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Teacher candidates are students who
have been accepted into the unit’s initial teacher certification
program. From their admittance to the university through
graduation, candidates progress through four transition points,
designated as portals. To move from one portal to the next,
candidates must maintain a 2.5 GPA; complete and submit required
artifacts, field experiences, and professional development
activities; and reflect on their learning. Portal 1 includes ACT
scores (or equivalent) required by the university and a 2.5 GPA.
At Portal 2, students declare teacher education as their major and
complete SARTE (Selective Admission and Retention in Teacher
Education) requirements which include passing PRAXIS I (PPST).
Portals 2 through 4 require candidates to maintain a 2.5
GPA, and to complete the (pre) initial PEC (Professional
Education Competencies) surveys and record required field
experience and professional development activities on PASS-PORT.
Candidates must also attain a “Meets Expectations” rating for the
Introductory Portfolio (Portal 2). To pass Portal 3, candidates
must achieve passing scores on PRAXIS II tests PLT (Principles of
Learning and Teaching) and Content Knowledge (specified tests for
each area of concentration). They also complete the
Louisiana Supplemental Standards (LASS) Survey and attain a “Meets
Expectations” rating on the Developing Portfolio (Portal 3 Program
Progress). The final key assessment at Portal 3 is the
Professional Attributes Scale completed by a methods course
faculty member (e.g., EDUC 415 senior-level methods course).
Portal 4 documents candidates’ achievements during student
teaching or internship. They respond to the (post) PEC surveys and
requirements for the Competency Portfolio. The Professional
Attributes Scale is completed by the student teachers’ and
interns’ university supervisor. For Portal 5, graduates
complete the SDE/LCET follow-up survey (Louisiana Department of
Education LCET data collection) and Southeastern’s employee
survey. Surveys are also distributed to employers (e.g.,
principals) to assess graduates’ knowledge, skills, and
dispositions. Other assessments that inform graduates’
effectiveness are state assessments (e.g., LaTAAP) and school
report cards issued by the state.
Advanced programs are offered by each of the three COEHD
departments: Teaching and Learning, Educational Leadership and
Technology, and Counseling and Human Development. Advanced
programs in the Department of Teaching and Learning are: Early
Childhood (PreK-3), Elementary (Grades 1-5), Middle School (Grades
4-8), Secondary, Literacy, English as a Second Language (ESL),
Gifted, and Special Education. Advanced programs in the
Department of Educational Leadership and Technology are
Educational Leadership, Technology, and Ed.D. The Department of
Counseling and Human Development programs are reported in CACREP,
the department’s specialized program association.
Advanced programs follow a standard set of unit
assessments. At Portal 6, applicants qualify for admission
to the Graduate School. Applicants are admitted to the program
and complete the first set of unit and program requirements at
Portal 7. From Portal 7 through Portal 9, advanced
candidates and graduate coordinator complete and track progress on
an individual candidate plan. To move from one portal to the next,
candidates must maintain academic standards and fulfill portfolio
requirements. Another key assessment at Portals 7-9 is the
Professional Attributes Scale that is completed by faculty in the
candidate’s program. Candidates respond to the (pre) Advanced PEC
surveys at Portal 7 and the (post) Advanced PEC surveys at
Portal 9. Portfolios are completed at Portal 7:
Emerging Portfolio, Portal 8: Proficiency Portfolio, and
Portal 9: Capstone Portfolio. For each portfolio, a rating of
“Meets Expectations” must be attained. The final unit assessment
at Portal 9 is the Final Competency Defense. The type of final
assessment varies across programs. Portal 10 requires
post-graduate assessments: Exit Survey (Graduate) and Follow-up
surveys completed by the graduate/employee and his or her
employer.
The unit assessments that are not addressed in SPA reports
or the Standard 1 section of the Institutional Report are: (a) ACT
scores in English and Mathematics, which are required for
admission to the university; (b) grade point averages (GPAs); and
(c) the PRAXIS 1 Pre-professional Skills Tests (PPST). In the
initial certification programs, students must achieve a passing
score on the PPST to enroll in professional, education courses.
The ACT scores and GPAs are collected by the Office of
Institutional Research and Assessment (IRA), and the PRAXIS data
are included in the Title II report.
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