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Updated February 2008

Program Report for the Preparation of Science Teachers

National Science Teachers Association (NSTA)2004 Standards1

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

C O V E R S H E E T

Institution Radford University State VA

Date submitted January 2011

Name of Preparer Tricia Easterling

Phone # 540-641-2956 Email [email protected]

Program documented in this report:Name of institution’s program (s) Secondary Science Education Grade levels for which candidates are being prepared Grades 6-12 Degree or award level Masters in Curriculum and Instruction Is this program offered at more than one site? □ Yes x No

If yes, list the sites at which the program is offered

Title of the state license for which candidates are prepared Collegiate professional

Program report status: Initial Review

1

Program Report Template—NSTA 1

Response to a Not Recognized Decision Response to National Recognition With Conditions Response to a Deferred Decision

State licensure requirement for national recognition:NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test?

X Yes □ No


GENERAL DIRECTIONS

To complete a program report, institutions must provide evidence of meeting NSTA standards based on data from 8 assessments. In their entirety, the assessments and data required for submission in this report will answer the following questions:

Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they will perform? Are the candidates sufficiently prepared in the knowledge and understanding of safety needed in science teaching? Do candidates meet state licensure requirements? Do candidates understand teaching and learning and can they plan their teaching or fulfill other professional education

responsibilities? Can candidates apply their knowledge in classrooms and schools? Do candidates focus on student learning?

To that end, the program report form includes the following sections:

Section I. Context (See each question for character limit)Provide general information on the program as specified by the directions for this section. Please attach a copy of the program of study and one (if possible) attachment containing any charts, graphs, or tables.

Section II. List of Assessments (completion of chart)Using the chart included in this report form, indicate the name, type, and administration point for each of the 6-8 assessments documented in this report. (Note that Section IV of the report form lists examples of assessments that may be appropriate for each type of assessment that must be documented in the program report.)

Section III. Relationship of Assessments to Standards (completion of chart)Using the chart included in this report form, indicate which of the assessments listed in Section II provide evidence of meeting specific program standards.

Section IV. Evidence for Meeting Standards (attachments of the assessment, scoring guide/criteria, and data tables plus a 2-page maximum narrative for each of the 8 assessments)Attach assessment documentation plus a narrative statement for each assessment as specified by the directions for this section. For each assessment attach one (if possible) attachment that includes the 2-page narrative, assessment, scoring guide, and data table(s).

Section V. Use of Assessment Results to Improve Candidate and Program Performance (12,000- character maximum narrative)Describe how faculty are using the data from assessments to improve candidate performance and the program, as it relates to content knowledge; pedagogical and professional knowledge, skills, and dispositions; and student learning.


Section VI. For Revised Reports OnlyDescribe what changes or additions have been made in the report to address the standards that were not met in the original submission. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report are available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4.

Format and page limits for narrative sections and attachments:Narrative: Sections I, IV, and V include narrative sections based on specific directions and character limits. Character limits are based on single-spaced text using 12-point type. Attachments: Sections I and IV include attachments. In general, attachments should be no longer than the equivalent of five text pages. NOTE: The report should contain no more than 20 attachments. NCATE staff may require institutions to revise reports that do not follow directions on format and page limits. In addition, hyperlinks imbedded in report documentation will not be read by reviewers and cannot be used as a means of providing additional information.______________________________________________________Program report information on the web: http://www.ncate.org/institutions/process.asp?ch=10.To download report forms: http://www.ncate.org/institutions/programStandards.asp?ch=4.

Specific Instructions for NSTAWho Should Submit Program Reports:

Institutions that prepare teachers in science education must prepare program reports.

NSTA National Recognition Decision Rules:For a recommendation of recognition, all dimensions of standards 1, 2, 3, 4, 6, 7, 8 and 9 must be addressed. Weaknesses or concerns may exist and be cited in the report for attention, but in the judgment of the reviewers, the weaknesses or concerns are likely remediable with relatively small changes in the assessment system and the weaknesses do not seriously compromise the education of candidates to teach in accordance with the standards. It should be noted that safety is a top priority in NSTA program recognition. Therefore, programs must meet Standard 9a, b, c and d to be eligible for a “met with conditions” or “met” level of recognition.

Additional Assessment Types (beyond the first 5 required types) required by NSTA: An assessment that demonstrates candidates are prepared as a science teacher in legal issues, safety

procedures, chemical use and storage, and ethical treatment of living things. An assessment that demonstrates knowledge of research and investigation in science.


An assessment that demonstrates knowledge of the contextual content of science.

Other specific information required by NSTA only:None

Other resources are available on the NSTA web site at: http://www.nsta.org/preserviceSECTION I—CONTEXT

Provide the following contextual information: 1. Description of any state or institutional policies that may influence the application of NSTA standards. [Response

limited to 4000 characters]2. Description of the field and clinical experiences required for the program, including the number of hours for early

field experiences and the number of hours/weeks for student teaching or internships. [Response limited to 8000 characters]

3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program. [Response limited to 4000 characters]

4. Description of the relationship2 of the program to the unit’s conceptual framework. [Response limited to 4000 characters]

5. Indication of the unique set of program assessments for science and their relationship of the program’s assessments to the unit’s assessment system3. [limited to 4000 characters]

6. The On-line PRS system will not permit you to include tables or graphics in text fields. Therefore any tables or charts must be attached as files. The title of the file should clearly indicate its content. Word documents, .pdf files, and other commonly used file formats are acceptable. The system will not accept .docx files. [In PRS you will be able to attach files here]. Note that if using MS Word, files must be in a version prior to MSVista. Please include all information on an assessment (directions, scoring guide, data, and reflections on changes) in a single document.

7. Please attach files to describe a program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles and numbers. [This information may be provided as an attachment from the college catalog (not the complete catalog) or as a student advisement sheet. Please include directions for each level of candidate (e.g., undergraduate advising sheet and post degree or graduate advising sheet.]

2 The response should describe the program’s conceptual framework and indicate how it reflects the unit’s conceptual framework3 This response should clarify how the key assessments used in the program are derived from or informed by the assessment system that the unit will address under NCATE Standard 2.


8. Candidate InformationDirections: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master's, doctorate) being addressed in this report. Report the data separately for each licensure area (e.g., chemistry, biology, broad field science, middle level). Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. [A copy of the Candidate and Completers chart is included as Attachment A at the end of this document.]

9. Faculty InformationDirections: Complete the following information for each faculty member responsible for science education professional coursework, clinical supervision, or administration in this program. This may be the science educator(s) or others directly involved in teaching science education portion of the licensure program. [A copy of the Faculty chart is included as Attachment B at the end of this document.]

SECTION II— LIST OF ASSESSMENTS

In this section, list the 6-8 assessments that are being submitted as evidence for meeting the NSTA standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.

Name of Assessment4 Type orForm of Assessment5

When the AssessmentIs Administered6

1 [Content Knowledge – Licensure Tests] 7 Praxis 2 Early Field Experience

2 [Assessment of content knowledge in conceptual science area to be taught]

Work Sample Student Teaching

4 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.5 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).6 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).7 If licensure test data is submitted as Assessment #1, the assessment and scoring guide attachments are not required. If the state does not require a licensure test, another content based assessment must be submitted (including the assessment and scoring guide).


Name of Assessment Type orForm of Assessment

When the AssessmentIs Administered

3 [Pedagogical and Professional Knowledge, Skills and Dispositions – Planning Instruction ]

Work Sample Student Teaching

4 [Pedagogical and Professional Knowledge, Skills and Dispositions – Student Teaching Assessment]

Student Teaching Evaluation Student Teaching

5 [Effects on Student Learning ] Work Sample Student Teaching

6 [Pedagogical and Professional Knowledge, Skills and Dispositions – Legal/Safety/Ethical Issues]

Safety QuizStudent Teaching

EDUC 506 Methods courseStudent Teaching

7 [ Content Knowledge – Research & Investigation]

Inquiry Project Undergraduate8 [ Content Knowledge – Contextual] Undergraduate GPA Admission to Graduate College

SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS

For each NSTA standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple NSTA standards.

NSTA STANDARDAPPLICABLE ASSESSMENTS FROM

SECTION II1. Content. Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations. To show that they are prepared in content, teachers of science must demonstrate that they (a) understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association; (b) understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards; (c) understand and can successfully convey to students important personal and technological applications of science in their fields of licensure; (d) understand research and

#1 #2 #3 x#4

#5 □#6 #7 #8



SECTION IIcan successfully design, conduct, report and (e) evaluate investigations in science; and understand and can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.2. Nature of Science. Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. They enable students to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. To show they are prepared to teach the nature of science, teachers of science must demonstrate that they (a) understand the historical and cultural development of science and the evolution of knowledge in their discipline; (b) understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world; and (c) engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.

#1 x#2 X #3 x#4

#5 □#6 x#7 #8

3. Inquiry. Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences. To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they (a) understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge; and (b) engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.

□#1 □#2 X#3 □#4

#5 □#6 X#7 X#8

4. Issues. Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society. They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values. To show that they are prepared to engage students in studies of issues related to science, teachers of science must demonstrate that they (a) understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues; and (b) engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.

□#1 □#2 X #3 X#4

#5 □#6 □#7 #8

5. General Skills of Teaching. Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further □#1 X#2 X#3 #4



SECTION IIexploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that they (a) vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding; (b) successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds; (c) successfully organize and engage students in collaborative learning using different student group learning strategies; (d) successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science; (e) understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students; and (f) create and maintain a psychologically and socially safe and supportive learning environment. (optional to address this standard in the NSTA report)

□#5 □#6 □#7 □#8

6. Curriculum. Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards. They begin with the end in mind and effectively incorporate contemporary practices and resources into their planning and teaching. To show that they are prepared to plan and implement an effective science curriculum, teachers of science must demonstrate that they (a) understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards; and (b) plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.

□#1 x#2 #3 x#4

□#5 □#6 □#7 □#8

7. Science in the Community. Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching. They actively engage students in science-related studies or activities related to locally important issues. To show that they are prepared to relate science to the community, teachers of science must demonstrate that they (a) identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science; and (b) involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.

□#1 □#2 X#3 x#4

□#5 □#6 □#7 □#8

8. Assessment. Teachers of science construct and use effective assessment strategies to determine the backgrounds and achievements of learners and facilitate their intellectual, □#1 #2 x#3 x#4



SECTION IIsocial, and personal development. They assess students fairly and equitably, and require that students engage in ongoing self-assessment. To show that they are prepared to use assessment effectively, teachers of science must demonstrate that they (a) use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students; (b) use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process; and (c) use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.

X#5 □#6 □#7 □#8

9. Safety and Welfare. Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field. To show that they are prepared, teachers of science must demonstrate that they (a) understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials; (b) know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction; (c) know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students; and (d) treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.

□#1 X#2 X#3 #4

□#5 #6 □#7 □#8

10. Professional Growth. Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment. To show their disposition for growth, teachers of science must demonstrate that they (a) engage actively and continuously in opportunities for professional learning and leadership that reach beyond minimum job requirements; (b) reflect constantly upon their teaching and identify ways and means through which they may grow professionally; (c) use information from students, supervisors, colleagues and others to improve their teaching and facilitate their professional growth; and (d) interact effectively with colleagues, parents, and students; mentor new colleagues; and foster positive relationships with the community.(optional to address this standard in the NSTA report)

□#1 □#2 □#3 #4

X#5 □#6 □#7 □#8



SECTION IV—EVIDENCE FOR MEETING STANDARDS

DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. The assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as expected in the program standards. In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments have been organized into the following three areas that are addressed in NCATE’s unit standard 1:

Content knowledge8

Pedagogical and professional knowledge, skills and dispositions Focus on student learning

For each assessment, the evidence for meeting standards should include the following information:

1. A brief description of the assessment and its use in the program (one sentence may be sufficient);2. A description of how this assessment specifically aligns with the standards it is cited for in Section III.3. A brief analysis of the data findings;4. An interpretation of how that data provides evidence for meeting standards; and5. Attachment of assessment documentation, including9:

(a) the assessment tool or description of the assignment; (b) the scoring guide for the assessment; and (c) candidate data derived from the assessment.

The narrative section for each assessment (1-4 above) is limited to two text pages. It is preferred that each attachment for a specific assessment (5a-c above) be limited to the equivalent of five text pages, however in some cases assessment instruments or scoring guides may go beyond 5 pages.

#1 (Required)-CONTENT KNOWLEDGE: Data from licensure tests of content knowledge in science education. If your state does not require licensure tests in the content area, data from another assessment must be presented to document candidate attainment of content knowledge. The NSTA standard that could be addressed by this assessment includes, but is not limited to, Standard 1a.Provide assessment information (items 1-5) as outlined in the directions for Section IV

8 In some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered “content knowledge” assessments for the purpose of this report.9 All three components of the assessment – as identified in 5a-c – must be attached, with the following exceptions: (a) the assessment tool and scoring guide are not required for reporting state licensure data, and (b) for some assessments, data may not yet be available.


1. The names of all licensure tests or professional examinations required by the state for content and pedagogical or professional knowledge.10 2. Description of the alignment between licensure test data and applicable NSTA

standards. However, if the test is a science content Praxis II test, the alignment is not required (e.g., Praxis II 20235: Biology Content).

3. Aggregated pass rates for each year over the past 3 years, including the most recent academic year.11 Data must be presented on all completers, even if there were fewer than 10 test takers during a single year. Eighty percent of program completers12 who have taken the content test must pass the applicable state licensure test if the state has such a test.

4. The mean and range of sub-scores for the most recent academic year.

Assessment One: Praxis II Tests

1) Brief Description of AssessmentStudents in the program take Praxis II tests connected with their specific

disciplines. Passing scores on the specific content area tests are required by the Commonwealth of Virginia for initial licensure. Candidates take their exams in the semesters prior to student teaching.

2) Alignment with specific NSTA standardsThe Praxis II science tests: biology 0235, chemistry 0245, physics 0265, and

Earth Science 0571 are aligned with NSTA standard 1a.

3) Brief Analysis of Data Findings for the academic year of 2007-2008Biology

All candidates successfully passed the Praxis II test

Chemistry All candidates successfully passed the Praxis II test.

Earth ScienceAll candidates successfully passed the Praxis II test.

PhysicsNo candidates were in this discipline for the years of this report.

4) Interpretation of How Data Provides Evidence for Meeting StandardsPraxis II content knowledge exam, as acknowledged by both NSTA and Radford

University is an appropriate indicator of candidates’ knowledge of (1a) understanding the major concepts, principles, theories, laws and interrelationships of their fields of licensure and supporting fields as recommended by NSTA. Data demonstrates that 10 For example, Praxis II Biology: Content Knowledge.11 NCATE will provide a link to a sample response for this requirement.12 NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.


Radford University has achieved a 100% pass rate on all the Praxis II content knowledge exams as required by NCATE. Passing the Praxis II Content Knowledge is a requirement for entering student teaching.

5) Candidate Data for Praxis II scores

This data is available from the field experience office.

#2 (Required)-CONTENT KNOWLEDGE: An assessment that demonstrates candidate knowledge of the conceptual science to be taught and related fields. An assessment that demonstrates that candidates are well prepared in the breadth of knowledge needed to teach in their fields of licensure. The NSTA standard that could be addressed by this assessment includes, but is not limited to, Standard 1a.

Assessments could include content grade point averages and minimum grade requirements13, portfolio requirements or comprehensive examinations14 suitable for preparing teachers of a curriculum based on the content recommendations in the 2003 NSTA Standards 1a.

Provide assessment information (items 1-5) as outlined in the directions for Section IV

Assessment 2 – Assessment of Content Knowledge

1) Brief Description of Assessment and Its Use in the Program

Radford University’s secondary science education program has utilized the Work Sample assignment since fall of 2006. This assessment is designed to evaluate candidate’s ability to plan a unit of study that addresses the goals of the NSES to the diverse populations found in secondary science classrooms. The Work Sample is a requirement of EDUC 640 Student Teaching and is completed by the university supervisor responsible for supervising student teachers. Candidates must achieve a minimum of an “acceptable” rating for each standard identified on the rubric.

Candidates provide accurate and comprehensive science content they plan to teach in grade level appropriate language and subsequent assignments, activities, graphics and media.

2) Brief Description of Alignment with NSTA Standards

13 Grades and GPA’s must include a description of how the course requirements relate to recommendations of the NSTA (in standards) or the National Science Education Standards.14 Describe generally how the comprehensive examination covers the domain of the of the licensure field(s).


Candidates are required to include full lesson plans for all days to include discovery learning, guided inquiry, and open inquiry if applicable. Candidates are required to include lessons that accurately convey scientific concepts (1a), that connect lesson topics to the unifying concepts of science (1b), that identifies the personal and relevance of the science concepts for students (1c), connects the unit topic to the nature of science (2a and 2b) and that uses inquiry methods to develop conceptual understanding (3a), that connects the unit topic to relevant societal issues (7a) that plans for effective assessment of student learning in all of the above areas (8a, 8b, 8c) and that accurately links the instructional unit to relevant and state and national science standards.

Candidates are required to include all safety issues within their activities and assignments.

3) Analysis of Student DataRegarding the criteria of Alignment with Standards and Accurate Representation, 100% of students received the highest rating of target. Regarding the criteria of aligning content with objectives, 67% of students received the highest rubric rating of target. The remaining 33% of students received the rating of acceptable. Regarding the criteria of content is appropriate to grade level, 44% of students received the rating of target and the remaining students received a rating of acceptable.

Candidates performed acceptable on this measure. As noted, these students already possess graduate degrees in their specific science fields. The data indicate the students are representing the material accurately, and all students aligned with the NSES standards within their work sample units.

With regard to the grade level appropriateness, most students convey the content in grade level language, graphics, etc… while the remaining candidates had acceptable ratings but demonstrated their efforts to convey content consistently at grade level was something they had to strive for. These 56% of candidates were rated as acceptable but were not consistently appropriate for the developmental level of students.

4) Interpretation of Data Meeting Standards

Overall, candidate performance on Assessment #2, indicates strong understanding of the standards 1a, 1b, 1c (content). The work sample is assessed for the candidate’s ability to plan instruction that accurately conveys scientific concepts (1a); that connects the lesson topics to the Unifying Concepts of Science (1b); that identifies personal relevance of the science concepts for students (1c); that connects the unit topic to the nature of science (2a and 2b); that uses inquiry methods to develop conceptual understanding (3a); the connects the unit topic to relevant societal issues (4a); that ties the topic to community-relevant resources or issues 97a); that plans for the effective assessment of student learning in all of the above areas (8a, 8b and 8c); and that accurately link the instructional unit to relevant state and national standards (6a and 6b).


5) Description of Assessment

Pre-Assessment Analysis

PART I: DATA ANALYSIS

Step 1: Create a frequency chart of your pre-assessment data1. Tally the number of students who answered each question correctly or incorrectly.

Remember, the number of students who answered each question correctly or incorrectly should equal the total number of students who took the test.Example:

Questions Pre-Assessment Results

Correct Responses

Incorrect Responses

1. What is a …? 3 102. What is a …? 7 63. What is a ….? 2 114. What is a ….? 0 135. What is a ….? 9 46. What is a ….? 1 127. What are …? 6 7

8. What is an example of …?

3 10

9. What is ….? 10 3

10. Which is not a factor of …?

4 9

2. Select a subgroup (low SES, disabled, ESL, AA) 3. Create another frequency chart depicting the results of the students in your subgroup.4. Using Microsoft Excel (or another graphing program), create a bar graph that shows the

results of the pre-assessment for the whole group, subgroup and two individuals.

Step 2: Identifying patterns in the assessment data for the whole groupReview the data in your frequency chart and bar graph (for the whole group) to address the following: Areas of strength [Which questions did most students answer correctly? How many

students answered these questions correctly?] Areas of weakness [Which questions did most students answer incorrectly? How many

students missed these questions?] What was the average score (mean) on the assessment?


Step 3: Identifying patterns in the assessment data for the subgroupReview the data in your frequency chart and bar graph (for the whole group) to address the following:

Areas of strength [Which questions did most students answer correctly? How many students answered these questions correctly?]

Areas of weakness [Which questions did most students answer incorrectly? How many students missed these questions?]

What was the average score (mean) on the assessment?

Note: You will use the data in steps 2 and 3 to write your narrative discussion of the pre-assessment results for your whole and subgroups.

PART II: WRITTEN ANALYSIS OF STATISTICAL DATA*Use your information from steps 2 and 3 as you write your analysis. Discuss your numerical data in your analysis.

Step 4: Narrative Discussion of the results of the Pre-Assessment for the whole group

Describe the average score of the whole group. Discuss areas of strength [Which concepts did most students seem to know? Why do you

think the students knew this content so well? Possibilities may include: high reasoning skills/good guessers or they’ve learned some of the content the year before]

Discuss areas of weakness [Which concepts did most students miss? Why don’t you think these students knew this information? Possibilities may include: it’s brand new information or a potential reading problem prevented them from understanding what the question was asking]

Step 5: Narrative Discussion of the results of the Pre-Assessment for the subgroup

Describe the average score of the subgroup. Discuss areas of strength [Which concepts did most students seem to know? Why do you



Step 6: Compare the results of the whole group and subgroup Compare the average score of the whole group and subgroup. Is there a gap in

achievement between your two groups? If so, how large is the gap?


Compare and contrast the strengths and weaknesses of the whole and subgroup. Do the groups have similar or different strengths and weaknesses?

PART III: DISCUSSION OF MODIFICATIONS TO UNIT GOALS

Step 6: Narrative Discussion of modifications to the learning goals based on student performance Considering the pre-assessment data for both whole and subgroups, which learning goals

will you emphasize as you plan your instructional unit? Which learning goals will not require as much emphasis?

Discuss how you will address specific weaknesses as you plan your instructional unit. Discuss how you will provide extension or enrichment activities for students who already

have demonstrated mastery (or proficiency) of the learning goals.

*Note: You will turn in step 1 of Part I (frequency charts only), Part II , and Part III . I do not want steps 2 and 3, as the sole purpose of these steps is to help you write Part II.

Pre-/Post-Assessment Overview

Overview of Assessment Plan

Provide an overview of your assessment plan. An overview is brief and gives a hint of what is to come, so keep this section relatively short. [You may use my italicized example if you wish!]

Example:“My assessment plan includes a formative pre-assessment to be given before I begin teaching my unit. The pre-assessment is made up of _________ questions including multiple choice, matching, and discussion (whatever your pre-assessment test includes). It also includes a formative assessment plan that will be carried out as I teach my unit. My formative assessments will include daily student/group work, rubrics (whatever you decide to use as formative assessment). Finally, my assessment plan includes a summative post-assessment made up of (whatever your post-test includes). The post-assessment will be given after completion of all lesson plans designed for the unit.”The specific plan for pre-assessment and post assessment are described in the following sections:

Description of Pre-/Post- Assessment

Fully describe your pre-/ post- assessment---, how many questions, what types of questions you will ask (matching, multiple choice, discussion, etc.). Are all of the questions multiple choice? Do you have short answer, fill in the blank, or true/false? Provide a rationale for the format of your test.

Discuss how your pre-/post-assessment aligns with your learning goals (you should have at least one question that focuses on each of your learning goals) ---review your learning goals as you put your pre and post assessment together. How many questions do you have for each learning goal? Are you assessing some learning goals more than others? Why or why not? [*Suggestion- Consult the SOL Blue Prints as you make decisions about the number of questions you develop for each learning goal].

Clearly explain how you will evaluate or score your pre and post assessments. Include criteria you will use to determine if the students’ performance meets the learning goals. (For example, how many questions must


be answered correctly in order to have met the learning goals?) Remember, the pre-assessment helps you to determine which learning goals you will focus on in your unit. The scores on this assessment will not count against students but rather assist you with your planning. The post assessment is what you will use as your evaluation of student learning. Certainly, you could count this score towards the students’ grade in social studies. You will need to determine what score (i.e., 70%) demonstrates proficiency, mastery, and failure of the learning goals.

Assessment Plan Table (Refer to example Assessment Table on the reverse side)

Provide an overview of your assessment plan in a table (example below). List the assessments by learning goal used to judge student performance before (pre-), during, and after (post-) instruction. The purpose of this table is to depict the alignment between learning goals and assessments. You should have a minimum of one question for each of your learning goals. You can have more than one.

Please be reminded that your pre and post assessment description columns will have the same question(s) listed because the pre-assessment and post-assessment is the same test. You will leave the column entitled “During Instruction” blank because you have not created your daily lesson plans yet. You will complete this column after you have created your daily lesson plans.

Example Table:

Learning Goal Addressed

Pre-Assessment Description(s)

During InstructionAssessment (Formative) Description(s)

Post-Assessment Description(s)

Identify …. Question 1 Activity Question 1Explain the contributions of ….

Question 3 Exit Slip Question 3

Describe how the … Question 7 Journal Question 7Label the … Question 10 Activity Question 10

Analysis of Post-Assessment Results

Comparison of Pre and Post Assessment ResultsAfter you administer the post-assessment, you will create a second frequency chart and compare the results of both assessments.

Example:Questions Pre-Test Results Post-Test Results

Correct Responses

Incorrect Responses

Correct Responses

Incorrect Responses

1. What is a …? 3 10 10 32. What is a ….? 7 6 11 23. What is a …? 2 11 9 4


4. What is a …? 0 13 11 25. What is a ….? 9 4 10 36. What is a …..? 1 12 5 8

7. What are resources? 6 7 9 48. What is an example of

….?3 10 9 4

9. What is …? 10 3 12 1


4 9 7 6

1. After administering the post-assessment, compare and contrast the class average (mean) on the post-assessment to the pre-assessment. Did you see any improvement in students’ scores? Discuss areas of improvement. Were there areas that students still did not seem to grasp?

2. After administering the post-assessment, compare and contrast the subgroup average (mean) on the post-assessment to the pre-assessment. Discuss the performance of your selected subgroup on the post-assessment. Was their any improvement in their scores? Discuss areas of improvement? Were there areas that these students still did not grasp?

3. Compare subgroup performance to the larger class. Is there still a gap in achievement between the subgroup and the rest of the class? If so, how wide?

Create visual representation of dataUse the following link before to assist you in creating a graph to visually represent your data in the frequency chart:

http://nces.ed.gov/nceskids/createagraph/If you prefer, you may create a graph using Microsoft Excel.

Reflection Questions

1. Do you think your assessment is an accurate reflection of your students’ mastery of the learning goals/objectives?

2. Based on the results of the post-assessment, would you modify your instruction OR would you modify your assessment tool in order to increase student achievement? Explain.

5b) Rubric for Work Sample: ContentWork Sample Rubric for Secondary Science Program—CONTENT

Target Acceptable MinimalUnacceptable

Content Appropriateness

All content is appropriate for

Most content is

Some content is

Content is not appropriate and/or does not address pre-requisite


for Students5a,5b,5c,5e,6a,6b,

the development; pre-requisite knowledge, skills, and experiences are considered

appropriate for development; pre-requisite knowledge, skills, and experiences are considered

appropriate and/or only address some pre-requisite knowledge, skills and experiences

knowledge, skills, and experiences

Alignment with National, State or Local Standards1a,1b,1c,2a,2b,2c,4a,4b,5a,5b,5c,5e,6a,6b,

All content is explicitly aligned with standards

Most content is aligned with standards

Some content is aligned with standards

Content does not align with standards

Unifying Concepts of Science2a, 2b, 2c, 4a, 4b, 7a, 7b

Lessons thoroughly connect: topic to unifying concepts of science, and connects topic to the nature of science, topic to relevant societal issues

Lessons connects to all but one of the topics of unifying concepts of science, the nature of science or relevant societal issues

Lessons connect minimally to topics of unifying concepts of science, the nature of science or relevant societal issues

Lessons do not connect appropriately to unifying concepts of science, the nature of science or relevant societal issues

Target Acceptable Minimal Unacceptable

Accurate Representation of Content1a,1b,1c,1d,1e,2a,2

All content is accurate; focus of

Most content is accurate (1 error);

Content has 2-3 errors; and/or focus of content is

Content has 4 or more errors and/or is incongruent


b,2c content is congruent with big ideas of the discipline

focus of content is congruent with big ideas of the discipline

somewhat congruent with big ideas of discipline

with big ideas of discipline

Clarity and Accuracy of Content Presentation

Presentation of content is easy to understand and contains no errors of representation.

Presentation of content is easy to understand and contains one error of representation.

Presentation of content is understandable and has two errors.

Presentation of content is not clear and/or accurate: it does not accurately reflect the data.

5c) Candidate Data from Assessment

student semester 5) appropriate to grade level 6) align with standards 7) align with objectives 8) accurate representationA Costello Spring 2008 3 3 2K Sharrer Spring 2008 3 3 3B Neuswanger Spring 2008 2 3 2V Combos Spring 2009 3 3 3A Helton Spring 2009 2 3 2L Woolford Spring 2009 2 3 3M Krigsvold Fall 2009 2 3 3D Cox Spring 2010 2 3 3B Richardson Spring 2010 3 3 3

#3 (Required)-PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: An assessment that demonstrates candidates can plan effective classroom-based instruction, and design assessments, consistent with goals of the National Science Education Standards. NSTA standards that could be addressed by this assessment include, but are not limited to, standards 1a, 1b, 1c, 2c, 3b, 4b, 6, 7b, and 8.

A minimum indicator might include performance in the design of at least one major demonstration teaching unit (not a single lesson plan) aligned with goals as reflected in breadth of NSTA standards 1a-c, 2c, 3b, 4b, 6, 7b, and 8 (with lesson plans and varied assessments).



Assessment 3 Planning Instruction: Work Sample

1) Description of the Assessment and Its Use in the ProgramRadford University’s secondary science education program has utilized the

Work Sample assignment since fall of 2006. This assessment is designed to evaluate candidate’s ability to plan a unit of study that addresses the goals of the NSES to the diverse populations found in secondary science classrooms. The Work Sample is a requirement of EDUC 640 Student Teaching and is completed by the university supervisor responsible for supervising student teachers. Candidates must achieve a minimum of an “acceptable” rating for each standard identified on the rubric.

Candidates are required to design a 10 day unit plan, analyze pre and post student data and show adjustments to the analysis of student data. Learning outcomes are detailed for each day and should reflect changes demonstrating candidate’s adjustments to teaching as the unit progresses. Candidates provide all science content they plan to teach in grade level appropriate language and subsequent assignments and activities.

Candidates are required to include full lesson plans for all days to include discovery learning, guided inquiry, and open inquiry if applicable. Candidates are required to include lessons that accurately convey scientific concepts (1a), that connect lesson topics to the unifying concepts of science (1b), that identifies the personal and relevance of the science concepts for students (1c), connects the unit topic to the nature of science (2a and 2b) and that uses inquiry methods to develop conceptual understanding (3a), that connects the unit topic to relevant societal issues (7a) that plans for effective assessment of student learning in all of the above areas (8a, 8b, 8c) and that accurately links the instructional unit to relevant and state and national science standards.

Candidates are required to include all safety issues within their activities and assignments.

2) Brief Description of Alignment with Standards

The work sample is assessed for the candidate’s ability to plan instruction that accurately conveys scientific concepts (1a); that connects the lesson topics to the Unifying Concepts of Science (1b); that identifies personal relevance of the science concepts for students (1c); that connects the unit topic to the nature of science (2a and 2b); that uses inquiry methods to develop conceptual understanding (3a); the connects the unit topic to relevant societal issues (4a); that ties the topic to community-relevant resources or issues 97a); that plans for the effective assessment of student learning in all of the above areas (8a, 8b and 8c); and that accurately link the instructional unit to relevant state and national standards (6a and 6b).


3) Analysis of Data Findings

Candidates demonstrated competence in the measure of thier classroom instruction. Regarding the two criterion of use of data select appropriate and relevant activities and assignments and use of technology, 100% of students received the rating of target.

Regarding the criteria of lesson and unit structure, 89% of students received the rating of target with the remaining 11% of students receiving a rating of acceptable.

Regarding the criterion of appropriate objectives and planning a variety of instructional techniques, activities and assignments, 56% of students received the rating of target with the remaining 44% of students receiving a rating of acceptable.

Candidates performed acceptably on this measure of their competence at planning classroom instruction. The findings suggest that students have a proficient grasp of the content but are still acquiring skills to consistently structure lessons with a variety of activities to demonstrate the content.

4) Evidence for Meeting StandardOverall, the candidates’ performance on the planning assessment indicates a strong understanding of standards 1a, 1b, 1c (content) and 6a and 6b (curriculum), evidence for satisfactory performance was present for the lesson structure and variety of assignments but could be strengthened by including more focus on the assortment of activity options for students to utilize when teaching grade level appropriate lessons.

The work sample is highly detailed because faculty need to be clear about the standards candidates are expected to demonstrate proficiently. No students needed remediation in their initial assessments.

All students successfully completed the work sample. These scores indicate that all students have met the NSTA standards indicated on the rubric. Data demonstrate that Radford University’s secondary science education students can plan effective classroom-based instruction and design assessments consistent with the goals of the NSES.

5) Description of the Assignment



Step 1: Create a frequency chart of your pre-assessment data


5. Tally the number of students who answered each question correctly or incorrectly. Remember, the number of students who answered each question correctly or incorrectly should equal the total number of students who took the test.Example:

Questions Pre-Assessment Results

Correct Responses

Incorrect Responses

1. What does ….mean? 3 102. What is a …? 7 6

3. When does … happen? 2 114. What is a result of …? 0 13

5. What is the other type of …..?

9 4

6. Where can these be found?

1 12

7. What are ….? 6 78. What is an example of a

population?3 10

9. What is ….? 10 3


4 9

6. Select a subgroup (low SES, disabled, ESL, AA) 7. Create another frequency chart depicting the results of the students in your subgroup.8. Using Microsoft Excel (or another graphing program), create a bar graph that shows the

results of the pre-assessment for the whole group, subgroup and two individuals.

Step 2: Identifying patterns in the assessment data for the whole groupReview the data in your frequency chart and bar graph (for the whole group) to address the following: Areas of strength [Which questions did most students answer correctly? How many

students answered these questions correctly?] Areas of weakness [Which questions did most students answer incorrectly? How many

students missed these questions?] What was the average score (mean) on the assessment?









Describe the average score of the whole group. Discuss areas of strength [Which concepts did most students seem to know? Why do you




Describe the average score of the subgroup. Discuss areas of strength [Which concepts did most students seem to know? Why do you




achievement between your two groups? If so, how large is the gap? Compare and contrast the strengths and weaknesses of the whole and subgroup. Do the

groups have similar or different strengths and weaknesses?



Step 6: Narrative Discussion of modifications to the learning goals based on student performance Considering the pre-assessment data for both whole and subgroups, which learning goals

will you emphasize as you plan your instructional unit? Which learning goals will not require as much emphasis?

Discuss how you will address specific weaknesses as you plan your instructional unit. Discuss how you will provide extension or enrichment activities for students who already

have demonstrated mastery (or proficiency) of the learning goals.

*Note: You will turn in step 1 of Part I (frequency charts only), Part II , and Part III . I do not want steps 2 and 3, as the sole purpose of these steps is to help you write Part II.


Comparison of Pre and Post Assessment ResultsAfter you administer the post-assessment, you will create a second frequency chart and compare the results of both assessments.

Example:Questions Pre-Test Results Post-Test Results

Correct Responses

Incorrect Responses

Correct Responses

Incorrect Responses

3 10 10 31. What does ….mean? 7 6 11 2

2. What is a …? 2 11 9 43. When does … happen? 0 13 11 24. What is a result of …? 9 4 10 3

5. What is the other type of …..?

1 12 5 8


6 7 9 4

7. What are ….? 3 10 9 48. What is an example of a

population?10 3 12 1

9. What is ….? 4 9 7 6



5. After administering the post-assessment, compare and contrast the subgroup average (mean) on the post-assessment to the pre-assessment. Discuss the performance of your


selected subgroup on the post-assessment. Was their any improvement in their scores? Discuss areas of improvement? Were there areas that these students still did not grasp?


Create visual representation of dataUse the following link before to assist you in creating a graph to visually represent your data in the frequency chart:

http://nces.ed.gov/nceskids/createagraph/If you prefer, you may create a graph using Microsoft Excel.






Provide an overview of your assessment plan. An overview is brief and gives a hint of what is to come, so keep this section relatively short. [You may use my italicized example if you wish!]

Example:“My assessment plan includes a formative pre-assessment to be given before I begin teaching my unit. The pre-assessment is made up of _________ questions including multiple choice, matching, and discussion (whatever your pre-assessment test includes). It also includes a formative assessment plan that will be carried out as I teach my unit. My formative assessments will include daily student/group work, rubrics (whatever you decide to use as formative assessment). Finally, my assessment plan includes a summative post-assessment made up of (whatever your post-test includes). The post-assessment will be given after completion of all lesson plans designed for the unit.”The specific plan for pre-assessment and post assessment are described in the following sections:


Fully describe your pre-/ post- assessment---, how many questions, what types of questions you will ask (matching, multiple choice, etc.). Are all of the questions multiple choice? Do you have fill in the blank, or true/false? Provide a rationale for the format of your test.



Clearly explain how you will evaluate or score your pre and post assessments. Include criteria you will use to determine if the students’ performance meets the learning goals. (For example, how many questions must be answered correctly in order to have met the learning goals?) Remember, the pre-assessment helps you to determine which learning goals you will focus on in your unit. The scores on this assessment will not count against students but rather assist you with your planning. The post assessment is what you will use as your evaluation of student learning. Certainly, you could count this score towards the students’ grade in social studies. You will need to determine what score (i.e., 70%) demonstrates proficiency, mastery, and failure of the learning goals.


Provide an overview of your assessment plan in a table (example below). List the assessments by learning goal used to judge student performance before (pre-), during, and after (post-) instruction. The purpose of this table is to depict the alignment between learning goals and assessments. You should have a minimum of one question for each of your learning goals but you can have more than one.


Example Table:

Learning Goal Addressed

Pre-Assessment Description(s)

During InstructionAssessment (Formative) Description(s)

Post-Assessment Description(s)

Identify metamorphic rock

Question 1 Rock cycle Activity Question 1

Explain igneous rocks within the cycle diagram

Question 3 Exit Slip Question 3

Describe how the rock cycle works

Question 7 Rock Cycle Journal Question 7

Label the rock cycle Question 10 Classifying rocks Activity

Question 10

5b) Rubric for Work Sample – Planning

Planning portion of work sample rubric for secondary science programObjectives are Significant, Challenging and Varied

Objectives reflect several levels of

Objectives reflect a variety of

Objectives reflect only lower level learning and are

Objectives reflect only one lower level of learning


5a,5b,5c,5e,6a,6b learning, are significant, relevant, measurable and challenging

levels of learning are significant, measurable and

significant, though some may not be measurable or relevant

and/or are not significant, relevant or measurable

Use of Context and Data to Select Appropriate/Relevant Activities/Assignments5a,5b,5c,5e,5f,6a,6b

All instruction uses context and pre-assessment data. All activities/assign. are productive and appropriate

Most instruction uses context and pre-assessment data. Most activities/assign. are productive and appropriate.

Some instruction uses context and pre-assessment data. Some activities/assignments are productive and appropriate.

Instruction has not been designed with context and pre-assessment data. Activities/assignments do not appear productive and appropriate.

Use of Technology5a,5b,5c,5d,5e,5f,6a,6b

Teacher consistently integrates tech. that contributes significantly to learning OR provides strong rationale for not using technology.

Teacher integrates tech. that contributes significantly to learning OR provides strong rational for not using technology.

Teacher uses technology but it does not make a significant contribution to learning OR teacher provides limited rationale for not using technology.

Technology is inappropriately used OR teacher does not use technology. No (or inappropriate) rational is provided

Safety in the classroom9a, 9b, 9c

All safety considerations were planned for and prepared for throughout the unit.

Most safety considerations were planned for and prepared for but one area was overlooked,

Some safety considerations were planned for and prepared for but more than one area was overlooked.

Science safety considerations were not considered fully; or implemented appropriately.

Unifying Concepts of Science2a, 2b, 2c, 4a, 4b, 7a, 7b

Lessons thoroughly connect: topic to unifying concepts of

Lessons connects to all but one of the topics of unifying

Lessons connect minimally to topics of unifying concepts of science, the

Lessons do not connect appropriately to unifying concepts of


science, and connects topic to the nature of science, topic to relevant societal issues

concepts of science, the nature of science or relevant societal issues

nature of science or relevant societal issues

science, the nature of science or relevant societal issues

Lesson and Unit Structure5a,5b,5c,5d,5e,6a,6b,

All lessons are logically organized; move students towards objectives

Most lessons are logically organized; move students towards objectives

Some lessons are logically organized; and/or do not move students toward objectives

Some lessons are illogically organized; and/or do not move students toward objectives

Variety of instruction, Activities and Assignments5a,5b,5c,5e,6a,6b,

Significant variety across instruction, activities and assignments; variety clearly contributes to objectives

Some variety across instruction, activities and assignments; and/or variety limits contribution to objectives

Little variety across instruction, activities and assignments; and/or heavy reliance on textbook or single resource

No variety across instruction, activities and assignments; heavy reliance on textbook or single resource

Variety of instruction, Activities and Assignments5a,5b,5c,5e,6a,6b,

Significant variety across instruction, activities and assignment

Some variety across instruction, activities and assignment

Little variety across instruction, activities and assignments; and/or heavy reliance on

No variety across instruction, activities and assignments; heavy reliance on textbook or


s; variety clearly contributes to objectives

s; and/or variety limits contribution to objectives

textbook or single resource

single resource

5c) Candidate Data Derived from Assessment

#5 (Required) EFFECTS ON STUDENT LEARNING: An assessment that demonstrates that candidates have positive effects on student learning of


major concepts, principles, theories, laws; the unifying concepts of science; the nature of science; the practice of inquiry (including student engagement in inquiry); analysis of issues related to science and technology and the impact of science on themselves and their community. NSTA standards that must be addressed by this assessment include, but are not limited to, standards 1a, 2c, 3b and 4b.

An indicator might include an assessment of candidate on work samples aligned that is specific to science and explicitly evaluates each of the standards above. Work samples may include pre and post test data with analysis and reflections.


1) Brief Description of the Assessment

5a) Description of the Assignment



Step 1: Create a frequency chart of your pre-assessment data9. Tally the number of students who answered each question correctly or

incorrectly. Remember, the number of students who answered each question correctly or incorrectly should equal the total number of students who took the test.

Example:Questions Pre-Assessment

ResultsCorrect Responses

Incorrect Responses

1. What does ….mean? 3 102. What is a …? 7 63. When does … happen?

2 11

4. What is a result of …? 0 135. What is the other type of …..?

9 4


1 12

7. What are ….? 6 78. What is an example of a population?

3 10

9. What is ….? 10 3


4 9

10.Select a subgroup (low SES, disabled, ESL, AA)


11.Create another frequency chart depicting the results of the students in your subgroup.

12.Using Microsoft Excel (or another graphing program), create a bar graph that shows the results of the pre-assessment for the whole group, subgroup and two individuals.

Step 2: Identifying patterns in the assessment data for the whole groupReview the data in your frequency chart and bar graph (for the whole group) to address the following:











Describe the average score of the whole group. Discuss areas of strength [Which concepts did most students seem to know?

Why do you think the students knew this content so well? Possibilities may include: high reasoning skills/good guessers or they’ve learned some of the content the year before]



Describe the average score of the subgroup. Discuss areas of strength [Which concepts did most students seem to know?

Why do you think the students knew this content so well? Possibilities may


include: high reasoning skills/good guessers or they’ve learned some of the content the year before]



achievement between your two groups? If so, how large is the gap? Compare and contrast the strengths and weaknesses of the whole and

subgroup. Do the groups have similar or different strengths and weaknesses?


Step 6: Narrative Discussion of modifications to the learning goals based on student performance

Considering the pre-assessment data for both whole and subgroups, which learning goals will you emphasize as you plan your instructional unit? Which learning goals will not require as much emphasis?

Discuss how you will address specific weaknesses as you plan your instructional unit.

Discuss how you will provide extension or enrichment activities for students who already have demonstrated mastery (or proficiency) of the learning goals.

*Note: You will turn in step 1 of Part I (frequency charts only), Part II, and Part III. I do not want steps 2 and 3, as the sole purpose of these steps is to help you write Part II.


Comparison of Pre and Post Assessment ResultsAfter you administer the post-assessment, you will create a second frequency chart and compare the results of both assessments.Example:Questions Pre-Test Results Post-Test Results

Correct Responses

Incorrect Responses

Correct Responses

Incorrect Responses

3 10 10 31. What does ….mean? 7 6 11 22. What is a …? 2 11 9 43. When does … happen?

0 13 11 2

4. What is a result of …? 9 4 10 35. What is the other type of …..?

1 12 5 8



6 7 9 4

7. What are ….? 3 10 9 48. What is an example of a population?

10 3 12 1

9. What is ….? 4 9 7 6



8. After administering the post-assessment, compare and contrast the subgroup average (mean) on the post-assessment to the pre-assessment. Discuss the performance of your selected subgroup on the post-assessment. Was their any improvement in their scores? Discuss areas of improvement? Were there areas that these students still did not grasp?


Create visual representation of dataUse the following link before to assist you in creating a graph to visually represent your data in the frequency chart:http://nces.ed.gov/nceskids/createagraph/If you prefer, you may create a graph using Microsoft Excel.






Provide an overview of your assessment plan. An overview is brief and gives a hint of what is to come, so keep this section relatively short. [You may use my italicized example if you wish!]Example:“My assessment plan includes a formative pre-assessment to be given before I begin teaching my unit. The pre-assessment is made up of _________ questions including multiple choice, matching, and discussion (whatever your pre-assessment test includes). It also includes a formative assessment plan that will be carried out as I


http://nces.ed.gov/nceskids/createagraph/

teach my unit. My formative assessments will include daily student/group work, rubrics (whatever you decide to use as formative assessment). Finally, my assessment plan includes a summative post-assessment made up of (whatever your post-test includes). The post-assessment will be given after completion of all lesson plans designed for the unit.”The specific plan for pre-assessment and post assessment are described in the following sections:


Fully describe your pre-/ post- assessment---, how many questions, what types of questions you will ask (matching, multiple choice, etc.). Are all of the questions multiple choice? Do you have fill in the blank, or true/false? Provide a rationale for the format of your test.


Clearly explain how you will evaluate or score your pre and post assessments. Include criteria you will use to determine if the students’ performance meets the learning goals. (For example, how many questions must be answered correctly in order to have met the learning goals?) Remember, the pre-assessment helps you to determine which learning goals you will focus on in your unit. The scores on this assessment will not count against students but rather assist you with your planning. The post assessment is what you will use as your evaluation of student learning. Certainly, you could count this score towards the students’ grade in social studies. You will need to determine what score (i.e., 70%) demonstrates proficiency, mastery, and failure of the learning goals.


Provide an overview of your assessment plan in a table (example below). List the assessments by learning goal used to judge student performance before (pre-), during, and after (post-) instruction. The purpose of this table is to depict the alignment between learning goals and assessments. You should have a minimum of one question for each of your learning goals but you can have more than one.


5) Brief Description of the Assessment


Radford University’s secondary science education program has utilized the Work Sample assignment since fall of 2006. This assessment is designed to evaluate candidate’s ability to plan a unit of study that addresses the goals of the NSES to the diverse populations found in secondary science classrooms. The Work Sample is a requirement of EDUC 640 Student Teaching and is completed by the university supervisor responsible for supervising student teachers. Candidates must achieve a minimum of an “acceptable” rating for each standard identified on the rubric.

Candidates are required to design a 10 day unit plan, analyze pre and post student data and show adjustments to the analysis of student data. Learning outcomes are detailed for each day and should reflect changes demonstrating candidate’s adjustments to teaching as the unit progresses. Candidates provide all science content they plan to teach in grade level appropriate language and subsequent assignments and activities.

Candidates are required to include full lesson plans for all days to include discovery learning, guided inquiry, and open inquiry if applicable. Candidates are required to include lessons that accurately convey scientific concepts (1a), that connect lesson topics to the unifying concepts of science (1b), that identifies the personal and relevance of the science concepts for students (1c), connects the unit topic to the nature of science (2a and 2b) and that uses inquiry methods to develop conceptual understanding (3a), that connects the unit topic to relevant societal issues (7a) that plans for effective assessment of student learning in all of the above areas (8a, 8b, 8c) and that accurately links the instructional unit to relevant and state and national science standards. Students are also required to take pre and post test data and to provide an analysis of this data to inform their subsequent ten days of planning and instruction. Students are required to disaggregate the data and make comparisons between whole group and then two subgroups within the whole group. All pre and post data are to be presented graphically. Candidates are required to reflect and adjust their teaching based on the findings within the student pre test.

2) Brief Description of Alignment with Standards

The work sample is assessed for the candidate’s ability to plan instruction that accurately conveys scientific concepts (1a); that connects the lesson topics to the Unifying Concepts of Science (1b); that identifies personal relevance of the science concepts for students (1c); that connects the unit topic to the nature of science (2a and 2b); that uses inquiry methods to develop conceptual understanding (3a); the connects the unit topic to relevant societal issues (4a); that ties the topic to community-relevant resources or issues 97a); that plans for the effective assessment of student learning in all of the above areas (8a, 8b and 8c); and that accurately link the instructional unit to relevant state and national standards (6a and 6b).

3) Analysis of Data


4) Evidence for Meeting Standards

Data show that candidates did positively impact the learning of their students in their student teaching placement. The candidates’ success caused their students to change their understanding of major concepts and principles (1a), unifying concepts (1b) and personal and technological applications of science (1c).

5b) Student Learning Portion of Work Sample Rubric

Modifications Based on Analysis of Student Learning5a,5b,5c,5d,5e,5f,6a,6b,8a,8b,8c

Appropriate modifications of the instructional plan are consistently made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice and/or contextual factors.

Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice and/or contextual factors.

Some modifications of the instructional plan are made to address individual student needs but these are not based on the analysis of student learning, best practices and/or contextual factors.

Teacher treats class as a “one plan fits all” with no modification.

Target Acceptable Minimum UnacceptableInsight on Effective Instruction and Assessment8a,8b,8c,10b,10c

Consistently identifies un/ successful activities and assessments; provides well -reasoned rationale for their success or lack thereof.

Identifies un/successful activities and assessments provide plausible reasons for their success or lack thereof.

Identifies un/successful activities or assessments and superficially explores reasons for their success or lack thereof.

Provides no rationale for why some activities or assessments were more successful than others.

Implications Consistently Provides Provides Provides no ideas


for Future Teaching8a,8b,8c,10b,10c

provides ideas for redesigning learning goals, instruct. & assessment and explains why these modifications improve student learning.

ideas for redesigning goals, instruction and assessment and explain why these modifications would improve student learning.

ideas for redesigning goals, instruction and assessment but offers no rationale for why these would improve student learning.

or inappropriate ideas for redesigning goals, instruction or assessment.

5c) Candidate Data for Student Learning

#6 (Required)-PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. NSTA standards that could be addressed by this assessment include, but are not limited to, standard 9. The assessment instrument used in student teaching and the internship should be submitted.

An indicator could include performances on a subset of items from a student teaching observation form with each area of safety addressed explicitly: 9a- Legal and ethical, 9b – Safety procedures, 9c – Chemical use and storage and 9d – Use and care of animals.

NOTE: Safety is the most important part of learning to be a science teacher. Therefore, this assessment must explicitly address all aspects of the standard for a program with enough substance to ensure to external reviewers that pre-service teachers are prepared and are able to address in student teaching all areas of safety in the teaching of science.


A. Guidelines/rules for working safely in the science classroom including: use of chemicals, goggles, using flames, glassware usage, proper clothing, safe behavior, working with animals etc.B. Safety quiz or test including: chemical usage, glassware use, safety materials, emergency procedures, proper clothing, working with living organisms, safe behavior.


C. Safety plan for a typical science classroom including: Use, storage and disposal of chemicals, use and placement of living organisms, safety equipment in place, treatment for emergencies, safe storage of non-chemical equipment, safe movement of students in lab work etc.D. Safety contract including: all the basic rules, regulations regarding science equipment/chemicals and working with living organisms, all previous listed guidelines for a safe science classroom.E. Safe, ethical, and humane treatment of living organisms in and out of the classroom including: Humane and safe treatment of living organisms in the class as display or experimenting, limitations of collecting in the field, role of parks and reserves, protected and endangered species etc.F. Safety plan for safe storage, handling and disposal of chemicals including: Specific guidelines for use, storage and handling of all types of chemicals, guidelines for safe and legal disposal of chemicals, specific safety equipment used, MSDS sheets for 20 most used chemicals etc.G. Plan for behavior management including: Specific desired behaviors for a safe science lab, key rules and consequences for each rule plus special guidelines and consequences for working with living organisms.H. Evidence of candidate’s safe teaching in the field. A signed form from supervising or cooperating teachers attesting to safe science teaching.

Name Class Date

Rubric for Science Safety ModuleA minimum of 2 must be met on each topic, or it must be redone. Minimum of 18 points.Topic covered Not acceptable (1) Acceptable (2) Excellent (3)Chemical safety and storage

Only cursory information on chemical use and storage

Includes all basic safety information needed for safe handling and storage of chemicals

All basic plus extra useful information useful for advanced use and storage of chemicals

Safe use of lab materials

Limited explanations of use of basic lab techniques

Includes all basic procedures used in typical labs with safety in mind

Thorough explanations of all key lab procedures for a safe lab

Design a safe science lab

Several safety features for the lab omitted

All basic lab safety issues portrayed in lab design

Complete coverage of all safety issues for a science lab

Safety guidelines for science class and handling emergency situations

Incomplete list of guidelines for typical science lab – few emergency situations covered

Major science rules considered for a safe lab operation and basic emergency situations covered

All safety issues covered with clarity and thoroughness as well as all typical emergencies

Safety quiz Quiz is too basic with little substance

Good basic coverage of major safety points in quiz

Thorough coverage of all important safety issues in quiz

Ethical/humane treatment of organisms

Does not cover basic issues of humane treatment

Covers how to treat typical animals with respect

Complete covering of humane and ethical.treatment of typical organisms in


classLegal collecting and keeping of organisms

Incomplete covering of regulations governing collecting, handling and keeping organisms

Good general coverage of regulations in local area collecting and keeping organisms

Complete coverage of typical regulations that students could be involved in up to national level

Liability Information of little consequence on liability issues in classroom

Basic coverage of liability issues with key examples

Multiple examples of liability issues in the classroom with insightful comments

Professor’s score: Signature:

Scoring for each part of safety module:1 point for unsatisfactory coverage of the part, lacking in substance and detail, missing many important issues.2 points for an adequate coverage of the part, including all major parts of the information of the topic.3 points for excellent coverage of the part, including all parts of the information of the topic explained in a clear and thorough way.

16 points is the minimum acceptable grade. No part may receive less than 2 points or it will be redone to a value of 2 points.

#5 (Required) EFFECTS ON STUDENT LEARNING: An assessment that demonstrates that candidates have positive effects on student learning of major concepts, principles, theories, laws; the unifying concepts of science; the nature of science; the practice of inquiry (including student engagement in inquiry); analysis of issues related to science and technology and the impact of science on themselves and their community. NSTA standards that must be addressed by this assessment include, but are not limited to, standards 1a, 2c, 3b and 4b.

An indicator might include an assessment of candidate on work samples aligned that is specific to science and explicitly evaluates each of the standards above. Work samples may include pre and post test data with analysis and reflections.


#7 (Required)-PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: An assessment that demonstrates knowledge of research and investigation in science. Candidates understand multiple forms of scientific inquiry; can design, conduct, and report research in their field; and can use mathematics and appropriate technology to collect, process, and explain data. NSTA


standards that could be addressed by this assessment include, but are not limited to, standards 1d-e.

Assessments might include performance in or on a science content thesis, science research project, occupational experience in scientific research, or some similar confirmed experiences in the design of research in science, with criteria aligned with requirements of this assessment. This includes the candidate designing the experiment, collecting the data, analyzing the data and reporting on the data.

Provide assessment information (items 1-5) as outlined in the directions for Section IV Student Inquiry Experiences from Undergraduate coursework are provided.

#8 (Required)-CONTENT KNOWLEDGE: An assessment that demonstrates knowledge of the contextual content of science. An assessment that demonstrates candidates have a strong understanding of the socially relevant issues, social context, history, philosophy and applications of science. NSTA standards that could be addressed by this assessment include, but are not limited to, 1b, 2a-b, 3a, and 4a.

Assessments might include performance in a course specifically designed to cover these topics, or performance on a portfolio subset with requirements specifically demonstrating preparation in the knowledge identified in this assessment.

Provide assessment information (items 1-5) as outlined in the directions for Section IVin the directions for Section IV

1) Description of the Assessment and Its Use in the Program

As this is a graduate program, candidates have an undergraduate degree in the specific field they are getting licensure. The assessment is grade point averages. A grade point average of 2.75 (out of 4.0) or above is required of the candidates in their 1) overall, and 2) in their science major. GPAs in the science majors are used to indicate mastery of content knowledge.

2) Assessment Alignment with NSTA StandardsThe GPA assessment provides evidence that candidates understand the major

concepts, principles, theories, laws and interrelationships of their fields of licensure and supporting fields as recommended by NSTA (1a) understand the unifying concepts of science delineated y the National Science Education Standards (NSES), (1b) understand important personal and technological applications in their fields of licensure, (1c) understand research and can successfully design, conduct, report and evaluate investigations in science, (1d) and understand and can successfully use mathematics to process and report data, and solve problems in their field of licensure and (1e).

Additional evidence of candidate performance of standards 1d and 1e is included in Assessment 7 Content Knowledge – Research and Investigation – Inquiry Project.

Attachment of Program Area Advising Forms follow this section. They include indicators that coursework has been done in all four areas of science, regardless of area of licensure.


3) Analysis of DataAll students have to have a transcript analysis by the graduate coordinator and

meet the minimum requirements before being accepted into the Teacher Education Program. Therefore, all candidates have met this requirement.

4) Interpretation of Data Providing Evidence of Meeting StandardsBecause Radford’s secondary science program of study aligns with NSTA

expectations and because the candidates’ GPAs exceed the minimum requirement in their science coursework, it is clear candidates understand and can articulate the knowledge and practices of contemporary science.

5) Assessment Tool/DescriptionUndergraduate transcripts are evaluated by the graduate coordinator and

secondary science education program area leader, when necessary. These demonstrate appropriate assessment of candidates’ GPAs for science coursework and coursework itself when they apply to the Teacher Education Program.

5b) Scoring GuideAn A = 4.0, B= 3.0, C= 2.0 and D = 1.0. Candidates are required to have a

minimum of 2.75 in their science coursework. All candidates exceeded the minimum GPA requirement.

5c) Candidate Data

Grade Point Average Data for Secondary Science Program Candidates

Licensure Area Academic Year Number of Candidates

Mean GPA GPA Range

Biology 2007-2008 2 3.55 3.1-4.0

2008-2009 4 3.42 3.1-4.0

2009-2010 2 3.28 3.24-3.31

2010-2011 8

Earth Sciences 2007-2008 1 2.77 2.77

2008-2009 0

2009-2010 0

2010-2011 1 3.57 3.57

Chemistry 2007-2008 1 3.5 3.5

2008-2009 0

2009-2010 0


2010-2011 0

Physics 2007-2008 0

2008-2009 0

2009-2010 0

2010-2011 1

PROGRAM OF STUDIES FORM

MASTERS OF SCIENCE IN EDUCATION Concentration: Curriculum and Instruction and Secondary Biology licensure combined

INSTRUCTIONS: Please complete this form and meet with your academic advisor for signatures within your first 12 semester hours of graduate course work. Changes in your program of study must be requested and approved using the Change of Program of Study form http://www.radford.edu/gradcollege/current_students/petprogch.pdf

Student Name

ID Number

RU Email Phone Number

Date of Entry into Program

Catalogue Year

Candidates are responsible for ensuring that they successfully complete all of the licensure requirements and Radford University’s Teacher Education Program in order to be recommended by Radford for a Virginia license. Any modifications to the requirements listed must be made in writing, signed by the advisor, and attached to this program of study. The original program of study and the Transcript Review Form and written record of any modifications must be submitted with the Application to the Teacher Education Program and with the Application for a Virginia License. Requirements for licensure include: content area requirements, professional studies requirements, and professional teachers’ assessment requirements (e.g. VCLA, Praxis I, II, and VRA)

Content Area Deficiencies (for licensure)Completed a minimum of 32 semester hours, including: anatomy and physiology, genetics/molecular biology, botany, zoology, ecology, and other biology consistent with the competencies for the endorsement. Courses must be listed on the Transcript Review Form (see final pages of this document for Transcript Review Form)_______ Met


_______ Not Met. If not met, then courses needed are listed below:

Within first 9 graduate hours, you must take the following courseDept. No. Title Credits Category this course

falls intoSemester Grade

EDEF 606 Educational Research 3 Masters common core category

Follow the above courses with those listed on the next pages in the order presented.

Courses Credits Category this course falls into

Semester Grade

EDEF 600 Child and Adolescent Development 3 licensure

EDEF 607 Foundations of Education 3 Masters common core category

EDSP 504 Introduction to Special Education for Secondary Educators 3 Masters Special

Education category

Admission the Teacher Education Program is a prerequisite to register for all of the following courses. Requirements for admission include: completion of the application form; documentation of 50 hours of observation/participation with learners; 2.75 GPA over all college work and over all work

at RU and over professional studies courses; passing scores on Praxis I (or 1100 or more on SAT), Praxis II, and the Virginia Communication and Literacy Assessment (VCLA). See Field Experiences

Office, PH113.

EDRD 630 Teaching Reading in the Content Areas

3 Masters Reading category

EDET 620 Educational Technology: Applications, Applied Research and Integration

3 Masters common core course

EDUC 506 Teaching and Learning Science

3 Masters Teaching and Curriculum

Development category

EDUC 639 field experience– Grades 6-123

licensure

EDUC 640 Internship in Teaching (student teaching) 6 Masters elective

category (all 6 credits)

Continued on next page


Additional courses needed to finish the Masters

Dept. No. Title Credits Category this course falls into

Semester Grade

EDUC 670 Multicultural Perspectives

3 Masters common core category

Student chooses class from approved list of

options in consultation with advisor

Choice:

3 Masters Assessment and Evaluation

category

Additional Requirements: Comprehensive examinations (written product choice and oral feedback meeting)

Expected Semester of Graduation?

Student Signature: _________________________________________ Date: _____________________

Advisor Signature: _________________________________________ Date: _____________________

Program Coordinator Signature: ______________________________ Date: _____________________

Dean, Graduate College Signature: ____________________________ Date: _____________________

Student Name______________________________ ID #_____________________

Transcript Review Form: Biology SecondaryCompleted by __________________________________

Applicants’ transcripts will be officially reviewed by a Radford University faculty member after the student has applied to the College of Graduate and Professional Studies. The graduate college sends the materials from the applicant’s file to the School of Teacher Education and Leadership, so it is very important for the applicant to submit transcripts of all college-level work completed at regionally-accredited institutions. Individuals interested in exploring the possibility of pursuing a teacher education program who wish to find out how many of the requirements they have or have not met in the content area can also use this Transcript Review Form to unofficially review their own academic records.

a minimum of 32 semester hours in biology, to include the following:Subject area Dept. No. Title of course (s) Credits

earnedSem/Year taken or planning to take

Grade


Anatomy and Physiology

Genetics/Molecular Biology

Botany

Zoology

Ecology

Other Biology:

Understanding of the knowledge, skills and processes of the four core science disciplines as defined in the Virginia Science Standards of Learning: Has student taken coursework in each of these areas, regardless of what science licensure he/she is seeking?

_________Physics_________Chemistry_________Earth Science_________Biology

Questions regarding whether or not courses meet the content area requirements or any other course category should be directed to the MS in ED Program Coordinator. Any such questions need to be accompanied by a full course description (usually available in the course catalog of the institution where class was taken).

PROGRAM OF STUDIES FORMMASTERS OF SCIENCE IN EDUCATION

Concentration: Curriculum and Instruction and Secondary Chemistry licensure combined


Student Name

ID Number




Catalogue Year


Content Area Deficiencies (for licensure)Completed a minimum of 32 semester hours, including: inorganic chemistry, organic chemistry, physical chemistry, and analytical chemistry, and other preparation consistent with the competencies for the endorsement. Courses must be listed on the Transcript Review Form (see final pages of this document for Transcript Review Form)c_______ Met







Semester Grade




Education category




Office, PH113.









licensure



Continued on next page Additional courses needed to finish the Masters


Semester Grade





Choice:


category








Student Name______________________________ ID #_____________________

Transcript Review Form: Chemistry SecondaryCompleted by __________________________________


a minimum of 32 semester hours in chemistry, to include the following:Subject area Dept. No. Title of course (s) Credits


Grade

Inorganic Chemistry

Organic Chemistry

Physical Chemistry

Analytical Chemistry

Other chemistry:

Understanding of the knowledge, skills and processes of the four core science disciplines as defined in the Virginia Science Standards of Learning: Has student taken coursework in each of


these areas, regardless of what science licensure he/she is seeking?




Concentration: Curriculum and Instruction and Secondary Earth Science licensure combined


Student Name

ID Number



Catalogue Year


Content Area Deficiencies (for licensure)Completed a minimum of 32 semester hours in Earth Sciences, including: 18 semester hours of geology, oceanography, meteorology, and astronomy, and other preparation consistent with the competencies for the endorsement. Courses must be listed on the Transcript Review Form (see final pages of this document for Transcript Review Form)


_______ Met







Semester Grade




Education category



Office, PH113.









licensure




Continued on next page

Additional courses needed to finish the MastersDept. No. Title Credits Category this course






Choice:


category








Student Name______________________________ ID #_____________________

Transcript Review Form: Earth Science SecondaryCompleted by __________________________________


32 hours in Earth Science, including:Subject area Dept. No. Title of course (s) Credits


Grade

18 hours in geology

Oceanography

Meteorology

Astronomy

Other:






Concentration: Curriculum and Instruction and Secondary Physics licensure combined


Student Name

ID Number



Catalogue Year


Content Area Deficiencies (for licensure)Completed 32 semester hours in physics, including mechanics, electricity and magnetism, and optics and other preparation consistent with the competencies required for the endorsement. Courses must be listed on the Transcript Review Form (see final pages of this document for Transcript Review Form)_______ Met








Semester Grade




Education category


at RU and over professional studies courses; passing scores on Praxis I (or 1100 or higher on SAT), Praxis II, and the Virginia Communication and Literacy Assessment (VCLA). See Field Experiences

Office, PH113.









licensure



Continued on next page Additional courses needed to finish the Masters


Semester Grade





Choice:


category








Student Name______________________________ ID #_____________________

Transcript Review Form: Physics SecondaryCompleted by __________________________________


32 semester hours in physics, including mechanics, electricity and magnetism, and optics and other preparation consistent with the competencies required for the endorsement.

Subject area Dept. No. Title of course (s) Credits earned

Sem/Year taken or planning to take

Grade

MechanicsElectricity

Magnetism

Optics





SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE

Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) science content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions in the teaching of science, and (3) student learning in science.

(response limited to 3 pages)

SECTION VI—For Revised Reports Only

Describe what changes or additions have been made in the report to address the standards that were not met in the original submission. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report are available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4


ATTACHMENT ACandidate Information

Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master’s, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary.

Program:

Academic Year

# of Candidates Enrolled in the

Program

# of Program Completers15

Program:

Academic Year


Program

# of Program Completers

Program:

Academic Year


Program

# of Program Completers

15 NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.



ATTACHMENT BFaculty Information

Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program.

Faculty Member Name

HighestDegree, Field, &

University16

Assignment: Indicate the role of the faculty member17

Faculty Rank18

Tenure

Track (Yes/No)

Scholarship,19 Leadership in Professional Associations, and Service: 20 List up to 3 major contributions in the past 3

years 21

Teaching or other

professional experience inP-12 schools22

Tricia Easterling

ED.d. Curriculum and InstructionUniversity of Memphis

Program Leader; Instructor for Science Methods and Clinical Supervision

Assistant

Yes

16 e.g., PhD in Curriculum & Instruction, University of Nebraska17 e.g., faculty, clinical supervisor, department chair, administrator18 e.g., professor, associate professor, assistant professor, adjunct professor, instructor, administrator19 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.20Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission.21 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program22 Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.


ATTACHMENT CNames of Programs*

Degree Level Grades of License

Model of Program

Disciplines

Undergrad 7-12 Dual-field Bio, ChemGraduate 7-12 Single-field Bio, Chem,

Physics

*Examples in Italics


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