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The COEHD (unit) and the university’s Office of Institutional
Research and Assessment implement policies and procedures to
collect and aggregate data. Multiple data sources are used to
improve its programs. The data is then used by the unit and its
constituents to improve candidate and faculty performance. Data
become the basis of discussions from which program and unit
changes are initiated. By reviewing IRA and unit reports,
committees and individual administrators and faculty identify
effective and ineffective aspects of the unit and its programs.
Therefore, from the outset, decisions to maintain or change
programs and procedures are data-driven. Suggested changes are
formalized and linked to the unit’s Conceptual Framework and SPA
and state standards and follow procedures outlined by the unit’s
assessment system.
Candidates’ work in class and field experiences is
systematically assessed throughout the programs. To progress
through their program, candidates must satisfy criteria for one
portal before moving to the next. Additionally, portfolio
assessments provide candidates with feedback designed to help them
become more effective practitioners. Assessments created or
adapted by program faculty are used to identify needed
improvements. The PEC surveys, completed by initial and advanced
program candidates, reflect the unit’s Conceptual Framework.
Candidates’ performance on PRAXIS tests is also reviewed to
identify areas for improvement. When a deficit is identified,
individual candidates can also receive services to help them
improve their performance through the Teacher Development Program.
Faculty who teach courses assess the work of candidates
enrolled in their courses. Key unit assessments (e.g., initial
certification rubric for implemented lesson plan) are completed in
PASS-PORT by faculty teaching the respective classes. At each
portal, candidates’ electronic portfolios are assessed by their
faculty advisors. Data on results are aggregated by the assessment
coordinator and reports available to faculty and administrators to
indicate candidates’ progress through the portals. In addition to
providing the means whereby candidates can demonstrate their
competence, the assessments provide feedback to help students
reflect on their strengths and areas for improvement.
One element of the PEC
survey, a unit assessment at initial and advanced levels, focuses
on candidates’ knowledge of diversity. Several years ago, the unit
identified the need to improve candidates’ preparation to work
effectively with diverse populations of students. To address this
need, new and redesigned courses were included in curricula, and
seminars and workshops, such as “Conversations on Diversity” and
workshops on differentiated instruction offered for candidates, as
well as faculty, school teachers and administrators. Results of
the PEC survey provide documentation that tracks candidates’
knowledge pertaining to their preparation in this area and other
areas.
Candidates’ performance on PRAXIS tests is also reviewed to
identify areas for improvement. When a specific area is
identified, workshops that address the need are offerred to
candidates. For instance, a committee, with participation of the
Department of Teaching and Learning and the Department of History
and Political Science, was formed in 2006-2007 to specifically
address low scores on the elementary content area test. While
there is a 100 percent passing rate on required tests for all
graduates, some candidates do not pass on their first attempt.
Because initial certification candidates are required to pass all
tests prior to student teaching, it is necessary for some
candidates to take the test(s) more than once, and others who do
not pass withdraw from the teacher education program.
Individual candidates can also receive services to help
them improve their performance through the Teacher Development
Program. A faculty member draws on data from formal and informal
assessments to identify an area for improvement, and he or she
completes a recommendation form, outlining the problem and actions
previously taken. The recommendation is submitted to the Teacher
Development Program Coordinator program coordinator, Dr. Frances
Wood, who invites the candidate to meet with her to design an
action plan for improvement. If the candidate chooses to avail
herself or himself of the services, the plan is carried out.
Candidates are recommended for a variety of problems, but two
common ones are incorrect grammar in speech and ineffective
classroom management. Documentation of recommendations and
participation in Teacher Development is kept on file. Data are
used by Dr. Wood and other faculty to identify topics for
professional development workshops, which are offered by Dr. Wood
and other faculty members in COEHD and other colleges. Among
professional development topics, sessions are offered each
semester on diversity and PRAXIS preparation.
One means for faculty performance assessment is the Office
of Institutional Research and Assessment (IRA) that collects and
aggregates data on Student Opinions of Teaching (SOTs). Data
collected and aggregated by the IRA are reported to the
respective individual faculty members, department heads, and
deans. The SOT reports provide faculty with candidates’ ratings
of their effectiveness in pedagogy and related aspects of their
performance. Data are used by faculty and administrators to
facilitate the improvement. Each year, faculty develop a
professional development plan to guide their work by specifying
goals for the year in teaching effectiveness, professional
activities, and service. At the end of the year, data on
accomplishments are collected in a report that is submitted to the
department head. Each faculty member meets individually with the
department head to discuss strengths and areas of improvement, and
the department head assigns points on a rating scale. Classes
taught by non-tenured faculty are observed and assessed annually
by the department head, and tenured faculty are observed by a
peer. These assessments provide faculty with sufficient feedback
on which they can reflect to improve performance.
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