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Exhibit Room Louisiana St. Supp. Rep. SPA Reports  


LIST OF EXHIBITS FOR STANDARD 4

EXHIBIT 4a.4

Summary of Candidate Performance Results

4a.4 Summary of Candidate Performance Results 

  1. Diversity Candidate Performance Data for the Lesson Plan Instrument
  2. Diversity Candidate Performance Data for the LCET
  3. Diversity Candidate Performance Data for the PEC: Diversity
  4. Diversity Candidate Performance Data for the MPEC: Diversity
  5. Diversity Candidate Performance Data for the Classroom Management Plan
  6. Diversity Candidate Performance Data for the Professional Attribute Scale
  7. Diversity Candidate Performance Data for the Assessment Plan Rubric for Methods Courses

Diversity Candidate Performance Data 2006-2007 

1. Lesson Plan Instrument

Item Number 10 on Instrument

(see instrument for description of scale)

Fall 2006

Mean on a 1-4 scale

Spring 2007

Mean on a 1-4 scale

Fall 2007

Mean on a 1-4 scale

Portal 2 (Introductory): Lesson Plan

#10 Diverse Learner Needs, Accommodations, and Individual Differences

3.22

n= 117

3.26

n=111

3.19

n=122

Portal 3 (Methods): Lesson Plan

#10 Diverse Learner Needs, Accommodations, and Individual Differences

3.35

n=278

3.40

n=233

3.67

n=145


 

2. Louisiana Components of Effective Teaching (LCET)

Mean scores are reported for each item.

(see instrument for description of each scale)

1st methods

(Scale of 1-5)

2nd methods

(Scale of 1-5)

Student Teaching

(Scale of 1-4)

Fall 06

Spring

07

Fall 06

Spring

07

Fall

06

Spring

07

 

n=189

n=157

n=220

n=162

n=124

n=152

Planning: Item #3

Identifies and plans for individual differences/needs

3.19

2.90

3.79

3.67

3.42

3.45

Planning: Item #4

Identifies materials, other than standard materials, as needed for lesson

3.44

3.13

4.07

4.10

3.79

3.88

Management: Item #2

Promotes a positive learning climate

3.34

3.25

4.19

4.15

3.86

3.91

Management: Item #4

Manages and/or adjusts allotted time for activities planned

3.35

3.02

3.97

3.94

3.65

3.69

Instruction: Item # 3

Uses a variety of teaching materials to achieve lesson objective(s)

3.35

3.12

4.00

4.04

3.80

3.82

Instruction: Item #5

Adjusts lesson when appropriate

3.10

3.04

3.91

3.92

3.79

3.81

Instruction: Item #7

Presents content at a developmentally appropriate level

3.45

3.20

4.14

4.12

3.81

3.84

Instruction: Item #11

Accommodates individual differences/needs

2.90

2.82

3.77

3.61

3.63

3.47

Assessment: Item #2

Uses appropriate techniques effectively

3.19

2.96

3.52

4.18

3.77

3.72

Assessment: Item #3

Utilizes a variety of formal and informal techniques to monitor learning

3.12

2.94

3.44

4.25

3.77

3.76

OTHER: Item #3 (Student Teachers Only)

Exhibits sensitivity to diverse community and cultural norms

n/a

n/a

n/a

n/a

3.65

3.88

3. Diversity Candidate Performance Data for the PEC: Diversity 

Mean scores are reported for each item.

(Scale 1-3)

Portal 2

Pre-Diversity

Portal 4

Post-Diversity

Fall 06

Spring

07

Fall 06

Spring

07

 

n=184

n=146

n=132

n=114

1. Do you know what multicultural education means?

2.33

2.58

2.65

2.75

2. Have you completed any projects or activities that included aspects of multicultural education?

1.95

2.31

2.31

2.42

3. Have you seen any school classroom environments with instruction that appeared to be multicultural?

2.03

2.17

2.13

2.20

4. Have you received instruction on how to plan and implement multicultural lessons?

1.70

2.07

2.24

2.47

5. In classrooms you have observed, did you hear any mention of the contributions of people from various racial, cultural, religious, and economic groups?

1.90

1.55

2.19

2.31

6. Have you examined any school curriculum materials, including text books, for bias?

1.47

1.56

1.80

1.79

7. Have you participated in any discussions that have focused on how to adapt different teaching strategies to the various learning styles of your students?

1.88

1.37

2.57

2.63

8. Have you considered your role as a teacher in school-community relations?

2.30

2.45

2.61

2.66

9. Have you examined any test for cultural bias?

1.33

1.45

1.67

1.73

10. Have you discussed the relationship between hidden curricula and unintended cultural bias?

1.32

1.59

1.55

1.70

11. Have you completed any projects or activities that caused you to explore the relationship between instructional strategies and student self-esteem?

1.55

1.85

2.05

2.02

12. Have you done any work outside formal university education or in-service workshops where you increased your awareness of multicultural education?

1.68

1.73

1.89

1.95

13. Are you comfortable raising questions about multicultural issues (a) in groups of peers, (b) in your teaching, (c) in university or other formal educational settings?

2.23

2.34

2.46

2.43

 4.  Diversity Candidate Performance Data for the MPEC: Diversity

Data for two different assessments are presented.  After administering the MPEC in Fall 2006, the Standard IV Committee revised the instruments.  The second chart reveals the results of the new assessment for Spring 2007. 

MPEC Fall 2006

Mean scores are reported for each item.

(Scale 1-5)

Diversity

at Masters Level

Pre: Fall 06

Post: Fall 06

An effective professional should…

n=15

n=40

Assess student's readiness for learning, their interests, and style of learning.

4.60

4.78

Vary task by students' readiness levels, their interest levels, and/or learning styles.

4.73

4.80

Use instructional strategies to differentiate instruction, (e.g. curriculum compacting, independent projects, interest centers, learning centers, student contracts.)

4.73

4.78

Provide accommodations and modifications for individual student evaluation.

4.67

4.70

Use instructional technology to differentiate instruction.

4.47

4.58

Acquire and use knowledge of cultural perspectives in planning and delivering instruction.

4.40

4.58

Use instructional materials that demonstrate that you promote diversity (e.g., multicultural literature, posters).

4.40

4.55

Have an awareness of ethnic differences, cultural value, and gender preferences, within the entire school community.

4.40

4.65

Work towards disposing myths and expose the attitudes which perpetuate racism, sexism, and other forms of discrimination in the American society.

4.53

4.45

Ensure that parents are invited to share their cultural heritage, and are recognized as an integral part of the global school culture.

4.53

4.55

Support global thinking, risk-taking efforts, and problem solving techniques to enhance successful learning experiences for students of diverse socio-cultural groups.

4.67

4.73

Collaboratively assist in developing a shared multicultural curriculum that focuses on the social aspects of students' environment within the region in which they live.

4.27

4.50

Be involved in/support the actions of educational partnerships with local businesses and other groups and agencies in the community that strengthen and enrich school programs for diverse school populations.

4.27

4.60

Understand local, state, federal laws and policies that support or are against responding to diverse students' educational needs and differences.

4.60

4.63

Create learning experiences that demonstrate an awareness of students' learning styles, cultural diversity, and cognitive development.

4.60

4.80

 MPEC Spring 2007

Mean scores are reported for each item.

(Scale 1-5)

Diversity

at Masters Level

Pre: Spring 07

Post: Spring 07

 

n=37

n=62

The effective professional should have an awareness of differences within the entire school community including ethnic differences.

4.76

4.68

The effective professional should have an awareness of differences within the entire school community including cultural differences.

4.76

4.65

The effective professional should have an awareness of differences within the entire school community including sexual orientation differences.

3.89

4.03

The effective professional should support techniques to enhance successful experiences for students/clients of diverse socio-cultural groups.

4.76

4.66

The effective professional should work towards disposing myths and expose the attitudes which perpetuate racism, sexism, and other forms of discrimination in the American Society.

4.76

4.63

The effective professional should assist in developing a shared multicultural environment that focuses on the social aspects of students/clients within the region in which they live.

4.76

4.63

How often do you include parents in sharing their cultural heritage as an integral part of the global school culture?

3.30

3.16

How often have you been involved in partnerships in the community that strengthen and enrich school programs for diverse school populations?

3.43

3.18

How often have you completed any projects or activities that included aspects of multicultural education?

3.46

3.60

How often have you received instruction on how to plan and implement multicultural experiences?

3.08

3.02

How often have you examined any school materials, including textbooks, for bias?

3.00

2.85

How often have you attended professional development training that increased your awareness of multicultural education?

2.92

2.95

How often have you used electronic presentations (e.g., PowerPoint, Hyper studio, KidPix) to enhance multicultural experiences?

3.35

3.08

How often have you used the Internet to enhance multicultural experiences?

3.51

3.45

How often have you used CD-ROMs, DVDs, and VHS tapes to enhance multicultural experiences?

3.43

3.35

Do you feel comfortable raising questions about multicultural issues in groups of peers?

3.81

3.97

Do you feel comfortable raising questions about multicultural issues in your school setting?

3.78

3.73

Do you feel comfortable raising questions about multicultural issues in university or other formal educational settings?

 

3.68

 

3.98

How often have you created experiences that demonstrate your awareness of learning styles?

 

4.27

 

4.47

How often have you created experiences that demonstrate your awareness of cultural diversity?

 

3.54

 

3.65

How often have you created experiences that demonstrate your awareness of cognitive development?

 

4.24

 

4.27

How often are you called upon to apply local, state, federal laws and policies that deal with the educational needs and differences of diverse students/clients?

 

3.22

 

3.11

How often have you used materials that demonstrate that you promote diversity (e.g. multicultural literature, posters)?

 

3.54

 

3.68

 

  1. Diversity Candidate Performance Data for the

Classroom Management Plan 

Scale 1-4

Fall 06

n=94

Spring 07

n= 194

3. What are the consequences for students breaking the rules?  What is the purpose of a consequence?  Remember punish work is not acceptable, and the office is a last resort.

 

 

 

3.68

 

 

 

3.73

6. How will you involve parents in your classroom?  How will you communicate student progress?  school events?

 

 

3.57

 

 

3.66


Diversity Candidate Performance Data for the Professional Attribute Scale

 Based on Faculty Evaluations

 

 

Percentage reported for each item.

Portal 3

Pre-Dispositions

Fall 06

n=204

Portal 3

Pre-Dispositions

Spring 07

n=251

Portal 4

Post-Dispositions

Fall 06

n=124

Portal 4

Post-Dispositions

Spring 07

n=152

Portal 8

Faculty Evaluations

Fall 06 07

n=203

Portal 8

Faculty

Evaluations

Spring 07

n=76

Response to Students’ Needs

 

 

 

 

 

 

1. Does not attempt to accommodate needs of unique learners.

 

0%

 

1%

 

0%

 

0%

 

0%

 

0%

2. Makes negative comments about student’s ability to learn.

 

0%

 

0%

 

1%

 

0%

 

2%

 

0%

3. Usually accepts responsibility for all students’ learning.

 

45%

 

35%

 

12%

 

9%

 

4%

 

11%

4. Consistently responds to the learning needs for all students.

 

55%

 

64%

 

88%

 

91%

 

94%

 

89%

Ability to Reflect and Improve Performance

 

 

 

 

 

 

 

1. Reluctant to analyze performance.

 

0%

 

0%

 

0%

 

0%

 

0%

 

0%

2. Makes some effort to review skills.

 

2%

 

4%

 

1%

 

2%

 

3%

 

1%

3. Actively seeks ways to access abilities.

 

50%

 

37%

 

23%

 

20%

 

29%

 

20%

4. Consistently depends upon knowledge of classroom practice and student learning.

 

48%

 

59%

 

73%

 

78%

 

68%

 

79%

 

  1. Diversity Candidate Performance Data for the Assessment Plan

Rubric for Methods Courses 

Mean scores are reported for each item.

(Scale dependent upon assessment)

 

Portal 3

Methods Classes

Scale 1-5

Portal 4

Student Teaching/Internships

Scale 1-4

Fall 06

 

n=226

Spring

07

n=187

Fall 06

 

n=103

Spring

07

n=122

  1. Uses appropriate and effective assessment techniques(s) effectively

3.52

3.53

3.82

3.68

  1. Utilizes a variety of formal and informal assessment techniques

3.44

3.57

n/a

n/a

 

 

  

 


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