program: early childhood education bsed & post-baccalaureate€¦ · 2014-2015 annual program...

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2014-2015 Annual Program Assessment and Improvement Report

Program: Early Childhood Education BSEd & Post-Baccalaureate

Expanded Statement of Institutional Purpose: The B.S.Ed. program in Early Childhood Education supports the Columbus State University (CSU) mission to contribute to the advancement of our local and global communities

through an emphasis on excellence in teaching and research, life-long learning, cultural enrichment, partnerships, and service to others. The ECE program engages candidates in

the use of inquiry-based teaching and learning, field-based experiences in P-5 early childhood environments, and opportunities to engage in experiences with outstanding faculty

members in the discipline. The program provides students with opportunities to participate in practicum and student teaching experiences that provide first-hand experience in

understanding and teaching in the early childhood classroom. The ECE program continues to grow at all levels and is currently one of the largest in the university.

Program Outcomes Assessment Method Assessment Criteria Assessment Results/Analysis Program Improvements

Implemented Based on

Assessment Results

1. Prepare individuals seeking

initial certification to become

effective Early Childhood

teachers (B.S.Ed. and Post-

Baccalaureate).

Model of Appropriate Practice

(MAP) and Disposition

Evaluation

One hundred percent of the

teacher candidates must meet or

exceed expectations (e.g., ratings

of satisfactory or accomplished

novice on the MAP AND ratings

of proficient or exemplary on the

Disposition Evaluation) on all

elements for exit from student

teaching.

The teacher education faculty

members aspire to increase

students’ performances to

consistently demonstrate meeting

or exceeding the expectations

throughout the program (i.e.,

Blocks 1-3) by providing more

opportunities for teacher

candidates to teach and be

observed by faculty members.

AY 15: 45 student teachers,

seeking initial teacher

certification successfully

completed student teaching in

2014-2015. 100% of the teacher

candidates received satisfactory

or accomplished novice on all

elements of the Model of

Appropriate Practice Observation

Scoring Rubric (MAP).

AY14 data indicates 99% of the

BSEd ECE teacher candidates

received satisfactory or

accomplished novice on the

MAP. As compared to the AY15

data of 100% receiving

satisfactory or accomplished

novice, this indicated an increase

over the year.

AY15 100% of the teacher

candidates received proficient or

exemplary on all of the elements

for the Disposition Evaluation

AY14 data indicates 99% of the

BSEd ECE teacher candidates

received satisfactory or

accomplished novice. As

The ECE faculty increased the

number of times teacher

candidates were being observed

in their lab placements (e.g.,

blocks) prior to student teaching.

The purpose of the increase in

observations was to provide both

the teacher candidates and faculty

with data to indicate if the teacher

candidates were ready for student

teaching.

Additionally, in AY15, the ECE

faculty developed critical

assignments (e.g., Analysis of

Teaching Effectiveness) to serve

as gateways for teacher

candidates being able to move

onto the next block and/or student

teaching without the need for

remedial support. The critical

assignments are aligned with the

ECE program’s SLO’s and

INTASC standards.

Future plan: We will continue

monitoring teacher candidates'

performance data to ensure that

teacher candidates are

consistently demonstrating

proficiency in meeting or

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compared to AY15, there was a

1% increase over the year.

exceeding expectations as they

progress through the program.

The purpose is to ensure teacher

candidates are indeed providing

evidence to be recommended for

initial teacher certification.

2. Increase the number of teacher

candidates enrolled in the

program (B.S.Ed. and Post-

Baccalaureate).

Annual review of number of

teacher candidates admitted each

fall and spring

The ECE program faculty

members aspire to increase the

number of teacher candidates

enrolled in the BSEd & Post Bac

program by 5%. The faculty

members will develop recruiting

efforts early (e.g., high school

teacher cadet programs).

Additionally, the Early

Childhood Organization (ECHO)

begins seeking members early in

potential teacher candidates’

college careers (e.g., freshman

and sophomore years). The

purpose of the early recruitment

is to increase retaining potential

teacher candidates for the field of

Early Childhood Education.

AY 15 data: 44 teacher

candidates were admitted to

Teacher Education Program in

2014-15 and began taking classes

in Early Childhood Education

Block 1

AY14: 59 teacher candidates

were admitted to Teacher

Education Program in 2013-2014

and began taking classes in ECE

Block 1

The national trend for college

students choosing education as

their major indicates a decline.

The ECE program is not an

exception to the decline.

The ECE faculty members for

AY15 were committed to

increasing the number of teacher

candidates enrolling in the

program by:

1. Collaborated with Teacher

Cadet Programs within the

Partner School Network (high

school students identifying early

childhood education as their

majors) for recruiting purposes;

the ECE advisor met with a group

of aspiring educator majors

2. ECE Faculty members

attended the university Discovery

Days that occur throughout the

year. The ECE faculty shared

what potential teacher candidates

can experience while working

within the program (purpose-

recruiting).

3. The ECE faculty recommended

two ECE teacher candidates to

serve as Student Ambassadors.

The purpose of the Student

Ambassador program is to help in

recruiting efforts (e.g., share their

success stories and advice) and to

help in retaining efforts (e.g.,

share success stories and advice).

Future Plan:

The ECE program faculty are re-

developing the online ECE

program orientation and have

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made it a co-requisite with EDRG

2156, prior to entry into the

program.

3. Admit a diverse group of

teacher candidates into the

program (B.S.Ed. and Post-

Baccalaureate).

Annual review of teacher

candidates' demographics

The ECE program faculty

members aspire to increase the

number of diverse teacher

candidates enrolled in the BSEd

& Post Bac program by 5%. The

faculty members will begin the

recruiting efforts early (e.g., high

school teacher cadet programs).

The school district in which we

partner with for field placements

represents a diverse population.

Additionally, the Early

Childhood Organization (ECHO)

begins seeking members early in

potential teacher candidates’

college careers (e.g., freshman

and sophomore years). The

purpose of the early recruitment

is to increase retaining potential

teacher candidates for the field of

Early Childhood Education.

Furthermore, the university

markets areas surrounding

Atlanta, GA with the campaign,

“My First Choice.” The areas

surrounding ATL represent a

diverse population.

AY 15: teacher candidates

enrolled in initial certification

ECE program (e.g., blocks and

student teaching) included 126

female, 5 male, and

48 minority teacher candidates.

AY 14: teacher candidates

enrolled in initial certification

programs included 156 female,

7 male, and

53 minority students

Although there was a decline in

the number of teacher candidates

enrolled in the ECE program, the

ratio for diverse students to non-

diverse students from AY14 to

AY15 increased (but not by the

program goal for increase of 5%

annually):

AY14- 34% diverse

students

AY15- 38% diverse

students

The ECE faculty members for

AY15 were committed to

increasing the number of diverse

teacher candidates enrolling in

the program by:

1. Collaborated with Teacher

Cadet Programs within the

Partner School Network (high

school students identifying early

childhood education as their

majors) for recruiting purposes;

the ECE advisor met with a group

of aspiring educator majors; the

potential teacher candidates

represented a diverse population

2. ECE Faculty members

attended the university Discovery

Days that occur throughout the

year. The ECE faculty shared

what potential teacher candidates

can experience while working

within the program (purpose-

recruiting). Potential teacher

candidates and their families

represent a diverse population.

3. The ECE faculty recommended

two ECE teacher candidates (one

of which represents a diverse

background) to serve as Student

Ambassadors. The purpose of the

Student Ambassador program is

to help in recruiting efforts (e.g.,

share their success stories and

advice) and to help in retaining

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efforts (e.g., share success stories

and advice).

Student Learning Outcomes Assessment Method Assessment Criteria Assessment Results/Analysis Program Improvements

Implemented Based on

Assessment Results

1.1 Demonstrate commitment to

the teaching profession and the

teaching field of early childhood


(MAP) elements related to SLO

1.1:

4a. Reflecting on teaching

4b. Maintaining accurate records

4c. Communicating with families

4d. Contributing to school and

district

4e. Growing and develops

professionally

4f. Showing professionalism

One hundred percent of teacher

candidates, at exit of the

program, must meet or exceed

expectations for the following

elements related to the MAP

(e.g., ratings of satisfactory or


MAP):





district


professionally


BSEd Early Childhood Teacher

Candidates (N = 126)

n = 81 teacher candidates were

enrolled in Blocks 1, 2, & 3(prior

to student teaching)

n=45 teacher candidates that

were student teaching

Ratings on MAP elements for

Student Learning Outcome 1.1

are as follows:


Accomplished Novice: 49%

(n=62)

Satisfactory: 41% (n=52)

Emerging: 9% (n=11)

Unsatisfactory: 1% (n=1)

***AY14 data indicates 20% of

the ECE teacher candidates were

rated as accomplished novice

related to 4a (reflecting on

teaching) as compared to 49% of

AY 15 teacher.



Satisfactory: 54%

Emerging: 10%

Unsatisfactory: 3%



The ECE faculty members are

committed to collecting evidence

for teacher candidates to

demonstrate their commitment to


teaching field of early childhood.

The following procedure was

enacted for AY15:

In regard to the increase in

teacher candidates scoring

accomplished novice for MAP

element 4a, reflection on

teaching, the ECE faculty

members have embedded critical

assignments that provide teacher

candidates with opportunities to

critically reflect on their teaching

as opposed to summarizing their

teaching in their reflections.

Furthermore, the ECE faculty

members revised the reflection

portion of the rubric to indicate

teacher candidates’

responsibilities to support their

analyses of teaching and

students’ learning with research

and/or theory.

Ongoing plan:

An overall plan has been

implemented to identify students

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Satisfactory: 61% Emerging: 6%

Unsatisfactory: 8%


teacher candidates scored at the

unsatisfactory level for 4c,

communicating with families as

compared to the increase of 8%

receiving unsatisfactory.


district



Unsatisfactory: 1%


professionally


Satisfactory: 58%

Emerging: 13%

Unsatisfactory: 1%



Satisfactory: 57 %

Emerging: 8%

Unsatisfactory: 1%

who demonstrate deficiencies in

any area of the MAP evaluations

early in the program. The

program coordinator meets with

the student(s), and faculty are

made aware of students who have

difficulty and work closely with

the student(s) and program

coordinator to address any areas

of deficiency in the following

semester. Monitoring of MAP

continue for these students

throughout the program. Students

who earn ratings below

satisfactory in two consecutive

semesters are recommended for

remediation prior to student

teaching.

Data from the MAP evaluations

are shared at Program Advisory

Council meetings, and

suggestions for improvement are

made by the council.

Future plan: In regard to the increase in

teacher candidates scoring

unsatisfactory for MAP element

4c for AY15, the ECE faculty

members will develop the

expectation for each block of

teacher candidates to construct

some form of communication

with families (e.g., newsletter).

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1.2 Demonstrate commitment to


teaching field of early childhood

Disposition Evaluation elements

related to SLO 1.2:

1. Legal & Ethical

Conduct

2. Interactions with Others

3. Professional

Appearance & Demeanor

5. Commitment to Student

Learning

6. Commitment to

Improvement

7. Commitment to the

Profession




the expectations for the

following elements related to the

Disposition Evaluation (e.g.,

ratings of proficient or

exemplary on the Disposition

Evaluation) :

1.Legal & Ethical Conduct

2.Interactions with Others

3.Professional Appearance &

Demeanor


Learning

6. Commitment to Improvement

7.Commitment to the Profession




enrolled in Blocks 1, 2, & 3

(prior to student teaching)

n = 45 teacher candidates that


Ratings on Disposition

Evaluation elements for Student

Learning Outcome 1.2 are as

follows:

1. Legal & Ethical Conduct

Exemplary: 56%

Proficient: 44%

Needs Improvement: 0%

Unacceptable: 0%


Exemplary: 59%

Proficient: 36%


Unacceptable: 0%

3. Professional Appearance &

Demeanor

Exemplary: 59 %

Proficient: 31%


Unacceptable: 1%


Learning

Exemplary: 55%

Proficient: 42%


Unacceptable: 0%

6. Commitment to

Improvement

Exemplary: 58%

Proficient: 37%





demonstrate their commitment to




enacted for AY15:

The Teacher Education faculty

members, representing various

teacher preparation programs,

constructed the Disposition

Evaluation to represent clearer

criteria for teaching dispositions

that demonstrate qualities

identified as a commitment to the

profession (to include SLO 1.2).

Ongoing plan:




any area of the Disposition

Evaluations early in the program.

The program coordinator meets

with the student(s), and faculty

are made aware of students who

have difficulty and work closely

with the student(s) and program



semester. Monitoring of

Disposition Evaluations continue

for these students throughout the

program. Students who earn

ratings below proficient in two

consecutive semesters are

recommended for remediation

prior to student teaching.

Data from the Disposition

Evaluations are shared at

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Unacceptable: 0%

7.Commitment to the

Profession

Exemplary: 53%

Proficient: 43%


Unacceptable: 0%

***Note: The Disposition

Evaluation instrument used for

AY15 was newly created and

vetted by Teacher Education

faculty members; therefore, the

comparison of data is not

possible.

Program Advisory Council

meetings, and suggestions for

improvement are made by the

council.

2.1 Establish effective

communication with students,

teachers, administrators, parents,

and members of the helping

professions.



2.1:

2a. Creates an environment of

respect and rapport

3a. Communicates clearly and

accurately

3b. Uses questions and

discussion techniques to

enhance student learning

3d. Provides feedback to

students

4c. Communicating with

Families

4f. Shows professionalism








MAP):


respect and rapport


accurately

3b. Uses questions and

discussion techniques to

enhance student learning


students


Families











are as follows:


respect and rapport


Satisfactory: 44%

Emerging: 13% Unsatisfactory: 0%


accurately


Satisfactory: 59%

Emerging: 12%

Unsatisfactory: 1%




demonstrate effective




professions.

The following procedures were

enacted for AY15:

Teacher candidates in Blocks 1 &

2 are intentionally paired with

one another to learn how to co-

plan, co-teach, and co-assess. The

purpose of this enacted plan in

AY15 was to prepare teacher

candidates for today’s

classrooms’ expectations.

Through teacher candidates

intentional co-planning, co-

teaching, and co-assessing, their

confidence has increased in terms

of communicating with

cooperating teachers and

administrators.

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3b. Uses questions and discussion

techniques to enhance student

learning


Satisfactory: 48%

Emerging: 24%

Unsatisfactory: 5%


teacher candidates were rated

accomplished novice for using

question and discussion

techniques as compared to the

increase for 23% of the AY15

teacher candidates being rated as

accomplished novice.

3d. Provides feedback to students


Satisfactory: 43%

Emerging: 24% Unsatisfactory: 2%



accomplished novice for

providing feedback to students as

compared to the increase for

AY15 of 31%.


Families


Satisfactory: 61%

Emerging: 6%

Unsatisfactory: 8%



Satisfactory: 57 %

Emerging: 8%

Unsatisfactory: 1%

In regard to the increase for

AY15’s teacher candidates

scoring accomplished novice for

MAP element 3b (using questions

and discussion techniques to

enhance student learning), the

ECE faculty members have

integrated more

opportunities/activities for

teacher candidates to practice

asking children questions that

promote critical thinking and

responding to children’s

responses to deepen their

thinking (e.g., development of

learning segment).

In regard to the increase for

AY15’s teacher candidates

scoring accomplished novice for

MAP element 3d (provides

feedback to students), the ECE

faculty members developed a

new assignment for Block 3

teacher candidates that focuses

solely on providing content-

specific feedback to students

related to their areas of strength

and areas for improvement.

Furthermore, teacher candidates

must explain how their students

will use the teacher candidates’

feedback to strengthen their

learning (e.g., re-engagement

lesson).

Ongoing plan: An overall plan has been







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teaching.






2.2 Establish effective




professions.


related to SLO 2.2:


6. Commitment to

Improvement

7. Commitment to the Profession









Evaluation) :


6.Commitment to Improvement

7. Commitment to the Profession











follows:


Exemplary: 59%

Proficient: 36%


Unacceptable: 0%

6.Commitment to

Improvement

Exemplary: 58%

Proficient: 37%





demonstrate effective




professions.


enacted for AY15:










Teacher candidates in Blocks 1 &

2 are intentionally paired with

1

1

Unacceptable: 0%

7.Commitment to the

Profession

Exemplary: 53%

Proficient: 43%


Unacceptable: 0%


Evaluation instrument was

modified and vetted by Teacher

Education faculty members;

therefore, the comparison of data

is not possible.

one another to learn how to co-

plan, co-teach, and co-assess. The




classrooms’ expectations.

Through teacher candidates

intentional co-planning, co-

teaching, and co-assessing, their

confidence has increased in terms

of interacting with others (e.g.,

communicating with cooperating

teachers and administrators.

Future Plan:

The ECE faculty members will

develop the expectation for each

block of teacher candidates to

construct forms of

communication with

administrators, parents, and

members of the helping

profession (e.g., mock panel

interview).



















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council.

3.1 Organize and implement

developmentally appropriate

practice in the teaching field of

early childhood.

Georgia Assessment for the

Certification of Educators

(GACE) ECE Test I and ECE

Test II related to SLO 3.1:

Understanding and

pedagogically

applying content

related to English

language arts

Understanding and

pedagogically

applying content

related to

mathematics

Understanding and

pedagogically

applying content

related to science

Understanding and

pedagogically

applying content

related to social

studies


candidates must pass the GACE

ECE tests I & II to be

recommended for certification.

The program goal is to

maintain a passing rate of 80%

or better.


Candidates (n = 45 student

teachers)

GACE results reflect teacher

candidates enrolled in student

teaching and/or satisfactory exit

from the program:

Overall GACE Data: Results for AY 15 ECE Test 1

(ELA & Social Studies) were

98% passing; of the 98%

passing, 87% passed at the

professional level, and 11%

passed at the induction level.

The state’s passing rate for the

professional level for AY15 was

67% and for the induction level

was 20%.

Results for AY14 ECE Test

1were 100% passing; of the

100% passing, 81% passed at

the professional level and 19%

at the induction level. The

state’s passing rate for AY14

was 62% at the professional

level and 27% at the induction

level.

GACE results for AY15 ECE

Test 2 (Math & Science) were



for teacher candidates to organize

and implement developmentally

appropriate practice in the



enacted for AY15:

In regard to the construct,

understands and applies

knowledge of government, civics,

economics, and their processes,

the ECE faculty member changed

the textbook to reflect a stronger

emphasis of social studies content

through the lens of literacy.

In regard to the construct,

understands how to incorporate

appropriate teaching approaches

into classroom instruction for

English Language Arts, the ECE

faculty member began

collaborating with the secondary

English faculty member on a

research project (focus on

teaching writing in today’s

classroom).

Future plan:

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96% passing; of the 95%


professional level and 18%


The state’s passing rate for the

AY15 at the professional level

was 59% and for the induction

level was 28%.

Results for AY14 ECE Test 2

were 96% passing; of the 96%


professional level and 17%


The state’s passing rate for

AY15 professional level was

56% and for the induction level

was 32%.

For both GACE tests (1 & 2),

there was a decline in the pass

rate from AY14 to AY15;

however, the passing rate for

AY15 exceeds the program’s

expectations of 80% or better

for passing.

Increase in specific GACE ECE

constructs for AY15:

Construct ‘understands and

applies knowledge of

government, civics, economics,

and their processes’ increased

from 66.07% in AY14 to 91.67

in AY15.

Construct ‘understands how to

incorporate appropriate

teaching approaches into

classroom instruction for

English Language Arts’

increased from 73.26% in AY14

to 81.56% in AY15.

Regarding the Test 2

mathematics constructs, the ECE

faculty members met with the

math department and discussed

the areas of concerns. The ECE

faculty members are working

with the math department (i.e.,

reviewing their syllabi) to help

align what is being taught in the

math methods course within

Teacher Education/ECE program.

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1

Decrease in specific GACE ECE

constructs for AY15:

For the majority of the

constructs (e.g., understands

and applies knowledge of

numbers and operation in base

10) for mathematics (Test 2), the

teacher candidates scored lower

in AY15 as opposed to AY14.




early childhood.



3.2:

1a. Demonstrates Knowledge

of Content

1b. Demonstrates Knowledge

of Pedagogy

1c. Demonstrates Knowledge

of Students and their Learning

1d. Selects Appropriate Learning

Goals

1e. Demonstrates knowledge of

resources

1f. Designs coherent

instruction 1g. Assesses

student learning

2b. Establishes a culture for

learning

2e. Utilizing Classroom

Space

3b. Using Questioning and

Discussion Techniques

3c. Engages students in








MAP):


of Content


of Pedagogy



1d. Selects Appropriate Learning

Goals


resources


instruction 1g. Assesses

student learning


learning










are as follows:


of Content


Satisfactory: 49%

Emerging: 14%

Unsatisfactory: 1%


of Pedagogy


Satisfactory: 54%

Emerging: 18%








enacted for AY15:

In terms of the element ‘assessing

students’ learning,’ the ECE

faculty members back-mapped

(beginning in Block 1) analysis of

student learning. In each block,

teacher candidates are learning

how to develop authentic

assessments that yield usable

results to analyze.

In regard to the element

‘engaging students in learning,’

the ECE faculty members revised

the classroom management plan

1

1

learning 3d. Provides feedback to

students

3e. Demonstrates flexibility and

responsiveness

2e. Utilizing Classroom

Space




learning


students


responsiveness

Unsatisfactory: 3%




Satisfactory: 57%

Emerging: 15%

Unsatisfactory: 8%

1d. Selects Appropriate

Learning Goals


Satisfactory: 55%

Emerging: 20%

Unsatisfactory: 4%


resources


Satisfactory: 51%

Emerging: 20%

Unsatisfactory: 1%


instruction



Unsatisfactory: 2%

1g. Assesses student learning


Satisfactory: 51%

Emerging: 18%

Unsatisfactory: 4%

***AY14 data indicates 15%

of teacher candidates were

rated accomplished novice as

compared to 28% of the

teacher candidates being

rated accomplished novice for

assessing students’ learning.

that teacher candidates must

complete to reflect engaging

learners as the primary goal for

managing a classroom.

Future Plan:


‘demonstrating flexibility and

responsiveness,’ the ECE faculty

members will research ways to

help teacher candidates feel more

comfortable in demonstrating

flexibility and responsiveness

when teaching. The ECE faculty

members recognize this as a

critical component to maintain

engagement of all

children/learners.




















teaching.




1

1


learning



Unsatisfactory: 1%

2e. Utilizing Classroom Space


Satisfactory: 46%

Emerging: 16%

Unsatisfactory: 1%




Satisfactory: 48%

Emerging: 24%

Unsatisfactory: 5%


learning


Satisfactory: 47 %

Emerging: 19 %

Unsatisfactory: 5%


of teacher candidates were

rated accomplished novice as


teacher candidates being

rated accomplished novice.


students


Satisfactory: 43%

Emerging: 24%

Unsatisfactory: 2%


responsiveness




1

1

Satisfactory: 53%

Emerging: 20%

Unsatisfactory: 4%


the teacher candidates were

rated as unsatisfactory for

demonstrating flexibility and

responsiveness as opposed to 4%

of the teacher candidates being

rated as unsatisfactory for this

element.




early childhood


related to SLO 3.3:


Learning









Evaluation) :


Learning











follows:


Learning

Exemplary: 55%

Proficient: 42%


Unacceptable: 0%






is not possible.








enacted for AY15:










The ECE faculty members

developed critical

assignments/assessments that

serve as gateways in terms of

successfully moving onto the

next block/semester. Each of the

critical assignments (e.g.,

analysis of mathematics and re-

1

1

engagement lesson) are aligned

with SLO 3.3. The expectation is

for teacher candidates to provide

evidence through multiple

demonstrations they can develop

and teach appropriate lessons for

children in early childhood

classrooms.

Ongoing plan:


























council.

1

1

4.1 Differentiate instruction to

support students’ performance

commensurate with their abilities



4.1:

1a. Demonstrates knowledge of

content

1b. Demonstrates knowledge of

pedagogy




Learning Goals

1e. Demonstrates Knowledge

of Resources

1f. Designs Coherent

Instruction

1g. Assesses Student Learning

for Planning

2a. Creating an Environment of

Respect and Rapport

2b. Establishing a Culture for

Learning

2c. Managing the Learning

Environment










MAP):


content


pedagogy




Learning Goals


of Resources


Instruction


for Planning

2a. Creating an Environment

of Respect and Rapport


Learning


Environment












are as follows:


content


Satisfactory: 49%

Emerging: 14%

Unsatisfactory: 1%


pedagogy


Satisfactory: 54%

Emerging: 18%

Unsatisfactory: 3%




as compared to 25% of the

teacher candidates being rated

as accomplished novice for

demonstrating knowledge of

pedagogy.




Satisfactory: 57%

Emerging: 15%

Unsatisfactory: 8%


of the teacher candidates were



that demonstrate teacher

candidates’ abilities to

differentiate instruction that


commensurating with their

abilities.


enacted for AY15:


‘demonstrating knowledge of

students and their learning,’ the

ECE faculty members began

using the form Context for

Learning for teacher candidates

to learn and document their class

of students (e.g., students with

learning needs).


‘demonstrating knowledge of

pedagogy,’ the ECE faculty

members require teacher

candidates to develop and teach

multiple learning segments

throughout the program (3-5,

sequentially planned lessons).

Prior to teaching the learning

segments, the teacher candidates

receive a ‘Learning Segment

Workshop.’ After going through

the workshop, the teacher

candidates revise their learning

segments to ensure successful

pedagogy.

The previously mentioned

Learning Segment Workshop has

also shown to increase teacher

candidates’ abilities to select

appropriate learning goals.

1

1



AY15 teacher candidates being


for demonstrating knowledge

of students and their learning.


Learning Goals


Satisfactory: 55%

Emerging: 20%

Unsatisfactory: 4%



rated as accomplished novice as

compared to 21% of the AY15

teacher candidates for selecting

appropriate learning goals.


of Resources


Satisfactory: 51%

Emerging: 20%

Unsatisfactory: 1%


Instruction



Unsatisfactory: 2%


for Planning


Satisfactory: 51%

Emerging: 18%

Unsatisfactory: 4%


Respect and Rapport

Ongoing plan:




















teaching.






2

2

Accomplished Novice: 43% Satisfactory: 44%

Emerging: 13%

Unsatisfactory: 0%


Learning


Satisfactory: 42%

Emerging: 21%

Unsatisfactory: 1%


Environment


Satisfactory: 47%

Emerging: 18%

Unsatisfactory: 4%

3b. Using Questioning and Discussion Techniques Accomplished Novice: 23% Satisfactory: 48% Emerging: 24% Unsatisfactory: 5%


learning


Satisfactory: 47 %

Emerging: 19 %

Unsatisfactory: 5%


students


Satisfactory: 43%

Emerging: 24%

Unsatisfactory: 2%

3e. Demonstrating Flexibility

and Responsiveness


Satisfactory: 53%

Emerging: 20%

2

2

Unsatisfactory: 4%

4.2 Differentiate instruction to


commensurate with their abilities


related to SLO 4.2:


Learning










Evaluation) :


Learning












follows:


Learning

Exemplary: 55%

Proficient: 42%


Unacceptable: 0%


Exemplary: 58%

Proficient: 37%


Unacceptable: 0%






is not possible.




candidates’ abilities to

differentiate instruction that


commensurating with their

abilities.


enacted for AY15:











developed critical






analysis of students’ learning and

developing next steps for

instruction to meet students’

various learning needs) are

aligned with SLO 4.2. The

expectation is for teacher

candidates to provide evidence

2

2

through multiple demonstrations

they can develop and teach

appropriate lessons for various

learning needs.

Ongoing plan:


























council.

5.1 Evaluate, select, and

implement appropriate practices

related to technology and

instructional media, to include

online teaching



5.1:

1e. Demonstrates Knowledge of

Resources


for Planning








MAP):












candidates’ abilities to evaluate,

select, and implement appropriate

practices related to technology

and instructional media, to

include online teaching.

2

2

3c. Engaging Students in

Learning

of Resources 1g. Assesses Student Learning

for Planning


Learning



are as follows:

1e. Demonstrates Knowledge of

Resources


Satisfactory: 51%

Emerging: 20%

Unsatisfactory: 1%



rated as accomplished novice as

compared to 28% of the AY15


as accomplished novice for

demonstrating knowledge of

resources.


for Planning


Satisfactory: 51%

Emerging: 18%

Unsatisfactory: 4%


Learning


Satisfactory: 47 %

Emerging: 19 %

Unsatisfactory: 5%


enacted for AY15:

The ECE faculty member that has

taught the Technology for the 21st

Century course for ECE teacher

candidates has increased the

various technological resources

teacher candidates learn how to

use and must provide evidence of

using with students during their

lab experiences.




















teaching.






2

2

5.2 Evaluate, select, and

implement appropriate practices

related to technology and

instructional media, to include

online teaching


related to SLO 5.2:


Learning










Evaluation) :


Learning












follows:


Learning

Exemplary: 55%

Proficient: 42%


Unacceptable: 0%

6. Commitment to

Improvement

Exemplary: 58%

Proficient: 37%


Unacceptable: 0%






is not possible.




candidates’ abilities to evaluate,

select, and implement appropriate

practices related to technology

and instructional media, to

include online teaching.


enacted for AY15:

The ECE faculty member that has

taught the Technology for the 21st

Century course for ECE teacher

candidates has increased the

various technological resources

teacher candidates learn how to

use and must provide evidence of

using with students during their

lab experiences.










Ongoing plan:













2

2














council.

6.1 Effectively evaluate student

progress and instruction



6.1:


for Planning




Learning

3d. Providing Feedback to

Students








MAP):


for Planning




Learning


Students










are as follows:


for Planning



Unsatisfactory: 4%



accomplished novice as



accomplished novice for

assessing students’ learning.




candidates’ abilities to effectively

evaluate student progress and

instruction.


enacted for AY15:


developed critical









various learning needs) are

aligned with SLO 6.1. The

expectation is for teacher

candidates to provide evidence

through multiple demonstrations

they can effectively evaluate

student progress and instruction.

2

2




Satisfactory: 48%

Emerging: 24%

Unsatisfactory: 5%


Learning


Satisfactory: 47 %

Emerging: 19 %

Unsatisfactory: 5%


Students

Accomplished Novice:

31%

Satisfactory: 43%

Emerging: 24%

Unsatisfactory: 2%

Ongoing plan:




















teaching.






6.2 Effectively evaluate student

progress and instruction


related to SLO 6.2:


Learning









Evaluation) :


Learning











follows:


Learning





evaluate student progress and

instruction.


enacted for AY15:






2

2

Exemplary: 55% Proficient: 42%


Unacceptable: 0%






is not possible.





Ongoing plan:


























council.

7.1 Effectively analyze and use

assessment data for future

planning



7.1:


of Students and their

Learning


Learning Goals









MAP):













analyze and use assessment data

for future planning.


enacted for AY15:

2

2

Instruction 1g. Assesses Student Learning

for Planning


Learning


Learning Goals


Instruction


for Planning



are as follows:




Satisfactory: 57%

Emerging: 15%

Unsatisfactory: 8%


Learning Goals


Satisfactory: 55%

Emerging: 20%

Unsatisfactory: 4%


Instruction


Satisfactory: 50%

Emerging: 14%

Unsatisfactory: 2%


of the teacher candidates

were rated as accomplished

novice as compared to 34% of

the AY15 teacher candidates

being rated as accomplished

novice for designing coherent

instruction.

1g. Assesses Student

Learning for Planning

Accomplished Novice:

28%

Satisfactory: 51%

Emerging: 18%

Unsatisfactory: 4%


developed critical









various learning needs &

analyzing students’ mathematical

learning and develop a re-

engagement lesson) are aligned

with SLO 7.1. The expectation is

for teacher candidates to provide

evidence through multiple

demonstrations they can

effectively analyze and use


planning.

Ongoing plan:




















teaching.

2

2






7.2 Effectively analyze and use


planning


related to SLO 7.2:


Learning









Evaluation) :


Learning










Learning Outcome7.2 are as

follows:


Learning

Exemplary: 55%

Proficient: 42%

Needs Improvement: 3% Unacceptable: 0%






is not possible.





analyze and use assessment data

for future planning.


enacted for AY15:










Ongoing plan:
















3

3











council.

8.1 Evaluate and support

implementation of a variety of

theories, methodologies, and

materials



8.1:


of Content


of Pedagogy


of Resources


Instruction




Learning


Environment

2d. Managing Student

Behaviors (attitude, conduct,

and academic)



Discussion Techniques 3c. Engaging Students in Learning 3d. Providing Feedback to Students 4a. Reflecting on Teaching








MAP):


of Content


of Pedagogy


of Resources


Instruction




Learning


Environment



and academic)



Discussion Techniques 3c. Engaging Students in Learning










are as follows:


of Content


Satisfactory: 49%

Emerging: 14%

Unsatisfactory: 1%


of Pedagogy


Satisfactory: 54%

Emerging: 18%

Unsatisfactory: 3%


of Resources


Satisfactory: 51%

Emerging: 20%




candidates’ abilities to evaluate

and support implementation of a

variety of theories,

methodologies, and materials.


enacted for AY15:

In regard to the construct

‘demonstrates knowledge of

resources,’ teacher candidates in

Blocks 1 & 2 are intentionally

paired with one another to learn

how to co-plan, co-teach, and co-

assess. The purpose of this

enacted plan in AY15 was to

prepare teacher candidates for

today’s classrooms’ expectations

(co-teaching/inclusion). Through

teacher candidates intentional co-

planning, co-teaching, and co-

assessing, their abilities to work

with their co-teachers to research

various materials (e.g.,

instructional materials and

assessments) to determine if they

are supported with theory (e.g.,

3

3

3d. Providing Feedback to Students 4a. Reflecting on Teaching

Unsatisfactory: 1%






for demonstrating knowledge

of resources.

1f. Designs Coherent Instruction Accomplished Novice: 34% Satisfactory: 50% Emerging: 14% Unsatisfactory: 2%

2a. Creating an Environment of Respect and Rapport Accomplished Novice: 43% Satisfactory: 44% Emerging: 13% Unsatisfactory: 0%

2b. Establishing a Culture for Learning Accomplished Novice: 38% Satisfactory: 42% Emerging: 21% Unsatisfactory: 1%

2c. Managing the Learning Environment Accomplished Novice: 31% Satisfactory: 47% Emerging: 18% Unsatisfactory: 4%

2d. Managing Student Behaviors (attitude, conduct, and academic) Accomplished Novice: 23% Satisfactory: 47% Emerging: 19% Unsatisfactory: 5%

2e: Utilizing Classroom Space Accomplished Novice: 37% Satisfactory: 46% Emerging: 16% Unsatisfactory: 1%

constructivism) prior to

implementing the materials.

Future Plan:


‘demonstrates knowledge of

resources,’ the ECE faculty

member teaching the Cognitive

and Language Development

course will require teacher

candidates to develop a

theoretical framework. As a result

of the framework, teacher

candidates will provide

justifications for instructional

strategies and supports that align

with research and/or theory.

Ongoing plan:




















teaching.




3

3

3b. Using Questioning and Discussion Techniques Accomplished Novice: 23% Satisfactory: 48% Emerging: 24% Unsatisfactory: 5%

3c. Engaging Students in Learning Accomplished Novice: 29% Satisfactory: 47 % Emerging: 19 % Unsatisfactory: 5%

3d. Providing Feedback to Students Accomplished Novice: 31% Satisfactory: 43% Emerging: 24% Unsatisfactory: 2%

4a. Reflecting on Teaching Accomplished Novice: 49% Satisfactory: 41% Emerging: 9% Unsatisfactory: 1%



8.2 Evaluate and support

implementation of a variety of

theories, methodologies, and

materials


related to SLO 8.2:


Learning









Evaluation) :


Learning











follows:


Learning

Exemplary: 55%

Proficient: 42%









enacted for AY15:







3

3

Needs Improvement: 3% Unacceptable: 0%






is not possible.





‘commitment to student

learning,’ teacher candidates in

Blocks 1 & 2 are intentionally

paired with one another to learn

how to co-plan, co-teach, and co-

assess. The purpose of this

enacted plan in AY15 was to

prepare teacher candidates for

today’s classrooms’ expectations

(co-teaching/inclusion). Through



assessing, their abilities to work

with their co-teachers to research

various materials (e.g.,

instructional materials and

assessments) to determine if they

are supported with theory (e.g.,

constructivism) prior to

implementing the materials.

Ongoing plan:

















3

3










council.

9.1 Effectively manage a

classroom to include behavioral

and organizational management



9.1:



Learning


Learning Goals


Instruction






Learning


Environment



and academic)








MAP):



Learning


Learning Goals


Instruction






Learning


Environment



and academic)










are as follows:




Satisfactory: 57%

Emerging: 15%

Unsatisfactory: 8%


Learning Goals


Satisfactory: 55%

Emerging: 20%

Unsatisfactory: 4%


Instruction


Satisfactory: 50%

Emerging: 14%

Unsatisfactory: 2%





manage a classroom to include

behavioral and organizational

management.


enacted for AY15:

In regard to the constructs

‘establishing a culture for

learning and managing student

behaviors,’ the ECE faculty

members revised the classroom

management plan that teacher

candidates must complete to

reflect engaging learners as the

primary goal for managing a

classroom. The intentional focus

for developing instructional

strategies to engage students has

increased teacher candidates’

abilities effectively manage a

classroom.

Ongoing plan:





3

3


for Planning


Satisfactory: 51%

Emerging: 18%

Unsatisfactory: 4%


Respect and Rapport


Satisfactory: 44%

Emerging: 13%

Unsatisfactory: 0%


Learning


Satisfactory: 42%

Emerging: 21%

Unsatisfactory: 1%





AY15 teacher candidates for

establishing a culture for

learning.


Environment


Satisfactory: 47%

Emerging: 18%

Unsatisfactory: 4%





AY15 teacher candidates for

managing the learning

environment.
















teaching.






3

3



and academic)


Satisfactory: 47%

Emerging: 19%

Unsatisfactory: 5%

9.2 Effectively manage a

classroom to include behavioral

and organizational management


related to SLO 9.2:



Learning









Evaluation) :



Learning











follows:


Exemplary: 59%

Proficient: 36%


Unacceptable: 0%


Learning

Exemplary: 55%

Proficient: 42% Needs Improvement: 3%

Unacceptable: 0%






is not possible.









enacted for AY15:











‘interaction with others,’ teacher

candidates in Blocks 1 & 2 are

intentionally paired with one

another to learn how to co-plan,

co-teach, and co-assess. The




classrooms’ expectations (co-

teaching/inclusion). Through



3

3

assessing, their abilities to

develop strategies to positively

interact with others (e.g.,

colleagues).

Ongoing plan:


























council.

10.1 Maintain high levels of

professionalism and ethical

standards



10.1:

4b. Maintaining Accurate

Records

4e: Growing and Developing

Professionally

4f. Showing Professionalism








MAP):












candidates’ abilities to maintain

high levels of professionalism

and ethical standards.


enacted for AY15:

3

3

Records 4e: Growing and Developing

Professionally




are as follows:


Records


Satisfactory: 54%

Emerging: 10%

Unsatisfactory: 3%

4e: Growing and Developing

Professionally


Satisfactory: 58%

Emerging: 13%

Unsatisfactory: 1%



Satisfactory: 57 %

Emerging: 8%

Unsatisfactory: 1%






being rated as accomplished

novice for showing

professionalism.


‘showing professionalism,’ prior

to entering the Teacher Education

program, all potential teacher

candidates, representing all

Teacher Education programs,

must take the Georgia Ethics

Exam, a new state requirement.

As part of taking the exam, the

potential teacher candidates

receive a pre-service certificate.

The pre-service certificate

provides eligibility to begin lab

placements in schools and holds

them accountable for Georgia’s

Code of Ethics for in-service

teachers.

Ongoing plan:




















teaching.




3

3



10.2 Maintain high levels of


standards


related to SLO 10.2:


3. Reliability

6. Commitment to

Improvement









Evaluation) :


3. Reliability 6. Commitment to

Improvement











follows:


Exemplary: 56%

Proficient: 44%


Unacceptable: 0%

3. Reliability

Exemplary: 59 %

Proficient: 31%


Unacceptable: 1%

6. Commitment to

Improvement

Exemplary: 58%

Proficient: 37%


Unacceptable: 0%






candidates’ abilities to maintain

high levels of professionalism

and ethical standards.


enacted for AY15:

In regard to SLO 10.2,

maintaining high levels of


standards, all potential teacher

candidates prior to entering

Teacher Education must take the

Georgia Ethics Exam, a new state

requirement. As part of taking the

exam, the potential teacher

candidates receive a pre-service

certificate. The pre-service

certificate provides eligibility to

begin lab placements in schools

and holds them accountable for

Georgia’s Code of Ethics for in-

service teachers.










4

4




is not possible.

Ongoing plan:


























council.

program: early childhood education bsed & post-baccalaureate€¦ · 2014-2015 annual program...

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