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2d. FINDINGS AND INTERPRETATIONS CONTENT – KEY ASSESSMENTS 1 & 2 All candidates who completed the Secondary Social Science and Secondary History programs demonstrated strong performance on the Nebraska Educator Standards: Content Knowledge as evidenced by the mean GPA of 3.39 on Social Science endorsement coursework and the mean GPA of 3.45 on History endorsement coursework. Faculty used the mean GPA to compare data and to determine patterns or trends. The candidate data above does not indicate a specific area of weakness. Post-baccalaureate scores were consistent with the traditional undergraduate completers. Since data indicates that Secondary Social Science and Secondary History candidates are prepared to teach Social Science/History content, no programs changes have been made based on this assessment data. The data documents the mean performance level of the candidates on criterion INQ 5 and INSP 3 on the Grace Student Teaching Evaluation. All candidates achieved an average rating of 3.5 to 3.8 on these criterions. Post-baccalaureate scores were overall consistent with the traditional undergraduate completers. Consistent weaknesses in candidate performance on criterion are not evident. Candidates’ strong performance on these assessments indicates that candidates have the knowledge, skills, and dispositions relating specifically to Nebraska Educator Standards: Content Knowledge. Faculty believes the any differences in criterion means are attributed to a few weak candidates. Due to the small number of candidates in the program, it was easy for faculty to identify the candidates who are weak in content areas. Weak candidates are provided support through the Grace University Academic Resource Center (ARC) and/or provided a plan for remediation in the areas of weakness. The candidates who do not meet set expectations or program gateways are exited from the program. LEARNER/LEARNING ENVIRONMENT Candidates who completed the Secondary Social Science and Secondary History programs scored consistently well on the Classroom Management and Discipline Plan and the Student Teaching Evaluation for the criterion related to Learning and Learning Environments. Post-baccalaureate scores were slightly higher than the traditional undergraduate completers’ scores on the Student Teaching Evaluation. Candidates’ overall strong performance indicates that candidates have the knowledge, and skills relating specifically to the Nebraska Educator Standards: Learner/Learning Environment. Faculty used the mean score to compare data and to determine patterns or trends. The candidate data above does not indicate a specific area of weakness. Since data indicates that Secondary Social Science and Secondary History candidates perform well on the Learner/Learning Environment criterions, no program changes were made based on the assessment data. INSTRUCTIONAL PRACTICES All candidates who completed the Secondary Social Science and Secondary History programs scored consistently well on the Exemplary Unit Plan and the Student Teaching Evaluation for the criterion related to Instructional Practices. Post-baccalaureate scores were consistent with the traditional undergraduate completers’ scores on the Student Teaching Evaluation. Completers were particularly strong on INST 10: Demonstrates proper use of technology. Consistent weaknesses in candidate performance on criterion are not evident.

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Candidates’ overall strong performance indicates that candidates have the knowledge, and skills relating specifically to the Nebraska Educator Standards: Instructional Practices. Faculty used the mean score to compare data and to determine patterns or trends. The candidate data does not indicate a specific area of weakness. Since data indicates that Secondary Social Science and Secondary History candidates perform well on the Instructional Practices criterions, no program changes were made based on the assessment data. Qualitative data and candidate struggles indicated a need for a consistent and standardized Unit Plan format across the Teacher Education Department. A standardized format was developed in fall 2013 and implemented in spring 2014. Faculty anticipates higher candidate performance and greater candidate satisfaction ratings with the Unit Planning process. INSTRUCTIONAL PRACTICES - IMPACT ON STUDENT LEARNING Secondary Social Science and Secondary History candidates performed well on the Teacher Work Sample. Candidates’ overall strong performance indicates that candidates have the knowledge, and skills relating specifically to the Nebraska Educator Standards: Instructional Practices. Faculty used the mean score to compare data and to determine patterns or trends. The candidate data above does not indicate a specific area of weakness. Post-baccalaureate scores were consistent with the overall traditional undergraduate completers. Since data indicates that Secondary Social Science and Secondary History candidates perform well on the Instructional Practices criterions, no program changes were made based on the assessment data. The changes in the Nebraska Educator Standards indicated a need for an updated Teacher Work Sample, with a stronger component to document the candidate’s impact on student learning. The new project guidelines were developed and piloted in spring 2014. Faculty anticipates lower performance this semester due to the increase in expectations. Final project guidelines will be established based on the performance data for spring 2014 and implemented fall 2015. PROFESSIONAL RESPONSIBILITY All candidates who completed the Secondary Social Science and Secondary History programs scored consistently well on the Student Teaching Reflective Essay and the Student Teaching Evaluation for the criterion related to Professional Responsibility. Post-baccalaureate scores were consistent with the traditional undergraduate completers’ scores, performing well on both assessments. Candidates scored significantly higher on the Student Teaching Evaluation criterions, scoring “Exemplary” or very close to “Exemplary.” Consistent weaknesses in candidate performance on specific criterion are not evident. Since data on the Student Teaching Evaluation for the Secondary Social Science and Secondary History completers indicate that candidates perform well on the Professional Responsibility criterions, no program changes were made based on this assessment data. Data collected 2011-2012 across all Teacher Education programs indicated the lack of interest and value in the Student Teaching Reflective Essay assessment, which prompted faculty intervention. This assessment is currently in development to improve the structure, clarify expectations in a formal way. The rubric is being revised as well. The new Student Teaching Reflective Essay assessment is scheduled for administration in fall of 2014. OVERALL PROFICIENCY – EMPLOYER SURVEY Data was not reported for the Employer Survey because there were zero completed assessments. Generally, Secondary Social Science and Secondary History completers appear to be well prepared for the classroom in all areas based on qualitative, informal data. The efforts of the Nebraska Department of Education to connect

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Teacher Preparation Programs with employers of graduates should increase the potential for obtaining this data in the future. OVERALL PROFICIENCY

Candidates who completed the Secondary Social Science and Secondary History programs demonstrated Overall Proficiency on the Nebraska Educator Standards by scoring consistently well on the Teacher Education Portfolio. Candidates’ overall strong performance indicates that candidates have the knowledge, skills, and dispositions relating to the Nebraska Educator Standards. The efforts of the new employee in the Teacher Educator Coordinator position have improved departmental communication and motivation related to all program assessments. Post-baccalaureate data is now consistently collected, which will provide more data to base decisions and program changes.

PROGRAM CHANGES AND IMPROVEMENTS The program changes and improvements since the last Program Review has primarily been department wide, across all endorsement programs. Improvements to specific Key Assessments were noted above. Additionally, all departmental assessments are in the process of being standardized to reflect the same rubric scale. As indicated in the Data Tables, the scale for the assessments ranged from 3.0 to a 5.0 scale. This has made data cumbersome to compare, as well as fostered uncertainty in candidates due to varying expectations. Fall 2014 should see implementation of all new rubrics designed with a 4.0 scale: 4 = Exemplary, 3 = Proficient, 2 = Developing, 1 = Needs Intervention. The Teacher Education Coordinator has had four different employees in the position since the last review, and in the last 3 years. This has proven to be the largest issue with data collection and data analysis. Some individuals were less competent in the position than others. Some data was apparently lost, mainly specific criterion performance scores. In fall 2013, Grace University subscribed to an internet database designed for collecting assessment data, called Chalk & Wire. Over the course of the 2013-2014 year, the program assessments are updated and loaded into the Chalk & Wire system. Spring 2014 is the pilot and training semester for the Teacher Education candidates and faculty. All spring semester assessments are being submitted and graded in Chalk & Wire. Candidates submit projects, which builds into their personal electronic portfolio. Faculty assesses the projects in the Chalk & Wire system, which builds the assessment database. This allows assessment reports to be generated using multiple and varied statistical analyses. This allows faculty to obtain information on overall performance as well as candidate performance on specific assessment criterions. Disaggregated data is also obtained using the Chalk & Wire system. Faculty anticipates this will improve data analysis efforts and information obtained to base departmental decisions and improvements. Data collection will become more automated and less subject to employee error. Faculty believes the program improvements have been beneficial in effectively preparing the candidates for classroom teaching. Data results from program assessments as well as qualitative information related to this process support this conclusion. Although faculty are always seeking to continue improving candidate learning, student learning, and program effectiveness, faculty overall are satisfied with program advancements and believe the Grace University Teacher Education program appropriately prepares Secondary Social Science and Secondary History candidates with the knowledge, skills, and dispositions needed to make a positive effect on student learning.

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Changes in programs and offerings are made as a result of discussion of the unit faculty and data sources (both formal and informal) before final decisions are made. Major program shifts and changes are discussed with the Professional Advisory Team consisting of teachers, principals, and superintendents in the local Omaha area. Program changes are encouraged by the university at the decision-making level of the department. Any curricular changes are required to be submitted to the Curriculum Committee and presented to the faculty as a whole. Program Changes at the Initial Level since 2008 Expanded endorsement areas were initiated in the content areas of PE, Early Childhood Education and

Theater Supplemental to offer more endorsement choices for candidates. ED 416 Content Reading Across the Curriculum was added to the secondary endorsement areas to provide

opportunity for candidates to learn more literacy strategies for content area teaching. School Partnerships were explored with three area diverse K-8 Catholic schools: All Saints, Holy Name, and

Sacred Heart. Candidates and faculty worked together to K-8 teachers in a lab school-type setting developing relationships between the college classroom and the K-12 classroom. The goal is to provide professional development for the schools while providing an authentic practicum setting for candidates with more regular visitation from faculty. A relationship was also established with the South Omaha Language Center to allow all candidates to work with ELLs in a community setting.

Chalk and Wire, an electronic portfolio system, was implemented university-wide and has allowed the Teacher Education data system to provide a way to seamlessly collect data from the learning management system, It’s Learning, and upload the data to Chalk and Wire. This is aligned with the Conceptual Framework and 400+ different data pieces collected during the candidate’s time in the program.

Technology additions were made to the department including iPads for all faculty and administrative personnel, Apple TV to all classrooms, and a portable ELMO device for use in classrooms.

The Academic Resource Center (ARC) was expanded to include tutoring for ELL candidates, study sessions for candidates requesting extra help, and candidates with academic issues. Study sessions were also created for Praxis I and II tests. Study guides are being purchased for the expanded content area Praxis tests that will be required in the next year.

Since 2008, an additional faculty member was added to the graduate level program. Program Changes at the Post-Baccalaureate level since 2008 Fast Track to Teaching was re-designed to become the MAT program with permission from the Higher

Learning Commission (Fall, 2013). MSEd in Curriculum and Development as added with a specialty in Multicultural schools. The degree also

includes an online ELL endorsement. Permission for Master’s degree expansion was granted by the Higher Learning Commission (Fall, 2013).

Grace University has added 1 new full-time graduate faculty member since 2008 to accommodate the two new Master’s degree programs.

Program Changes planned beginning fall 2014 An extensive review of the program is planned with a curriculum-mapping project that will align curriculum

to the new InTASC standards and allow the unit to see the progression of pedagogical concepts and content across the program.

Increases in resources have been requested from the university administration to update the curriculum lab and to add curriculum samples for new endorsement areas.

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Expansion of Master’s programs with a contract agreement with a recruitment service may allow us to expand our MSEd’s concentration areas.

Exploration of a Special Education endorsement offering is being studied to allow more variety in the endorsement areas.