The Department of Education and Human Development

2012-2013 Assessment Report

School of Education and Human Services

Don Halquist, PhD, Chair, and Janka Szilágyi, PhD, Assessment Coordinator with assistance from Ruth Andes, PhD, and Kathy LaLonde, PhD, and Keith Nobles

September 27, 2013

School of __________________

Student Learning Outcomes

• Content Knowledge

• Pedagogical Knowledge

• Professional Knowledge and Skills

• Reflective Skills

• Professional Dispositions

• Impact on Student Learning

Theme 1: A Solid Base of Knowledge and Skills

Theme 2: Professional Dispositions

Theme 3: Positive Impact on P-12 Learning

Student Learning Outcome Assessed

Initial and advanced teacher candidates will demonstrate a positive impact on student learning in the area in which they teach to help all students learn.

• 80% or more of teacher candidates will provide evidence at the

exemplary or proficient level that they are able to create a positive

impact on learning by effectively integrating technology in

instruction.

Student Learning Outcome Assessed

Initial and advanced teacher candidates will demonstrate a positive impact on student learning in the area in which they teach to help all students learn.

• 80% or more of teacher candidates will provide evidence at the

exemplary or proficient level that they are able to have a positive

impact on learning for diverse student populations.

Student Learning Outcomes Assessed

In the Tk20 system, the school-based teacher educator (SBTE) and the college supervisor (CS) views the following directions:

Please rate the candidate’s performance in each area below. Ask yourself, “Overall, how clearly and consistently does the candidate demonstrate quality performance?” The rating scale consists of four categories: Exemplary, Proficient, Developing, and Unacceptable. NA refers to 'Not Observed in this setting'.

Note: A rating of Exemplary is reserved for those candidates with performance levels of such quality that education professionals would consider them an exemplar. Please reserve Exemplary rating for the WOW! candidate. Click on NA if the candidate did not have the opportunity to demonstrate the skill.

How the assessment was accomplished

Course Assignment Assigned Benchmark Semester

• Sample: N students (is this a sample or all eligible students

EDI 455 and

EDI 475/575

Global Assessment of Candidate

Performance on Student Teaching

Evaluation

80% or more of teacher candidates will provide

evidence at the exemplary or proficient level

that they are able to create a positive impact

on learning by effectively integrating

technology in instruction.

Fall 2012

Spring 2013

EDI 455 and

EDI 475/575

Global Assessment of Candidate

Performance on Student Teaching

Evaluation

80% or more of teacher candidates will provide

evidence at the exemplary or proficient level

that they are able to have a positive impact on

learning for diverse student populations.

Fall 2012

Spring 2013

SLO: Positive Impact/Integrating Technology

Semester/Placement

Total Responses = SBTEs

Total Responses = CS

Fall 2012/First

70

70

Fall 2012/Second

67

69

Spring 2013/First

73

75

Spring 2013/Second

76

61

1

1

1

2

3

1

2

2

10

14

12

13

4

19

4

10

35

49

39

38

32

37

40

45

27

12

25

10

32

14

21

14

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

S13 ST1 SBTE

S13 ST1 CS

S13 ST2 SBTE

S13 ST2 CS

F12 ST1 SBTE

F12 ST1 CS

F12 ST2 SBTE

F12 ST2 CS

Global Assessment of Candidate Performance on Student Teaching Evaluation Faculty (CS) and School-Based Teacher Educator (SBTE)

Ratings for Student Teaching Placements 1 and 2 Fall 2012 and Spring 2013

Creates a positive impact on learning by effectively integrate technology in instruction

No Response

Unacceptable

Developing

Proficient

Exemplary

SLO: Creates a Positive Impact on Learning by Effectively Integrating Technology in Instruction

Semester/ Placement

School-based Teacher Education (SBTE)

College Supervisor (CS)

E P D U E P D U

Fall 2012/First

32 (45.71%)

32 (45.71%)

4 (5.71%)

2 (2.86%)

14 (20%)

37 (52.86%)

19 (27.14%)

0 (0%)

Fall 2012/Second

21 (31.34%)

40 (59.70%)

4 (5.97%)

2 (2.99%)

14 (20.29%)

45 (65.22%)

10 (14.49%)

0 (0%)

Spring 2013/First

27 (36.99%)

35 (47.95%)

10 (13.70%)

1 (1.37%)

12 (16%)

49 (65.33%)

14 (18.67%)

0 (0%)

Spring 2013/Second

25 (32.89%)

39 (51.32%)

12 (15.79%)

0 (0%)

10 (16.39%)

38 (62.30%)

13 (21.31%)

0 (0%)

SLO: Creates a Positive Impact on Learning by Effectively Integrating Technology in Instruction

Fall 2012 First Placement • SBTEs’ combined exemplary and proficient levels = 91.42% • CSs’ combined exemplary and proficient levels = 72.86%

Fall 2012 Second Placement • SBTEs’ combined exemplary and proficient levels = 91.04% • CSs’ combined exemplary and proficient levels = 85.22%

Spring 2013 First Placement • SBTEs’ combined exemplary and proficient = 84.94% • CSs’ combined exemplary and proficient levels = 81.33%

Spring 2013 Second Placement • SBTEs’ combined exemplary and proficient levels = 84.21% • CSs’ combined exemplary and proficient levels = 78.69%

Findings SLO: 80% or more of teacher candidates will provide evidence at the exemplary or proficient level that they are able to create a positive impact on learning by effectively integrating technology in instruction.

• SBTEs’ ratings consistently exceed target of 80%

• CSs’ ratings exceed target 50% of time

• SBTEs’ ratings consistently higher % of Exemplary

• CSs’ ratings consistently higher % of Developing

• SBTEs’ ratings consistently higher % of Unacceptable

• SBTEs’ and CSs’ ratings at proficient level within 5% points of each other 75% of time

SLO: Positive Impact/Learning for Diverse Student Populations

Semester/Placement

Total Responses = SBTEs

Total Responses = CS

Fall 2012/First

70

69

Fall 2012/Second

67

72

Spring 2013/First

73

74

Spring 2013/Second

76

63

1

2

1

1

1

1

2

10

19

6

8

4

15

3

8

42

43

46

46

40

46

37

46

21

12

23

9

25

8

25

18

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

S13 ST1 SBTE

S13 ST1 CS

S13 ST2 SBTE

S13 ST2 CS

F12 ST1 SBTE

F12 ST1 CS

F12 ST2 SBTE

F12 ST2 CS

Global Assessment of Candidate Performance on Student Teaching Evaluation Faculty (CS) and School-based Teacher Educator (SBTE)

Ratings for Student Teaching Placements 1 and 2 Fall 2012 and Spring 2013

Provides evidence of a positive impact on learning for diverse student populations

No Response

Unacceptable

Developing

Proficient

Exemplary

SLO: Provide Evidence of a Positive Impact on Learning for Diverse Student Populations

Semester/ Placement

School-based Teacher Education (SBTE)

College Supervisor (CS)

E P D U E P D U

Fall 2012/First

25 (35.71%)

40 (57.14%)

4 (5.71%)

1 (1.43%)

8 (11.59%)

46 (66.67%)

15 (21.74%)

0 (0%)

Fall 2012/Second

25 (37.31%)

37 (55.22%)

3 (4.48%)

2 (2.99%)

18 (25%)

46 (63.89%)

8 (11.11%)

0 (0%)

Spring 2013/First

21 (28.77%)

42 (57.53%)

10 (13.70%)

0 (0%)

12 (16.22%)

43 (58.11%)

19 (25.68%)

0 (0%)

Spring 2013/Second

23 (32.89%)

46 (60.53%)

6 (7.89%)

1 (1.32%)

9 (14.29%)

46 (73.02%)

8 (12.70%)

0 (0%)

SLO: Create a Positive Impact on Learning for Diverse Student Populations

Fall 2012 First Placement • SBTEs’ combined exemplary and proficient levels = 92.85% • CSs’ combined exemplary and proficient levels = 86.30%

Fall 2012 Second Placement • SBTEs’ combined exemplary and proficient levels = 92.53% • CSs’ combined exemplary and proficient levels = 93.42%

Spring 2013 First Placement • SBTEs’ combined exemplary and proficient = 78.26% • CSs’ combined exemplary and proficient levels = 74.33%

Spring 2013 Second Placement • SBTEs’ combined exemplary and proficient levels = 88.89% • CSs’ combined exemplary and proficient levels = 87.31%

Findings SLO: 80% or more of teacher candidates will provide evidence at

the exemplary or proficient level that they are able to have a positive impact on learning for diverse student populations.

• SBTEs’ ratings exceed target 75% of time • CSs’ ratings exceed target 75% of time • SBTEs’ ratings consistently higher % of Exemplary • CSs’ ratings consistently higher % of Developing and

Proficient • SBTEs’ ratings consistently higher % of Unacceptable • SBTEs’ and CSs’ ratings at proficient level within 6%

points of each other 100% of time

Findings Across the Two SLOs

• High level of consistency between the ratings of the SBTEs and CSs across the two data sets

Moving Forward: Action Plan/Data Driven Decision: i.e., “Closing the Loop”

• Discussions with CSs regarding increasing candidates’ abilities with technology and support of diverse student populations

• Review qualitative data for additional insights • Disaggregate data for childhood inclusive and adolescence inclusive

generalist programs • Monitor response rates of SBTEs and CSs • Consider developing a separate evaluation for SBTEs • Continue to work toward effective and efficient processes to collect

and analysis data as a way to understand candidates’ strengths and limitations and implement change as needed

Resources needed to close the loop

• Continued support of College administrators to develop a campus-wide Office of Assessment to support a culture of assessment