master of education in the art of teaching (mat) …

Master of Art in Teaching

MASTER OF EDUCATION IN THE ART OF TEACHING (MAT) ALTERNATE ROUTE

EFFECTIVENESS PROGRAM 2009-2010

EXPANDED STATEMENT OF INSTITUTIONAL MISSION

OUTCOMES ASSESSMENT CRITERIA

AND PROCEDURES

ASSESSMENT RESULTS USE OF RESULTS

University Mission: The mission of William Carey University is to provide quality liberal arts and professional education programs within a caring Christian academic community. The individual student is encouraged to develop his or her highest potential in scholarship, leadership, and service. The University collaborates with churches, organizations, and individuals to affirm its Baptist heritage and namesake – William Carey. Expanded Statement of Mission: 1. Provide academic programs to promote

student learning 2. Promote Christian development and

social responsibility 3. Strengthen ties with Baptist churches,

associations, and conventions 4. Provide an environment that supports

student learning 5. Strengthen organizational and

operational effectiveness 6. Strengthen financial resources Goal for Departmental Program/Unit: Education Goals: Consistent with the Interstate New Teacher Assessment and Support Consortium (INTASC) AND NCATE Standards, William Carey University seeks to prepare teachers who: 1. apply current research and technology related to the teaching-learning-assessment process; 2. respond sensitively to individual differences and diversity; 3. understand and anticipate the needs of a global society; 4. plan and implement learning experiences that support the highest level of student potential; 5. continue to reflect, refine, and revise

1. MAT interns use an understanding of individual and group motivation and behavior to build a learning environment and classroom management strategies that encourage positive social interaction, active engagement in learning, and self-motivation. (INTASC Principle 5) (WCU Goal 1:1) 2. MAT interns understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. (INTASC Principle 3) (WCU Goal 1.1)

1. As measured by the Student Teacher Assessment Instrument (STAI), the mean score of the teacher candidate population will be a 3.85 or higher on Indicators 23-28 (Classroom Environment) as observed by their University Supervisor. 2. A. As measured by the STAI, the mean score of the teacher candidate population when exhibiting skills to establish an environment adapted to diverse learners will be 3.50 or higher on Indicators 28, 29, 33, 36, 37 as observed by the University Supervisor. 2.B. When interns are observed by their principal using the EDU 635 Principal Evaluation, the total population will achieve a 3.5 or higher in 20 indicators on a 4 point Likert Scale. 2.C. As measured by the “Designing an Interdisciplinary Unit” rubric, teacher candidates in EDU 640 “Curriculum Planning”, will achieve a mean score of 3.5 (4 point Likert scale) when developing an interdisciplinary unit covering the indicators: Identified Topic, Topical Theme, Identified Concepts, Five Disciplines, Unit Overview, Generalizations, Guiding Questions, Culminating Performance Task, and Lesson Plan.


professional practices; 6. collaborate with others to promote learning; 7. Build caring, reflective decision-makers. 5. continue to reflect, refine, and revise professional practices; 6. collaborate with others to promote learning; 7. Build caring, reflective decision-makers.

3. MAT Interns are able to reflect on their professional competencies and their sense of preparation for the classroom. Through this reflection, teachers are able to plan their future professional development. (INTASC Principle 10) (WCU Goal 1.1) 4. Students in the Master of Education in Art of Teaching (M.A.T.) will be literate consumers of research literature, be able to apply best practice research to assessment techniques, and be able to present best practice research information to colleagues. (WCU Goal 1.1, 1.2)

3.A. Using the Alternate Route Program Survey, MAT interns will perceive they are prepared for the classroom. The mean score of the teacher interns will be a 3.5 or higher (On a 5-point Likert scale) on items 1-7 (Teacher Job Satisfaction, Professional Preparation, and Professional Support). 3.B. Graduate students completing the Master of Education Program Satisfaction Survey will rate their program and resulting professional preparation at 4.25 on a 5 point Likert scale. 3.C. The National Institute for Alternate Route Certification completed a full M.A.T. program review of the School of Education. The ratings were set as two positive categories, one neutral and one negative category. The two positive rating categories were averaged. The national director for Alternate Certification rated our school as very good. 4.A. In EDU 650, 80% of the students will be able to obtain, summarize, and critique empirical information through the annotated bibliography model, obtaining a minimum of 80 out of 100 points on a rubric. 4.B. In EDU 650, 80% of the students will be able to create, using a performance based assessment model, a criterions referenced test, obtaining a minimum of 80 out of 100 points on a rubric. 4.C. In EDU 650, 80% of the students will be able to share information obtained from the annotated bibliography via an


informal presentation obtaining a minimum of 80 out of 100 points on a rubric. 4.D. In EDU 620, Teacher as a Researcher, 80% of the students will be able to write an introduction for a research plan using a rubric and obtaining a minimum of 80 out of 100 points. The rubric will contain such information but not limited to APA format, purpose statement(s), justification, definition of terms, and potential audience 4.E. In EDU 620, Teacher as a Researcher, 80% of the students will be able to evaluate research through the annotated bibliography model using a rubric and obtaining a minimum of 80 out of 100 points. The rubric will contain such information but not limited to articles from scholarly/peer reviewed publications, summary, critiques, and APA format. 4.F. In EDU 620, eighty percent of the students will be able to write a methodology for a research proposal using a rubric and obtaining a minimum of 80 out of 100 points. The rubric will contain such information but not limited to APA format, permissions, participants, instruments, design, data collection & analysis, and procedures. 4.G. In EDU 611, Current Trends in Reading, 85% of the target population will achieve a minimum of 3.0 on a 4 point Likert scale on each indicator.


5. The teacher candidate will demonstrate content knowledge and performance skills across content pedagogy courses in preparation for the Internship Field Practicum. (EDU Goals 1-7) (WCU Goal 1.1, 1.2, 1.4)

4.H. In EDU 636, Reading and Writing Across the Curriculum, teacher candidates in the M.A.T. program will achieve a mean score of 3.5 when being assessed for assessed for Scholarly Writing. These scores will be compared to the data from EDU 611. 4.I. In EDU 650, intern candidates will make a lesson presentation as part of their final portfolio. The Performance Goal will be 85% or higher on each indicator with a total average of 85% for all indicators. 4.J. In EDU 635, Internship, the Pre-Post Assessment Summary measured value-added instruction. The 85% of the target population will achieve competency on each of the four indicators (Objectives, Assessment, Data Analysis, and Action Plan). 5.A. In EDU 572, Survey of the Exceptional Child, the target population will reach a mean of 80% or higher on the two highest ratings (excellent, very good) on the Journal Article critique rubric. 5.B. In EDU 572, Survey of Exceptional Children, the target population of intern candidates will earn a total mean of 75% or higher on the content exam. 5.C. In EDU 536, Classroom Management, the target population will obtain a score of 90% or higher on each research paper indicator.


6. Students in the M.Ed. in Alternate Route will provide evidence of content knowledge, application of that knowledge, and synthesis of that knowledge. (WCU Goal 1.1, 1.4) (EDU Goals 1-7)

5.D. In EDU 602, Trends in Children’s Literature, is a required course for the M.A.T. Elementary Education program. There is a comprehensive content examination. The S.L.O. was that the80% of the target population would make 85% or higher on the content examination. 5.E. In EDU 536, Classroom Management, the target population of M.A.T. interns will achieve a mean of 3.0 or higher in Lesson Plan Development using the lesson rubric where 4=Exemplary, 3=Accomplished, 2=Developing, and 1=Beginning. 6.A. Students will have a mean score of 3.0 or higher on a 5.0 scale on the Comprehensive Examination. 6.B. Faculty of the School of Education will achieve a 4 or higher on a 5 point Likert scale when evaluated by graduate students. 6.C. PRAXIS Institutional Summary Report. There is no S.L.O. for this report. The PRAXIS scores are received before the intern candidates enter into the program. Therefore it serves as a diagnostic instrument for program adaptation and development.

Master of Art in Teaching Page 1


EFFECTIVENESS PROGRAM

2008-2009

EXPANDED STATEMENT OF

INSTITUTIONAL MISSION

OUTCOMES

ASSESSMENT CRITERIA

AND PROCEDURES

ASSESSMENT RESULTS

USE OF RESULTS

University Mission: The mission of William

Carey University is to provide quality liberal

arts and professional education programs within

a caring Christian academic community. The

individual student is encouraged to develop his

or her highest potential in scholarship,

leadership, and service. The University

collaborates with churches, organizations, and

individuals to affirm its Baptist heritage and

namesake – William Carey.

Expanded Statement of Mission:

1. Provide academic programs to promote

student learning

2. Promote Christian development and

social responsibility

3. Strengthen ties with Baptist churches,

associations, and conventions

4. Provide an environment that supports

student learning

5. Strengthen organizational and operational

effectiveness

6. Strengthen financial resources

Goal for Departmental Program/Unit:

Education Goals:

Consistent with the Interstate New Teacher

Assessment and Support Consortium

(INTASC) AND NCATE Standards, William

Carey University seeks to prepare teachers

who:

1. apply current research and technology related

to the teaching-learning-assessment process;

2. respond sensitively to individual differences

and diversity;

3. understand and anticipate the needs of a

global society;

4. plan and implement learning experiences that

support the highest level of student potential;

5. continue to reflect, refine, and revise

professional practices;

6. collaborate with others to promote learning;

7. Build caring, reflective decision-makers. 5.

continue to reflect, refine, and revise

professional practices;

1. MAT interns use an understanding of

individual and group motivation and

behavior to build a learning environment

and classroom management strategies that

encourage positive social interaction,

active engagement in learning, and self-

motivation. (INTASC Principle 5)

(WCU Goal 1:1)

2. MAT interns understand how students

differ in their approaches to learning and

create instructional opportunities that are

adapted to diverse learners. (INTASC

Principle 3) (WCU Goal 1.1)

1. As measured by the Student

Teacher Assessment Instrument

(STAI), the mean score of the

teacher candidate population will

be a 3.85 or higher on Indicators

23-28 (Classroom Environment) as

observed by their University

Supervisor.

2. A. As measured by the STAI,

the mean score of the teacher

candidate population when

exhibiting skills to establish an

environment adapted to diverse

learners will be 3.50 or higher on

Indicators 28, 29, 33, 36, 37 as

observed by the University

Supervisor.

2.B. When interns are observed by

their principal using the EDU 635

Principal Evaluation, the total

population will achieve a 3.5 or

higher in 20 indicators on a 4 point

Likert Scale.

1. Interns when rated by their

University supervisors on

Classroom Environment scored

3.9 to 4.0 on all six indicators.

See Program Effectiveness

Report EDU 635 STAI.

2.A. Interns when rated by their

University supervisors on

exhibiting skills adapted to a

diverse learner population

scored 3.95 on a four point

Likert scale. Indicators 28

(patience and empathy) and 29

(sensitivity to learning styles)

were 3.9. Indicator 33

(matching objectives to learner

needs) was 4.0; Indicator 36 (a

variety of strategies and

teaching methods) was 3.8;

Indicator 37 (Positive classroom

environment) was 4.00.

2.B. Hattiesburg Campus – All

indicators were met with a

range from 3.57 to 4.00. The

average across indicators was

3.75. Gulf Coast campus – 16

out of the 20 indicators met or

exceeded the 3.5 mean. Overall

average across indicators was

3.74.

2.C. Gulf Coast - The S.L.O.

for Winter term was not met in

1. The Teacher Preparation Redesign

Project was introduced in Winter

2009. The full implementation of the

course revisions will begin in 2009-

2010 including increased field

practica hours. The courses will

follow the T.I.A.I. intern assessment

instrument in the Fall of 2010. This

instrument is being assessed in the

field this next academic year. The

S.L.O. will be maintained for the new

academic year.

2.A. The S.L.O. exceeded the 3.5

performance goal. The faculty

continues to emphasize multicultural

education and differentiated

instruction in order to increase the

intern’s ability to provide an effective

learning environment for each

student. Response to Intervention

training provides the assessment tools

for teachers to reinvent themselves

and their strategies in order to reach

all children. The S.L.O. will be

maintained for 2009-2010.

2.B. The S.L.O. was met in all

indicators for the principal’s

evaluation of the interns at both

campuses. There will be continued

emphasis on differentiated instruction

(3.4), anticipatory sets (3.3), variety

of management techniques (3.4), and

handling emergency situations (3.4).

The S.L.O. will be continued for

2009-2010.

2.C. Although several indicators

were not met during particular terms,

there was no evident deficiency


6. collaborate with others to promote learning;

7. Build caring, reflective decision-makers.

3. MAT Interns are able to reflect on their

professional competencies and their sense

of preparation for the classroom. Through

this reflection, teachers are able to plan

their future professional development.

(INTASC Principle 10) (WCU Goal 1.1)

2.C. As measured by the

“Designing an Interdisciplinary

Unit” rubric, teacher candidates in

EDU 640 “Curriculum Planning”,

will achieve a mean score of 3.5 (4

point Likert scale) when

developing an interdisciplinary unit

covering the indicators: Identified

Topic, Topical Theme, Identified

Concepts, Five Disciplines, Unit

Overview, Generalizations,

Guiding Questions, Culminating

Performance Task, and Lesson

Plan.

3.A. Using the Alternate Route

Program Survey, MAT interns will

perceive they are prepared for the

classroom. The mean score of the

teacher interns will be a 3.5 or

higher (On a 5-point Likert scale)

on items 1-7 (Teacher Job

Satisfaction, Professional

Preparation, and Professional

Support).

3.B. Graduate students completing

the Master of Education Program

two of the indicators (Unit

Overview 3.3; Generalizations

3.3), but the overall total mean

met the S.L.O. goal of 3.5 on a

4 point Likert Scale for Fall,

Winter, and Summer.

In the Spring, the S.L.O. total

mean was not met (3.3)

including the following

indicators (Topical Theme 3.2;

Five Disciplines 3.2; Unit

Overview 3.3; Generalizations

2.8; Guiding Questions 3.3;

Culminating Performance

Tasks 3.0; One lesson plan 3.3).

Hattiesburg Campus - The

S.L.O. for Fall 2008 and Spring

2009 were met in all categories

except for Generalizations

(3.48), Guiding Questions

(3.48), and One Lesson Plan –

3.41”. The overall total was

3.82 (Fall) , 3.83 (Winter), and

3.86 (Spring) meeting the

expected minimum goal.

3.A. The following indicators

exceeded the 3.5 performance

goal: 2-How prepared in

relation to other teachers (3.84);

3-How satisfied you are with

your decision (4.36); How

supportive were the mentor

teachers (3.84); How supportive

the administrators (3.96);

Support from the EDU 635

faculty (4.45); Effectiveness of

EDU 536 Classroom

Management and EDU 650 –

Tests, Measurements and

Evaluation (4.29). The total

mean for all indicators was

3.99. There was one indicator

that did not meet the

Performance Goal (How

prepared were you for your first

year of teaching (3.27).

3.B. Hattiesburg campus - All

fifteen indicators exceeded 4.25

on the Likert Scale. The total

indicators showed an overall

mean of 4.55. Under Scholarly

pattern. Student Performance met all

indicators when considered across

terms. The S.L.O. was met and will

be continued for 2009-2010.

3.A. With the total rating of 3.99, the

S.L.O. was met. What was most

encouraging was to see the high score

for the effectiveness of EDU 536 and

650. This is an important discovery

since the new Blue Ribbon MAT

Requirements have just been

published. The S.L.O. will be


3.B. All indicators exceeded 4.25 on

the Likert Scale. The Total Indicators

show that the S.L.O. was met.

Additional attention will be focused

on membership in professional

organizations. This is a key survey for


Satisfaction Survey will rate their

program and resulting professional

preparation at 4.25 on a 5 point

Likert scale.

3.C. The National Institute for

Alternate Route Certification

completed a full M.A.T. program

review of the School of Education.

The ratings were set as two positive

Excellence, the combined

indicators had an average of

4.56. In the category

“Environment for Learning”

with four indicators, the score

was 4.45. The category

“Faculty Concern for Students”

with three indicators had the

highest performance evaluation

with 4.83. The most important

category for the School of

Education was “Perceptions of

Preparation” with four

indicators and a combined

average of 4.44.

Gulf Coast campus – All

fifteen indicators exceeded 4.25

on the Likert Scale. The total

indicators showed an overall

mean of 4.6.8. Under Scholarly

Excellence, the combined

indicators had an average of

4.63. In the category

“Environment for Learning”

with four indicators, the score

was 4.65. The category

“Faculty Concern for Students”

with three indicators had the

highest performance evaluation

with 4.7. The most important

category for the School of

Education was “Perceptions of

Preparation” with four

indicators and a combined

average of 4.75.

3.C. The first major category

had nine indicators - Mean for

Program Effectiveness (Very

Effective and Somewhat

Effective) equaled 92.1%. The

second category with six

indicators, “Components

developing Teaching

the School of Education because it

measures faculty and adjunct teaching

effectiveness and overall program

design. The S.L.O. will be


3.C. The national director rated the

M.A.T. program at W.C.U. as Very

Good. The School of Education will

be undergoing a full program review

and redesign for the M.A.T. Alternate

Route program. The national survey

data is being used as a diagnostic

instrument to drive program change.

There is no S.L.O. accompanying this


4. Students in the Master of Education in

Art of Teaching (M.A.T.) will be literate

consumers of research literature, be able

to apply best practice research to

assessment techniques, and be able to

present best practice research information

to colleagues. (WCU Goal 1.1, 1.2)

categories, one neutral and one

negative category. The two

positive rating categories were

averaged. The national director for

Alternate Certification rated our

school as very good.

4.A. In EDU 650, 80% of the

students will be able to obtain,

summarize, and critique empirical

information through the annotated

bibliography model, obtaining a

minimum of 80 out of 100 points

on a rubric.

4.B. In EDU 650, 80% of the

students will be able to create,

using a performance based

assessment model, a criterions

referenced test, obtaining a


Competence”, was 87.4%.

When rating program support

by university personnel for

interns, the mean (Very helpful,

somewhat helpful) was 90.6.

There was a positive rating of

the total program of 98.6 %

with 48.9% rating the program

“Excellent.” 94.9% of the

graduates surveyed would

recommend the program.

The second section dealt with

the Perception of Professional

Competency Levels. The

overall positive rating for eight

teaching performance indicators

was 95.5%. Classroom

Management (Very Competent

and Somewhat Competent) was

rated at 94.7%. Classroom

Discipline was 93.6%.

The third section was the value

of the university components:

Education Methods courses

(89.1%) and School of

Education faculty (89.1%).

4.A. Approximately, 70% of

the students achieved a

minimum of 80 out of 100

points on this criterion.

4.B. Hattiesburg Campus -

Approximately 74% of the

students achieved a minimum of

80 out of 100 points on this

criterion

Gulf Coast Campus – In all

criterion the performance goal

was met with a range of scores

from 89-100.

information. But the high positive

scores ranging from 87% to 94%

indicate an effective program with a

successful graduate population

entering into the teaching work force.

4.A. Students are provided an

opportunity to redo this assignment

for a better grade. This is a class for

students who are going alternate route

to receive a teaching certificate. The

minimum criteria may be changed to

70 out of 100 points for minimum

criteria which is supported in best

practice for assessment measurement.

The next assessment data for this

course will help make the final

decision concerning the criteria.

Almost 80% of this class ended up

with an A or a B for a final grade.

4.B. Students are provided an

opportunity to redo this assignment

for a better grade. This is a class for

students who are going alternate route

to receive a teaching certificate. The

minimum criteria may be changed to

70 out of 100 points for minimum

criteria which is supported in best

practice for assessment measurement.

The next assessment data for this

course will help make the final

decision concerning the criteria.


on a rubric.

4.C. In EDU 650, 80% of the

students will be able to share

information obtained from the

annotated bibliography via an

informal presentation obtaining a


on a rubric.

4.D. In EDU 620, 80% of the

students will be able to write an

introduction for a research plan

using a rubric and obtaining a

minimum of 80 out of 100 points.

The rubric will contain such

information but not limited to APA

format, purpose statement(s),

justification, definition of terms,

and potential audience

4.E. Eighty percent of the students

will be able to evaluate research

through the annotated bibliography

model using a rubric and obtaining

a minimum of 80 out of 100

points. The rubric will contain such

information but not limited to

articles from scholarly/peer

reviewed publications, summary,

critiques, and APA format.

4.C. Hattiesburg Campus -

Ninety-six percent of the

students achieved a minimum of

80 out of 100 points on this

criterion.

Gulf Coast Campus – Ninety-

nine percent of the students

achieved a minimum of 80 out

of 100 points on the criterion.

4.D.. Hattiesburg – Spring

Online -100% met the

minimum criteria.

Winter - Essentially everyone

met the minimum criteria.

There was one student who

never showed for class and who

never turned in an assignment.

Gulf Coast Campus – All four

indicators, including

introduction, hypothesis, and

state of problem, exceeded 85%.

4.E. Hattiesburg – Spring

Online - 100% met the

minimum criteria.

Winter - Almost 80% of the

students met the minimum

criteria for this assessment.

Gulf Coast Campus – The

review of literature across three

terms was 95%, 94%, and

100% respectively. The S.L.O.

was met.

4.F. Hattiesburg Campus –

Almost 80% of this class ended up

with an A or a B for a final grade.

4.C. Since almost all students met

these criteria, it will remain the same.

4.D. . Since all met the minimum

criteria, it will remain the same. This

was a small group and worked well

together online helping one another.

4.E Students are permitted to turn in

assignments late. Students who turn

in assignments before the deadline

may redo the assignment for a better

grade. Since most students met the

minimum criteria, the process will

remain as it is.

4.F.. Since all met the minimum

criteria, it will remain the same.


4.F. Eighty percent of the students

will be able to write a methodology

for a research proposal using a

rubric and obtaining a minimum of

80 out of 100 points. The rubric

will contain such information but

not limited to APA format,

permissions, participants,

instruments, design, data collection

& analysis, and procedures.

4.G. In EDU 611, Current Trends

in Reading, 85% of the target

population will achieve a

minimum of 3.0 on a 4 point Likert

scale on each indicator.

4.H. In EDU 636, Reading and

Writing Across the Curriculum,

teacher candidates in the M.A.T.

program will achieve a mean score

of 3.5 when being assessed for

assessed for Scholarly Writing.

These scores will be compared to

the data from EDU 611.

Spring Online - 83% met the

minimum criteria.

Winter - Essentially everyone

met the minimum criteria.

Again, there was the one student

who never did show for class

and who never turned in an

assignment.

Gulf Coast Campus: All

indicators for the methods

section when aggregated across

three terms exceeded eighty

percent (Participants, Design,

Instruments, Procedure,

Analysis of Data, and

References). Then range of

scores was 85% to 100%.

4.G. Gulf Coast campus – One

hundred percent of the

population met the goal for the

all indicators: Thesis Statement

and Introduction. Body,

Organization, Conclusion,

Mechanics, Usage, Citations in

Text, References, Reference

page.

4.H. The target population in

Winter and Spring achieved an

overall average of 3.87 (goal

3.5) on a 4 point Likert scale

with no individual indicator

score below 3.75. The S.L.O.

was achieved for these two

terms. The Fall term was a

different matter – the total was

2.98 with 9 indicators falling

below the required 3.5

minimum. The instructor made

major adaptations in the Winter

and Spring terms which allowed

the S.L.O. goals to be met.

4.I. All indicators exceeded

Gulf Coast Campus; The S.L.O. was

met when the target population scored

190 points (goal: 160/200) out of 200

in the Fall term, 182 points in the

Winter term, and 198 points in the

Spring term.

4.G. This is an important assessment

for our Elementary Education M.A.T.

interns. The S.L.O. was met

indicating that these new graduate

students are successfully

demonstrating the minimum skills

required in graduate writing.

4.H. The instructor made major

adaptations in the Winter and Spring

terms which allowed the S.L.O. goals

to be met. The S.L.O. will be

maintained for the 2009-2010

academic year.

4.I. Since this lesson presentation is a


5. The teacher candidate will demonstrate

content knowledge and performance skills

across content pedagogy courses in

preparation for the Internship Field

Practicum. (EDU Goals 1-7) (WCU

Goal 1.1, 1.2, 1.4)

4.I. In EDU 650, intern candidates

will make a lesson presentation as

part of their final portfolio. The

Performance Goal will be 85% or

higher on each indicator with a

total average of 85% for all

indicators.

4.J. In EDU 635, Internship, the

Pre-Post Assessment Summary

measured value-added instruction.

The 85% of the target population

will achieve competency on each of

the four indicators (Objectives,

Assessment, Data Analysis, and

Action Plan).

5.A. In EDU 572, Survey of the

Exceptional Child, the target

population will reach a mean of

80% or higher on the two highest

ratings (excellent, very good) on

the Journal Article critique rubric.

5.B. In EDU 572, Survey of

Exceptional Children, the target

population of intern candidates will

earn a total mean of 75% or higher

on the content exam.

5.C. In EDU 536, Classroom

Management, the target population

will obtain a score of 90% or

higher on each research paper

indicator.

85%. Across two terms all

indicators ranged from 93 to

100.

4.J. The target population

achieved the following scores

on each indicator: Objectives to

be assessed (94%); The type of

assessment (94%); The analysis

of data (71%); and The action

plan of remediation and

enrichment; names and

accommodations for special

needs children (41%).

5.A.There were ten indicators

for the Journal Article Critique.

When aggregating ratings

across terms, all indicators were

rated 100% (excellent, very

good). When averaging the ten

indicators for each term, the

total average was 100%.

5.B. The S.L.O. was not met

for the winter term (61.6%).

The Spring term was 75% and

Fall term across two classes was

96.1%.

5.C. Across three terms, the

graduate research paper

indicators ranged from 95.7 to

98. Fall term had a total score

of 97%; Winter term – 96.6%;

and Spring term 97.5%. This

was a total annual mean of

97%.

5.D. Ninety –two percent of the

target population made 85% or

first time experience for most of the

intern candidates, this high

performance effectiveness report is

encouraging that the interns are

understanding the lesson planning

process. The S.L.O. will be


4.J. The S.L.O. was not met in two

areas: The Analysis of Data and The

Action Plan of Remediation and

Enrichment, names and

accommodations for special needs

children. This is a major concern for

the curriculum committee as we

continue to design strategies to

upgrade intern training in

differentiated instruction and response

to intervention data analysis. The

S.L.O. will be maintained for 2009-

2010.

5.A. This is an important writing

component that supports our mission

goal to build scholarly writing

competence throughout our graduate

programs. The S.L.O. was met and

will be maintained for 2009-2010.

5.B. The Winter term appeared to be

an anomaly when considering the Fall

and Spring classes. The S.L.O. is

extremely important for content

assessment and will be maintained for

2009-2010.

5.C. The S.L.O. was met with

performance skills ranked in the

upper ninety percent. This important

writing goal indicates that the writing

mission is succeeding for our

graduate students. The S.L.O. will be


5.D. The S.L.O. was met and will be

maintained for the 2009-2010


6. Students in the M.Ed. in Alternate

Route will provide evidence of content

knowledge, application of that knowledge,

and synthesis of that knowledge. (WCU

Goal 1.1, 1.4) (EDU Goals 1-7)

5.D. In EDU 602, Trends in

Children’s Literature, is a required

course for the M.A.T. Elementary

Education program. There is a

comprehensive content

examination. The S.L.O. was that

the80% of the target population

would make 85% or higher on the

content examination.

5.E. In EDU 536, Classroom

Management, the target population

of M.A.T. interns will achieve a

mean of 3.0 or higher in Lesson

Plan Development using the lesson

rubric where 4=Exemplary,

3=Accomplished, 2=Developing,

and 1=Beginning.

6.A. Students will have a mean

score of 3.0 or higher on a 5.0

scale on the Comprehensive

Examination.

6.B. Faculty of the School of

Education will achieve a 4 or

higher on a 5 point Likert scale

when evaluated by graduate

higher.

5.E. Across three terms (Fall,

Winter, Spring), the five

indicators were above 3.0.

Averaging indicator scores

across the three terms showed

high performance

skills(Accomplished):

Frameworks (3.69); Objectives

Depth of Knowledge (3.59);

Procedures (3.48); Evaluation

(3.4); and Differentiated

Instruction (3.59).

6.A. M.A.T. Elementary

Education scored on average

3.75 (Winter), 3.61 (Spring),

and 4.21 (Summer). With

twenty-six graduate students

taking the comprehensive

examination, there was a 100%

pass rate for 2008-2009.

M.A.T. Secondary Education

scored on average 3.11 (Spring)

and 3.91 (Summer) with a

100% pass rate.

6.B. The S.L.O. was met with

faculty performance indicators

ranging from: Undergraduate

Adjunct (4.9-5.0);

Undergraduate Faculty (4.5-

4.9); Graduate Adjuncts (4.8-

5.0); and Graduate Faculty

(4.3-4.9). There were 27

performance indicators on the

academic year. This was the first

time the content examination was

administered.

5.E. The S.L.O. was met with all

indicators higher than the 3.0

performance goal. Lesson planning is

a critical skill for any new teacher.

This S.L.O. is indicative of the

success of the school’s mission to

produce effective M.A.T. interns in

the classroom. The S.L.O. will be

continued for 2009-2010.

6.A. The comprehensive examination

will be maintained for the 2009-2010

academic year. The S.L.O. exceeded

the 3.0 goal.

6.B. These are strong indicators of

exceptional faculty performance as

assessed by the university faculty

assessment. It is important to know

that the graduate adjunct ratings were

as high or higher as the graduate

faculty ratings. Program satisfaction

and effectiveness of instruction are

exceeding the S.L.O. goal of 4.0.


students.

6.C. PRAXIS Institutional

Summary Report. There is no

S.L.O. for this report. The

PRAXIS scores are received before

the intern candidates enter into the

program. Therefore it serves as a

diagnostic instrument for program

adaptation and development.

survey. Indicator 27 (I would

recommend this course and the

instructor) was 4.7. Indicator

26 (I learned much in the

course) was 4.73. Indicator 15

(Ranks among the best

instructors ever) was 4.5.

6.C. M.A.T. Elementary

Education Content Knowledge

(Test 0014) is taken before a

student applies to the School of

Education. There are four

content areas: Language

(School 72, State 71, National

78); Mathematics (School 59,

State 56, National 70); Social

Studies (School 57, State 53,

National 59); and Science

(School 62, State 58, and

National 66).

6.C. The Blue Ribbon M.A.T.

Teacher Redesign Initiative has

provided an opportunity for major

program redesign. After viewing

these diagnostic scores, it has been

determined by the M.A.T. Redesign

Committee that a new elementary

content methods course should be

introduced into the M.A.T.

Elementary Education program. The

PRAXIS Institutional Report will be

maintained for diagnostic purposes

with entering M.A.T. candidates.




EXPANDED STATEMENT OF INSTITUTIONAL PURPOSE

STUDENT LEARNING OUTCOMES

(S.L.O.) ASSESSMENT CRITERIA

AND PROCEDURES


University Mission: The mission of William Carey University is to provide liberal arts and professional education programs within a caring Christian academic community. The individual student is encouraged to develop his or her highest potential in scholarship, leadership, and service. The college collaborates with churches, organizations, and individuals to affirm its Baptist heritage and namesake – William Carey. Expanded Statement of Purpose: 1. Attain excellence in academic programs

to promote student learning 2. Provide each student the opportunity to

develop to his or her highest potential 3. Promote Christian development and


associations, and conventions 5. Provide an appropriate campus

environment to improve student learning 6. Strengthen organizational and

operational effectiveness 7. Strengthen financial resources Goal for Departmental Program/Unit: Education Goals: Consistent with the Interstate New Teacher Assessment and Support Consortium (INTASC) AND NCATE Standards, William Carey College seeks to prepare teachers who: 1. apply current research and technology related to the teaching-learning-assessment process. 2. respond sensitively to individual differences and diversity. 3. understand and anticipate the needs of a global society. 4. plan and implement learning experiences that support the highest level of student potential. 5. continue to reflect, refine, and revise professional practices. 6. collaborate with others to promote learning.

1. MAT interns use an understanding of individual and group motivation and behavior to build a learning environment and classroom management strategies that encourage positive social interaction, active engagement in learning, and self-motivation. (INTASC Principle 5) 2. MAT interns understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. (INTASC Principle 3)

1. As measured by the Student Teacher Assessment Instrument (STAI), the mean score of the teacher candidate population will be a 3.85 or higher on Indicators 23-28 (Classroom Environment) as observed by their University Supervisor. 2. A. As measured by the STAI, the mean score of the teacher candidate population when exhibiting skills to establish an environment adapted to diverse learners will be 3.50 or higher on Indicators 28, 29, 33, 36, 37 as observed by the University Supervisor.

1. Hattiesburg campus - Interns when rated by their University supervisors on Classroom Environment scored 3.9 to 4.0 on all six indicators. Gulf Coast campus – Interns met all six indicators (Classroom Environment) at 3.9 to 4.0. 2.A. Hattiesburg campus - Interns when rated by their University supervisors on Diverse Learners scored 4.0 on all five indicators. Gulf Coast campus – Interns met all five indicators (Diverse Learners) with a score of 4.0.

1. Hattiesburg and Gulf Coast – Major revisions had taken place in EDU 536 Classroom Management and EDU 650 Tests, Measurements and Evaluations during the 2007-2008 academic year. This curriculum shift has assisted the interns in coping with the instructional “shocks” of a first year with MCT2 and the addition of the Science Examination. The courses have been redesigned to be highly practical and meaningful to the interns. In 2008-2009 these courses will undergo another major revision due to the MDE Teacher Preparation Redesign (Blue Ribbon). The courses will follow the T.I.A.I. intern assessment instrument provided by the MDE. The S.L.O. will be maintained for the new academic year. 2. A. Hattiesburg and Gulf Coast campus-Both campus programs met their S.L.O. for the category of Diverse Learners. While the scores were high, the faculty has determined to increase training in “the teacher’s ability to match methods to both the learners and the objectives”. Another critical area of attention will be training in learning styles and differentiated instruction. The S.L.O. will be maintained for the 2008-2009 academic year as the School of Education moves through a major revision in Intern Teacher Preparation.


7. Build caring, reflective decision-makers

2. B. When interns are observed by their principal using the EDU 635 Principal Evaluation, the total population will achieve a 3.5 or higher in 20 indicators on a 4 point Likert Scale. 2.C. As measured by the “Designing an Interdisciplinary Unit” rubric, teacher candidates in EDU 640 “Curriculum Planning”, will achieve a mean score of 3.5 (4 point Likert scale) when developing an interdisciplinary unit covering the indicators: Identified Topic, Topical Theme, Identified Concepts, Five Disciplines, Unit Overview, Generalizations, Guiding Questions, Culminating Performance Task, and Lesson Plan.

2.B. Hattiesburg Campus – (See Chart) There were 20 indicators for the Principal’s Evaluation of Interns. In all indicators, principals rated the interns at 3.61 or higher. Gulf Coast Campus – (See Chart) Out of 20 indicators, 18 out 20 were ranked higher than 3.5. There were two indicators that fell below the projected target: Providing an anticipatory set (3.4) and Demonstrating the ability to diagnose and remediate needs (3.4). 2.C. Hattiesburg campus - When rating EDU 640 students the following categories were calculated. EDU 640 “Curriculum Planning”, will achieve a mean score of 3.5 (4 point Likert scale) when developing an interdisciplinary unit covering the indicators: Identified Topic (3.98), Topical Theme (3.85), Identified Concepts (4.00), Five Disciplines (4.00), Unit Overview (4.00), Generalizations (3.75), Guiding Questions (3.71), Culminating Performance Task (3.83), and Lesson Plan (3.86). The S.L.O. was achieved (3.5+) in all indicators. Gulf Coast campus – The total student population in EDU 640 will achieve a mean score of 3.5 (4 point Likert scale) when developing an interdisciplinary unit covering the indicators: Identified Topic (3.98), Topical Theme (3.85), Identified Concepts (4.00), Five Disciplines (4.00), Unit Overview (4.00), Generalizations (3.75), Guiding Questions (3.71), Culminating Performance Task (3.83), and Lesson Plan (3.86). The S.L.O. was achieved

2.B. This is the first year this standardized Principal Evaluation instrument has been used. It proved to be highly diagnostic and has allowed the EDU 635 faculty to concentrate on revisions in the Internship course to provide for more hands-on, real world applications that can be implemented in the classrooms. The S.L.O. will be continued on both campuses through the 2008-2009 academic year. 2.C. All indicators were met for the S.L.O. This assessment will be continued for 2008-2009 as the faculty revises the syllabi for the M.A.T. program under the mandates of the M.D.E. Teacher Preparation Redesign Project.


3. MAT Interns are able to reflect on their professional competencies and their sense of preparation for the classroom. Through this reflection, teachers are able to plan their future professional development. (INTASC Principle 10) 4. Students in the Master of Education in Art of Teaching (M.A.T.) will be literate consumers of research literature, be able to apply best practice research to assessment techniques, and be able to present best practice research information to colleagues.

3. Using the Alternate Route Program Survey, MAT interns will perceive they are prepared for the classroom. The mean score of the teacher interns will be a 3.5 or higher (On a 5-point Likert scale) on items 1-7 (Teacher Job Satisfaction, Professional Preparation, and Professional Support). 4.A. In EDU 650, 80% of the students will be able to obtain, summarize, and critique empirical information through the annotated bibliography model, obtaining a minimum of 80 out of 100 points on a rubric.

(3.5+) in all indicators. 3. The instrument was designed as a thermometer, to measure levels of preparedness and satisfaction indicators for an alternative route cohort. The first indicator (Technical Preparation (3.59) met the S.L.O. but was considerably lower than all other indicators. The next highest indicator dealt with relations with other new teachers (3.87). Satisfaction with the decision to enter teaching was a strong 4.41. This is particularly satisfying knowing that the failure rate of new teachers is 50% in the first three years nationally. Two indicators dealt with support from colleagues (4.14) and administrators (4.11). This high satisfaction rate is encouraging. The evaluation of EDU 635 and its relevance and the onsite support of university supervisors was 4.59. This was the highest score of all indicators. EDU 536 and EDU 650 were rated at 4.52. 4.A. Hattiesburg Campus – (Fall 2007) Approximately, 69% of the students achieved a minimum of 80 out of the 100 points on this criterion. Two of the students who received an F were caught plagiarizing. Two others were missing assignments. (Winter 2007) Approximately, 86% of the students achieved a minimum of 80 out of the 100 points on this criterion.

3. The S.L.O. was met in all the indicators. This was the first time this survey was used on the Hattiesburg campus. It provided useful data for program improvement. With our new Teacher Preparation Redesign project the faculty will continue to emphasize with more hands-on, real world applications the issues of grading, developing tests, and managing students. This survey will be used at the Gulf Coast campus. The S.L.O. will be maintained without revision for the 2008-2009 academic year. 4.A. Hattiesburg campus – Students are provided an opportunity to redo this assignment. There were instances of plagiarizing and people who stopped coming to class. The majority of the class met the criteria. It is felt that the assessment process is ample in determining the learning outcomes this assignment was determined to measure. The instructor has added more time on how to conduct research and on the explanation of the rubric. Students were also provided a change to redo the annotated bibliography to reach the expected criteria. This produced an increase in Winter 2007. The faculty is preparing a major revision of EDU 650 based on the updated


4.B. In EDU 650, 80% of the students will be able to create, using a performance based assessment model, a criterions referenced test, obtaining a minimum of 80 out of 100 points on a rubric. 4.C. In EDU 650, 80% of the students will be able to share information obtained from the annotated bibliography via an informal presentation obtaining a minimum of 80 out of 100 points on a rubric. 4.D. In EDU 620, 80% of the students will be able to write an introduction for a research plan using a rubric and obtaining a minimum of 80 out of 100 points. The rubric will contain such information but not limited to APA format, purpose statement(s), justification, definition of terms, and potential audience 4.E. Eighty percent of the students will be able to evaluate

4.B. Hattiesburg campus -81% of the students achieved a minimum of 80 out of 100 points on this criterion in Fall 2007. 79% of the students achieved the minimum in Winter 2007. Gulf Coast campus – 99% of the student population met the S.L.O. for the Development of the Assessment Plan. 94% reached the S.L.O. for the Grading Plan. 4.C. Hattiesburg campus - (Fall 2007) Seventy-five percent of the students achieved a minimum of 80 out of 100 points on this criterion. (Winter 2007) Approximately, 93% of the students achieved a minimum of 80 out of 100 points on this criterion. Gulf Coast campus – Total mean scores for 2007-2008 Presentation of an annotated bibliography were 99%. 4.D. Hattiesburg campus – The 2007-2008 mean for the sections meeting every week was 87%. The two online sections completed the assignment are 93%. Gulf Coast campus – The following indicators were for Fall and Winter 2007: Introduction 87%; Statement of Problem 95%; Statement of Hypothesis 85%. 4.E. Hattiesburg campus –The 2007-2008 mean for the sections meeting every week was 95%. For the online sections, the mean decreased to

Internship Teaching Performance Evaluation tool. The S.L.O. will be maintained without revision for 2008- 2009. 4.B. Hattiesburg campus - Since 80% of the students appear to have mastered the learning outcomes, the data suggest this assessment criteria is appropriate for measuring these learning outcomes. Gulf Coast campus – The S.L.O. was achieved and will be continued for both campuses in the 2008-2009 academic year. 4.C. The S.L.O. was met for 2007-2008 at both campuses. This activity remains a key assessment for judging student skills in understanding research data. 4.D. Both campuses showed improvement from 2006-2007. There was one low indicator for the Gulf Coast (Statement of Hypothesis) but it appeared the data was driven by that particular class since the next term the mean jumped to 93%. This S.L.O. will be maintained at its current level for 2008-2009. 4.E. While both campuses met their S.L.O. goals, the online section


research through the annotated bibliography model using a rubric and obtaining a minimum of 80 out of 100 points. The rubric will contain such information but not limited to articles from scholarly/peer reviewed publications, summary, critiques, and APA format. 4.F. Eighty percent of the students will be able to write a methodology for a research proposal using a rubric and obtaining a minimum of 80 out of 100 points. The rubric will contain such information but not limited to APA format, permissions, participants, instruments, design, data collection & analysis, and procedures. 4.G. In EDU 611, Current Trends in Reading, 85% of the target population will achieve a minimum of 3.0 on a 4 point Likert scale on each indicator. 4.H. In EDU 636, Reading and Writing Across the Curriculum, teacher candidates in the M.A.T.

80%. Gulf Coast campus – The 2007 -2008 mean for the target population was 88%. This met the S.L.O. goal. 4.F. Hattiesburg campus – The target population for the class sections had a total mean of 90% for the methodology section. The online sections dropped to 78% which was below the S.L.O. goal. Gulf Coast campus – Under the Methods section, the means for the following indicators were: Participant description (95%), Instruments (90%), Design (90%), Procedure (95%), Analysis of Data ( 85%). 4.G. Hattiesburg campus – One hundred percent of the population met the goal for the following indicators: Thesis Statement and Introduction. The other indicators were met at the following percentages: Body (97%), Organization (97%), Conclusion (93%), Mechanics (93%), Usage (93%), Citations in Text (86%), References (83%), Reference page (83%). Gulf Coast campus – All indicators were met at a 3.0 or higher thus meeting the S.L.O. for this year. 4.H. Hattiesburg campus – Winter 2007 and Spring 2008 had a total score of 3.54 and 3.75 respectively. There was an oddity in the Winter class not seen before – only one

appeared to be significantly different from the class sections. Faculty are considering how to close the distance between the two delivery systems when it comes to annotated bibliography models. 4.F. The S.L.O. goal was met except in the case of online classes which nearly reached the goal (78%). As the online syllabi and curriculum continue to be developed, it is expected that this situation will dramatically improve in 2008-2009. 4.G. Both campuses met the S.L.O. goals for this year. No revisions will be made for 2008-2009, but faculty will be watching the impact on student learning with class sections shifting into an online format. 4.H. The Scholarly Writing Project was established during the 2005-


5. The teacher candidate will demonstrate content knowledge and performance skills across content pedagogy courses in preparation for the Internship Field Practicum. (INTASC Principles 1-10)

program will achieve a mean score of 3.5 when being assessed for assessed for Scholarly Writing. These scores will be compared to the data from EDU 611. 5.A. 90% of the teacher candidate population will score 4.0 or higher on a 5 point Likert scare when critiquing a Journal Article as part of EDU 572, Survey of Exceptional Children. 5.B. In EDU 572, Survey of Exceptional Children, the target population will achieve a 9.0 or higher on the Graduate Research Paper rubric. 5.C. In EDU 536, Classroom Management, the Assessing Behavioral Modifications Examination will be the capstone

indicator reached 3.64. All the other indicators were 3.45. In the Spring section, these numbers changed dramatically to Thesis Statement (3.8), Introduction (3.8), Body (3.7), Organization Structural Development (3.7), Conclusion (3.8), Mechanics (3.8), Usage (3.8), Citations in Text (3.7), References (3.6), and Reference Page (3.6). Gulf Coast campus – EDU 636 was taught during three terms where data was collected. The Fall 2007, Winter 2007, and Spring 2008 had a total score of 3.81, 3.75, and 3.92. None of the indicators fell below 3.5. During on term (Winter 2007) there appeared to be a decrease in scores to 3.54 for Citations in Text, References, and Reference Page. These scores rebounded in Spring 2008. 5.A. There were two indicators where the percentage fell below the 90% goal (Responds fully – 80%; Citations 71%). This was in the Fall term. In the Spring term all indicators were met at 100%. 5.B Gulf Coast campus – When averaging across three terms (Fall 2007, Winter 2007, Spring 2008), all indicators were met at 9.0 or higher. The range of scores were 9.3 to 10.0. 5.C. Hattiesburg campus – Of the five indicators all reached the 3.0 or higher S.L.O. The mean scores were Sources (4.00), Support for Topic (3.72), Grammar and Spelling (3.72), Sentence Structure

2006 academic year and has progressed these three years with S.L.O.s being met on both campuses. The outcome will continue without revision since the faculty has committed to excellence in scholarly writing and research as one of our major principles. . 5.A. The faculty continues to develop professional writing skills in our graduate population. Effectively using citations appears to be one of the most difficult areas. The S.L.O. will be maintained at its current level for the 2008-2009 academic year. 5. B. This is an important assessment tool since it is the first opportunity for new graduate students to attempt professional writing. The S.L.O. was met and will be continued for the 2008-2009 academic year without revision. 5.C. The assessment and S.L.O. appear to be successful and are an important tool in analyzing the


6. Students in the M.Ed. in Alternate Route will provide evidence of content knowledge, application of that knowledge, and synthesis of that knowledge.

assessment in Classroom Management. The target population of teacher candidates will achieve an overall minimum of 3 or higher on a 4 point Likert scale in each category. 6.A. Students will have a mean score of 3.0 or higher on a 5.0 scale on the Comprehensive Examination. 6.B. Faculty of the School of

(3.81), and Adding Personality (3.54). Gulf Coast campus – There were five indicators that were assessed across three terms (Fall 2007, Winter 2007, and Spring 2008). The mean scores were Sources (3.83), Support for Topic (3.87), Grammar and Spelling (4.0), Sentence Structure (4.0), and Adding Personality (3.77). 6.A. Hattiesburg campus – M.A.T. Elementary Education’s mean scores were 4.33 (Winter 2007), 3.69 (Spring 2008), 3.96 (Summer 2008). There was a 100% pass rate Winter and Summer. During the Spring 2008 Examination the pass rate was 92%. M.A.T. Secondary Education’s mean scores were 3.88 (Winter 2007), 3.67 (Spring 2008), and 3.58 (Summer 2008). There was a 100% pass rate for Winter 2007 and Summer 2008 and a 94% pass rate for Spring 2008. Gulf Coast campus - M.A.T. Elementary Education’s mean scores were 3.33 (Winter 2007), 3.71 (Spring 2008), and 3.82 (Summer 2008). There was a 100% pass rate for all three terms. M.A.T. Secondary Education’s mean scores were 3.80 (Spring 2008) and 3.32 (Summer 2008). There was a 100% pass rate. All students completed the exam successfully and achieved a 3.0 or higher in all terms. 6.B. During the 2007-2008 academic year, all graduate students evaluated the graduate faculty and adjuncts of the

effectiveness of content knowledge for the course. The S.L.O. will be maintained for the 2008-2009 academic year with no revisions. 6.A. This is a strong indicator that the M.A.T. program effectively prepares students to pass the Comprehensive Exams. More attention has been given to examination preparation by graduate faculty members. This S.L.O. will be continued without revision for 2008-2009.


Education will achieve a 4 or higher on a 5 point Likert scale when evaluated by graduate students.

School of Education. There were 27 performance indicators (To see the full analysis by indicator chart, go to the website). All indicators for graduate faculty ranged from 4.4 to 4.9 on the 5 point Likert scale. The Graduate adjunct indicators ranged from 4.5 to 4.9.

6.B. There is strong evidence that graduate students perceive the graduate programs to be effective and professional. The S.L.O. will be maintained for the 2008-2009 academic year.




STUDENT LEARNING OUTCOMES

(S.L.O.) ASSESSMENT CRITERIA

AND PROCEDURES


College Mission: The mission of William Carey University is to provide liberal arts and professional education programs within a caring Christian academic community. The individual student is encouraged to develop his or her highest potential in scholarship, leadership, and service. The college collaborates with churches, organizations, and individuals to affirm its Baptist heritage and namesake – William Carey. Expanded Statement of Purpose: 1. Attain excellence in academic programs






operational effectiveness 7. Strengthen financial resources Goal for Departmental Program/Unit: Education Goals: Consistent with the Interstate New Teacher Assessment and Support Consortium (INTASC) AND NCATE Standards, William Carey College seeks to prepare teachers who: 1. apply current research and technology related to the teaching-learning-assessment process. 2. respond sensitively to individual differences and diversity. 3. understand and anticipate the needs of a global society. 4. plan and implement learning experiences that support the highest level of student potential. 5. continue to reflect, refine, and revise professional practices. 6. collaborate with others to promote learning. 7. Build caring, reflective decision-makers in the classroom.

1. MAT interns use an understanding of individual and group motivation and behavior to build a learning environment and classroom management strategies that encourage positive social interaction, active engagement in learning, and self-motivation. (INTASC Principle 5) 2. MAT interns understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. (INTASC Principle 3)

1. As measured by the Student Teacher Assessment Instrument (STAI), the mean score of the teacher candidate population will be a 3.85 or higher on Indicators 23-28 (Classroom Environment) as observed by their University Supervisor. 2. A. As measured by the STAI, the mean score of the teacher candidate population when exhibiting skills to establish an environment adapted to diverse learners will be 3.50 or higher on Indicators 28, 29, 33, 36, 37 as observed by the University Supervisor.

1. Student interns when rated by their University supervisors did not meet five of the seven goals for Classroom Environment/Interpersonal Skills. Based on 2004-2005 rating scores which were exceedingly high and met all S.L.O. goals, 3.85 was considered by the faculty to be a reasonable goal. In 2005-2006 there were two areas of the seven that did not meet the S.L.O. goals (24-Monitoring behavior through praise; 25 – Teacher maintains proper classroom management and discipline). The areas of greatest concern for 2006-2007 are #23 positive climate; #24 Monitoring behavior through praise; #25 Classroom Management; #28 Exhibiting patience and empathy. 2.A. The S.L.O. was met for all three years. There has been a significant decrease in scores over the past three years. This has a direct relationship to the number of special education students who have entered the general population in the inclusion classroom setting during the same period. Although the S.L.O. was met at a 3.59 or higher, category 33 “Teacher matches methods to both the learners and objectives” has continued to decline from a high of 3.89 to 3.59. In 2004-2005 internship group, prior to the inclusion

1.Major revisions have taken place in EDU 536 Classroom Management and EDU 650 Tests, Measurements and Evaluations, and EDU 635 Internship. The faculty is deeply concerned that the strong movement towards a totally inclusive school has created instructional and behavioral problems with which interns are having difficulty coping. The added pressure of newly revised state examinations (MCT2) and the addition of the Science examination has impacted intern confidence. Some interns report being in “instructional shock” over the wide range of changes taking place on a daily basis in their schools. The university faculty is working hard to redesign experiences that will prove to be highly practical and deeply meaningful to interns who are finding their worlds overturned by multiple stress factors. The S.L.O. will be maintained for the new academic year. 2.A. Last year EDU 635 faculty began a training program in cooperative learning, differentiated instruction, and multiple intelligences. In 2006-2007, there was a rating increase in Category 29 “Teacher shows sensitivity to learning styles of students.” The other scores remained flat. Although the S.L.O. was met, it is the belief of the faculty that the training program started in 2006-2007 must be improved in order to have a greater impact on our present interns. The S.L.O. will be maintained for the 2007-2008 academic year.

2. B. When interns are observed by their principal using the district’s annual evaluation, 80% of the interns observed will reach a Teacher Performance rating of 90% or higher on the district’s evaluation. See First Year Intern Observations table. 2.C. As measured by the “Designing an Interdisciplinary Unit” rubric, teacher candidates in EDU 640 “Curriculum Planning”, will achieve a mean score of 3.5 (4 point Likert scale) when developing an interdisciplinary unit covering the indicators: Identified Topic, Topical Theme, Identified Concepts, Five Disciplines, Unit Overview, Generalizations, Guiding Questions, Culminating Performance Task, and Lesson Plan. 3. Using the Alternate Route

movement, the ratings ranged from 3.86 to 3.98. This has changed with the inclusion classroom and insufficient inservice training to apply differentiated instruction to their lesson plans. 2.B. The principal intern evaluations were collected by the University Supervisors. Each district has its own method of evaluating first year teacher performance. When these evaluations are subjected to internal analysis, it was found that all interns reached the minimum 90% or higher in teacher performance. 2.C. When rating students at both campuses in EDU 640 the following categories were calculated. EDU 640 “Curriculum Planning”, will achieve a mean score of 3.5 (4 point Likert scale) when developing an interdisciplinary unit covering the indicators: Identified Topic (3.92), Topical Theme (3.80), Identified Concepts (3.77), Five Disciplines (3.91), Unit Overview (3.62), Generalizations (3.45), Guiding Questions (3.48), Culminating Performance Task (3.46), and Lesson Plan (3.15). In the first five categories, the S.L.O. was achieved (3.5+). In four categories (Generalizations, Guiding Questions, Culminating Performance Task, and Lesson Plan), the rating was below 3.5. Of particular interest is the lowest rating in Lesson Planning (3.15). When scores were aggregated by campus, the Main campus met all goals. 3. The instrument was

2.B. The S.L.O. was met with 80% of the interns reaching a Teacher Performance rating of 90% or higher. Because of the difficult of aggregating data across districts, it was determined in Spring 2007 to design a new principal’s evaluation for interns. This evaluation was implemented in Fall 2007. This will allow data to be more easily analyzed. 2.C. The S.L.O. will be continued with increased work in the Internship Seminar on the Gulf Coast campus with emphasis on learning plans, assessments, and differentiated instruction. The S.L.O. will be continued through the 2007-2008 academic year. 3. Recommendations: The

3. MAT Interns are able to reflect on their professional competencies and their sense of preparation for the classroom. Through this reflection, teachers are able to plan their future professional development. (INTASC Principle 10) 4. Students in the Master of Education in Art of Teaching (M.A.T.) will be literate consumers of research literature, be able to apply best practice research to assessment techniques, and be able to present best practice research information to colleagues.

Program Survey, MAT interns will perceive they are prepared for the classroom. The mean score of the teacher interns will be a 3.5 or higher (On a 5-point Likert scale) on items 1-7 (Teacher Job Satisfaction, Professional Preparation, and Professional Support). 4.A. In EDU 650, 80% of the students will be able to obtain, summarize, and critique empirical information through the annotated bibliography model, obtaining a minimum of 80 out of 100 points on a rubric. 4.B. In EDU 650, 80% of the

designed as a thermometer, to measure levels of preparedness and satisfaction indicators for an alternative route cohort. Technical preparation was perceived at a median level. Strong response levels were found for the University support. Some tensions were noted in the job place, especially perceived support and relationships with other teachers. This may be related to their preparation for teaching in relation to other new teachers in the school. Alternative route teachers have far less pedagogical exposure than teachers who enter from teacher education programs. 4.A.. (FALL) Approximately, 69% of the students achieved a minimum of 80 out of 100 points on this criterion. Two of the students who received an F were caught plagiarizing. One person never turned in the assignment. Another person received a 30/100 points due to the entries not meeting the minimum requirements for submission. (WINTER) Approximately 86% of the students achieved a minimum of 80 out of 100 points on this criterion. (SPRING) Approximately 76% of the students achieved a minimum of 80 out of 100 points on this criterion. 4.B. (FALL) Approximately

combination of rating with short narrative provides an effective window into the experiences of alternative route teachers in schools. Preparation for teaching appears to be adequate for instructing in the classroom; these teachers are “safe to practice.” They are not, however, totally comfortable in the social community of educators. It may be that more of the tacit understandings of teaching professionals could be made an “overt” part of the program. The emphasis has been on developing dispositions for teaching. These reports indicate that alternative route cohorts need to understand the variations among school communities, perhaps as scenarios discussed among the cohort members while in courses at the university. 4.A. (FALL) Students are provided an opportunity to redo this assignment. Since two students plagiarized, they were not permitted to redo the assignment. One student stopped coming to class and did not turn in the assignment. The student who received a low grade was provided an opportunity to redo the assignment, but failed to do so. Since the majority of the other students met the criteria, it is felt that the assessment process is ample in determining the learning outcomes this assignment was determined to measure. (WINTER) The instructor spent more time on how to construct research and on explanation of the rubric. In addition, samples of one entry were required before the students continued their work. These techniques appeared to have worked since the percentage rose from 69% to 86% . (SPRING) There were four students who did not meet the minimum conditions. These students were given opportunities to redo the work and failed to do so. It is felt that the assessment results warrant the continuation of procedure with this outcome.

students will be able to create, using a performance based assessment model, a criterions referenced test, obtaining a minimum of 80 out of 100 points on a rubric. 4.C. In EDU 650, 80% of the students will be able to share information obtained from the annotated bibliography via an informal presentation obtaining a minimum of 80 out of 100 points on a rubric. 4.D. In EDU 620, 80% of the students will be able to write an introduction for a research plan using a rubric and obtaining a minimum of 80 out of 100 points. The rubric will contain such information but not limited to APA format, purpose statement(s), justification, definition of terms, and potential audience 4.E. Eighty percent of the students will be able to evaluate research through the annotated bibliography model using a rubric and obtaining a minimum of 80 out of 100 points. The rubric will contain such information but not limited to articles from scholarly/peer reviewed publications, summary, critiques, and APA format. 4.F. Eighty percent of the

81% of the students achieved a minimum of 80 out of 100 points on this criterion. (WINTER/SPRING) Approximately 79% of the students achieved the minimum score both terms. 4.C. (FALL) Seventy-five percent of the students achieved a minimum of 80 out of 100 points on this criterion. Two students did not present (one due to plagiarism on another assignment, one due to not coming to class). One student received 67/100 points for not meeting all criteria in rubric. Another student received 70/100 points for the same reason. (WINTER) Approximately 93% of the students achieved a minimum of 80. (SPRING) 100% of the students achieved the minimum score. 4.D. Approximately 87% of the students achieved a minimum of 80 out of 100 points. 4.E. Approximately 93% of the students achieved a minimum of 80 out of 100 points. 4.F. Approximately 87% of the students achieved a

4.B. Since approximately 80% of the students appear to have mastered the learning outcomes across the three terms, the data suggest this assessment criteria is appropriate for measuring these learning outcomes. Since this is a Transition Point course, the S.L.O. will be continued for 2007-2008. 4.C. (FALL) If the two students who did not present are omitted from the data, the percentage jumps to approximately 86%. This statistic supports continuing with this assessment process. (WINTER/SPRING) Since it appears the students are able to meet the learning outcomes as indicated by the data, support lends itself to maintaining this criteria to assess student performance. 4.D. Due to the percentage of students obtaining more than the minimum of 80 out of 100 points, these procedures and criteria will remain as they are. 4.E. Due to the percentage of students obtaining more than the minimum of 80 out of 100 points, these procedures and criteria will remain as they are. This is an amazing percentage for this assignment.

students will be able to write a methodology for a research proposal using a rubric and obtaining a minimum of 80 out of 100 points. The rubric will contain such information but not limited to APA format, permissions, participants, instruments, design, data collection & analysis, and procedures. 4.G. In EDU 611, Current Trends in Reading, teacher candidates in the M.A.T. program will achieve a mean score of 3.5 when being assessed for Scholarly Writing. The rubric “Scholarly Writing and Research”. 4.H. In EDU 636, Reading and Writing Across the Curriculum, teacher candidates in the M.A.T. program will achieve a mean score of 3.5 when being assessed for assessed for Scholarly Writing. These scores will be compared to the data from EDU 611. 5.A. The mean score of teacher candidate population will be 3.5 or higher on a 4 point Likert scare

minimum of 80 out of 100 points. 4.G. Nine of the eleven rubric items for Scholarly Writing were met at a 3.5 or higher. Mechanics and Usage both scored at a 3.38 (Summer). On the Hattiesburg campus, the scores remained high for Fall and Winter with a significant decrease in the Summer cohort. When the Hattiesburg scores were totally across sections, all items were met at a 3.61 or higher. On the Gulf Coast campus, one rubric item was lower than 3.5 (Thesis Statement 3.38). 4.H. Fall 2006 and Summer 2007 (Gulf Coast campus) had a total score of 3.80 and 3.69 respectively. This met the S.L.O. goal of 3.5 or higher. The Winter 2006 class scored 3.4 with decreased scores 3.30 (Body, Organizational Structural development, Conclusion, Mechanics, Usage, Citations, References). The Summer 2007 Gulf Coast scores rebounded with all areas above 3.7 other than Organization (3.48) and References (3.32). In Hattiesburg, S.L.O. objectives were met with total scores of 3.74 (Fall), 3.83 (Winter), and 3.77 (Summer). 5.A. Although different rubrics were used on the two campuses, all categories of the S.L.O. were 3.5 or higher. The

4.F. Due to the percentage of students obtaining more than the minimum of 80 out of 100 points, these procedures and criteria will remain as they are. 4.G. The School of Education’s instructional theme has widened to include two topics: Scholarly Writing and Differentiated Instruction. Faculty have revised syllabi to focus on writing principles and the use of library resources, both primary and database sources. The S.L.O. continues to be a high priority in our graduate program and will be maintained for the 2007-2008 academic year. 4.H. The Scholarly Writing project established during the 2005-2006 academic year is progressing with S.L.O.s being met on both campuses. The outcome will be continued for the 2007-2008 academic year. The School of Education is encouraging all the faculty to make use of the library’s primary and database resources. 5.A. The Journal Article critique is another aspect of the Scholarly

5. The teacher candidate will demonstrate content knowledge and performance skills across content pedagogy courses in preparation for the Internship Field Practicum. (INTASC Principles 1-10) 6. Students in the M.Ed. in Alternate Route will provide evidence of content knowledge, application of that knowledge, and synthesis of that knowledge.

when critiquing a Journal Article as part of EDU 572, Survey of Exceptional Children. 5.B. In EDU 572, Survey of Exceptional Children, the Content Knowledge Examination will be the capstone assessment in Special Education. The mean score will be 85% of the teacher candidate population taking the assessment. 5.C. In EDU 536, Classroom Management, the Assessing Behavioral Modifications Examination will be the capstone assessment in Classroom Management. The mean score will be 80% of the teacher candidate population taking the assessment. 6.A. Students will have a mean score of 3.0 or higher on a 5.0 scale on the Comprehensive Examination.

6.B. The graduate students will self-evaluate their level of instructional practices using ‘The Measures of Differentiated Instruction” questionnaire. The mean score will be 3.5 across the graduate population. This self-report measures differentiated instructional practices teachers use with students in their classrooms. Teachers’ responses provide an indication of the extent to which all students receive differentiated educational

S.L.O. was met. 5.B. No data collected. 5.C. The S.L.O. was met with all classes at both campuses reaching the 85% or higher. 6.A. During the 2006-2007 comprehensive examination period, 77 students were examined in Winter and Spring. All 77 passed. There were 6 students who were required to rewrite one or more of their questions. After the second round of evaluation, all graduate students had completed their comprehensive examination with a 3.0 or higher. 6.B. The graduate intern survey, in the pilot administration in Hattiesburg, captured information on perceptions of differentiated instruction. The survey records familiarity with the language and terminology of instruction. Graduates indicated strong positive commitment to the principles of differentiated instruction. Weak recognition was identified with Cross-Age Learning projects (31%); in contrast, Multiple

Writing Project from 2005-2006. The School of Education will continue this intensive writing training at the graduate level for 2007-2008. 5.B. The S.L.O. will be continued during the 2007-2008 academic year. 5.C. Assessing Behavioral Modification Scenarios is a critical part of the Principles of Learning and Teaching (PRAXIS II). Although graduate students are not required to take this test, the skills required for a passing score on the PLT are being exhibited by our students in EDU 536. The S.L.O. will be maintained for the 2007-2008 year. EDU 536 textbook has been changed this year in order to bring a practical (PLT) approach to classroom management. 6.A. This is an important transition point in the School of Education’s program and will therefore be maintained for the 2006-2007 academic year. 6.B. Recommendations: The school of education has determined the viability of this survey to assess a range of attitudes, embedded within the professional knowledge systems of interns. In conjunction with University Supervisor observations, the survey provides a robust view of cohort intentions in classroom instruction. EDU 635 professors will be adapting course content to provide interns with more in-depth

experiences in the classroom.

Intelligences, Learning Styles, and Cooperative Learning were familiar terms that students readily embraced as important. Implementation, however, as noted by the University Supervisors was lower than students’ reports. Co-teaching was perceived as difficult by interns (38%); they reported being more comfortable when teaching by themselves. They particularly felt vulnerable when the teacher was a special education teacher—likely because that teacher would note problems in differentiation of instruction for special needs students. Interns felt more certain that they were “integrating” the components of the lesson (89%). Interns perceived that they were involved in hands on learning, but University Supervisors observed far more presentation-lecture than student hands-on learning activity.

training in strategies guiding delivery of differentiated instruction. Student lesson plans can be analyzed as text according to the survey categories.




OBJECTIVES OF PROGRAM ASSESSMENT CRITERIA

AND PROCEDURES


College Mission: The mission of William Carey University is to provide liberal arts and professional education programs within a caring Christian academic community. The individual student is encouraged to develop his or her highest potential in scholarship, leadership, and service. The college collaborates with churches, organizations, and individuals to affirm its Baptist heritage and namesake – William Carey. Expanded Statement of Purpose: 1. Attain excellence in academic programs






operational effectiveness 7. Strengthen financial resources Goal for Departmental Program/Unit: Education Goals: Consistent with the Interstate New Teacher Assessment and Support Consortium (INTASC) AND NCATE Standards, William Carey College seeks to prepare teachers who: 1. apply current research and technology related to the teaching-learning-assessment process. 2. respond sensitively to individual differences and diversity. 3. understand and anticipate the needs of a global society. 4. plan and implement learning experiences that support the highest level of student potential. 5. continue to reflect, refine, and revise professional practices. 6. collaborate with others to promote learning. 7. Build caring, reflective decision-makers in the classroom.

1. MAT interns use an understanding of individual and group motivation and behavior to build a learning environment and classroom management strategies that encourage positive social interaction, active engagement in learning, and self-motivation. (INTASC Principle 5)

1. A. As measured by the Student Teacher Assessment Instrument (STAI), the mean score of the teacher candidate population will be a 3.85 or higher on Indicators 19-25 (Classroom Environment) as observed by their College Supervisor.

1.A. The S.L.O. was met in four of the seven categories: Indicator 20- High Expectations Verbal and NonVerbal 3.93 (2005-4.00); Indicator 21 - Behavioral Expectations 3.92 (2005-3.94); Indicator 22 - Rules and Consequences 3.87 (2005-3.81); Indicator 23 - Positive Climate 3.89 (2005-3.94). Three indicators were not met at the set S.L.O. level of 3.85. Indicator 19-Interactive Instructional Materials 3.73 (2005-4.00), Indicator 24 - Monitoring Behavior 3.56 (2005—4.00); Indicator 25 - Maintaining Discipline 3.82 (2005-3.94). See STAI College Supervisor 2004-2006 report.

1.A. The S.L.O. was partially achieved and will be continued in 2006-2007 with the same standard of 3.85 for the indicators. M.A.T. students have not yet had the opportunity to train in the area of Interactive Instructional Materials at this stage in their professional development. The courses that following the M.Ed. MAT program will allow students to understand the process of interactive instructional design. Monitoring Behavior and Maintaining Discipline are critical areas for the successful internship. In EDU 536 additional supplementary material, “Stepping into My Teacher’s Shoes”, will be incorporated into the curriculum. This connected with Harry Wong’s procedural manuals should improve these two indicators. All intern supervisors will be invited to a Clinical Educator Inservice Training program that uses specific observation instruments that will diagnose teacher performance in six domains: (1) Planning, (2) Management of Student Conduct, (3) Instructional Organization and Development, (4) Presentation of Subject Matter, (5) Communication: Verbal and Nonverbal, and (6) Assessment

2. MAT interns understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. (INTASC Principle 3) 3. MAT Interns are able to reflect on their professional competencies and their sense of preparation for the classroom. Through this reflection, teachers are able to plan their future professional development. (INTASC Principle 10)

2. A. As measured by the STAI, the mean score of the teacher candidate population when exhibiting skills to establish an environment adapted to diverse learners will be 3.50 or higher on Indicators 12, 29, 33, 36 as observed by the College Supervisor. 2. B. When interns are observed by their principal using the district’s annual evaluation, 80% of the interns observed will reach a Teacher Performance rating of 90% or higher on the district’s evaluation. See First Year Intern Observations table. 3. Using the Alternate Route Program Survey, MAT interns will perceive they are prepared for the classroom. The mean score of the teacher interns will be a 3 or higher (On a 5-point Likert scale) on items 1-7 (Teacher Job Satisfaction, Professional Preparation, and Professional Support).

2.A. The S.L.O was met by the following indicators: Indicator 12 Monitoring Learning: 3.79 (2005-4.00); Indicator 29 Learning Styles 3.69 (2005-3.94); Indicator 33 Matching Methods to Learners: 3.79 (2005-4.00); and Indicator 36 Variety of Methods 3.69 (2005-4.00). 2.B. Out of the 24 interns who were evaluated by principals during their first year of teaching, 13 ranked 90% or higher; 2 ranked 80% or higher; 7 ranked 70% or higher, and 2 ranked 60% or higher. 54% of the evaluated intern population met the S.L.O. goal. 3. In the April 2006 survey, the M.A.T. interns rated themselves in the following 7 areas: Indicator 1: Professional Preparation 3.33; Indicator 2: Positive Relationships with other Faculty 3.98; Indicator 3: Job Satisfaction 4.38; Indicator 4: Faculty Support 4.31; Indicator 5: Administrative Support 3.95; Indicator 6: College Supervisors’ Support 4.52; and Indicator 7: Satisfaction with

2.A. Although the S.L.O was satisfied indicating that successful teacher performance was observed in the classroom, it should be noted that in our undergraduate elementary program the school had set the goal at 3.85. Due to the lack of experience for alternate route teachers, it was the decision of the school to set the lower S.L.O. goal. In 2006-2007, the school will raise the goal to 3.70 while asking college supervisors to model and provide more experiences in the internship seminars and in the field in the indicators: “Learning Styles” and “Variety of Methods”. 2.B. The Principal’s Annual Evaluation will be made available to intern supervisors in order that they might provide additional experiences in the seminars and in the field to assist interns in increasing effective teaching behaviors. There could be a difference in evaluation scales between principals and college supervisors. Efforts will be made to determine areas of concern described by the principals and craft ways to effectively transmit that information to the interns. The S.L.O. will be continued for the 2006-2007 academic year. 3.. This was an important diagnostic instrument to assess intern self-reflection and job satisfaction. Of particular importance was that the highest score was the Indicator 6: “Do you feel you received enough support (visits, school site mentors, seminars, etc.) from EDU 635 instructors?” With a score of 4.52, the faculty sees this as the key to program success. The S.L.O. will be continued for the next year with the mean score being raised to 3.5 or higher for each indicator.

4. Students in the Master of Education in Art of Teaching (M.A.T.) will be literate consumers of research literature, be able to apply best practice research to assessment techniques, and be able to present best practice research information to colleagues.

4.A. In EDU 650, 80% of the students will be able to obtain, summarize, and critique empirical information through the annotated bibliography model, obtaining a minimum of 80 out of 100 points on a rubric. 4.B. In EDU 650, 80% of the students will be able to create, using a performance based assessment model, a criterions referenced test, obtaining a minimum of 80 out of 100 points on a rubric. 4.C. In EDU 650, 80% of the students will be able to share information obtained from the annotated bibliography via an informal presentation obtaining a minimum of 80 out of 100 points on a rubric.

EDU 536 and 650 4.36. The S.L.O. was met on every indicator.

4.A. Seventy percent of the students achieved a minimum of 80 out of 100 points on this criterion. 4.B. Ninety-three percent of the students achieved a minimum of 80 out of 100 points on this criterion 4.C. Ninety percent of the students achieved a minimum of 80 out of 100 points on this criterion.

4.A. The instructor will spent more time on how to conduct research and on explanation of the rubric. Students will also be provided a chance to redo the annotated bibliography to obtain more points and to have another chance to learn the material. 4.B. Since it appears the students are able to meet the learning outcomes as indicated by the data, support lends itself to maintaining this criterion and procedure to assess student performance. 4.C. Since it appears the students are able to meet the learning outcomes as indicated by the data, support lends itself to maintaining this criterion to assess student performance.

master of education in the art of teaching (mat) …

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