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NEBRASKA DEPARTMENT OF EDUCATION Teacher Preparation Content Program Review

Institution: Creighton University Date Submitted: August 2, 2010 Contact Person: Dr. Lynne E. Houtz, NCATE Coordinator OfficePhone: 402-280-2247 Cell Phone: 402-598-9033 Fax: 402-280-1117 Email: lhoutz@creighton.edu Elementary Education P – 6 (P – 8 in self-contained classrooms) Program Level ___X___ Initial _______ Advanced Is the program offered at more than one site? _____ Yes ___X___ No If yes, list the sites at which the program is offered ______________________________________ __________________________________________________________________________________ Type of Certificate _X__Teaching ___ Administrative ___Special Services Accreditation Status: _X_ NCATE ___ State ___ TEAC ___ Regional Specialty Program Area Recognition (if applicable) ___________________________________________ Program Report Status _X_ Initial Review ___ Rejoinder ___ Response to Condition

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Section 1: Contextual Information 1a. Description of the institution, the unit, and the college/school/division in which the content program resides. The Institution Creighton University, founded in 1878, is coeducational, independent, and one of 28 Jesuit colleges and universities in the United States sponsored by the Society of Jesus. Founded by St. Ignatius of Loyola in the 16th century as a Catholic religious order of men, the Jesuits (Society of Jesus) are widely known throughout the world for being outstanding educators. Creighton University, located in Omaha, shares the educational legacy of the Jesuits that began more than 450 years ago, which includes academic excellence and service to others in a Catholic context. The University provides its 4,200 undergraduate and 2,900 professional and graduate students an atmosphere that challenges them academically and professionally, and supports and inspires them individually. In addition to the College of Arts and Sciences, which enrolls 37 percent of the University’s students, Creighton has the College of Business, School of Dentistry, the Graduate School, and the Schools of Law, Medicine, Nursing, Pharmacy and Health Professions and University College. No other institution of its size offers as broad a range of undergraduate, graduate and professional degree programs. The College The Graduate School is a separate division of Creighton University, conducted under the administration of the Dean and Board of Graduate Studies. Candidates seeking initial certification through a masters program or seeking advanced degrees enter the institution through the Graduate School. However, courses are offered through the Creighton University College of Arts and Sciences, which is both the largest and the oldest of Creighton’s nine colleges and schools. The college offers majors in more than 50 fields. Robert J. Lueger, Ph. D., began serving as the dean in July 2008. More than 200 full-time faculty teach in the college, with the majority holding the highest degrees in their fields. The Unit The Education Department of Creighton University is one of seventeen higher education institutions in Nebraska that prepares teachers for P-12 educational settings. The unit is one of twenty-one departments within the Creighton College of Arts and Sciences. Continuing the Jesuit tradition, the Department of Education at Creighton University strives to produce teacher leaders who serve public, Catholic, and other private schools throughout the world community. The Education Department develops “effective leaders in the Jesuit tradition” who will work toward the optimal learning of every student. The programs integrate Jesuit charisms,

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technology, cultural issues, and authentic assessments. These teacher leaders bring distinctive gifts - charisms - that are rooted in the Ignatian vision of the world and humanity to their school communities. Primary among the charisms that guide the formation of teacher education candidates at Creighton University are cura personalis (care of the individual), magis (striving for excellence), men and women for and with others, and contemplation in action. The ten Interstate New Teacher Assessment and Support Consortium (INTASC) Principles, an outcome based on International Society for Technology in Education (ISTE) Educational Technology Standards and Performance Indicators for All Teachers, and these charisms provide the framework for standards and outcomes for teacher education programs. The standards for graduate preparation programs for school principals are established by the Educational Leadership Constituent Council (ELCC), NCATE, and the principal endorsement standards of the Nebraska Department of Education. They are termed the Interstate School Leaders Licensure Consortium Standards (ISLLCS). Counseling program standards are based on those of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The Education Department has seven programs and several certificates that teacher education candidates can add to initial teaching endorsements. Elementary Education is the department's only major. This major leads to a field endorsement and certification for teaching grades P-6 (P-8 in self-contained classroom). Secondary Education is a co-major, which requires a major in an academic subject area or field in addition to course content in professional education. This endorsement is designed for teacher education candidates interested in teaching middle school, junior or senior high school grades. Special Education and English as a Second Language are supplemental endorsements that are added to an initial certification in elementary or secondary teaching. P-12 endorsements offered are Art, Religious Education and English as a Second Language. At the Graduate level, the Education Department has programs that offer initial certification in Secondary Education and graduate endorsements in Counseling and School Administration. The Master's of Education in Secondary Teaching requires that a teacher education candidate has completed a bachelor's degree and coursework needed for a content area teaching endorsement. The graduate degree then focuses on professional education coursework and experiences. The Magis Catholic Teacher Corps Program for initial certification in Secondary Education requires a minimum of a bachelor's degree in an endorsement area and a commitment to work and serve in Catholic schools. The new Master’s of Education in Elementary Teaching started its first cohort in May 2009. This master’s degree program is a 43-hour graduate program of study designed for a person with a bachelor’s degree, but without teaching licensure, who wishes to prepare for service as an elementary school teacher. The Counseling Program offers tracks in Elementary School Counseling, Secondary School Counseling, Community Counseling, and College Counseling/Student Development Services. The Administration Program offers Master’s of Science Degrees with Majors in Elementary School Administration and Secondary School Administration, and certification programs for Elementary and Secondary School Principals. The Masters in Teacher

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Leadership gives knowledge and skills needed by department chairs, team leaders and teacher leaders in schools, but does not lead to an additional endorsement. 1b. Describe the standards for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program. Level I (During EDU 103 American Education and the Interactive Process) Minimum Course Grade: The minimum criteria for overall QPA before acceptance in the Education Department is 2.5, as required by Nebraska Department of Education (NDE) and NCATE. Creighton’s Education department requires a minimum grade of C in each education class. Interview: The personal interview serves to ascertain aspects of candidate’s suitability to the field of education. Interview teams include the instructors from the EDU 103 classes. Individual interviews are scheduled, notes taken, and then the instructors review the material. Interviews are rated on a rubric that includes department charisms. Each member independently rates the candidate on pre-selected interview questions. Inter-rater reliability allows for qualitative assessment of candidates. Notarized Felony Convictions/Mental Capacity Statements: These statements are collected three times during a candidate’s program: during the initial course in education, prior to admission, and prior to student teaching or internship. Candidates are informed in all course syllabi that should their status change, they are charged with the responsibility of notifying the Certification Officer and the Director of Field Experiences. LiveText Portfolio. Students who intend to continue as teacher candidates must purchase access to LiveText, a web-based data management service. Portfolio submissions are identified and rubrics are supplied to each potential candidate. Level II (After EDU 207 or EDU 208 and EDU 210) The process for admission to the department occurs prior to enrollment in 300-level courses and requires: successful completion of Education 103, 207 or 208, and 210 with an average of 2.5 QPA and no EDU grade lower than a “C;” successful completion of the Education 207/208 and 210 field experience activities as evidenced by documentation and evaluation completed by the on-site supervisor, verifying the number of hours of aiding within the classroom and a rubric for determining student performance. Candidates

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are required to submit a completed admissions application to the Chair of the Selection and Retention Committee for review by the Committee. In addition to application forms, the admissions file must contain official documentation of passing scores on the PPST: Reading (170), Writing (172), and Mathematics (171); updated notarized felony convictions and mental capacity statements, a letter of recommendation from a faculty member outside the education department, and a one-page personal statement responding to, “Why I want to be a teacher.” Admission Applicants must meet the following criteria in order to be officially accepted into the Creighton University undergraduate teacher education program:

1. Successful completion of EDU 103, 207 or 208, and 210 and two academic semesters. 2. Submission of a favorable recommendation. 3. Must possess an overall QPA of at least 2.5/4.0 in all courses. 4. Submit the “Why I Want to Teach” statement. 5. Submit documented evidence of successful experience working with children or young adults. 6. Complete the self-rating, “Fitness for Teaching Scale.” 7. Provide an official record of passing scores on all three areas (reading, writing, and mathematics) of the Pre-Professional Skills

Test (PPST): 8. Submit a notarized professional conduct statement. 9. Submit the Creighton College of Arts and Sciences Application to Program of Study form.

The Selection and Retention Committee, chaired by the Associate Chair of the Education Department, monitors these procedures. In addition, review of portfolio contents and/or a personal interview may be requested. Students are notified in writing regarding admission status once the Committee members have reviewed applications. The decision is forwarded to the Creighton College of Arts and Sciences. Continuation/retention in the program is based on successful progress through the required preparation courses (content and pedagogy) and field experiences. Each semester the assigned Education Department advisor monitors grades and fieldwork reports. If the student’s overall QPA falls below 2.50, or if field experience feedback is unsatisfactory, the student may not register for any 300+level education classes. Any education class in which the student receives a grade lower than a C must be retaken. Required LiveText assignments to document mastery of program outcomes are submitted and assessed within LiveText, a web-based service. These pieces become part of the candidate’s electronic portfolio. During the senior year, the student completes a “senior

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check” with the Creighton College of Arts and Sciences. Department advisors are contacted by the College should there be any discrepancies between program requirements and program completion. Level III (During 300/500-level Courses and Prior to Student Teaching) Candidates must have maintained satisfactory progress throughout all education coursework and field experiences. A minimum of a 2.5 QPA and a completed student teaching application are required. In addition, the candidate must have maintained the ePortfolio including work samples from classes and field experience sites that demonstrate work with students, describe students and their learning styles, lesson plans and adaptations, evaluations of learning and student progress, dispositions, and reflections regarding how to improve the teaching process in the future. Rubrics for each of the LiveText ePortfolio components were supplied to the candidate prior to submission. Notarized Felony Convictions/Mental Capacity Statements are collected for the third time during a candidate’s program. Candidates seeking to student teach must complete application requirements for student teaching. The application consists of several components that are reviewed by the Director of Field Experiences. These components include an application form, transcripts, proof of liability insurance, a notarized professional conduct statement, a notarized statement on convictions and emotional and mental health, a Nebraska Child Abuse Form, and a background check from One Source. Elementary Education candidates must also provide documentation verifying registration for the Elementary Education Curriculum and Instruction Assessment (EECIA). In conjunction with student teaching, each candidate must complete the requirements of the Student Teaching Seminar course. Within this course, each candidate must submit his/her completed LiveText exit portfolio for review. At this point, all requirements of the portfolio must be successfully completed in order to pass the Seminar course. Once all requirements for the degree program are met, the candidate is approved for graduation. Level IV (Exit Portfolio on LiveText – Prior to Graduation/Recommendation for Certification) Candidates must have completed all degree and /or endorsement requirements as determined by the Creighton College of Arts and Sciences, the Registrar, and the Nebraska Department of Education Rules. The final step for candidates completing degree and/or endorsement requirements is to make formal application for certification. To meet state standards, candidates who have not been living in Nebraska for five years must be fingerprinted. Advisors review candidates’ records for recommendation of graduation and authorization for certification. LiveText Portfolio submissions of candidate performance will be reviewed and evaluated.

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Minimum 2.5 QPA: Candidates overall coursework must meet the minimum grade point requirements. All professional education coursework must receive a grade of “C” or above. Satisfactory Completion of Coursework and Field Experiences: Candidates submit field experience evaluations completed by the on-site supervisors. These evaluations detail activities undertaken in the field experience, verifies the number of hours of aiding within the classroom, and offer a rubric for determining student performance. Electronic Portfolio Presentation and Critique: All programs for initial teacher certification, including the undergraduate and graduate-level programs, require students to maintain a portfolio on LiveText. The purpose of the portfolio is to document to Creighton’s Education Department and to accrediting bodies including the Nebraska Department of Education, the Higher Learning Commission, and the National Council for the Accreditation of Teacher Education (NCATE), that the teacher candidate has mastered each of the program’s twelve standards. Instructors communicate LiveText expectations and evaluation criteria in course syllabi and in class. However, responsibility belongs to the student. Failure to satisfactorily submit required artifacts can result in termination from the program or denial of certification. Portfolios may be presented in several ways: as an individual, in a group, or in a seminar. Level V (Post-Graduate Information/Program Evaluation) Follow-up Studies: Follow-up studies match current assessments of candidate performance and student learning. These surveys request evaluation of competence based on program standards. Supervisor/Employer Surveys: Supervisor/Employer surveys match the revised programs and follow-up studies sent to graduates. These surveys request verification of demonstrated competence of program standards. Advisory Committees: Advisory Committees provide insight regarding revision and change within the unit based on feedback from the above named sources. Teacher Education Advisory Committee: This committee consisting of representatives across departments and divisions of the institution provides insight regarding revision and change within the unit, based on feedback from the above named sources.

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1c. Table 1.1. Major Transition points and key assessments in the program:

TEACHER EDUCATION ASSESSMENT PLAN

Level 1 Introductory Class

(EDU 103)

Level 2 Program Admission

Level 3 Admission to Student

Teaching

Level 4 Completion of

Program

Level 5 After Program

Completion Notarized Felony Convictions/Mental Capacity Statements

Application for admission to Education Dept.

Student Teaching Application Successful completion of all coursework and requirements for certification and degree program.

Follow-up studies with graduates

Interview Successful completion of EDU 103, 207 or 208, and 210 and two academic semesters

Overall QPA of at least 2.5/4.0 in all courses

Successful completion of all components of the LiveText Exit Portfolio.

Supervisor/employer surveys

Minimum course grade of “C”

Favorable recommendation

Successful completion (grade of C or higher) of all coursework listed on program advising sheets; Content Knowledge GPA of 2.5 for each respective endorsement

Successful Background Check, as completed by One Source.

Advisory Committees

LiveText Portfolio Overall QPA of at least 2.5/4.0 in all courses

Successful completion of all required sections of LiveText Portfolio.

Teacher Education Advisory Committee

Successful completion of field experiences.

Successful completion of field experiences.

PPST scores of 170-Reading, 171-Math, 172-Writing

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1 d. Table 1.2. Key Program Assessments

Candidate Proficiencies Attachments Pedagogical

& Professional

Assessment Type or Form of Assessment

When the Assessment is Administered

Content Knowle

dge K S D

P-12 Learni

ng

Assessments &

Scoring Guides

Data Tables

1 Praxis II EECIA Standardized Test Prior to Certification Recommendation

X X X D1 Sect 3

2 GPA Content Knowledge Standard Calculation Continuous X D2 Sect 3

3 Lesson/Unit Plans Formative Rubric

Evaluation on LiveText 7

Prescribed Methods Courses X X D3 Sect 3

4 Student Teaching Evaluations Summative Rubric Evaluation

Completion of Student Teaching Semester

X X X X X D4 Sect 3

5 Assessment Report Rubric Evaluation on LiveText 8

Methods class and Student Teaching

X X X X D5 Sect 3

6 Charisms Summative Rubric Evaluation

During Student Teaching Semester X D6 Sect 3

7 ePortfolio Artifacts Criterion Referenced Continuous X X X X X LiveText Rubrics

Links to LiveText

K = Knowledge S = Skills D = Disposition 1D1 Content Knowledge: Praxis II EECIA The Nebraska Department of Education has adopted the PRAXIS II Elementary Education: Curriculum, Instruction, and Assessment (EECIA) exam as the standardized test for all elementary and elementary special education candidates to document candidate knowledge and to become NCLB qualified. EECIA questions assess basic understanding of curriculum planning, instructional design, and assessment of student learning. Many questions pose particular problems that teachers might routinely face in the classroom, and

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many questions are based on authentic examples of student work. Most questions are set in the context of the subject matters most commonly taught in the elementary school: reading/language arts, mathematics, science, social studies, fine arts, and physical education (ETS, 2006). Candidates take this exam prior to or during the semester in which they student teach. In Nebraska, the minimum cut score is set at 159. Creighton’s Department of Education does not require a minimum score in order to complete this program; we do require completion of the exam and submission of the scores so that the data is available for us to evaluate the effectiveness of our elementary education program in preparing candidates. In order to be recommended for certification through Creighton University, elementary education and elementary/special education graduates must have an EECIA score on file either with our Certification Office or with the Nebraska Department of Education. 1D2 Content Knowledge: Cumulative GPA Cumulative GPA at the time of admission represents all course work (CU and transfer credit) completed prior to the application for admission to teacher preparation. This GPA includes required course work in the University’s Core. The GPA during the program represents the cumulative grade point average for all of the required content course work for the area of endorsement. GPA is figured on a 4.0 scale. Evidence of Knowledge of Subject Matter is documented in each student’s LiveText ePortfolio Standard 1. Grades are charted according to the content requirements identified in NDE’s Rule 24. 1D3 Lesson/Unit Plans The development of critical pedagogical and professional knowledge and skills in lesson planning is introduced and reinforced throughout the 100- and 200-level methods classes, developed in the 300- and 500-level methods classes, and mastery is demonstrated in student teaching unit plans. The Elementary Education Program Committee developed lesson plan templates and instructors throughout the program are encouraged to incorporate this template. See Attachment D3 for samples of Lesson Plan Templates. However, flexibility is also encouraged to incorporate variations required by different content areas and for lesson planning requirements candidates encounter in field experiences in different districts. Artifacts and rubrics that provide evidence of an elementary candidate’s ability to plan are viewable under LiveText standards 3, 4, and 7. 1D4 Student Teaching Evaluation (Content Knowledge, Pedagogical and Professional Knowledge, Skills, Dispositions, and Impact on Student Learning)

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The Student Teacher Performance Evaluation assesses candidates in the following areas: Knowledge (content knowledge and professional knowledge), Skills (basic skills, instructional skills, assessment skills, and classroom management skills), Dispositions (professional relationships and professional responsibilities), Charisms (Department Jesuit Core Values), and Effects on P-12 Student Learning. The competencies measured within these areas align with the Department standards, based on INTASC principles, NDE standards, and ISTE. The university supervisor and the cooperating teacher complete midterm and final evaluations. In addition, the candidate completes a self-assessment using the same tool at the midterm and at the end of the student teaching experience. The same items are found on both the candidate’s and the cooperating teacher’s forms of the evaluation tool at each administration. This allows for comparison across the versions and administration times. The evaluation is completed by both the cooperating teacher and the teacher candidate as a midterm formative evaluation and at the end of the student teaching experience as a summative evaluation. See Attachment D4 for the Student Teaching Performance Evaluation and Rubric. Summative evaluation scores by the cooperating teacher are used to develop Table 3.6 and 3.8. 1D5 Assessment Report (Pedagogical and Professional Knowledge and Skills and Effects on P-12 Student Learning) As part of their teacher preparation program, candidates plan, prepare, present and assess units of instruction that include a variety of formal and informal formative and summative assessment strategies. These expectations occur during their field experience placement in the EDU 303/568 -304/569 Elementary Mathematics and Science Methods block and to an even greater extent during student teaching. Candidates are required to post their assessment strategy or instrument and to report and reflect on their teaching effectiveness in terms of their impact on student learning in their teaching settings. Student artifacts and rubrics are incorporated into LiveText portfolios, Standard 8 Assessment. Descriptions and rubrics are Attachment D5. Results are detailed in table 3.6. 1D6 Charisms Beyond the INTASC 10 principles, the unit includes as their 11th Standard these Ignatian/Jesuit Charisms: The teacher candidate understands, values, and brings to teaching the following faith-based gifts and ideals: education of the whole person or cura personalis ("care of the person"), magis (excellence), service of faith and promotion of justice, leadership, and contemplation in action. Definitions of the Charisms follow Section 4. In the introductory class, EDU 103, individual interviews are scheduled, notes taken, and then all the EDU 103 instructors review the material. Interviews are rated on a rubric that includes department charisms. Each faculty instructor independently rates the candidate on pre-selected interview questions. Inter-rater reliability allows for qualitative assessment of candidates. Items identifying candidates’ charisms are also incorporated on student teaching evaluation forms.

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Ignatian/Jesuit Charisms are assessed as Section XI of the student teacher final evaluation. See The Student Teaching Final Evaluation Form Section XI in Appendix D6, Section XI, for the tool and rubric. Table 3.8 below reveals the results. 1D7 LiveText ePortfolio Artifacts The candidate ePortfolio on LiveText is a dynamic structure created for supporting candidates’ learning throughout their preparation program. The ePortfolio provides a system for storing artifacts related to candidates’ coursework and for tracking mastery of competencies related to the department standards. The selected artifacts document that candidates have acquired the proficiencies related to pedagogical and professional knowledge, skills, dispositions, charisms, and effects on P-12 student learning to meet standards for certification by the Nebraska Department of Education. At the completion of their program, candidates have the option to compile information from the ePortfolio into a marketing/professional portfolio for employment purposes. 1E. Required Field/Clinical Experiences All candidates in initial level programs complete a planned sequence of field experiences culminating in the student teaching experience. The field experiences prior to student teaching are tied to specific professional/pedagogical coursework. As part of Creighton University’s dynamic elementary education program, the candidate has a wide range of opportunities to demonstrate or practice his/her knowledge, skills, and attitudes and values associated with a career as an educator. During EDU 103, the class visits urban public elementary, middle and secondary schools and an urban Catholic school. In the EDU 207/208 and EDU 210 set of classes, the candidate aids for 35 hours during the semester in an elementary school. During EDU 301/565/311/566, (language arts/reading methods block), candidates observe and help teach literacy skills in a primary grade for a minimum of 32 hours in a public elementary school with racial, cultural, language and socioeconomic diversity. During EDU 303/568 – 304/569, (math/science methods block), candidates spend a minimum of 25 hours to observe, then plan, prepare, present, and assess hands-on/minds-on math and science lessons in an intermediate grade in the candidate’s choice of an urban public or parochial partner school. During this block, candidates also take field trips to a primary science magnet school to experience science teaching in Kindergarten, and to a dual-language magnet school. For EDU 525 Procedures for Including Students with Mild/Moderate Disabilities in the regular classroom, candidates complete a 15 – 20 hour practicum under the supervision of a special education teacher. Other professional courses in the program offer opportunities to perform a variety of educational tasks in various community classrooms. For example, in EDU 500 Remedial Reading, teacher candidates work with individuals in a tutoring and remediation program at nearby urban partner schools that have economic and racial diversity. Prior to student teaching, elementary teacher candidates will have had a minimum of 107 hours of experience in kindergarten, primary, intermediate and middle grades; public and parochial schools; and in multiple settings with diverse student populations. The program provides for 16 weeks of all-day student teaching. Student teachers follow the district calendar.

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1F. Program Specific Assessments In addition to the key program assessments used in the unit, each endorsement utilizes additional course-level assessment activities as noted in the Rule 24 Matrix. These assessments provide formative and summative measures of the candidates’ progress in specific courses and across the courses in the endorsement preparation sequence. Faculty use these assessments to determine individual progress, as well as to shape instructional strategies and to identify areas for program improvement. Section 2: Alignment of Standards and Assessments See Attachment A for the Rule 24 Matrix and Endorsement Worksheet. Section 3: Key Program Assessments and Findings Key Program Assessment 1a: EECIA Table 3.1. EECIA Results for Elementary Education Candidates Academic Year Number

Of Completers

Average Score

Range Number and % at or above cut score

(159 +)

Number and % below cut score

(< 159) 2006-2007 48 178 147-200 46 96% 2 4% 2007-2008 15 180 142-192 13 87% 2 13% 2008-2009 22 177 145-193 20 91% 2 9% 2009-2010 12 * 180 162-191 12 100% 0 0%

* Number of results received as of May 21, 2010 Key Program Assessment 1b: GPA As a secondary measure of content knowledge, the unit examines the GPA of candidates at program transition points. Cumulative GPA at the time of admission represents all course work completed prior to the application for admission to teacher preparation. University Core courses from the categories of natural science, social science, humanities and fine arts are also included. Table 3.2 below shows how GPA is viewed across all candidates in initial programs at time of admission. Table 3.2. Comparative GPA.

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Academic Year GPA Elementary Education

GPA (All Teacher Candidates)

2006-2007 3.49 3.61 2007-2008 3.22 3.30 2008-2009 3.46 3.52 2009-2010 3.47 3.29

The GPA is continuously monitored, including at the time of application to student teach. Key Assessment #3 Ability to Plan Instruction Table 3.3. Key Program Assessment Lesson/Unit Plans Note: Between Fall 2008 and Spring 2009, the data collection system was switched from LiveText Legacy to LiveText C1. Data for the two semesters could not be combined electronically, so is being reported separately. (LiveText Standard 7 - INTASC 7; EDU 301/565/311/566 Lesson Plans) Elementary Education Academic Year Target

(3 pts) Acceptable

(2 pts) Unacceptable

(1 pt.) 2006-2007 88.0% 12.0% 0 2007-2008 95.2% 4.5% 0 Fall 2008 77.0% 14.0% 2.0%

Spring 2009 100% 0 0 2009-2010 80% 20% 0

Table 3.4. INTASC 7 Elementary EDU 303/568 -304/569 Unit Plan or Series of Lessons Academic Year Outstanding/Target

(3 pts) Very Good/ Satisfactory/

Unacceptable (1 pt.)

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Acceptable (2 pts)

2006-2007 59.0% 31.8% 9.0% 2007-2008 85.7% 14.3% 0% Fall 2008 85.0% 15.0% 0%

Spring 2009 94.0% 6.0% 0% 2009-2010 92.3% 7.7% 0%

Table 3.5. Elementary Student Teaching EDU 451 Unit Plan Academic Year Target

(3 pts) Acceptable

(2 pts) Unacceptable

(1 pt.) 2006-2007 92.3% 7.7% 0% 2007-2008 94.7% 5.3% 0% Fall 2008 100.0% 0% 0%

After Fall 2008, this artifact was no longer used as part of the key assessment. Key Assessment #4: Ability to Teach This data was collected from the final ratings by the cooperating teacher in Student Teaching, Items IV.2 and V.3. Data from two important criteria in this evaluation are reported that demonstrate whether the student teacher had a positive effect on student learning and whether they were considered to be an effective teacher. Table 3.6. Student Teaching Evaluations - Impact on Student Learning

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Final Ratings by Cooperating Teacher in Student Teaching Evaluation. Evaluation Prompt Academic

Year Superior

4.0 Average 3.5-2.5

Fair/Weak 2.0 - 0

Has a positive effect on student learning. 2006-2007 80% 20% 0% 2007-2008 73% 27% 0% 2008-2009 75% 25% 0% 2009-2010 76% 24% 0% Effective teaching. 2006-2007 65% 35% 0% 2007-2008 54% 36% 0% 2008-2009 75% 17% 8% 2009-2010 82% 18% 0% Key Assessment #5: Assessment of Student Learning Table 3.7. LiveText Standard 8 Assessment Report from EDU 303/568 – 304/569 Academic Year Outstanding/Target

(3 pts) Very Good/ Satisfactory/ Acceptable

(2 pts)

Unacceptable (1 pt.)

2007-2008 80% 8% 12% Fall 2008 86% 12% 2%

Spring 2009 100% 0% 0% 2009-2010 92.3% 7.7% 0%

Key Assessment #6: Charisms

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Table 3.8. Ignatian/Jesuit Charisms Final Student Teacher Evaluation completed by Cooperating Teacher

Prompt Academic Year Superior 4.0-3.5

Average 3.4 – 2.5

Fair/Weak 24 - 0

Cura Personalis –Care of the Individual 2006-2007 78.9% 21.1% 0% 2007-2008 81.8% 19.2% 0% 2008-2009 91.6% 8.3% 0% 2009-2010 94.1% 5.9% 0% Magis –Striving for Excellence 2006-2007 73.7% 26.3% 0% 2007-2008 77.3% 32.2% 0% 2008-2009 75.0% 16.7% 8.3% 2009-2010 88.2% 11.8% 0% Men and Women for and with Others 2006-2007 70.6% 29.4% 0% 2007-2008 77.8% 32.2% 0% 2008-2009 91.6% 16.7% 8.3% 2009-2010 100% 0% 0% Contemplation in Action 2006-2007 68.4% 31.5% 0% 2007-2008 72.7% 27.3% 0% 2008-2009 83.3% 8.3% 8.3% 2009-2010 94.1% 5.9% 0% Table 3.9. Key Program Assessment #7: LiveText ePortfolio Artifacts

Department Standard Course Number and Title ePortfolio Artifact Examples

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Content Knowledge (INTASC 1) Content Coursework Subject Matter Grid EECIA EDU 302/567 Methods of Teaching Social

Studies in Elementary School Interdisciplinary unit plan

Human Development (INTASC 2) EDU 210 Childhood and Adolescent Development

Childhood Cognitive Development Paper

Diverse Learners (INTASC 3) EDU 525 Procedures for Including Students with Mild/Moderate Disabilities in the Regular Classroom

Special Education Case Study

EDU 500 Remedial Reading Remedial Reading Case Study EDU 451 Student Teaching Two-Week Unit Plan Instructional Strategies (INTASC 4) ART 104 Elementary School Art Art Lesson Plan MUS 104 Elementary School Music Music Lesson Plan EDU 131 Literature for Children Children’s Literature Unit Plan EDU 209 Physical Education in the

Elementary School Physical Education Lesson Plan

Classroom Motivation & Management (INTASC 5)

EDU 583 Management Practices for Classroom Teachers

Behavior Strategy Case Study

Communication Skills (INTASC 6) EDU 207 Educational Psychology Lesson Plan EDU 303/568 Methods of Teaching

Mathematics in the Elementary School NCTM Standards Presentation & Plan

Planning Skills (INTASC 7) EDU 303/568 – 304/569 Methods of Teaching Mathematics/Science in the Elementary School (Math/Science Methods Block)

Unit Plan

EDU 301/565 - 311/566 Methods of Teaching Language Arts in Elementary School/ Teaching of Reading (Literacy Block)

Lesson Plan

Assessment (INTASC 8) EDU 303/568 – 304/569 Block &/or EDU 451

Assessment Strategy and report of results

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Reflection & Development (INTASC 9)

EDU 103 American Education and the Interactive Process

Philosophy of Education paper

EDU 451 Student Teaching Journal Entries Student Choice Evidence of Professional Development Partnerships (INTASC 10) Student Choice Evidence of fostering partnerships Ignatian/Jesuit Charisms Student Choice Student Choice EDU 451 Student Teaching Journal Entry EDU 452 Student Teaching Seminar Magis Reflection Paper Technology (ISTE) EDU 242 Computer Related Technologies

in Education Instructor’s Choice

Summary of Findings Data to inform decisions about program improvements were collected from seven key assessments. Analyses of these data indicated both strengths and areas for program improvement. Listed below is a summary of the findings from the key assessments and the improvements that were made based on these findings. Key Assessment 1 - EECIA or Endorsement GPA: This state requirement went into effect in September 2006. Data indicated that 94% of our elementary candidates and 100% of our special education candidates exceed the minimum requirements for the EECIA. Key Assessment 2 – Cumulative GPA: Data confirmed that our candidates in Teacher Preparation maintain a minimum cumulative GPA of 2.5 in undergraduate programs at identified transition points throughout the program. Key Assessment 3 - Lesson/Unit Plans: Pedagogical knowledge and skills are monitored throughout the program. In addition to faculty ratings, our candidates’ expertise in lesson planning was measured by feedback from cooperating teachers, university supervisors, employers, and the candidates. Triangulation of data from Key Assessments 3, 4, 5 and 7 indicated that lesson planning is a strength in the program. Key Assessment 4 – Student Teaching Evaluation. Data from student teaching evaluations indicated that 100% of our candidates were rated as Superior or Satisfactory with regard to program standards.

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Key Assessment 5 – Assessment Report. 88% of the candidates scored Acceptable or Target. However, triangulation of data from other key assessments indicated that assessment might be less developed than other skills. This newer program expectation needed increased opportunities for candidates to practice this skill. Scores in this area improved each year. Key Assessment 6 – Charisms. Data indicates almost 100% of Creighton candidates for whom this was assessed exemplify Jesuit Core Values at the Satisfactory or Target/Outstanding range. In Spring 2009, one candidate of 12 completers (8.3%) was evaluated as “Fair” in some of the charisms by her cooperating teacher. As a response to this student sliding through with low disposition scores on her student teaching evaluation, the department formed a committee across initial and advanced programs to develop and implement a Dispositions Inventory that can be completed by instructors, cooperating teachers, administrators and supervisors in field experiences to address issues that cannot always be quantified in graded course outcomes. This document can be viewed as Attachment D6a. Key Assessment 7 – ePortfolio Artifacts. The artifacts provided evidence of developmental growth through the program and mastery of program standards. Section 4: Program Improvements Based on results of key assessments including artifacts and reflective paragraphs in the ePortfolios, advisory board input, follow-up surveys the following program improvements were implemented. Assessing Candidate Performance Assessment strategies, rubrics, reports and reflections on student learning were added to methods coursework and to student teaching requirements. Faculty members have systematically identified artifacts aligned with program standards that evidence candidates’ ongoing growth and expertise for inclusion in LiveText ePortfolio. Instructional efforts were increased explaining ePortfolio evidence and developing rubrics. These assessment instruments and rubrics were aligned with the Education Department’s Standards, which were based on INTASC Principles, ISTE Standards, and the Ignatian/Jesuit Charisms. The department formed a committee across initial and advanced programs to develop and implement a Dispositions Inventory that can be completed by instructors, cooperating teachers, administrators and supervisors in field experiences to address issues that cannot always be quantified in graded course outcomes. This instrument was put into practice in Spring 2010.

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Student Teacher Evaluation forms were aligned to reflect the evolving Education Department’s Standards, which were based on INTASC Principles, ISTE Standards, and the Ignatian/Jesuit Charisms. The Follow-up Survey, sent to recent graduates and their immediate supervisors, was revised to align with the Education Department Standards. This data is compiled and shared with program directors annually. There is a stronger emphasis on action research and the scholarship of teaching and learning across programs. Research posters are being implemented as a new type of alternative assessment. Student research is encouraged and supported, leading to publications and presentations. Improvements in Instruction of Knowledge, Skills, Dispositions, and Charisms Based on feedback from key assessments, feedback from students and advisory boards, programs increased direct instruction on professional etiquette in orientation programs and courses. Diversity and culturally responsive teaching is emphasized through in class presentations, field trips and major field experiences in diverse SES settings. The Department’s conceptual framework and charisms are purposely infused in every course. Technology had been infused into department courses as well as an additional three hour course focused on hands-on learning and experiences connected directly to effective classroom instruction. To strengthen elementary education candidates’ knowledge and skills and disposition in math and science, the Elementary Education Committee collaborated with the Mathematics and Physics Departments to develop a special content courses, MTH 105 Math for Elementary Teachers is a new course offering. The curriculum in PHY 187 Introduction to Physics (3) and PHY 188 Physics in the Everyday World (1) was revised. These courses are recommended, but any math or science coursework will satisfy content requirements. Objectives and content from EDU 207 Educational Psychology have been reevaluated and redistributed as appropriate to other classes. The class is being replaced by EDU 208 Understanding and Serving Diverse Populations in Education. Improvements Related to Professional Development for Faculty

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A variety courses are offered at Creighton to help faculty grow professionally, such as prepare to teach online seminars, grow in understanding of the Jesuit charisms, and assessment. Department faculty members have participated in and shared expertise with the greater university faculty through Fellowships in Academic Excellence and Assessment. Annual department retreats provide opportunities to experience and reflect on selected topics in greater depth. College funding was provided for faculty to attend conferences related to their content or teaching area, assessment, diversity, and professional dispositions. Knowledge and skills acquired as a result of these conferences were disseminated to other department faculty. Examples within the last 2-3 years include: National Technology and Social Science Conference (Houtz, Doyle) International Conference on Learning Disabilities (Doyle, Houtz) National Science Teachers Association (Houtz) International Conference on Learning (Houtz, Doyle) Higher Education Assessment and Retention Conference (Houtz) International Reading Association’s National, Plains’ Regional and Nebraska conferences (Olson) World Congress: IRA International Conference (Olson) National Reading Conference (Olson) National Council of Professors of Educational Administration (Brock) American Educational Research Association (Brock) American Association for Employment in Education Annual Conference (Bartee) International Conferences on Learning (Ponec, Houtz, Doyle) National Catholic Education Association Conference (Ponec), CASTL Institute. (Ponec). Attachments A. Program/Endorsement Sheets B. Table of candidates and completers (By endorsement area) C. Program Faculty and Expertise D. Key Program Assessment Instruments (Copies and Descriptions) E. Data Tables for Key Assessments

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Definitions Content Knowledge: The specific subject matter that teachers are being prepared to teach at the elementary, middle level, and/or secondary levels. Content also refers to the professional field of study such as special education, administrations, and counseling. Pedagogical Knowledge: The general concepts, theories, and research about effective teaching regardless of the content area. Professional Knowledge: The historical, economic, sociological, philosophical, and psychological understandings of schooling and education. It also includes knowledge about learning, diversity, technology, professional ethics, legal and policy issues, pedagogy, and the rules and responsibilities of the profession of teaching. Skills: The ability to use content, professional, and pedagogical knowledge effectively and readily in diverse teaching settings in a manner that ensures that all students are learning. Dispositions: The professional behaviors educators are expected to demonstrate in their interactions with students, families, colleagues, and communities. Such behaviors support student learning and development and are consistent with the ideas of fairness (striving to meet the educational needs of all students in a caring, non-discriminatory, and equitable manner) and the belief that all students can learn. Based on their mission, professional education units may determine additional professional dispositions they want candidates to develop. Institutions assess professional dispositions based on observable behavior in educational settings. P-12 Learning: Candidates’ evaluations of students’ academic achievement as well as their social and physical development. Charisms, drawn from Ignatian core values, are defined as special gifts of the Holy Spirit, or God-given graces, which characterize a person or group and are used to contribute to the common good and glorify God in the Church and world. There are several ways to envision charisms. They can be viewed as faith-based core values; individual or group gifts freely given by God to be used for the good of others, not for personal good; found in the Church and the secular world; and used as a means to glorify God. The charisms adopted by the Education Department are based on an Ignatian vision and Jesuit Educational Tradition. The charisms selected for

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inclusion within the curriculum and educational experiences are: Cura Personalis, Magis, Men and Women for and with Others, and Contemplation in Action. Cura personalis refers to personal concern for the individual. Education takes place within the context of caring relationships – relationships between students and teachers, teachers and parents, families and professional school communities. Students are instilled with an “Ethic of Care” which promotes human dignity, individual differences, and personal relationships. Personal concern for the individual can be related to the desire to educate the whole person – intellectually, socially, emotionally, physically, and spiritually/ethically/morally. Magis is the term that St. Ignatius and the Jesuit Order use for seeking “the more” or the greater good. Magis can be demonstrated in many ways: striving toward excellence, developing high expectations and standards, fulfilling one’s potential by developing gifts and talents, focusing on continuous school improvement and professional development. The purpose behind this striving would be to serve God and do all things – Ad Majorem Dei Gloriam – for the “greater glory of God”. Men and Women For and With Others offers a means by which one can share his/her gifts for the benefits of others. It promotes the building of inclusive classroom and school communities where equality, equity, human rights and responsibilities, and human dignity are fostered. Men and Women For and With Others also leads to service-learning activities and the promotion of social justice within education and society.

Contemplation in Action promotes prayerful reflection and ethical decision-making. It fosters the process of examining one’s life – personal and professional – and advocates mindfulness as opposed to mindlessness. Discernment – a faith-based process of decision making that is prayerful and includes the moral and ethical dimension – leads to an action orientation advocated by the Creighton University Education Department in building Effective Leaders in the Jesuit Tradition.