the following table o Detailing of strategies, steps and a schedule for collection through full implementation, and indication of what is to be available by the time

the site visit;

PLAN OBJECTIVE STANDARD TIMELINE Resources STEPS AVAILABLE EVIDENCE

Collection of data using a Case Study to demonstrate Completer impact on P-12 student Learning for Initial and Advance Program

Phase 1: Establishing Commitment- Establishing Commitment from Stakeholders Phase 2: Planning- Identify information needed, procedure and instrument design process to collect data and prepare stakeholder plan Phase 3: Phase 3: Getting Engagement- Identify and recruit people to participate

CAEP 4.1

Starting August-September 2019 October-December 2019 January- March 2020 April-July 2020

Dean Associate Dean CAEP Liaison Clinical Experience Coordinator Faculty

Meeting with faculty . Meeting with Dean and Associate Dean Distribute the letter of consent to participate in the Case Study Contact participants

Agenda Participants signatures Agenda Participants signatures Identify sample from the District Recruit participants from the District

Phase 4: Collecting Information- Schedule and conduct interviews, facilitate focus groups and collect photos Phase 5: Analysis- Get interviews transcribed Conduct analysis Phase 6: Reporting- Draft report, photo story or other written documents, review and prepare final draft, get permission to produce photos Phase 8: Sharing the Information- Produce and present final case study

August-November 2020 December 2020-April 2021 May-September 2021

Meeting with participants Collect data from participants SPSS data sheets Meeting with Stakeholders Meeting with Stakeholders

Agenda and participants signatures Raw data from SPSS Agenda Participants signatures First Draft Participants signatures First Draft

**Timeline may vary References: Aycock-Cushman, C. A. & Kemp, A. (2012). The Effects of Clinical Experiences on the Understanding of Classroom Management Techniques. Journal of Inquiry &

Action in Education, 4(3)

Baxter, P. & Jack, S. (2008),

Mohajan, H. (2017). Two Criteria for Good Measurements in Research: Validity and Reliability. Retrieved from

https://mpra.ub.uni- fuenchen.de /83458/1/MPRA_paper_83458.pdf

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