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Program Report for the Preparation of Social Studies TeachersNational Council for Social Studies (NCSS)

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

C O V E R S H E E TInstitution: Radford University State: Virginia

Date submitted: August 2010

Name of Preparer: R. Kolenbrander

Phone: (540) 831-6158 Email: [email protected]

Program documented in this report:Name of institution’s program (s): Secondary Social StudiesGrade levels for which candidates are being prepared: 6-12Degree or award level: Bachelor of ScienceIs this program offered at more than one site? □ No

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

Title of the state license for which candidates are prepared

Program report status: Initial Review

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?

□ Yes

Program Report Template—NCSS 1

GENERAL DIRECTIONS

To complete a program report, institutions must provide evidence of meeting NCSS standards based on data from 6-8 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?

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 6-8 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:

2 Program Report Template--NCSS

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 NCSSWho Should Submit Program Reports:Programs that prepare middle and secondary school teachers in comprehensive social studies and/or the individual disciplines of history, geography, civics and government, economics, and psychology should respond to these guidelines.

NCSS National Recognition Decision Rules:The National Council for the Social Studies has not prioritized its Standards, nor has it set minimal expectations for achievement of “national recognition”. However, it must be pointed out that each of Standards 1.1 through 1.10, as well as Standards 2.1 through 2.5, if applicable, specify four evidence requirements: content knowledge, assessment of candidate knowledge of content, licensure testing, and performance evidence. Standards 3.1 and 3.2 have only programmatic evidence requirements. Please note that the NCSS recognizes programs and assesses the quality of reported candidate success, but it does not assess the success of individual candidates. The NCSS expects the following of all institutional reports:

Standards 1.1 through 1.10 and 3.1 and 3.2 must be completed satisfactorily by all programs. However, licensure testing evidence is only required where state licensure examinations have sub-tests applicable to Standards 1.1 through 1.10. For instance, the PRAXIS II: Social Studies Content examination contains five sub-tests applicable to Standards 1.1 through 1.10. State licensure examination sub-tests may relate to only about half of the ten thematic standards. Each program is expected to demonstrate content, candidate knowledge, and performance evidence for Standards 1.1 through 1.10. Standards 3.1 and 3.2 expect only programmatic evidence.

In addition, programs that qualify candidates for specialty licenses within the social studies must complete Standards 2.1 through 2.5, showing content, candidate knowledge, licensure testing, and performance evidence as appropriate to the specialty emphasis for which it offers state licensure.


http://www.ncate.org/institutions/programStandards.asp?ch=4

http://www.ncate.org/institutions/process.asp?ch=10

http://www.ncate.org/institutions/process.asp?ch=10

NATIONAL COUNCIL FOR THE SOCIAL STUDIESDecision Rules Chart

Standards 1.1 1.2

1.3 1.4 1.5

1.6 1.7

1.8 1.9

1.10 2.1

2.2 2.3

2.4 2.5

3.1 3.2

Evidence: Content 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 1 1Assessment of Content Learning

1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 X X

If PRAXIS 1 1 1 1 1 1 1 X X 1 2 2 2 2 2 X XIf State Licensure Test

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 X X

Planning 4 4 4 4 4 4 4 4 4 4 2 2 2 2 2 X XPerformance 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 X XAssessment 4 4 4 4 4 4 4 4 4 4 2 2 2 2 2 X X

1 = Required2 = Required, if part of specialty state license in social studies3 = Required, if part of state licensure test4 = May not necessarily be described standard-by-standard X = NOT required

Additional Assessment Types (beyond the first 5 required types) required by NCSS:

None

Other specific information required by NCSS only:None

Will this SPA accept grades:All SPAs will accept course grades as one of the 6 to 8 key assessments. Instructions for documenting course grades has been standardized for all SPAs. These instructions are on the NCATE web site on the Program Resources page at the following URL:

http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90

Other resources are available on the NCSS web site at:http://www.ncss.org/NCATE/


SECTION I—CONTEXT

Provide the following contextual information: 1. Description of any state or institutional policies that may influence the

application of NCSS standards. [Response limited to 4000 characters] (Page 6)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] (Page 6)

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] (Page 7-8)

4. Description of the relationship1 of the program to the unit’s conceptual framework. [Response limited to 4000 characters] (Page 9-10)

5. Indication of whether the program has a unique set of program assessments and their relationship of the program’s assessments to the unit’s assessment system2. [Response limited to 4000 characters] (Page 11)

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]

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. [This information may be provided as an attachment from the college catalog (not the complete catalog) or as a student advisement sheet.]

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. 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 Information Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. [A copy of the Faculty chart is included as Attachment B at the end of this document.]1 The response should describe the program’s conceptual framework and indicate how it reflects the unit’s conceptual framework2

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.


1. Description of any state or institutional policies that may influence the application of NCSS standards. [Response limited to 4000 characters]

Candidates in the Secondary Social Studies program take the 35 hours of general education courses required by Radford University. They obtain their major in Social Science with the teaching option. The Social Science major is housed in the History Department. The Social Science Oversight Committee determines the requirements for the major. The Oversight Committee consists of faculty from the History, Political Science, Economics, and Geography departments and the Social Science education professor. The Oversight Committee has examined student success on the Praxis II exam, requirements of the State Department of Education, and what they believe a well prepared Social Studies teacher needs to understand.

Secondary Social Studies teachers in Virginia typically teach courses in U.S. and World History and Geography as well as U.S. Government. Thus, candidates concentrate on those four areas of content as do the state requirements.

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]

During their senior year candidates take part in two clinical experiences. During the fall semester, while taking four professional education courses, they are placed with a middle school Social Studies teacher for seven weeks and a high school Social Studies teacher for seven weeks. They are required to be with their assigned teacher all day Monday and Wednesday, and Friday mornings.

During the Spring semester, candidates take EDUC 442. It meets Monday and Wednesday for the first four weeks and have two full day seminars later in the semester. Candidates spend Tuesday, Thursday, and Friday with their assigned mentor teacher during this period. Beginning in early/mid-February, candidates begin to take over their mentor teacher’s classes; and generally by mid-March they have taken over the mentor teacher’s full class load which they maintain until the last week of the semester.

EDUC 441. Field Experience for Grades 6-12. (3-6)Prerequisites: Admission in the TeacherEducation program. Corequisite: EDET 445, EDRD 416, EDUC 440 and EDSP 404This field experience is taken in conjunction with EDUC 440 Teaching Grades 6-12(Social Science). It is intended for the pre-service content area teacher to learn the secondary adolescent culture and to develop and practice skills appropriate for these learners. Students spend all day Monday and Wednesday and Friday morning with their assigned teacher for seven weeks at a Middle School and seven weeks at a High School.

EDUC 452. Student Teaching


Grades 9-12. (12) Prerequisite: Meet eligibility for studentTeaching.A clinical experience in grade levels 9-12 for persons seeking certification to teachsecondary schools. Begins with observation and culminates in assumption of fullresponsibility in the classroom. Pass/Fail.

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]

I. CRITERIA AND PROCEDURES FOR ADMISSION AND RETENTION IN THE TEACHER EDUCATION PROGRAM

Minimum Criteria for Admission to the Teacher Education ProgramCriteria for admission and retention in the Teacher Education Programs fall into three areas: academic excellence, basic proficiency skills, and professional qualities and interpersonal skills. To meet minimum qualifications for admission to the Teacher Education Program, a student must: Have earned a minimum 2.75 GPA over all college work, a minimum 2.75 GPA on

all work at Radford University, and a 2.75 GPA in coursework comprising the major; Have successfully completed departmental prerequisites for admission (see your

advisor); Have successfully completed the departmental screening procedures (information

available in academic departments); Have completed a Speech/Language/Hearing screening conducted by the RU

Speech Clinic; For full admission: have met the basic proficiency requirements for admission to

teacher preparation programs (Praxis I, SAT, or ACT scores) and have passing scores on the exams required for licensure (Praxis II and VCLA;

Have met basic requirements for licensure in Virginia; Demonstrate behavior in conformance with the Code of Ethics of the National

Education Association; Not have committed serious violations of Radford University policies and codes of

conduct (see Radford University Student Handbook); Not have a record of unsuccessful performance in a teacher preparation program

prior to application to Radford University’s Teacher Education Program; Demonstrate the following professional qualities and dispositions:

Effective Oral Communication Skills Effective Written Communication Skills Attendance and Punctuality Commitment to Excellence High Quality Work Professional Dress Professional Participation and Interactions Critical thinking Collegiality Respect for Others


Initiative Positive Attitudes toward Learners Positive Response to Constructive Feedback Ability to Handle Stress/Manage Workload Commitment to Diversity and Equity

Procedures for Decisions Regarding Admission to the Teacher Education ProgramThe Professional Education Committee monitors policies and procedures regarding admission to the Teacher Education Program and retention in the Program. Professional Education faculty in the academic departments screen and recommend students for admission. The Associate Dean in the College of Education and Human Development makes decisions regarding admission to the Teacher Education Program.

InterventionWhen the University supervisors and cooperating teacher judge that an intern does not meet performance expectations outlined in the program and in the Policies and Procedures Governing Admission and Retention and that the intern could be in danger of failing or of being removed from the program, supervisory faculty may place the intern on probation. The University supervisor, cooperating teacher, and intern meet to discuss weaknesses and to outline a plan for improvement. Copies of the plan, along with documentation leading to the probation, are submitted to the Associate Dean. The intern remains on probation until he or she establishes a pattern of satisfactory progress as judged by the University supervisor in collaboration with the cooperating teacher.

Interim RemovalFaculty members, cooperating teachers, or administrators may recommend that an intern be removed from a field experience placement because of a pattern of unsatisfactory performance; or for a single severe incident such as a serious violation of policies or conduct codes; or unsafe or unprofessional behavior; or because the placement is judged to be interfering with the productive functioning of the classroom or school. The faculty supervisor makes the recommendation to the Associate Dean and notifies the intern. Cooperating teachers make the recommendation to the University supervisor. The intern does not return to the school placement during Interim Removal.

Administrative RemovalIf the faculty member recommends that the student be permanently removed from the Teacher Education Program and if the student wishes to object to this recommendation, he or she must provide a written, reasoned objection to the Associate Dean within five class days of receiving written notification. The Associate Dean will set a date within 10 class days to meet with the student and with the university supervisor. The intern and faculty member(s) may submit written information regarding the case to the Associate Dean prior to the meeting.


4. Description of the relationship3 of the program to the unit’s conceptual framework. [Response limited to 4000 characters]

A statement of beliefs and goals ofstudents, faculty, and administrators in the

Radford University/PK-12 SchoolLearning Community

A fundamental concept underlying preparation for a profession in PK-12 schools is that it is a career-long process. Thus, the first basic expectation for Radford University professional education candidates is that they demonstrate a commitment to life-long learning. Studies of experts and novices in education suggest that professional knowledge and dispositions emerge from reflected-upon experience: situated learning that takes place within an environment that values and pursues inquiry into professional practice and student development and learning. Thus a second underlying tenet in Radford University’s programs is the emphasis upon professional learning communities that promote the development and well being of PK-12 students and families, professional education candidates, and university and school-based faculty.

Programs are also designed to encourage candidates to integrate knowledge gained over time from several areas of study and experience: from candidates’ prior beliefs and understandings, from research in their fields, from the expert counsel of practitioners, from guidelines from professional organizations, and from their own study and experiences as teachers, counselors, administrators, psychologists, social workers, librarians, and other specialists.

Candidates in Radford University’s Professional Education programs are expected to demonstrate knowledge, skill, and commitment in the following areas:

ContentTeacher candidates understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. They are able to address the content in ways that motivate and engage students, using multiple modes for representing content and for assessing learning in order to meet the needs of diverse learners. Candidates pursuing advanced degrees master the content and knowledge bases particular to their advanced roles in order to provide effective leadership, support, and services for PK-12 students and teachers.

LearnersCandidates understand how students learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. They understand how students differ in their approaches to learning and can create instructional opportunities that are adapted to diverse learners. They use an understanding of individual and group motivation and behavior to create a learning

3 The response should describe the program’s conceptual framework and indicate how it reflects the unit’s conceptual framework


environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Best PracticeBest practice requires a commitment to inquiry and reflection, attention to multiple variables impacting student development and learning, and a proactive stance toward schools as learning communities. Candidates use knowledge of effective verbal, nonverbal, and media communication strategies to foster active inquiry, collaboration, and supportive interaction among students and PK-12 professionals. Candidates plan instruction and services based upon knowledge of subject matter, students, families, the community, and curriculum goals. They understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

ProfessionalismCandidates actively seek opportunities to develop professionally and to promote renewal and best practice in the learning community. Candidates are knowledgeable about and proficient in meeting professional and state standards for practitioners in their field. Candidates foster relationships with school colleagues, families, agencies and the community to support students’ learning and well being. They are able to communicate effectively and sensitively with families about school programs and about the progress of their students, and are successful in engaging families in the education of their students.


5. Indication of whether the program has a unique set of program assessments and their relationship of the program’s assessments to the unit’s assessment system4. [Response limited to 4000 characters]

SECTION II— LIST OF ASSESSMENTSName of Assessment5 Type or

Form of Assessment6When the Assessment

Is Administered7

1 [Licensure assessment, or other content-based assessment]

Praxis II

State Licensure Test Before Admission

2 [Assessment of content knowledge]Departmental Screening

Department recommends from History Department and Secondary Education

Before Admission

3 [Assessment of candidate ability to plan, programs, interventions, etc.]Lesson/Unit Plan

Class Assignment EDUC 440 (Fall) and in EDUC 442 (Spring), Early Field Experience and Student teaching

4 [Assessment of candidate’s ability to implement—e.g., student teaching, clinical experiences, etc. Early field experienceStudent Teaching Evaluation

Evaluation Form Spring Internship (EDUC 452) & EDUC 442

5 [Assessment of impact on student learning]Assessment of Student Learning

Class Assignment In EDUC 442

4

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 2.5

Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.6 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).7 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).


Name of Assessment Type or Form of Assessment

When the AssessmentIs Administered

6 [Assessment of candidates’ professional characteristics and dispositions]Professional Dispositions

Disposition form and faculty inputFall semester

During pre student teaching semester


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]

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. [This information may be provided as an attachment from the college catalog (not the complete catalog) or as a student advisement sheet.]

Social Science MajorThe Social Science program at Radford University is an interdisciplinary major. The core social science disciplines of history, political science, geography, and economics provide for the systematic study of human behavior and relation-ships across time, cultures, and space. Its broad-based, comparative approach equips students with a wide knowledge base in a variety of subject areas. The teaching licensure option for this major gives students the ability and skills needed to teach in each of the disciplines that comprise the program of study. Interdisciplinary study in the social sciences provides students with the opportunity to engage issues of racial, class, and gender diversity, while equipping them to function effectively in a world that increasingly demands good global citizenship. Graduates in this area demonstrate the ability to understand and engage the world in its many facets, and appreciate fast-paced changes in economics, values, and technology.

Undergraduate Program: Two options are offered in the major: Teaching & Non-Teaching. Students intending to teach in the public schools should choose the Teaching Option. Requirements in this option total 45 se-mester hours distributed as follows: History 21 hours; Political Science 12 hours; Geography 6 hours; Economics 6 hours. Students choosing the Non-Teaching option will complete 51 semester hours in the major including the following: History 18-24 hours; Political Science 12-18 hours; Geography 6 hours; Economics 3 hours; and Sociology/Anthropology 6 hours.


With courses that have an international and intercultural perspective, and through their interdisciplinary approach, the social sciences encourage lifelong learning and intellectual adaptability. Graduates consistently demonstrate knowledge of a variety of relevant academic methods and avenues of inquiry such as analysis, research, and oral and written communication skills. These skills have wide application in a rapidly evolving economy and society. They also equip graduates with the necessary training to succeed at teaching, in gradu-ate and professional schools, and in government and business employment.

Teacher Licensure: In addition to completing requirements in the Social Science major (Teaching Option), those intending to teach in the public schools must also complete all specified courses and requirements in the department of Education. Those intending to acquire teaching certification should make application for admission into the Teacher Education Program during their junior year and must go through Teacher Screening. In preparation for this, students must put together a portfolio for presentation to the review commit-tee.

B.A. and B.S. Degrees: Social Science majors with the Non-Teaching option will pursue either a Bachelor of Science or a Bachelor of Arts degree. The B.S. option requires selection of 6-8 additional hours of coursework from the department approved list. The Bachelor of Arts option requires 12 hours in a foreign language; credit for up to 6 hours, based upon proficiency level, can be gained from secondary school foreign language courses.

Advising: Each major will be assigned an advisor from among the History faculty. Every student is expected to meet with their adviser periodically (at least once each semester) to discuss their overall pro-gram of study and to assess their progress toward a degree. Students pursuing the teaching licensure will also work with members of the College of Education and Human Development.

Additional Majors/Minors: The Department strongly encourages majors to consider a second major in a complementary field of the social sciences (Political Science, Geography, Economics), and if not a double major, then at least a minor in one or more of those fields.


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. 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.]

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. 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: Secondary Social Science

Academic Year

# of Candidates Enrolled in the

Program

# of Program Completers

2007-2008 19 142008-2009 15 122009-2010 18 17


9. Faculty InformationDirections: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. [A copy of the Faculty chart is included as Attachment B at the end of this document.]

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, & Universit

y

Assignment: Indicate the role of the

faculty member

Faculty Rank

Tenure Track (Yes/No)

Scholarship, Leadership in Professional Associations, and

Service: List up to 3 major contributions in the past 3 years

Teaching or other professional experience in

P-12 schools

R. Kolenbrander Ph.d Ed, Kansas State U

Professor & Coordinator

Full High School Teaching

A.M. Roberts Ph.d Va. Tech

Professor Asst. Yes Middle and High School Teaching

D. Minarik ABDV.T.

Professor Asst. Yes High School Teaching

M. Dunleavey Ph.d UVA

Professor Asst. Yes

D. Langrehr Ph.d Fla. State

Professor Asst. Yes

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.Service 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.


SECTION II— LIST OF ASSESSMENTS

In this section, list the 6-8 assessments that are being submitted as evidence for meeting the NCSS 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 Assessment8 Type or Form of Assessment9

When the AssessmentIs Administered10

1 [Licensure assessment, or other content-based assessment]

Praxis IIState Licensure Test Before Admission

2 [Assessment of content knowledge in social studies]Departmental Screening

Department recommends from History Department and Secondary Education

Before Admission

3 [Assessment of candidate ability to plan instruction]Lesson/Unit Plan

Class Assignment EDUC 440 (Fall) and in EDUC 442(Spring), Early Field Experience and Student Teaching

4 [Assessment of student teaching]Student Teaching Evaluation Evaluation Form Spring Internship (EDUC 452) &

EDUC 4425 [Assessment of candidate effect on student

learning]Assessment of Student Learning

Class Assignment In EDUC 442

6 Additional assessment that addresses NCSS standards (required) ]Professional Dispositions

Disposition form and faculty input Fall semester

During pre-student teaching semester

8 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.9 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).10 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).

SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS

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

NCSS STANDARD APPLICABLE ASSESSMENTS

FROM SECTION IITHEMES1.1 Culture and Cultural Diversity. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of culture and cultural diversity.

X#1 X#2 □#3 □#4

□#5 □#6 □#7 □#8

1.2 Time, Continuity, and Change. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of time, continuity, and change.

X#1 X#2 □#3 □#4

□#5 □#6 □#7 □#81.3 People, Places, and Environment. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of people, places, and environment.

X#1 X#2 □#3 □#4

□#5 □#6 □#7 □#8

1.4 Individual Development and Identity. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individual development and identity.

X#1 X#2 □#3 □#4

□#5 □#6 □#7 □#8

1.5 Individuals, Groups and Institutions. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individuals, groups, and institutions.

X#1 X#2 □#3 □#4

□#5 □#6 □#7 □#8



FROM SECTION II

1.6 Power, Authority, and Governance. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of power, authority and governance.

X#1 X#2 □#3 □#4

□#5 □#6 □#7 □#81.7 Production, Distribution, and Consumption. Candidates in social studies should possess the knowledge, capabilities, and disposition to organize and provide instruction at the appropriate school level for the study of production, distribution, and consumption of goods and services.

X#1 X#2 □#3 □#4

□#5 □#6 □#7 □#8

1.8 Science, Technology and Society. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology and society.

X#1 X#2 □#3 □#4

□#5 □#6 □#7 □#81.9 Global Connections. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of global connections and interdependence.

X#1 X#2 □#3 □#4

□#5 □#6 □#7 □#8

1.10 Civic Ideals and Practices. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civic ideals and practices.

X#1 X#2 □#3 □#4

□#5 □#6 □#7 □#8

SOCIAL SCIENCE DISCIPLINES2.1 History. Candidates who are to be licensed to teach history at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of history.

x#1 x#2 x#3 x#4

□#5 □#6 □#7 □#82.2 Geography. Candidates who are to be licensed to teach geography at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of geography.

x#1 x#2 x#3 x#4

□#5 □#6 □#7 □#8



FROM SECTION II2.3 Civics and Government. Candidates who are to be licensed to teach civics and/or government at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civics and government.

x#1 x#2 x#3 x#4

□#5 □#6 □#7 □#8

2.4 Economics. Candidates who are to be licensed to teach economics at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of economics.

x#1 x#2 x#3 x#4

□#5 □#6 □#7 □#82.5 Psychology. Candidates who are to be licensed to teach psychology at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of psychology

x#1 x#2 x#3 x#4

□#5 □#6 □#7 □#8

3.0 PROGRAMMATIC STANDARDS FOR INITIAL LICENSURE3.1 Course or Courses on Teaching Social Studies. Institutions preparing social studies teachers should provide and require prospective social studies teachers to complete a course or courses dealing specifically with the nature of the social studies and with ideas, strategies, and techniques for teaching social studies at the appropriate licensure level.

Information is provided in Section I, Contextual Information

3.2 Qualified Social Studies Faculty. Institutions preparing social studies teachers should provide faculty in the social studies and social studies education components of the program who are recognized as (a) exemplary teachers, (b) scholars in the fields of social studies and social studies education, and (c) informed about middle and secondary school classrooms and teaching.

Information is provided in Section I, Contextual Information


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 knowledge11

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, including12:

(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.

11 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.12 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 (Required)-CONTENT KNOWLEDGE: Data from licensure tests of content knowledge. NCSS standards addressed in this entry should include the knowledge elements of Standards 1.1-1.10 and 2.1-2.5.13 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. Documentation should include total scores plus sub-scores for the state licensure test.

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

1) Praxis II 1) This is the normed referenced national test established to evaluate knowledge in US and World History, Political Science, Economics, Geography, Behavioral Science. 2) It measures candidate’s knowledge in the content fields listed above. 3) All candidates in the program earned passing scores on the Praxis 2 exam before they allowed to student teach. 4) Since the Praxis 2 exam is a nationally normed test and Virginia has some of the highest cut off scores in the country, it serves as a valid indicator of content knowledge. 5) Assessment Documentation:

Institutional Summary ReportCode Number: 5565 Institution Name: Radford University Page:111Test Code: 0081 Test Name: Social Studies: Content

KnowledgeReport ID: 00463

Testing Period: 09/01/2007 Through 08/31/2008

Run Date: 09/11/2008

Detailed Score ReportTest Category Points

Available Range

Institution Average % Correct

State-Wide Average % Correct

National Average % Correct

I. United States History 28-29 62% 67% 63%II. World History 28-29 62% 67% 62%III. Government/Civics/Political Science

21 70% 70% 65%

IV. Geography 19-20 69% 68% 64%V. Economics 19-20 58% 60% 57%VI. Behavioral Sciences 12-13 60% 66% 64%

2008-2009 Praxis II ScoresStudent Initials

GPA Range

Overall Score

US History

World History

Govern-ment

Geography Economi-cs

Behavioral Sciences

J.A. 3.0-3.49

187 17/29 24/29 21/21 17/19 11/19 10/13

13 Standards 2.1-2.5 need not be addressed for Broad Field Social Studies Programs; these standards need only be addressed for programs that lead to teacher licensure in civics/government, economics, geography, history, or psychology.


L.B. 2.5-2.99

176 18/29 23/29 16/21 17/19 11/20 4/12

C.C. 3.0-3.49

158 13/29 18/29 12/21 11/19 7/19 6/13

K.C. 3.5-4.0 156 20/29 14/29 12/21 13/19 10/19 8/13J.E. 3.0-

3.49161 20/29 17/29 12/21 11/19 10/19 4/13

S.H. 3.5-4.0 188 22/29 23/29 17/21 16/19 13/19 10/13A.H. 3.5-4.0 170 22/29 18/29 14/21 16/19 10/19 8/13A.H. 3.0-

3.49180 24/29 27/29 16/21 16/19 9/19 7/13

M.J. 2.5-2.99

165 14/29 18/29 15/21 12/19 11/19 8/13

J.K. 2.5-2.99

177 17/29 22/29 15/21 16/19 16/19 11/13

J.M. 3.0-3.49

163 17/29 20/29 14/21 11/19 9/19 13/13

L.R. 3.5-4.0 165 18/29 16/29 16/21 10/19 12/19 6/13J.R. 3.5-4.0 172 18/29 21/29 16/21 12/19 10/19 8/13A.S. 3.5-4.0 160 17/29 12/29 14/21 10/19 9/19 6/13K.W. 2.5-

5.99170 16/29 19/29 14/21 13/19 14/19 7/13


#2 (Required)-CONTENT KNOWLEDGE: Assessment of content knowledge in the social studies or the specific social science discipline to be taught. NCSS standards addressed in this assessment could include the knowledge elements of Standards 1.1-1.10, 2.1-2.5,14 3.1, and 3.2. Examples of assessments include comprehensive examinations, course grades where the course is appropriate to a standard, grades for specific units or segments of courses when only part of a course is appropriate to a standard,15 and portfolio tasks.16


2a) Departmental Screening1) The history faculty is responsible for academic advising. Every tenured or tenure-track history faculty member is responsible for advising Social Science majors. TheHistory Department monitors through the advising process, and through liaison with the College of Education, that students are taking the right courses to meet the requirements for the major, and for licensure, as it applies to the courses for the Social Science Major (HIST, POSC, GEOG, and ECON). They refer students to the College of Education for the education courses that they would need for licensure as soon as a student decides he/she wants to pursue a teaching license. Students then meet with the Social Studies educator to clarify candidates’ questions. Also the Social Science Oversight Committee monitors the courses that are part of the program to insure that the program is aligned with College of Education and state requirements. In short, this committee facilitates self-assessment of the SS program.

For the Department Screening, first, the Department of History requires students to develop a portfolio. They have a sheet that instructs students as to the contents of the portfolio. The portfolio must include an up to date resume, and three writing samples. The three items are selected from a list of five possible. They may submit a book analysis of 2-6 pages, a term paper of five or more pages, an analytical or research paper that is based primarily on oral sources, and/or a philosophy statement (that is a philosophy of history paper, or philosophy of political science, etc.) The philosophy statement is allowed in case students do not have a copy of a paper for some of the other categories. They prefer that the students give a graded copy of the paper, so that the committee may see the professor’s comments. The three committee members who will also conduct the oral interview each read the portfolio in order to develop questions for the interview and also to assess the student’s mastery of a content area and to organize and express ideas in writing.

14 Standards 2.1-2.5 need not be addressed for Broad Field Social Studies Programs; these standards need only be addressed for programs that lead to teacher licensure in civics/government, economics, geography, history, or psychology.15 If grades are used as the assessment or included in the assessment, provide information on the criteria for those grades and describe how they align with the specialty standards.16 For program review purposes, there are two ways to list a portfolio as an assessment. In some programs a portfolio is considered a single assessment and scoring criteria (usually rubrics) have been developed for the contents of the portfolio as a whole. In this instance, the portfolio would be considered a single assessment. However, in many programs a portfolio is a collection of candidate work—and the artifacts included are discrete items. In this case, some of the artifacts included in the portfolio may be considered individual assessments.


2) The oral interview is coordinated by Dr. Mike Montgomery, and consists of Dr. Montgomery as chair of the teacher screening committee, an at large committee member, and a committee member from a discipline of the student’s choice (i.e., from HIST, POSC, GEOG, or ECON). In the oral interview the committee members assess a student’s mastery of a particular content area and the student’s ability to construct an effective verbal response. (We look for academic literacy, and connectivity, the ability to link academic knowledge to present-day issues.) The committee then fills out an assessment for each student, with an overall recommendation, that is then sent with the portfolio to the College of Education.

Students must pass PRAXIS II and have an overall 2.75 GPA and a 2.75 GPA in the major. Tracey Mattson in the LARC has developed an advising procedure to help students prepare better for the PRAXIS II.Social Studies majors have participated in the NSSE survey for the past three years.The following categories were analyzed. Overall Academic Preparation and Overall Supplemental Matter Knowledge reflect work candidates have done their first three years in college as seen by the History faculty. Dispositions reflect history faculty’s belief about candidate’s dispositions.

3) Since the faculty conducting the interviews are experts in the content, their evaluation of the students content knowledge is a valid indicator. It is not a fool proof evaluation tool, but does provide an indicator for a possible area of concern. It is also useful when concerns arise as a way to check for early warning signs.

2b) Education (Social Studies) Screening1) The secondary education (Social Studies) faculty conduct group interviews (3 to 5

students per group) The focus is on ascertaining the way students interact and express themselves, alerting students to professional expectations during the block, clarifying concerns, helping candidates consider their attitude toward the roles of teachers and students in the education process. It provides an early indication of potential disposition concerns.


#3 (Required)-PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates can effectively plan classroom-based instruction. NCSS standards that could be addressed in this assessment include the capabilities and dispositions to organize and provide instruction identified in Standards 1.1-1.10, 2.1-2.5,17 3.1, and 3.2. This assessment does not need to address all standards. Examples of assessments include the evaluation of candidates’ abilities to develop lesson or unit plans, individualized educational plans, needs assessments, or intervention plans.


3a) Lesson Plans (EDUC 440) 1) During the pre-student teaching semester candidates prepare four complete lesson plans. Teaching strategies include: direct instruction, group activity, reading strategies and technology.2) Candidates include the appropriate NCSS standards in each lesson plan objective. Throughout the lesson plan, the candidate’s understanding of the discipline and how to make content meaningful is part of the assignment. 3) An analysis of the data from the rubric for the four lesson plans showed that students scored in the Meets Expectations, Proficient and Distinguished categories close to 100% of the time. Occasionally a student would fail to include all the required information or construct an objective poorly and thus fall below Meets Expectations but that was rare. 4) The data shows that students are meeting the requirements of the Lesson Plans. 5) Attached Assessment documentation from rGrade ***.

Comparison of Lesson Plan from Fall 2008-2009 and Fall 2009-2010 U NI S P D StdDev. n

Description 1.41 0.55

15 18

Objectives 0.80 0.55

15 18

SOLs 0.41 0.67

15 18

Objectives / Activities 0.92 0.62

15 18

Activity Explanation 0.80 0.77

15 18



Student-centered activities

0.68 0.62

15 18

Method of Assessment

0.72 0.71

15 18

Performance Criteria 0.68 0.90

15 18

Quality of Writing 0.54 0.75

15 18

Overall 0.74 0.46

15 18

EDUC 440DAILY LESSON PLANS: OBJECTIVES: What do you want students to know at the end of the class period? This should be measurable. How will you know students have learned these objectives? Include objectives for the Cognitive domain, Affective Domain, and for Skill Development where appropriate. EXAMPLE: Students will be able to list the causes of World War I. Do you want them to know all the causes for the war? Better Students will be able to list five of the major causes of World War I.TEACHING STRATEGIES: Describe what will occur during the class period. This section should answer the following questions: What content will be taught and how will it be taught? What will the teacher be doing? What will the students be doing? If a discussion is planned what are the specific questions used to lead the discussion? How much time will each activity take during the class? What technology will be used and how will it be used? How does this lesson connect to student’s lives? The description should allow the reading to gain a clear understanding of what will be happening during the class. The conduct of the lesson should be aligned with the objectives, it should show how it connects with what has been learned earlier and what will be taught later.ASSESSMENT: How do you know students learned what your objectives said they would learn? What means will you use to assess what students already know about the day’s topic? (Pre-test) How will you know students have met the objectives for the lesson? (Post-test) What form will your assessment take? Remember the assessment should be directly tied to the objectives.ACCOMMODATIONS FOR SPECIAL NEEDS STUDENTS:Assume you have some students in your class with a learning disability. Provide a brief explanation about the accommodation and what the accommodation will require of the teacher. Ways to accommodate students needs include: 1. Change the timing or scheduling of an activity. 2. Change the setting of the classroom or the activity. 3. Change the presentation the teacher makes. OVERALL ASSESSMENT OF LESSON PLAN:Is the lesson appropriate for the age of the student? Is it complete? Does it provide enough


3.733

detail to inform the reader what is really going on? Does the lesson move the student beyond the simple recall level on Bloom’s Taxonomy? Are you asking students to synthesize and analyze the information? If part of the activity involves students working on a topic in groups, has the teacher provided the resources for the students to gain the knowledge the group activity requires? Does the lesson maximize the class time so the time is not wasted? For example, can you justify using a video for a complete 50 minute period?

EDUC 440Name: ___________________Lesson Number_____

RUBRIC FOR LESSON PLAN

1 2 3 4 5 1 2 3 4 5Description of the class, grade level, any unique

characteristics of class

Objectives are clear, written with strong verbs, stating what student will learn

SOLs and NCSS Themes included and appropriate

Objectives and activities are clearly connected (i.e., there are objectives for all activities and the activities will lead

students to meet objectives)

Activities explained with specific details-- another Professional could use the plan to teach the lesson; list of

materials and resources is complete

Activities are meaningful and student-centered

Method of assessment is clear—reader sees how you will decide that learning is taking place; assessment tied to

objectives

Criteria for judging performance is clear— i.e., qualities you will look for in student behavior or work are named

Quality of writing (to receive a 5, you must write with specificity and clarity and make no errors)

5=outstanding; feature is represented in clearest and most effective way, 4=good; feature is well-represented but could be given in more depth or with more clarity; 3=competent; feature is present and moderately well represented

2=feature is present but needs more development; 1=feature is only hinted at or is missing


Self-evaluation Instructor’s evaluation

3b) Unit Plan (EDUC 442)1) During the student teaching semester students also take EDUC 442. The primary requirement of this class is the development of a unit plan which students teach while student teaching. The unit plan must be for three weeks for those who teach a 50 minute period and ten days for those teaching a 90 minute block. 2) The unit plan requires students to fully plan and develop unit of study, they use NCSS themes relevant to their topic and INTASC Standards as they prepare the unit plan.3) An analysis of the data from the unit plan rubric shows all but one student in 2010 and all students in 2009 scored in the Meets Expectations or above categories. The one student in 2010 who prepared an inadequate Unit plan by his own admission failed to understand the quantity of work required to prepare a unit plan. However he clearly demonstrated his ability to plan in subsequent unit plans while student teaching and had a very successful student teaching experience.4) The data shows that the students are meeting the requirements of more advanced planning.5) Attached Assessment documents from rGrade***

Comparison of Unit Plan from Spring 2008-2009 and Spring 2009-2010 1 2 3 4 5 StdDev. n

1. Instructional objectives

0.97 1.20

12 16

2. Alignment 0.65 1.22

12 16

3. Comprehensive unit plan

0.89 0.96

12 16

4. Detail 0.84 0.96

12 16

5. Instrucional Management

0.75 1.11

12 16

6. Consideration of student needs

0.75 1.10

12 16

7. Technology 1.00 0.81

12 16

Overall 0.49 0.72

12 16


EDUC 442 Student Handout: Unit Plan The unit plan should include objectives, outline of daily activates, how you evaluate if the objectives are met and what resources you will need. The unit should cover 3 to 4 weeks (15 to 20 days). Include a cover sheet that describes the class(es), text used, grade level, etc. The unit plan should include whatever study guides, etc, are to be used. It should be typed, do not put in plastic folder.EVALUATION OF UNIT PLAN:Your unit plan will be evaluated by how well it involves your students in the learning (does it tie into today’s world), the variety of teaching strategies used, how well it demonstrates that you understand what is truly important in the unit. It should be written so completely that another teacher could teach from it.OBJECTIVES: What do you want students to know at the end of the day, week, or unit? How will you measure whether students have in fact learned the objectives? Include a method for pre-assessing what students know about the topic before it is covered, and include daily, weekly, and overall objectives for the unit.CONDUCTING THE LESSON:How will each lesson begin? How will each lesson connect with each other? Use as many different teaching techniques as you can.ASSESSMENT OF LEARNING: How will you know students have learned? Include both formal and informal evaluations.RESOURCES NEEDED:What material will you need to be able to carry out each day’s lesson? Include all handouts, transparencies, etc.TIME: Determine how much time each of the planned activities take. This is an estimate, but should serve to guide what you can do each period.STUDY GUIDES:Create whatever study guides/review sheets, etc you will use for each activity. Do NOT use worksheets from the text! They are to be made by you specifically to fit your objectives.

LECTURE: For those times when you will lecture provide a power point with appropriate maps, pictures and charts. Include discussion questions you will use to the right of each slide.

Social Studies Student Teaching AssessmentUNIT PLAN EVALUATION

Student _________________________________________ Date ___________________Rating Scale:1=the unit plan does not provide evidence of knowledge and skills in this area2=the unit plan provides minimal evidence of knowledge and skills in this area


3=the unit plan provides adequate evidence of knowledge and skills of a developing social studies teacher4=the unit plan provides evidence of knowledge and skills of a proficient social studies teacher5=the unit plan provides evidence of knowledge and skills of an accomplished social studies teacherNA= not applicable at this time

No evidence accomplishedThe unit plan and all lesson plans provide evidence of the following:

1 2 3 4 55NA

1. Unit, weekly, and daily explicit, measurable instructional objectives reflect state (SOL) and national (NCSS) standards (see Social Studies Guide).2. Objectives, instructional procedures, and assessments are aligned. Both informal and formal assessments are used.

3. Unit plan is comprehensive with fully developed lesson plan, continuity between lessons is explained.

4. Lesson plans include sufficient detail to describe what is actually to occur.

5. Instructional management (e.g., how to set up groups, how to get from one activity to the next, how to manage materials, etc.) maximizes instructional time.6. Unit plan and individual lesson plans take into account the development, abilities interests, and characteristics and needs of students.7. Technology is integrated to maximize student learning.

Overall Assessment Knowledge of Content: ________________________________________

Overall Assessment Understanding of Learners: ____________________________________

Overall Assessment Writing Skills, Organization, and Presentation: ___________________


#4 (Required)-PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. NCSS standards that could be addressed in this assessment include the capabilities and dispositions to organize and provide instruction identified in Standards 1.1-1.10 and 2.1-2.518. Only the aspects of the assessment instrument used in student teaching or the internship specifically applicable to social studies instruction should be submitted.


4) Student Teaching Evaluation1) The instrument used to evaluate the candidates’ performance measures content knowledge, disposition, and planning. The professional dispositions form is used by the secondary faculty about mid-way through the fall semester. Faculty discuss and document concerns and those concerns are discussed with the students. It measures attitude and behavior of candidate as seen by professors and mentor teachers.2) Each category in the Student Teaching Evaluation form is designed to specifically evaluate the standard. It measures behavior which can be observed related to disposition, knowledge, and planning.3) The data shows candidates are at the meets expectations level for all categories and well above meets expectations on most categories4) The instrument is designed to evaluate candidates on identified standards.5) Forms attached

Comparison of Student Teaching Evaluation Category I: Content KnowledgeSpring 2008-2009 and Spring 2009-2010

U NI S P D StdDev. n

1. Content Knowledge

0.54 0.24

8 17

2. Student Engagement

0.64 0.50

8 17

3. Understanding 0.46 0.47

8 17

4. Teaching Strategies

0.64 0.56

8 17

5. Relates content to 0.35 8



students 0.33 17

Overall 0.52 0.33

8 17

Comparison of Student Teaching Evaluation Category IV: Planning and Implementing Instruction

Spring 2008-2009 and Spring 2009-2010 U NI S P D StdDev. n

1. Instructional Plans 0.35 0.71

8 17

2. Aligns Instructions 0.54 0.60

8 17

3. Instructional objectives

0.46 0.72

8 17

4. Instructional Strategies

0.54 0.53

8 17

5. Instructional Materials

0.35 0.66

8 17

6. Student Attention 0.46 0.49

8 17

7. Clear Directions 0.46 0.39

8 17

8. Critical Thinking 0.54 0.61

8 17

9. Technology activities

0.46 0.73

8 17

10. Timely Feedback 0.46 0.66

8 17

11. Plans Assessment

0.46 0.51

8 17

12. Analyzes learning evidence

0.74 0.51

8 17

13. Uses assess. info.

0.46 0.51

8 17

14. Assists students w/ learning difficulties

0.46 0.62

8 17

15. Maintains records 0.46 0.80

8 17

16. Community resources

0.46 0.72

8 17


17. Implements instruction based on learning theory

0.38 0.62

7 17

Overall 0.35 0.44

8 17

Comparisons of Student Teaching Evaluation Form Category VI: Social Studies Content Knowledge

Spring 2008-2009 and Spring 2009-2010 U NI S P D StdDev. n

Culture and diversity 0.41 0.56

6 17

Time, continuity, and changes

0.52 0.43

6 17

People, places, and environments

0.89 0.56

6 17

Individual human development and identity

0.75 0.53

6 17

Individuals, groups and Institutions

0.75 0.71

6 17

Power, authority, and governance

0.75 0.56

6 17

Production, distribution, and consumption

0.89 0.64

6 17

Science, technology, and society

0.75 0.60

6 17

Global connections and interdependence

0.82 0.56

6 17

Civic ideals and practices

0.89 0.43

6 17

Overall 0.75 0.39

6 17

Comparison of Student Teaching Evaluation Form Category VII: Professional Characteristics and Dispositions

Spring 2008-2009 and Spring 2009-2010 U NI S P StdDev. n

Oral Communication Skills

0.52 0.33

6 17


4.059

Written Communication Skills

0.41 0.49

6 17

Attendance and Punctuality

0.00 0.39

6 17

Work Habits/Commitment to Excellence

0.52 0.33

6 17

Quality of Work 0.41 0.39

6 17

Professional Dress 0.00 0.39

6 17

Quality of Interactions and Participation (Classroom and Field Experiences)

0.00 0.51

6 17

Critical Thinking Skills

0.52 0.44

6 17

Collegiality 0.00 0.47

6 17

Respect for Others 0.00 0.24

6 17

Initiative 0.41 0.44

6 17

Attitude Toward Learners

0.00 0.44

6 17

Response to Constructive Feedback

0.41 0.24

6 17

Ability to Handle Stress and to Manage Workload

0.00 0.50

6 16

Commitment to Diversity and Equity

0.00 0.49

6 17

Overall 0.41 0.00

6 17


#5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on student learning. NCSS standards that could be addressed in this assessment include student learning elements of Standards 1.1-1.10 and Standards 2-1-2.5 19. This assessment does not have to address every standard.Examples of assessments include those based on student work samples, portfolio tasks, case studies, follow-up studies, and employer surveys.


5) Assessment of Student Learning1) The assessment of student learning assignment is used to evaluate the candidate’s ability to evaluate the relationship of what they teach and what their students learn. Candidates give a pre and post test over a lesson they taught. They conduct an item analysis of those items missed most frequently and wrote an analysis of why they thought the item was missed. What changes they would make to how they teach and/or to the test.2) The assignment is evidence candidates examined an assessment tool they created for their students and they are able to discuss how to improve the assessment tool and improve their approach to teaching.3) The data shows candidates are at the meets expectations level in all categories.4) The instrument provides a measure of candidates understanding of their students learning and that they have a basic understanding of how to modify their instruction to improve student learning.5) Attached

Comparison of Assessment of Student Learning Spring 2008-2009 and Spring 2009-2010

UN M A T StdDev. n

Quality of Test Items 1.13 1.08

12 16

Critique 0.87 0.72

12 16

Test Improvement 0.87 0.81

12 16

Using Assessment to Improve Instruction

0.94 1.00

12 16

Overall 0.79 0.62

12 16



2.438

EDUC 442: TEACHING GRADES 9-12Spring 2009”Assessment of Student Learning” Assignment

1. Name

2. Assessment Item/Virginia SOL Performance Map

Lesson or Unit Title:

Lesson Objective(s):

Virginia SOLs Addressed:

Quiz ItemsItem 1 Item 2 Item 3 Item 4 . . .

Lesson Objective Measured:

VASOL

3. Item Analysis [Correct or Incorrect Answers]x = correct answer

Reading Population Density MapsQuiz Items

Item 1 Item 2 Item 3 Item 4 Item 5 Quiz Total [%]Student 1Student 2Student 3Student 4

...

Total Students with Correct Answers [%]

ASSESSMENT OF STUDENT LEARNING (EDUC 442)RUBRIC

1. Candidate demonstrates an understanding of the principles of good test construction.

2. Candidate demonstrates an understanding of the relationship between good instruction and the assessment instrument.

3. Candidate provides specific methods for improving assessment instrument.

4. Candidate provides specific modifications to improve instruction.


Assessment of Student Learning

Name_______________________ Date__________

Unacceptable Minimal Acceptable

Target

Principles of Good Test Construction

Uses incorrect test format.

Some questions poorly written.

Most questions well written.

Questions well written and appropriate.

Relationship between good instruction and the assessment instrument

Test and content taught are unrelated.

Some questions reflect content taught.

Most questions reflect content taught.

Questions clearly reflect content taught.

Specific methods for improving the assessment instrument

Does not articulate any suggestions for improving test.

A few insignificant changes noted.

Several significant changes noted.

Specific and appropriate changes noted.

Specific modifications to improve instruction

Does not articulate ways to improve instruction.

A few modifications to instruction provided.

Several modifications to instruction provided.

Significant and meaningful modifications provided.


#6 (Required): Additional assessment that addresses NCSS standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies.


#7 (Optional): Additional assessment that addresses NCSS standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies.)


#8 (Optional): Additional assessment that addresses NCSS standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies.


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) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning.

(response limited to 3 pages)

1) Content Knowledge

On the final student teaching evaluation from (Category VI) by the University Supervisor and Cooperating Professional for both 2009 and 2010, 100% of the students were rated as meeting expectations on the area of Social Studies content knowledge (based on NCSS themes). In 2010, most categories showed a significantly higher percentage of scores at the proficient or distinguished level. On the more generic section of content knowledge, Category I again 100% of the students were meeting the expected performance level but in most areas a substantially higher percentage of students in 2010 were at the proficient or distinguished levels.

Four years ago, some students were having difficulty passing Praxis II. “In the fall of 2009, the Social Science Oversight Committee, which coordinates the constituent disciplines of the Social Science major, made a series of recommendations to revise the program. These recommendations were made with the intention of improving the preparation of students in the content areas of the major and also improving their preparation for the PRAXIS II. The committee developed a new architecture for the major after first undertaking the following work: it reviewed Virginia state standards for social studies secondary education teachers, analyzed new Virginia standard of learning objectives, studied PRAXIS II results from the previous seven years, acquired grade point average data for majors, and consulted with the College of Education Faculty responsible for supervising student teachers. The revised major, which was approved by the responsible curriculum committees at Radford University, will take effect for the incoming undergraduate class of 2010. It brings the following changes to the Social Science major:

· Three more credit hours in upper-level history core to improve the depth of student knowledge in this area.

· For the required nine hours of upper-level political science courses in the core of the major, students must pick three classes from a specific menu of American government courses. This change was made to make sure that students were taking political science courses most relevant to the work as social studies teachers.

· The requirement in economics was changed from three semester hours to 6 semester hours. In addition to ECON 105 (macroeconomics), students must now complete ECON 106 (microeconomics). This change was made to improve student preparation to understand and teach concepts in economics, and to improve their performance on the economics component of the PRAXIS II.”


2) Professional and Pedagogical Knowledge, Skills, and Dispositions

The 2009 and 2010 student teaching evaluation (Category I) form showed in the area of pedagogical knowledge, all students were at the satisfactory level or above with at least 70% of students at the proficient or distinguished level for both the university supervisor and cooperating professional.

On Dispositions (Category VII) section the university supervisors found all students were progressing satisfactorily or at the proficient level except for on student who was cited for a grammar issue. The cooperating professionals cited one student (2010) need improvement in a few categories but 93% of students were progressing satisfactorily or at the proficient level.

Three years ago, an arrangement was made to have a graduate student from Counselor Education lead a one hour a week session to build group cohesion and help candidates work through issues of concern. The result has been that candidates have been much more supportive of each other, seek advice and input from peers, and are more positive about their experiences.Additionally, the negative attitude some early cohorts had developed toward on-campus classes has been significantly diminished as the counseling students have helped the candidates work through issues and find solutions to conflicts with peers and teachers. Hopefully the skills they have learned in working together will be carried through as they begin their professional careers.

The results of three Social Studies Advisory meetings of mentor teachers resulted in strengthening the expectations for the Early Field Experiences. The time candidates spend with their assigned teaching during the Early Field Experience is now clearly defined as all day Monday/Wednesday and Friday morning. This has allowed candidates to observe and work with students throughout the week and teachers have been more willing to allow candidates to provide instruction. It also helps candidates see students throughout the week. Candidates now observe five teachers in each placement, have very specific teaching tasks to accomplish in each setting and are responsible for taking on additional teaching roles at an earlier point. Two years ago a decision was made to reduce by a few hours the time candidates spent in EDUC 442 before they began full time student teaching and that time was added to the workshop during the actual student teaching. This was done because it was clear that some of the class activities were too theoretical before candidates had actually taught. So, for instance, modification of instruction for students having difficulty in class, responding to discipline issues and strategies for working with parents were added to the workshop time after candidates were faced with the actual challenges of teaching. Role playing is used to respond to actual candidate experiences.

3) Student Learning

On the Assessment of Student Learning assignment, two students in each of the two years (‘08-‘09 and ‘09-‘10) were marked unacceptable on the “principles of good test construction”. In each instance, it was because the students used a matching exercise where they had the same number of answers as questions. In the other three categories on the rubric, a smaller percent of students in ’09-’10 were in the “partially meets” category although one candidate in ’09-’10 was marked unacceptable in the area of how to improve the assessment instrument.


Candidates continue to find challenging how to improve their instruction after their student’s performance is shown to be less than acceptable.

During spring of 2010 student teachers were asked to do a survey of their students to obtain feedback on how the student teacher was doing. This helped candidate’s focus on problems students saw in their teaching and made them aware of changed they could make to better meet students needs. Results of the surveys were discussed at one of the workshops.

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: Secondary Social Studies

Academic Year

# of Candidates Enrolled in the

Program

# of Program Completers20

2007-2008 19 142008-2009 15 122009-2010 18 17

20 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, &

University

Assignment: Indicate the role of the

faculty member

Faculty Rank

Tenure Track (Yes/No)

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

past 3 years

Teaching or other

professional experience in P-12 schools21

R. Kolenbrander

Ph.d Ed, Kansas State U

Professor & Coordinator

Full High School Teacher

A.M. Roberts Ph.d Va. Tech

Professor Asst. Yes Middle & High School Teacher

D. Minarik ABDV.T.

Professor Asst. Yes High School Teacher, non-profit civic organization

M. Dunleavey Ph.d UVA Professor Asst. Yes High School Teacher

D. Langrehr Ph.d Fla. State

Professor Asst. Yes Reading Specialist

21 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.

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