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Oklahoma Commission for Teacher Preparation Program Report for the

Preparation of Business Education Teachers

COVERSHEET Institution: Oklahoma Panhandle State University Date submitted: 9/14/07 Name of Preparer: David Miller Phone #: 580-349-1452 E-mail: [email protected] Program documented in this report: Business Education Name of institution’s program(s): Business Education Grade levels for which candidates are being prepared: 6-12 Degree or award level: BBA in Business Education Is this program initial or advanced?: Initial

Is this program offered at more than one site? □ Yes X No

If yes, list sites at which the program is offered: ____________________________________________________________ Title of the state license for which candidates are prepared: Business Education Program report status: X Initial review _ Rejoinder _ Response to national recognition with conditions

OKLAHOMA PANHANDLE STATE UNIVERSITY

BUSINESS EDUCATION PROGRAM REVIEW

SECTION I— CONTEXT

1. Description of any state or institutional policies that may influence the application of OCTP standards.

State and Institutional Policies

Role of the Legislature: The Oklahoma legislature requires a competency-based system for the

preparation of teachers and other education professionals (HB 1549). Elementary, early

childhood and special education candidates must complete subject area concentrations in arts and

sciences that prepare them as content generalists. Secondary majors must complete a curriculum

that is the equivalent of a major in their teaching area. Candidates in initial programs must be

able to complete requirements for licensure within 124 hours. Professional education faculty and

administrators are required to serve in a state accredited public school for at least 10 hours per

year in responsibilities related to their teaching fields. Literacy First legislation mandates ―five

essential curriculum requirements‖ for all programs in reading/literacy. New teachers apply for a

license that corresponds to the level in which they plan to teach: PK-3 Early Childhood, 1-8

Elementary, 6-12 Secondary or PK-12 for areas such as Physical Education or Foreign

Language. They complete an initial year of teaching in the Resident Year Program under the

guidance of a three- person support and evaluation committee using an evaluation instrument

based upon the Oklahoma Criteria for Effective Teaching Performance.

Role of the Oklahoma State Regents for Higher Education (OSRHE): The State Regents

prescribe academic standards of higher education, determine functions and courses of study at

state colleges and universities, grant degrees, and recommend to the State Legislature budget

allocations for each college and university. The OSRHE established the minimum requirements

for Admissions to Teacher Education and warrants program graduates based upon fifteen

competencies, 10 from INTASC standards and five addressing Oklahoma goals. It requires all

candidates to demonstrate competency at the novice high level, as defined by the American

Council on the Teaching of Foreign Languages, in a language other than English.

Role of the Oklahoma Commission for Teacher Preparation (OCTP): Formed in 1992, the

OCTP is the accrediting body for teacher education programs in Oklahoma. Its responsibilities

include the accreditation of teacher preparation programs and the assessment of teacher

candidates in three areas for licensure: Oklahoma General Education Test, the Oklahoma

Professional Teaching Exam and the Oklahoma Subject Area Test. It oversees exam

development and sets the cut scores. Its requirements for professional education programs

include a portfolio by which candidates document proficiency in the 15 Oklahoma competencies

and early field experiences in diverse settings.

Role of the Oklahoma State Department of Education/State Board of Education (OSDE):

The OSDE is responsible for determining the subject areas for licensure and certification and for

developing the competencies in each area for which tests are prepared. The OSDE certifies all

teacher candidates using information provided by OCTP, Teacher Education Institutions, and

other information sources. It oversees implementation of the Residency Year Program for first

year teachers.

Role of Oklahoma Panhandle State University (OPSU): The Board of Regents for Oklahoma

Panhandle State University sets policy in the areas of admission to OPSU, degree requirements

in all majors, degree sheets listing requirements for graduation, and general education

requirements for candidates in initial programs. The OPSU Teacher Education Council (TEC)

sets policy for admission, retention and exit from all professional programs and its committees

approve curriculum and oversee field experiences.

Oklahoma Panhandle State University is a small land-grant institution located in the center of the

Panhandle and serving the surrounding states of Texas, Colorado, Kansas, and New Mexico, as

well as the local area. An open enrollment policy provides OPSU with 950 to 1300 students per

semester (approximately one-half of the students are from out-of-state), with Teacher Education

and Agriculture being two of the largest schools of the university.

Oklahoma Panhandle State University offers within the Teacher Education Program (TEP),

courses leading to the Bachelor of Business Administration, Business Education. Professional

education course work required for certification recommendations of elementary, secondary, and

P-12 teachers in Oklahoma is included. The professional education component also includes

almost 50 clock hours of pre-service field experiences in the surrounding public schools. The

academic course work develops an understanding of cognitive development, pedagogy,

methodology appropriate to the level of certification, and techniques of classroom management.

The professional educational program is concluded with the satisfactory completion of a 12-

week full-time student intern assignment.

The teacher education program of OPSU is designed to explore the education curriculum in

depth and to develop related teaching skills. The professional education curriculum prepares

teacher candidates to perform the necessary competencies required for certification in Oklahoma

and the surrounding states. It also includes a variety of cultural and liberal arts experiences in

general education, specialty areas (majors), and professional education courses.

While the OPSU Teacher Education Program is an Oklahoma agency that abides by Oklahoma

guidelines, it must, nevertheless, consider and follow the licensing regulations of the four

bordering states that are a part of our service area since more than half its graduates become

teachers in Kansas, Texas, Colorado, and New Mexico. In the 03-04 academic year, 37

candidates were admitted to TEP (one business education major); in 04-05, 31 candidates were

admitted (one business education major) & in 05-06, 23 candidates were admitted (zero business

education majors.) As of the date of this submission, 47 are in the TEP, with 20 being from out-

of-state & zero as business education majors.

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.

Field experiences for the OPSU business education candidate are sequenced and on-going.

These experiences give the candidates a variety of classrooms and subject areas for observations,

as well as for practicum experiences. The candidate begins field experiences in an introductory

education class before being admitted to the program. As the candidate progresses through the

program, field experiences become more focused and specific and include practicum

experiences, as well as observations in classrooms of various class size, ethnic groups, and

cognitive abilities.

Field experiences for the OPSU teacher education are extensive (almost 50 hours of pre-service

activities for business education candidates) and varied and taken in sequence, and conclude with

an internship (student teaching.) The early experiences are observation for the most part, but later

may include some one-on-one student assistance and grading of papers for the classroom teacher.

As the candidate progresses in the program, field experiences become more focused and specific

and require visits to classrooms of different sizes, grade levels, and ethnic cultures, as well as to

classrooms with students with disabilities. The Director of Field Placement keeps records for

each candidate, thereby insuring a variety of experiences.

Business education candidates will begin their professional internship in an ―August Experience‖

so that they may come to know the procedures for the beginning and ending of public school

protocols. These experiences occur in the schools in which the candidates will do their

internships. A four-week block of classes is held immediately before the internship begins in

either the fall or the spring semesters. The internship is a 12-week session during which the

candidate obtains ―hands-on‖ experience in the classroom under the supervision of a mentor

classroom teacher and a university professor supervisor.

Observations by both the mentor teacher and the university supervisor, suggestions for improved

methods of teaching, guidance in classroom management, and final evaluations of the

effectiveness of the intern are given. At the end of a successful internship, candidates will take

the Oklahoma Professional Teaching Examination (OPTE) in order to obtain certification in

Oklahoma.

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.

Level Benchmarks Assessment Tools Rubric

Admission

to TEP

40+ hours of general education

GPA – minimum of 2.50

―C‖ or better in the following courses

ENGL 1113, ENGL 1213, SPCH 1113

―C‖ or better in major course work

Candidate Disposition

Writing samples

TEP Application

Pass OGET

Portfolio review I

OPSU transcript

OPSU transcript

OPSU transcript

OPSU transcript

Recommendations

Interview

―Why I want to be a teacher‖

Autobiography

Application

Ok. General Ed. Test Report

Portfolio committee

√

√

√

√

√

√ Mid-Level

―C‖ or better in:

Professional education & Content area

Field Experience Logs

Diversity

Writing samples

OPSU transcripts

Evaluation of logs

Field Experience Logs

Research paper

―Philosophy of Education‖

√

√

√

√

Portfolio review II

Research

Diversity

Dispositions

Pass OSAT

Portfolio committee

Research paper

Field Experience logs

Interview

Field experience evaluations

OSAT Report

√

√

√

√

√

Internship Progress and on-track

Portfolio review III

Dispositions

Pedagogy

Content Knowledge

Graduation check sheet

Professional committee

Disposition survey

Interview

Cooperating teacher evaluations

Supervising Faculty evaluations

OSAT Report

OPSU transcript

Cooperating teacher evaluations

Supervising Faculty evaluations

√

√

√

√

√

√

√

√

Professional Professional knowledge

Residency Program

Alumni survey

OPTE Report

Principal’s evaluation

University evaluation

Mentor teacher evaluation

5th year survey

√

√

√

√

The teacher education program of OPSU is supported by a planned and continuous evaluative

feedback system that includes the progress of the graduates as beginning classroom teachers.

Evaluation of the candidates’ progress throughout the program is on-going, beginning with the

criteria for admission to the program. The prospective candidate must have a general education

GPA, as well as an overall GPA, of 2.50, pass the Oklahoma General Education Test (OGET)

with a minimum score of 240, and have a minimum of 30 semester credits. Students who plan to

pursue a teaching career must make application for admission to the teacher education program

during their sophomore year.

Candidates must also demonstrate a proficiency in speech and in English with a ―C‖ or higher in

the basic courses. Candidates must also maintain a cumulative 2.50 GPA in all course work, as

well as enroll in and successfully pass the Introduction to Education class.

In addition to the entry-level requirements, each teacher candidate must maintain a GPA of 2.50

in all specialty (major) and professional education course work with no grade received lower

than a ―C.‖ Candidates must complete all course work for certification in at least one area prior

their internship. This includes the completion of all on-line or other correspondence courses

(with grades recorded on the transcript) and the finalization of any ―Incomplete‖ grades.

Candidates must also show a novice-level of speaking and listening proficiency in a language

other than English, as defined by the American Council on Teaching Foreign Languages. This

proficiency may be met in one of the following ways:

1. Complete (with a grade of ―C‖ or higher) a one semester course (3-4 hours) of a

foreign language at an accredited college or university, or

2. Pass the OPSU Spanish language competency oral examination.

Teacher candidates must also pass the Oklahoma Subject Area Test (OSAT) required for their

majors before they begin their internship.

4. Description of the relationship of the program to the unit’s conceptual framework.

The teacher education program uses the gateway arch to symbolize its shared philosophy and

vision. Traditionally, the arch stands for stability and strength; therefore, the School of Education

uses it to represent the power of the Teacher Education program. Although remaining

structurally sound, modern shapes have replaced the traditional Roman arch, and the gateway

arch reflects this progressive view and the willingness to change with the times as new research

indicates new methods and new information should be incorporated into the program. The

rounded, unadorned dome represents this. The gateway arch stands upon a solid base of

educational principles firmly grounded, not only on traditional philosophies, but also on

contemporary research.

Business education candidates proceed through their programs in a sequenced study that

develops from general education classes to specialized field of study and progresses to

introduction to educational principles and methods courses in their specific field of study. The

mid level of the foundation and program represents knowledge that teachers must possess. It

begins with a sound general liberal arts and sciences base and progresses to specific courses in

the candidates’ fields. This mid-level of the gateway helps support the next level of pedagogy

and characterizes our belief in the equal importance of conceptual knowledge and teaching skills.

Course work in the business education ―major‖ is designed to give business education candidates

a comprehensive and well balanced knowledge of the theories and practices of the business

world, as well as a solid knowledge of computer technology.

While OPSU education candidates have a 40+ hour general education requirement in addition to

their subject area courses, they also complete a minimum of 30 semester hours of pedagogy and

almost 50 hours of field experience. Identical parallel columns, divided into three sections,

representing diversity, technology, and field experiences, link the base with the dome because

our business education candidates experience these important features throughout their studies.

Since many of our business education candidates come from communities with little or no

diversity, the department strives to expose them to as many diverse circumstances as possible by

enrolling students from other cultures, providing diverse experiences in classes, extracurricular

presentations, and field experiences.

All candidates enter the program with some knowledge of and experience with technology. In

general, education classes, freshmen use computers for research and completion of papers.

Upon entering the education program, all education candidates take a technology class in which

they learn to access information and evaluate websites for the preparation of lessons to teach

their students. Effective with the fall 2009 semester, business education candidates will no longer

be required to take this course. As all business education candidates take a minimum of 18 hours

of computer courses, their technological skills upon entering this course already exceed the

designed exit skill level. In the methods classes, candidates are taught how to incorporate

technology into their lesson plans and activities. Business education candidates are in a unique

situation in that they will be called upon both to work with the latest technology but also to also

teach technology related classes. For this reason, a minor in Computer Information Systems is

built into the business education curriculum.

Above the parallel columns, duplicate narrow bands, labeled assessment, represent the multiple

evaluations occurring at specific checkpoints and in each area throughout the candidate’s study.

Candidate assessment occurs in classes, upon entry into the program, through portfolio reviews

at various checkpoints in the program, during the internship by the cooperating teacher and two

university supervising teachers, and, finally, through state examinations.

Emerging through the gateway arch, the successful OPSU elementary education candidate

displays the knowledge, skills, and dispositions needed to succeed in today’s classrooms.

Knowledge in basic liberal arts and sciences, as well as in pedagogy; skilled in the ability to

deliver information and concepts; and empathetic to the needs of all students, the OPSU

elementary education candidate stands prepared to the challenges of educating students of the

twenty-first century. Although chiefly prepared for schools in the Panhandle area, OPSU

education graduates possess the knowledge, skills, and dispositions that enable them to teach

anywhere the need or desire arises. The three basic areas of concentration for the Teacher

Education Candidate are Knowledge, Skills, and Dispositions (the keys of the successful teacher)

are reflective of the Philosophy of the Department of Education: Preparing Effective Teachers

who are Competent, Caring, and Committed.

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 system.

Assessment of the business education program begins at the course level and progresses upward

through the program to the unit and then to the institutional level. The purpose of assessment is

to determine if the goals and objectives at each level of the unit are being achieved. While we

believe that assessment is a bottom up process, goals and objectives are top down, derived from

the institution’s mission, from mandates of external agencies, from the unit’s conceptual

framework and shared vision, and from the unique needs of the unit’s service area.

Full-time university faculty with many years of experience assess the candidate’s progress at pre-

admission, mid-level, exit level, and entry-year teaching level. (These assessments are listed in

the chart presented for item #3) Teacher candidates must demonstrate their subject knowledge

through inquiry, critical analysis, and synthesis of the subject. Candidate knowledge and skills

are assessed through class discussion, individual and group projects, reflective papers, journals,

examinations, oral and written reports, research papers, and micro-teaching lesson presentations.

These assessment tools measure the candidates’ knowledge, along with their ability to analyze

and synthesize information. Knowledge is assessed by requiring each candidate to pass the

Oklahoma General Education Test before admission to the OPSU Teacher Education Program,

and the Oklahoma Subject Area Test prior to their internship. Business education candidates are

required to reflect on lessons taught in methods courses and throughout their internship. This

opportunity ensures that candidates critically analyze these lessons.

Multiple methods of assessing the candidates’ content knowledge are in place in the School of

Education. Candidates must prepare a portfolio of their work, showing what they know and can

do. This portfolio consists of the following components: required items for certification; a

section requiring the candidate to analyze the fifteen Oklahoma General Competencies for

Teacher Licensure and Certification, with specific artifacts to demonstrate an understanding of

proficiency in these competencies; a section containing samples of P-12 student products,

according to grade level taught, and obtained during the candidates’ teaching internship; and

reflection papers indicating an understanding of the experiences in the program. The portfolio is

assessed by a faculty committee whose make-up reflects the level of instruction and discipline

(subject) of the candidate’s preparation. The committee will evaluate the candidate based on

proof of supporting evidence that he or she is proficient in all 15 state competencies and has had

the experience needed to become a professional teacher. These assessments occur at the

admission to the program, at mid-term of the program, and toward the end of the internship.

Should a candidate fail to show proficiency at any portfolio review, a Plan of Improvement is

issued, requiring the candidate to correct the identified weaknesses with remediation offered by

the committee.

Dispositions of the business education candidates are evaluated by university and public school

faculty through interviews and observations of candidate participation and performance in course

assignments and field experiences. The dispositions evaluations are conducted in an environment

structured for that purpose by faculty best qualified to identify and assess them. At the unit level,

dispositions are assessed, in part, during the interview that accompanies each portfolio review.

In the process, business education interns are assessed by university faculty and public school

cooperating teachers. Assessment data collected by individual instructors is used on a daily basis

and from semester to semester to modify course content and pedagogy. Programs are modified

from assessment data. Modifications include course content, addition and deletion of entire

courses, and modifications to program requirements.

Evidence of use of course assessment and program assessment for improvement are reflected in

the historical record provided by successive syllabi; written communications between faculty

members and department chairs and deans; minutes from Department meetings; minutes from

meetings of the Teacher Education Council; minutes of the Academic Council and Curriculum

Committee; the Teacher Education Handbook; the evolution of various forms, check sheets,

evaluation forms; and communications with outside constituents.

The primary means of reviewing assessment data for the improvement of the business education

program centers on the Dean of the School of Business and Technology, Dean of Education, the

Teacher Education Council, the Chair of the Department of Business Administration and the

business education coordinator. Results from the OGET, the OSAT, and the OPTE as well as

student surveys, portfolios, and other assessments are routinely discussed at Department and

Teacher Education Council meetings, as well as in Deans’ meetings. From these meetings

modifications to the process are recommended.

The OPSU business education program assessment is based on the unit, Oklahoma, OCTP, and

NCATE standards. Course objectives are continually evaluated and aligned with the various

standards to assure quality of knowledge and skill opportunities for OPSU teacher education

candidates. Positive dispositions are modeled by university and public school faculty. Candidate

dispositions are continually evaluated by university and public school faculty through interviews

and observations of candidate participation in course assignments and field experiences. Much of

the dispositional data is located within the confines of the numerous assessment tools used by the

unit and can be extracted when needed. The various assessment tools are in place in order to

produce a quality ―product,‖ the OPSU elementary education graduate with the knowledge,

skills, and dispositions needed to be a successful teacher.

Attachment A: Program of Study

Attachment B: Chart of Program Completers

Attachment C: Faculty Information

SECTION II— LIST OF ASSESSMENTS

In this section, list the 6-8 assessments that are being submitted as evidence for meeting the OCTP 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 Assessment1 Type or

Form of Assessment2

When the Assessment

Is Administered3

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

Oklahoma Subject Area Test (OSAT)

State Licensure exam Prior to teaching internship

2 [Assessment of content knowledge in business education] Standardized Grading Criteria

Check Sheet (GPA: overall, Gen. Ed, Content)

Portfolio reviews 1,2,3

3 [Assessment of candidate ability to plan instruction] Oklahoma General Competencies for Teacher Licensure and Certification Rubric

portfolio Portfolio Reviews 2,3

4 [Assessment of student teaching]

Faculty and Mentor Evaluations of Teaching internship

Internship Evaluation Form

During and end of internship

5 [Assessment of candidate effect on student learning]

Student Product Rubric

portfolio Portfolio review 3

6 Additional assessment that addresses OCTP standards (required) ]

Internship Evaluation Rubric—Business Education Addendum

Internship Evaluation Form

During and end of internship

7 Additional assessment that addresses OCTP standards (optional) ]

8 Additional assessment that addresses OCTP standards (optional) ]

1 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. 2 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio). 3 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 OCTP standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple OCTP standards.

Oklahoma STANDARD Content KSD Effect APPLICABLE

ASSESSMENTS FROM SECTION II

1. BUSINESS FOUNDATIONS

1.1 Understands important events, developments, and trends in the history of business

X X#1 X#2 #3 #4

#5 #6 #7 #8

1.2 Understands business organizational structures, organizational design, and their implications.

X X#1 X#2 #3 #4

#5 X#6 #7 #8

1.3 Understands the basic principles of business law and the types and characteristics of legal instruments.

X X#1 X#2 #3 #4

#5 X#6 #7 #8

1.4 Analyzes legal issues related to business. X X

X#1 X#2 X #3 X#4

X#5 X#6 #7 #8

1.5 Understands business communications. X

X#1 X#2 #3 #4

#5 X#6 #7 #8

2. BUSINESS MANAGEMENT

2.1 Understands principles of business management and their applications in the decision-making process.

X X X#1 X#2 X #3 X#4

X#5 X#6 #7 #8

2.2 Applies procedures for managing human resources. X

X#1 X#2 #3 #4

#5 X#6 #7 #8

2.3 Analyzes issues related to economic and social responsibilities in business.

X X#1 X#2 X #3 X#4

X#5 X#6 #7 #8

2.4 Analyzes factors affecting business-marketing decisions.

X X X X#1 X#2 X #3 X#4

X#5 X#6 #7 #8

3. TECHNOLOGY SYSTEMS

3.1 Understands basic principles and terminology related to computer technology.

X X#1 X#2 #3 #4

#5 X#6 #7 #8

3.2 Understands principles of computer system design X

X#1 X#2 #3 #4

#5 X#6 #7 #8

3.3 Applies principles of computer technology to solve problems involving information gathering and analysis.

X X X#1 X#2 X #3 X#4

X#5 X#6 #7 #8

3.4 Applies principles of computer technology to solve problems related to project and business management.

X X X#1 X#2 X #3 X#4

X#5 X#6 #7 #8

3.5 Understands information processing systems. X

X#1 X#2 #3 #4

#5 X#6 #7 #8

3.6 Analyzes data storage, retrieval, and transmission systems.

X X#1 X#2 #3 #4

#5 X#6 #7 #8

3.7 Understands principles of telecommunications and applications of telecommunications in business.

X X#1 X#2 #3 #4

#5 X#6 #7 #8

3.8 Analyzes ethical and security issues involving technology systems.

X X#1 X#2 X #3 X#4

X#5 X#6 #7 #8

4. BUSINESS FINANCE AND ECONOMICS

4.1 Understands basic principles and applications of accounting

X X#1 X#2 #3 #4

#5 X#6 #7 #8

4.2 Applies procedures for processing accounting data. X X

X#1 X#2 X #3 X#4

X#5 X#6 #7 #8

4.3 Understands advanced accounting concepts and procedures.

X X#1 X#2 #3 #4

#5 X#6 #7 #8

4.4 Understands basic principles and applications of macroeconomics

X X#1 X#2 #3 #4

#5 X#6 #7 #8

4.5 Analyzes business situations in terms of microeconomic theory.

X X#1 X#2 X #3 X#4

X#5 X#6 #7 #8

4.6 Applies basic principles of consumer economics and finance.

X X X#1 X#2 X #3 X#4

X#5 X#6 #7 #8

SECTION IV—EVIDENCE FOR MEETING STANDARDS

ASSESSMENT #1

Description of assessment and how it is used in the program

Oklahoma Subject Area Test (OSAT)—This is the Oklahoma pre-professional examination for

all teacher candidates. The exam is one of three standardized and normed exams necessary to be

passed in Oklahoma for teacher certification.

This assessment is used to help determine if teacher candidates have sufficient content

knowledge to operate in the classroom. Teacher candidates must pass this exam before they may

participate in their internship (student teaching).

Description of how assessment aligns with standards it is cited for in Section III

Since it is a standardized exam, the OSAT is a reliable and valid measure of content knowledge.

The business education OSAT exam # 040 is directly aligned with the Oklahoma business

education competencies. Attachment 1A

Analysis of data findings

Oklahoma minimum requirement to pass each part of this exam is a composite score of 240.

Attachment 1B evidences that OPSU Business Education candidates have a passing rate of

100%.

Interpretation of how data provides evidence for meeting standards

The content areas in the OSAT cover all necessary disciplines for Business education. The

OPSU candidate passage rate of 100% provides evidence that OPSU candidates know,

understand, and/or can utilize the concepts in the Oklahoma State Department of Education

standards. The OPSU faculty feel that the student results on the OSAT show that our candidates

demonstrate a comprehensive knowledge of the concepts, principles, theories, and research of

content knowledge necessary to be an elementary teacher.

ASSESSMENT #2


Oklahoma Panhandle State University offers content courses through five distinctive schools:

Agriculture, Business and Technology, Education, Liberal Arts, and Science, Mathematics and

Nursing. We assess a candidate’s content course GPA at three particular retention points:

Portfolio Level I, Level II, and Level III. An overall 2.5 GPA must be maintained at each of

these levels. This GPA must also average 2.5 in order to do the teaching internship and to

graduate. If the GPA falls below the 2.5 minimum, teacher candidates are restricted from

continuing in the program until such GPA is brought back up to the minimum. For ease of

tracking, these GPAs are maintained on check sheets maintained by the candidate’s advisor and

are required to be current and placed in the portfolio at the appropriate review.

If the GPA is below 2.5 at portfolio level I, the pre-candidate is denied admission into the

program and must take additional content courses until the GPA is 2.5 or greater. At that point,

the pre-candidate will be admitted into the program as long as all other admission requirements

have been met. If a teacher education candidate in the program has a GPA that drops below a

2.5, that candidate may not complete the program until the GPA is 2.5 or greater.

The check sheet is a means for a candidate’s academic advisor and the portfolio committee to

track candidate performance and progress toward meeting the state of Oklahoma and ACEI

standards.


Since the 2003/04 academic year, OPSU has graduated three business education candidates. All

candidates graduated with a 2.5 or better overall GPA. Attachment 2A and Attachment 2B


The OPSU teacher education faculty understands that business teachers need to be

knowledgeable in all major content areas. Most business teachers will teach multiple content

areas. By requiring all candidates to maintain a minimum of at least a 2.5 GPA, the faculty

believe that graduates will be prepared with enough content background to teach these areas in

the secondary business classroom. The coursework in the above check sheet evidences that

candidates are taking numerous classes wherein content aligns with State standards. The data

indicates that all graduates have taken numerous coursework in content areas and have

maintained a sufficient level of academic achievement (2.5 or greater) in those areas. The

faculty believe that this is sufficient knowledge for candidates to begin their careers in business

education.

ASSESSMENT #3


Rubric for Oklahoma General Competencies for Teacher Licensure and Certification

(OGCTLC)—these competencies were developed through the Oklahoma Commission for

Teacher Preparation to insure that all teacher education candidates meet the 15 required

competencies set forth by the state. With this rubric, the teacher education faculty evaluates

sample work submitted by the teacher candidate who represents the candidate’s professional

understanding and growth related to the competencies, standards, and outcomes established by

the Commission and correlated ACEI standards. The artifacts are housed in the candidate’s

portfolio and are used to assess performance in planning instruction in all areas of elementary

education.


Within the framework of section three of the candidate’s portfolio, for which this assessment tool

is used, candidates must demonstrate through assignments, research papers, special projects and

field experiences their performance of academic and pedagogical knowledge, dispositions, and

skills as described by the Oklahoma Commission for Teacher Preparation in the OGCTLC. The

OPSU teacher education program has been aligned to meet the standards of both these

organizations. The classroom and field experience work as evidenced in section three of the

portfolio evidences that candidates are connecting theories of teaching and learning with the

practitioner process of actual teaching.

A teacher candidate documents each artifact in this section of the portfolio with a

reflection/rationale about how the artifact meets the competency/standard. This evidences

candidate growth and competence regarding the standards. Candidates can look at and reflect

upon the portfolio artifacts to understand that the standards have become a part of their teacher

training and will be reflected in their practices. This assessment helps candidates make

connections between coursework, field experiences, and standards.

See Attachment 3A to view the rubric used in scoring candidate performance in meeting

standards for the Oklahoma General Competencies for Teacher Certification and Licensure.


The data in Attachment 3B evidences that OPSU teacher candidates successfully meet standards

set forth by OGCTLC and the correlated ACEI standards at a 100% rate.


For a candidate to successfully complete the teacher education program at OPSU, the candidate

must successfully pass the Oklahoma standards set forth in the 15 competencies for licensure and

certification with a minimum score of 2 on a 3 point scale. On the scale 3 reflects meeting all

aspects of the content and methods of inquiry as appropriate to the discipline at a high level of

proficiency. A score of 2 reflects meeting content and methods of inquiry as appropriate to the

discipline at a moderate ( novice) level of proficiency, and 1 designates that the content and

methods of inquiry as appropriate to the discipline have not been sufficiently reflected upon or

met.

The OPSU teacher education faculty believe teacher education candidates should not graduate

without achieving passing scores on all competencies/standards. A candidate has two

opportunities to prove he/she has met the competencies/standards. At portfolio review #2 a

candidate may submit partial (a minimum of ten pieces of evidence) or complete evidence of

meeting the competencies/standards. If the candidate submits evidence that does not meet the

competencies/standards, the candidate is counseled by the members of the portfolio committee

and given a plan of improvement to meet the competencies/standards. A score of 1 in any

competency is unacceptable. The candidate must then correct or submit different evidence and

have it approved by the committee before being able to enter the internship semester. Review #3

comes at the end of the internship. At this benchmark, the candidate must show evidence in any

remaining competency/standards area not fully addressed in review #2 and must have a passing

score of 2 or better. If an area does not receive a score of 2 or better, the candidate is given a

plan of improvement to correct the deficiency that must be met before the candidate can finish

the program.

OPSU faculty believe that candidates who are able to pass all competencies set forth in the

OGCTLC standards will at least meet a novice level necessary for teaching elementary students

in the public schools.

ASSESSMENT #4


Candidates are required to have six evaluations during their teaching internships. Two university

faculty members will observe and formally evaluate each candidate twice, and the classroom

mentor teacher will observe and formally evaluate the candidate twice. Each party fills out the

evaluation instrument, makes comments on the instrument, discusses the evaluation with the

teacher candidate; and returns the evaluation instrument to the Dean of Education, who uses the

instruments in part for determining a grade for the internship.


The intern evaluation form is designed to evaluate overall pedagogical skills. Attachment 4A As

such, it does not address individual business content. The instrument centers on three domains:

teacher management, instructional indicators, and teacher and student products.


OPSU teacher education candidates have a 100% pass rate on their intern evaluations as shown

in Attachment 4B.


All OPSU business education candidates were able to meet and/or exceed expectations. The

Student Teacher Intern Evaluation From provides evidence that business education interns are

able to put their knowledge into practice and impact student learning. The results from this

instrument provide evidence that OPSU student interns are meeting the standards for the

Oklahoma Criteria for Effective Teaching. The data collected is very encouraging. The OPSU

faculty feel that the results on the Student Teacher Intern Evaluation show that our candidates

demonstrate an overall acceptable level of pedagogical skills.

ASSESSMENT #5 Description of assessment and how it is used in the program

Oklahoma Panhandle State University (OPSU) interns are required to present, during the Final

Portfolio Review, evidence of his/her effect on student learning during the internship. This is

accomplished by the intern presenting a lesson plan for a unit of teaching, evidence of pre-

assessment of student knowledge, evidence of modification or adaptation of the lesson for

diverse students, evidence of post-assessment, evidence of reflection, and representative

examples of student work that documents the evidence.


This requirement is assessed by the portfolio committee using a rubric Attachment 5A, and is

given a score of Target-3, Acceptable-2, or Unacceptable-1.


While this Rubric was created and first used in the fall 2007 semester, and while we have limited

data at this time, the review of the data shows that OPSU Business Education candidates are

successfully completing this portfolio requirement and are definitely having an effect on student

learning. Attachment 5B

ASSESSMENT #6


The Internship Evaluation Rubric Business Education Addendum was developed to assess

content knowledge as it is demonstrated in the classroom by the candidate. Attachment 6A This

assessment directly relates to the teaching internship and is completed by the cooperating mentor

teacher and/ the university supervising instructors. Much of the criteria in the rubric can only be

assessed when candidates are in actual teaching situations and when candidates are daily and

directly under the supervision of a mentor. This rubric will be filled out toward the end of the

candidate’s internship.


This assessment evaluates the candidate’s content knowledge relating to specific teaching

responsibilities. This instrument correlates to the standards of the State Department of

Education.


Since this is a relatively new instrument, the unit has limited data. The instrument was

developed fall of 2005 but since that time the business education program has had only one

intern. For this reason, data is extremely limited. The limited data that follows indicates that

candidates are meeting the standards for which this assessment is intended at a level of 100%.

Attachment 6B Interpretation of how data provides evidence for meeting standards

Since the Intern Evaluation Rubric Business Addendum was directly designed to meet state

standards, candidates who score a minimum of 2.0 on the instrument are considered to have

performed at a minimum of a novice teacher level, which is quite acceptable. Data shows that

OPSU teacher candidates are performing above the minimum level for this assessment and the

standards it represents.

SECTION V

Use of Assessment Results to Improve Candidate

And Program Performance

OPSU teacher education faculty is continually evaluating candidate performance and the teacher

education program. Informal evaluations take place daily in the college classroom, in practicum

experiences, and during the teaching internship. From these evaluations, faculty members often

make changes in their course work and discuss changes with the dean and other colleagues.

Formal evaluations take place in course work, through state certification testing, through

portfolio reviews, and through the Teacher education council and department meetings.

At the end of each semester, courses are evaluated by teacher education candidates. Data from

the evaluation is given to the faculty member. The faculty member is required to analyze and

reflect upon the course data. This data has the potential to help the faculty member to improve

instruction and course content. In addition, at the end of the semester the faculty member is

required to make a personal analysis of strengths and weakness of the course. From this

analysis, which is turned in at the end of the semester, the instructor is expected to make

improvements in the course in order to meet state standards.

The Dean of Education and all members of the Teacher Education Council track OSAT and

OGET scores. The data has helped OPSU adapt to meet candidate needs for meeting standards.

The Teacher Education Council has examined the need to revise our intern evaluation. After

examining the Oklahoma Criteria for Effective Teaching, it was deemed necessary to construct

an assessment tool more in line to state standards. This makes it more beneficial to OPSU

teacher education candidates because the new assessment is directly aligned with how Oklahoma

schools districts evaluation procedures and instruments.

The unit only has data for the last 3 semesters for this revised assessment instrument. The form

was revised for the fall semester of 2005. Results show there is an increase from the Fall of 2005

semester to the Fall of 2006 for student performance in Domain I: Teacher Management,

Domain II: Teacher Instructional Indicators, and Domain III: Teacher and Student Products.

The result of the increase is from orientation with student interns and cooperating teachers

explaining the expectations and the rubric for each domain. In addition, the evaluation tool is

based on the Oklahoma Criteria for Effective Teaching. These criteria are discussed and

implemented early in the candidates’ program and practiced in methods and practicum classes

through demonstrations of candidate-generated lessons. In the methods courses candidates

receive peer review of those lessons, and in the practicum courses candidates teach lessons in the

public school and receive feedback from their supervising public school teacher. By the time a

candidate reaches his/her internship, the candidate is quite familiar with what is expected and is

able to perform acceptable in the various domains. There is also the possibility for discrepancy

in the scoring by university and public school supervisors; however, with two university

supervisors, one public school mentor, and a combined six evaluations, the scores are reasonably

reliable and indicate that all students perform at a novice or above level of acceptance. If a

candidate performs at an unacceptable level, the candidate is counseled by the supervisor or

cooperating teacher concerning areas needing improvement and will be observed again in the

deficient area(s). A score of 1 in any area is unacceptable, and the candidate must improve to a

minimum score of 2.0 to continue.

Data such as the above is presented to the Teacher Education Council through the office of the

dean, teacher education council committees, field placement director, and individual Teacher

Education Council members. The data is analyzed at various committee levels and used to

improve candidate performance and strengthen the program.

BUSINESS EDUCATION

Last Name Today's Date

First Name

I.D. / SS#

When Letter

GENERAL EDUCATION 50 MAJOR 41 Taken Hrs Grade Substitutions

When Letter

A. Communications 9 Taken Hrs Grade Substitutions ACCT 2103 Managerial Accounting

*ENGL 1113 -- Freshman Comp. ACCT 2203 Financial Accounting

*ENGL 1213 -- Freshman Comp. AIS 3013 Introduction to AIS

*SPCH 1113 -- Speech Comm. BADM 2123 Microeconomics

B. Mathematics 3 BADM 3103 Consumer Economics

*MATH 1513 -- College Algebra BADM 3123 Business Law I

C. History & Government 6 BADM 3173 Business Communications

*HISTORY CIS 2123 Programming I

HIST 1313 Early US History OR CIS 2223 MicroApplications for Bus. Dec.

HIST 1323 Late US History CIS 2233 Logic & Design

*POSC 1013 -- American Government SESC 2373 Comp. Based KB/Desktop Publ.

D. Science 8 MGMT 4813 Office Management OR

*BIOL 1304 Principles of Biology MGMT 3813 Principles of Management

Physical Science (w/lab) Electives: 5 hrs. Courses from ACCT, BA, CIS, MGMT, MKTG, FNCE suggs.

FNCE 3773 Business Finance I

MGMT 3813 Principles of Management

E. Social/Behavioral Sci. 6 MKTG 3913 Principles of Marketing

*ECON 2113 Macroeconomics

* Soc./Psyc.

F. Cross Cultural 3

*EDUC 2233 Diversity in Education

G. Humanities 6

HUM.

HUM.

HUM.

H. Health & PE 2

*HPER 2102 First Aid

I. Freshman Orientation 1 Major GPA #DIV/0!

EDUC 1111 Stud. Suc. Sem. HRS: 0

J. Electives 6

*EDUC 2323 Reading in Content Area PROFESSIONAL EDUC. 33 When Letter

*CIS 2013 Info. Sys. For Business Taken Hrs. Grade Substitutions

Current Gen. Ed. GPA #DIV/0! EDUC 2112 Foundations of Education

HRS: 0 EDUC 2122 Schools and Society

* REQUIRED GEN ED COURSES FOR THIS DEGREE EDUC 2212 Principles of Teaching

EDUC 3213 Human Devel.: Child & Adol. Psy.

Foreign Language Proficiency Met *EDUC 3223 Education of the Except. Child

*EDUC 4313 Educational Psychology

Notes *EDUC 4333 Educational Technology

*EDUC 4322 Secondary Teaching Methods

**EDUC 4312 Classroom Management

**EDUC 4362 Educational Tests & Measur.

**EDUC 4720 Student Teach. - Secondary (9)

Prof. Ed. GPA #DIV/0!

HRS: 0

* Restricted Class--Must be Admitted to Teacher Education

** Restricted Class--Must be Admitted to Professional Semester

Total Upper Level Hours: 0

2/12/2002

Attachment B: Program Completers

Program: Business

Academic Year # of Candidates Enrolled in the Program

# of Program Completers

2005/2006 1 0 2004/2005 3 1 2003/2004 4 2

Certification Examinations for Oklahoma Educators Annual Institution Report

Program Year: 2003-2004

Process date: 02-10-05 14:12:42 Institution: 09 - Oklahoma Panhandle State University

Number of Program Completers: 32

Test Field/Category

Institution StatewideNumber Tested

Number Passed

Pass Rate

Pass Rate

Basic Skills Oklahoma General Education Test 32 32 100% 99% Aggregate 32 32 100% 99%Professional Knowledge/Pedagogy 075 OPTE: PK-8 17 17 100% 98% 076 OPTE: 6-12 (includes two business education candidates) 11 11 100% 99% Aggregate 28 28 100% 99%Academic Content Areas 001 Instrumental/General Music 1 93% 003 Vocal/General Music 1 100% 007 English 3 99% 010 Biological Sciences 1 96% 012 Physical Education/Health/Safety 1 99% 017 U.S. History/OK History/Govern/Economics 2 98% 018 World History/Geography 1 96% 050 Elementary Education Subtest 1 17 99% 051 Elementary Education Subtest 2 17 100% Aggregate 44 99%Other Content Areas 040 Business Education 2 2 100% 100% 042 Agricultural Education 2 -- -- 100% Aggregate 4 -- -- 100% Summary Totals and Pass Rate 32 32 100% 97%

Certification Examinations for Oklahoma Educators Annual Institution Report




Test Field/Category


Number Passed

Pass Rate

Pass Rate

Basic Skills Oklahoma General Education Test 38 38 100% 100% Aggregate 38 38 100% 100%Professional Knowledge/Pedagogy 076 OPTE: 6-12 (includes one business education candidate) 16 16 100% 98% 075 OPTE: PK-8 21 19 90% 97% Aggregate 37 35 95% 98%Academic Content Areas 011 Advanced Mathematics 1 -- -- 100% 008 Earth Science 1 -- -- 100% 050 Elem Ed/1 21 99% 051 Elem Ed/2 21 100% 007 English 2 100% 025 Middle Level/Intermediate Mathematics 3 100% 012 Physical Education/Health/Safety 5 99% 017 U.S. History/OK History/Govern/Economics 1 -- -- 99% Aggregate 55 55 100% 99%Other Content Areas 042 Agricultural Education 7 -- -- 100% 040 Business Education 1 1 100% 100% Aggregate 8 -- -- 100% Summary Totals and Pass Rate 39 37 95% 97%

Certification Examinations for Oklahoma Educators Annual Institution Report - Preliminary




Test Field/Category


Number Passed

Pass Rate

Pass Rate

Basic Skills Oklahoma General Education Test 21 21 100% Aggregate 21 21 100% Professional Knowledge/Pedagogy 076 OPTE: 6-12 (includes 0 business education candidates) 9 9 100% 075 OPTE: PK-8 11 10 91% Aggregate 20 19 95% Academic Content Areas 050 Elem Ed/1 051 Elem Ed/2 007 English 3 077 English as a Second Language 1 024 Middle Level English 2 012 Physical Education/Health/Safety 2 017 U.S. History/OK History/Govern/Economics 2 018 World History/Geography 1 Aggregate 33 33 100% Other Content Areas 042 Agricultural Education 2 -- -- Aggregate 2 -- -- Summary Totals and Pass Rate 21 20 95%

Attachment C Faculty Information

Faculty Member

Name

Highest Degree, Field, & University

Assignment: Indicate the role of the

faculty member

Faculty Rank

Tenur

e 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

Sharon Brantner

M.B.A., Business Admin., SWOSU

Faculty Assistant Professor

Yes AIS Curriculum Assessment, AIS Educators, Oklahoma Accounting Educators, Oklahoma Society of CPAs, Chair-Faculty Handbook Committee

none

Joe Breeden

M.S., Computer Information Systems, University of Phoenix


Yes Seward County Technology Board, Trustee-Town of Goodwell, Association of Information Technology Professionals, Presenter at Guymon Rotary Career Day, Presenter at Art Jubilee, Summer Academy Grant from OSRHE, Instructional Accountability Committee, Athletic Committee

Taught CCMA certificate program to G/T students at Ulysses, KS, IT Director

Matthew Carter

M.Ed., Educational Technology, Texas Tech University


Yes PTCI Digital video partnership coordinator, Computer graphics degree assessment,

none

volunteer firefighter-town of Goodwell

Mindy Davis

M.P.A., Accounting, Texas Tech University

Faculty, Department Head of Accounting

Associate Professor

Yes Accounting department program review, AIS educators Association Conference, Oklahoma Accounting Educators Conference, Consumer Electronics Show Conference, Rank and Tenure Committee

none

Sara Hitch M.B.A., Management, University of Oklahoma

Faculty Instructor No Georgetown University Doctoral Program, Dale Carnegie graduate, Academy of Management, Vice-Chair - Guymon Area Arts & Humanities Council, Yearbook organizer-United Methodist Women, Bo-chair – Guymon beautification

none

Steve Martin

M.B.A., Business Admin., SWOSU


Yes Network analysis and security toolbox conference, PTCI Board of Directors, NCTA regional and national conference, Consumer electronics show conference, Faculty advisor—BSU, Advisor—AITP

???

Diane Murphey

M.S., Natural Science, Oklahoma State University

Dean of School of Business & Dept. Head of CIS

Associate Professor

Yes Association of Information Technology Professionals, OPSU Programming Team advisor, AITP advisor, Consumer electronics show conference, Regional and National AITP conference, Presenter – Career Crew, Alderman-Texhoma, Chair-Pastor relations committee-First United Methodist Church

4 years experience in 7th & 8th grade math, secondary math, and environmental science, Certified in Math, Natural Science, Computer Science

Davin Winger

B.S., Agriculture, Texas Tech University

Faculty Instructor No Presenter at Retrucalle marriage weekend, presenter at Adult/Youth retreats, Board of Directors of Camp Alphi (Kids with Cancer), M.A. in progress from Catholic Distance University, MBA in progress from West Texas A&M University

Member of Gruver Board of Education

David Miller

M.B.A., Marketing, Oklahoma City University

Faculty & Department Head of Business Admin.

Assistant Professor

Yes National Business Education Association, American Marketing Association, Gulf Coast Economics Conference, Chair of OPSU NCATE Assessment Committee, member of OPSU

Supervision of Interns (student teachers), Supervision of Residency Year Teachers (first year teachers in Oklahoma)

NCATE conceptual framework committee, University Centennial Committee, OPSU Teacher Education Council, NCA Assessment Committee, ABD in Higher Education Curriculum at Texas Tech University

R. Wayne Stewart

Ed.D, Educational Admin., Oklahoma State University

Administration--Dean of Education, Director of Teacher Education

Professor Yes Presented at OATE-2006, Presented at OACTE-2006, Presented at AACTE-2007, Presented at OCTP-2007, Chair of Texas County Arts and Humanities Council, Director of Math-Ese (NCLB) Seminar for 2006 & 2007 for Oklahoma panhandle math teachers, Member of Phi Delta Kappa, ASCD, AACTE, OACTE, OATE, Academic Council, Curriculum Council, Dean's Council, Teacher Education Council--OPSU

Supervision of Interns, Supervision of Residency Year Teachers (first year teachers in Oklahoma), Director of Math-Ese (NCLB) Seminar for 2006 & 2007 for Oklahoma panhandle math teachers, Oklahoma certification: Superintendent, Secondary Principal, English, Speech, Computer Literacy, Psychology, Library

Jerry Mihelic

MS, Educational Leadership, Northern Arizona University

Faculty Instructor Yes Student Oklahoma Education Association Advisor, Presenter Oklahoma Association of Teacher Educators-

Volunteer for Special Olympics, Supervision of Student Teachers, Supervision of Residency Year Program teachers

-2006, Director of school partnership--Academy Elementary--after school tuitoring, EOI test monitor--Goodwell Schools, OPSU President's Advisory Committee, OPSU Recruiting Crew

(first year teachers in Oklahoma), Arizona certification: K-8 Teacher, K-12 Principal, OPSU committees--Teacher Education Council

Russell Thatcher

PhD, Christian Education, Southern Baptist University

Faculty, Education Department Head

Associate Professor

Yes Presenter Oklahoma Association of Teacher Educators--2006, Textbook review--Allyn & Bacon, Treasurer of local Phi Delta Kappa, OPSU committees--Teacher Education Council

President of Frills & Freckles Child Care, Inc. Administrator of Kiddie Prep School--Marion, Indiana Elementary teacher--Lakeview Schools Indiana certificaton--K-8 elementary K-12 computer science Supervise Student Teachers Supervise Residency Year Teachers

Elaina Stewart

M.Ed, Library Science, Northwestern Oklahoma State University

Adjunct Faculty

Assistant Professor and Librarian

No Attended OACTE Conference--2004-2005-2006, Attended Oklahoma Library Association--2004-2005-2006, Presented at OLA--2003, 2004, 2005, 2006, OPSU Committees--Teacher Education Council, Telecommunication

Kiowa, KS--elementary and secondary librarian, Muskogee, OK--elementary librarian, Oklahoma certification--elementary education, K-12 Library, secretary of local Phi Delta Kappa, Supervise

s, Library Supervisory committee

Student Teachers, Supervise Residency Year Teachers, Oklahoma Scholar for Oklahoma Arts and Humanities Council

Jerry Butler

Ed.D. Curriculum, Supervision and Instruction, East Texas State University

Adjunct Faculty (retired-2006)

adjunct professor

No Attended the Oklahoma Association for Teacher Education conference 2004, Attended Conference on School Reform and Inclusive Education 2005, Presented - OATE Fall Conference 2005, OPSU committees--Library, Teacher Education Council

taught Elementary 3 through 6; 5 through 8 mathematics; coached 5 and 6 grade basketball Oklahoma certification: Elementary principal; junior high principal; superintendent, Supervise Student Teachers, Supervise Residency Year Teachers

Loyet Shafer

Ph.D., Counseling Psychology, Oklahoma State University

Faculty Associate Professor

Yes Investigator – OK State Board of Examiners of Psychologists, ’01- ’05. Oral Examiner Training, OSBEP, ‘04, Member: Ok Psychological Assn; American Psychological Assn., OPSU Committee Service: Rank & Tenure Committee, ’05 – Present, Teacher Ed Council ’00 – Present, Community Presentation: Elder

Classroom Teacher: Special Education, Jr./Sr. High; English, Speech & Drama, Jr./ Sr. High; Speech Pathology, Speech Remediation, ages 5 – 14; School Counselor, K-12 certification, - Elementary Counselor; Psyc Consultant – High Challenge Alternative

Fair ’05, Navigating Aging: Depression vs Dementia.

School Grant, Guymon Public Schools, Co-teach with high school teacher 12 to 15 hours each year at Senior High, Supervise Student Teachers, Supervise Residency Year Teachers

Darren Randall

MS, HPER, Southwestern Oklahoma State University, MS Adult Education Management and Admin., Northwestern Oklahoma State University

Faculty Instructor Yes Prison ministry/education. served on accreditation teams for private schools

seven years experience as classroom teacher and principal in public and private schools, supervising student teachers, supervising Residency Year Teachers (first-year teachers in Oklahoma)

Carolyn McCargish

M.A.Ed. Education

Dean, University College

Assistant Professor

Yes Member of NADE Member of OACTE Doctoral Student Northcentral University, Prescott, AZ

Direct Bridge Program for under-prepared college students Facilitate the transfer of Agricultural Education Students from entry level General Studies to declared Ag Ed majors Supervision of student teachers, OPSU 2000-present Designed current

Diversity in Education course – EDUC2233- for OPSU – currently instructor Agricultural Education Candidates’ Portfolio Review Chairperson 2001-present Team Instructor for AGED 3103, 4103 Facilitated portfolio preparation workshops for Agricultural Education candidates 2001- present 15 years experience in public school classrooms, special education director, federal programs director, school counselor

Attachment 1A

Certification Examinations for Oklahoma Educators (CEOE)

Framework Development Correlation Table

The Framework Development Correlation Table provides information about possible alignment of some of

the knowledge and skills contained within the CEOE framework for a test field with other conceptualizations

of the knowledge and skills of a field. It was produced using Oklahoma and educator association standards

documents that were publicly available at the time of framework development. In the preparation of the

Correlation Table, the alignment of a CEOE test competency with standards documents was indicated if the

content of a standard was covered, in whole or in part, by the CEOE test competency. For some CEOE test

competencies, multiple standards from Oklahoma, or other documents were aligned with the content of a

CEOE test competency. An indication of alignment in the Correlation Table does not necessarily imply

complete congruence of the content of a CEOE test competency with the standard.

Matrix Showing Match between Full Subject Matter Competencies for Business Education and

CEOE Test Objectives

Oklahoma Subject Matter

Competencies

for

Business Education


For OSAT # 040 Business Education

1. Business Foundations:

a. Understands important events,

developments, and trends in the history

of business.

0001 Understand the functions of business

management in contemporary and

historical contexts.

b. Understands business organizational

structures, organizational design, and

their implications.

0001 Understand the functions of business

management in contemporary and

historical contexts.

0002 Understand organizational, group,

and individual behaviors and their

relationship to business management.

0003 Understand human resource

management and development.

c. Understands the basic principles of

business law and the types and

characteristics of legal instruments.

0005 Understand principles of business

law and the legal environment of

business.

d. Analyzes legal issues related to

business.





business.


Competencies

for

Business Education



0020 Understand basic principles and

applications of microeconomics.

e. Understands business communication. 0014 Understand business

communications.

2. Business Management:

a. Understands principles of business

management and their applications in

the decision-making process.

0001 Understand the functions of

business management in contemporary

and historical contexts.

0002 Understand organizational,

group, and individual behaviors and

their relationship to business

management.

0012 Understand principles and

procedures related to

entrepreneurship.

0022 Apply techniques of quantitative

analysis in business situations.

b. Applies procedures for managing

human resources.

0002 Understand organizational, group,

and individual behaviors and their

relationship to business management.





business.

c. Analyzes issues related to economic

and social responsibilities in business.

0004 Understand issues related to ethical

and social responsibility in business.

d. Analyzes factors affecting business

marketing decisions.

0010 Analyze factors affecting business

marketing decisions.


procedures related to customer


Competencies

for

Business Education



service.

0022 Apply techniques of quantitative

analysis in business situations.

3. Technology Systems:

a. Understands basic principles and

terminology related to computer

technology.



technology.

b. Understands principles of computer

system design.



technology.


procedures related to information

processing and information

processing systems.



telecommunications and applications

of telecommunications in business.


procedures related to ethics, security,

and data integrity in technology

systems.

c. Applies principles of computer

technology to solve problems involving

information gathering and analysis.




processing systems.




systems.

d. Applies principles of computer

technology to solve problems related to

project and business management.





Competencies

for

Business Education



processing systems.








systems.

e. Understands information processing

systems.




processing systems.

f. Analyzes data storage, retrieval, and

transmission systems.



technology.




processing systems.








systems.

g. Understands principles of

telecommunications and applications of

telecommunications in business.





h. Analyzes ethical and security issues

involving technology systems.




Competencies

for

Business Education




systems.

4. Business Finance and Economics:

a. Understands basic principles and

applications of accounting.


applications of accounting.

b. Applies procedures for processing

accounting data.

0007 Apply procedures for processing

accounting data.

0008 Understand advanced accounting

concepts and procedures.

0009 Understand principles, processes,

and procedures related to financial

statements.

c. Understands advanced accounting


0008 Understand advanced accounting


0009 Understand principles, processes,

and procedures related to financial

statements.

d. Understands basic principles and

applications of macroeconomics.


applications of macroeconomics.

e. Analyzes business situations in terms of

microeconomic theory.


applications of microeconomics.

f. Applies basic principles of consumer

economics and finance.

0021 Apply basic principles of consumer

economics and finance.

Attachment 1B Business Education OSAT #040 Scores Number Tested Satisfactory Unsatisfactory Percent Passed Year OPSU State OPSU State OPSU State OPSU State 2003-04 1 271 1 255 0 16 100% 94.1 2004-05 1 345 1 326 0 19 100% 94.5 2005-06 1 303 1 268 0 35 100% 84%

Attachment 6A DATA School Year

# of candidates accepted into TEP

% of students with GPA 2.5 or above

% of students with GPA below 2.5

# of candidates accepted to internship

% of students with GPA 2.5 or above

% of students with GPA below 2.5

2003-2004

1 100% 0% 1 100% 0%

2004-2005

1 100% 0% 1 100% 0%

2005-2006

0 N/A 0% 0 N/A N/A

Attachment 6B DATA PROGRAM COMPLETER GPA 2003/2004 business education completers Candidates Graduating GPA A 3.21 Average 3.21 2004/2005 business education completers Students Graduating GPA A 3.08 B 3.50 Average 3.29 2005/2006 business education completers Students Graduating GPA 0 N/A Average N/A

SECTION IV #3 ATTACHMENT #2 RUBRIC

MID-TERM AND FINAL PORTFOLIOS ARTIFACT RUBRIC OKLAHOMA PANHANDLE STATE UNIVERSITY

TEACHER EDUCATION PROGRAM

NAME___________________________ DATE___________CHAIR REVIEW 2______________ ID#_____________________________ DATE___________CHAIR REVIEW 3______________ SEX ______M _________F OVERALL ARTIFACT SCORE(2)___________ OVERALL ARTIFACT SCORE(3)___________

The following rubric will be used to assess the artifacts included for the Mid-term and Final portfolio reviews. (Additional assessment information may be included with specific

competencies)

The Overall Score for each competency should be entered ONLY when both artifacts are present.

The Overall Score cannot be higher than the lowest score of Artifact 1, Artifact 2, and/or the

Competency Interpretation. The justifications of the artifacts are scored with the artifacts.

TARGET - 3 ACCEPTABLE - 2 UNACCEPTABLE - 1

ARTIFACTS DEMONSTRATE SUPERIOR PROFICIENCY OF

ALL MAJOR ATTRIBUTES OF THE OKLAHOMA GENERAL

COMPETENCIES.

ARTIFACTS DEMONSTRATE

PROFICIENCY IN MOST ATTRIBUTES OF THE OKLAHOMA

GENERAL COMPETENCIES.

ARTIFACTS FAIL TO

DEMONSTRATE PROFICIENCY OF THE OKLHOMA.GENERAL

COMPETENCIES.

COMPETENCY 1

The teacher understands (is able to demonstrate an understanding of) the central concepts and

methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning

experiences that make aspects of subject matter meaningful for students.

Overall

Score of

Score

TARGET – 3

Reflects All Aspects

ACCEPTABLE – 2

Minimally Reflects

UNACCEPTABLE –

1

Compete

ncy

Compete

ncy 1

Interpreta

tion

of the Content and

Methods of Inquiry as

Appropriate to the

Discipline

Content and Methods

of Inquiry as

Appropriate to the

Discipline

Does Not Reflect

Content and Methods

of Inquiry as

Appropriate to the

Discipline

Artifact

#1

Review #2 Comments

Artifact

#2

Review #3 Comments

COMPETENCY 2

The teacher understands how students learn and develop (is able to demonstrate an understanding

of student learning and development), and can provide learning opportunities that support their

intellectual, social and physical development at all grade levels including early childhood, elementary,

middle level and secondary.

Overall

Score of

Compete

ncy2

Score

TARGET – 3

• Reflects All Cognitive

Constraints of the

Levels of

Development.

• Examples are

Appropriate to the

Developmental

Levels.

• Examples Reflect All

Three Areas

(Intellectual, Social,

and Physical) as

Appropriate to the

Discipline.

ACCEPTABLE – 2

• Reflects Some

Cognitive Constraints

of the Levels of

Development.

• Examples are Not

Appropriate to All

Developmental Levels.

• Examples Do Not

Reflect All Three

Areas (Intellectual,

Social, and Physical)

as Appropriate to the

Discipline.

UNACCEPTABLE –

1

• Does Not Reflect

Cognitive

Constraints of the

Levels of

Development.

• Examples are Not

Appropriate to

Developmental

Levels.

• Examples Do Not

Reflect Any of the

Three Areas

(Intellectual,

Social, and

Physical) as

Appropriate to the

Discipline.

Compete

ncy

Interpreta

tion

Artifact

#1

Review #2 Comments

Artifact

#2

Review #3 Comments

COMPETENCY 3

The teacher understands that students vary in their approaches (demonstrates the ability to use

varied approaches) to learning and creates instructional opportunities that are adaptable to individual

differences of learners.

Overall

Score of

Compete

Score

TARGET – 3

• Reflects the ability

to use a minimum

of three diverse

ACCEPTABLE – 2

• Contains fewer than

three diverse

approaches and/or

UNACCEPTABLE – 1

• Does not include

evidence of

knowledge of diverse

Competen

cy

Interpretat

ion

ncy 3 approaches to

learning

• Indicates ways to

accommodate

individual

differences

• Does not indicate

more than one way to

accommodate

individual differences

of learners

approaches to

learning


ways to accommodate

individual differences

of learners

Artifact

#1

Review #2 Comments

Artifact

#2

Review #3 Comments

COMPETENCY 4

The teacher understands (demonstrates an understanding of the) curriculum integration processes

and uses a variety of instructional strategies to encourage students’ development of critical thinking,

problem solving and performance skills, and effective use of technology.

Overall

Score of

Compete

ncy 4

Score

TARGET – 3

• Includes at least

three instructional

strategies, one of

which includes use

of technology

ACCEPTABLE – 2

• Includes 2

instructional

strategies, or

• Does not include use

of technology as a

strategy

UNACCEPTABLE –

1


varied instructional

strategies.


use of technical

strategy

Competen

cy

Interpretati

on

Artifact #1 Review #2 Comments


COMPETENCY 5

The teacher uses best (appropriate) practices related to motivation and behavior to create learning

environments that encourage positive social interaction and active engagement in learning, thus,

providing opportunities for success.

Overall

Score of

Compete

ncy 5

Score

TARGET – 3

• Artifacts include

multiple strategies to

promote learning and

social interaction

ACCEPTABLE – 2


minimal strategies to

promote learning and

social interaction

UNACCEPTABLE –

1

• Artifacts do not

demonstrate

strategies to

promote learning or

social interaction

Competenc

y

Interpretatio

n


COMPETENCY 6

The teacher develops knowledge of and uses communication techniques to foster active inquiry,

collaboration, and supportive interaction in the classroom.

Overall

Score of

Compete

ncy 6

Score

TARGET – 3

• Artifacts use three

different examples of

use of varied

communication

techniques, as

appropriate to the

discipline.

ACCEPTABLE – 2

• Artifacts contain two

different

communication

techniques or

• Techniques are not

appropriate to the

discipline.

UNACCEPTABLE – 1


reflect different

communication

techniques

• Artifacts are not

appropriate to the

discipline.

Competenc

y

Interpretati

on



COMPETENCY 7

The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning

process, subject matter, students’ abilities and differences, and the community; and adapts

instruction based upon assessment and reflection.

Overall

Score of

Compete

ncy 7

Score

TARGET – 3

• Artifacts demonstrate

an understanding of

curriculum goals.

• Artifacts clearly show

assessment,

reflection, and

adaptation as

needed.

• Artifacts show that

lesson plans are

based on reflective

practice.

ACCEPTABLE – 2

• Fewer than three

artifacts are

included, or


reflect use of

assessment,

reflection, and

adaptation as

needed or an

understanding of

curriculum goals.

UNACCEPTABLE – 1


reflect an

understanding of

curriculum goals, or

• Does not include a

use of assessment,

reflection, and

adaptation, and/or

• Fewer than two

artifacts are

included.

Competenc

y

Interpretatio

n



COMPETENCY 8

The teacher understands and uses (demonstrates an understanding and use) of a variety of

assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous

intellectual, social and physical development of the learner.

Overall

Score

TARGET – 3


ACCEPTABLE – 2

• Fewer than three

UNACCEPTABLE –

1

Competenc

y

Score of

Competen

cy 8

Interpretatio

n

a variety of at least

three assessments

strategies and

techniques that are

appropriate to the

discipline.

assessment

strategies and

techniques are

included, or

• They are not

appropriate to the

discipline.

• Fewer than two

assessment

strategies are

included, or

• Strategies do not

fit the discipline.



COMPETENCY 9

The teacher evaluates the effects of his/her choices and actions on others (students, parents, and

other professionals in the learning community). Modifies those actions when needed, and actively

seeks opportunities for continued (continues) professional growth.

Overall

Score of

Competen

cy 9

Score

TARGET – 3

• Artifacts

demonstrate

exceptional use of

evaluation,

modification when

needed, and

• There is clear

evidence of

professional

growth.

ACCEPTABLE – 2

• Artifacts minimally

demonstrate use of

evaluation,

modification, or

• There is minimal

evidence of

professional growth.

UNACCEPTABLE – 1


demonstrate use of

evaluation,

modification, or

• There is no

evidence of

professional growth.

Competenc

y

Interpretati

on



COMPETENCY 10

The teacher fosters positive interaction with school colleagues, parents/families, and organizations in

the community to actively engage them in the support of students’ learning and well-being.

Overall

Score of

Competen

cy 10

Score

TARGET – 3


multiple

evidences of

positive

interaction as

appropriate to the

discipline and

community

ACCEPTABLE – 2


minimal positive

interaction appropriate

to the discipline or

community.

UNACCEPTABLE –

1


demonstrate

positive interaction

appropriate to the

discipline or

community.

Competenc

y

Interpretatio

n



COMPETENCY 11

The teacher shall have an understanding of (demonstrates an understanding of) the importance of

assisting students with career concepts to the academic curricula.

Overall

Score

TARGET – 3

• Artifacts

ACCEPTABLE – 2

• Artifacts demonstrate a

UNACCEPTABLE – 1

Artifacts do not

Competenc

y

Score of

Competen

cy 11

Interpretati

on

demonstrate

multiple

presentations for

students about a

variety of career

opportunities as

they relate to the

academic

curricula as

offered in their

school.

single presentation for

students about a

variety of career

opportunities as they

relate to the academic

curricula in their

school.

demonstrate a

presentation for

students about a

variety of career

opportunities as they

relate to the

academic curricula in

their school.



COMPETENCY 12

The teacher understands (demonstrates an understanding of) the process of continuous lifelong

learning, the concept of making learning enjoyable, and the need for a willingness to change when

the change leads to greater student learning and development.

Overall

Score of

Competenc

y 12

Score

TARGET – 3

• Artifacts

demonstrate an

understanding of

each of the three

major concepts in

the competency.

ACCEPTABLE – 2


an understanding of

fewer than three of the

major concepts in the

competency.

UNACCEPTABLE – 1


an understanding of

fewer than two of

the major concepts

of the competency.

Competen

cy

Interpretat

ion

Artifact

#1

Review #2 Comments

Artifact

#2

Review #3 Comments

COMPETENCY 13

The teacher understands (demonstrates an understanding of) the legal aspects of teaching including

the rights of students and parents/families, as well as the legal rights and responsibilities of the

teacher.

Overall

Score of

Competen

cy 13

Score

TARGET – 3

• Artifacts

demonstrate an

understanding of

all three legal

rights listed in

the competency.

ACCEPTABLE – 2


an understanding of

fewer than the three

legal rights listed in the

competency.

UNACCEPTABLE – 1


an understanding of

fewer than two of the

legal rights listed in

the competency.

Compete

ncy

Interpreta

tion

Artifact

#1

Review #2 Comments

Artifact

#2

Review #3 Comments

COMPETENCY 14

The teacher understands (demonstrates an understanding of) and is able to develop instructional

strategies/plans based on the Oklahoma core curriculum.

Overall

Score of

Competen

cy 14

Score

TARGET – 3


multiple varied

instructional

strategies/plans

as appropriate to

the discipline.

ACCEPTABLE – 2


minimal instructional

strategies/plans, or

• Instructional

strategies/plans are

minimally varied, or

• Instructional

strategies/plans

minimally fit the

discipline.

UNACCEPTABLE – 1


fewer than two

Instructional

strategies/plans

• Instructional

strategies/plans are

not varied, or

• Instructional

strategies/plans do

not fit the discipline.

Compete

ncy

Interpreta

tion

Artifact

#1

Review #2 Comments

Artifact Review #3 Comments

#2

COMPETENCY 15

The teacher understands (demonstrates an understanding of) the state teacher evaluation process,

“Oklahoma Criteria for Effective Teaching Performance,” and how to incorporate these criteria in

designing instructional strategies.

Overall

Score of

Competen

cy 15

Score

TARGET – 3

• Artifacts show

clear evidence of

incorporation of

the criteria into

instructional

strategies.

ACCEPTABLE – 2

• Artifacts show minimal

evidence of

incorporation of the

criteria into

instructional strategies.

UNACCEPTABLE – 1


show evidence of

incorporation of the

criteria into the

instructional

strategies.

Compete

ncy

Interpreta

tion

Artifact

#1

Review #2 Comments

Artifact

#2

Review #3 Comments

ADDITIONAL COMMENTS FOR PORTFOLIO REVIEW #2

Attachment 3B COMPTENCY SCORE SHEET DATA

Portfolio Review Statistics Compiled from

Competency Score Sheets 3 Target 2 Acceptable 1 Unacceptable

School Year

# of Candidates

Average Score

Plan of Improvement

Plan of Improvement Completed

% Pass

% Fail

Fall 2004

1 2.0 0 0 100 0

Spring 2005

1 3.0 0 0 100 0

Fall 2005

0 0 0 0 N/A N/A

Spring 2006

0 0 0 0 N/A N/A

Fall 2006

1 2.0 0 0 100 0

of 3 OKLAHOMA PANHANDLE STATE UNIVERSITY

Teacher Intern Evaluation Intern Name:__________________

Please use the following scale. Any scoring below a three, in any section, requires an explanation in the comments section. 3=Target (demonstrates skills, knowledge, dispositions beyond novice level; comparable to seasoned teacher) 2=Acceptable (demonstrates skills, knowledge, dispositions expected from novice level; comparable to inexperienced teacher) 1=Unacceptable (demonstrates skills, knowledge, dispositions below novice level; comparable to one with little or no pedagogy) If Indicator is not observed during this observation, circle nothing Please refer to OPSU Teacher Intern Evaluation Rubric Definitions for specific information about each Domain/Indicator.

Gateway to the Future: Preparing Effective Teachers who are Competent, Caring, and Committed

Domain I: Teacher Management

1. Preparation/ plans for delivery of lesson relative to objectives.

3 2 1

2. Routine/ uses minimum class time for non-instructional routines thus maximizing time on task.

3 2 1

3. Discipline/ clearly defines expected behavior. Encourages positive behavior and controls negative behavior.

3 2 1

4. Learning Environment/ establishes rapport with students and provides pleasant, safe climate.

3 2 1 Subtotal _____ ____ _____ Total__________ Comments: Domain II: Teacher Instructional Indicators

1. Establishes Objectives/ communicates instructional objectives to students.

3 2 1

2. Stresses Sequence/ shows how present topic is related to other topics or real life situations.

3 2 1

3. Relates Objectives/ relates topics to existing student experiences.

3 2 1

4. Involves all Learners/ uses a variety of methods to involve all learners.

3 2 1

5. Explains Content/ objectives are met through a variety of methods.

3 2 1

6. Explains Directions/ gives clearly stated directions related to learning objectives.

3 2 1

7. Models/ demonstrates the desired skill.

3 2 1

8. Monitors/ checks for progression of learning toward objectives.

3 2 1





9. Adjusts instruction/ changes instruction based on monitoring and student understanding.

3 2 1

10. Guides practice/ practice by students under supervision of teacher.

3 2 1

11. Provides independent practice/ students practice new skill without direct supervision.

3 2 1

12. Establishes closure/ summarizes or reviews context of what was taught.

3 2 1

Subtotal ____ ____ _____ Total __________ Comments: Domain III: Teacher and Student Products

1. Lesson Plans—writes daily lesson plans designed to achieve the identified objectives.

3 2 1

2. Student Files—maintains a written record of student progress.

3 2 1

3. Grading Patterns—utilizes grading patterns that are fairly administered and based on identified criteria.

3 2 1

4. Student Achievement—evidence of students demonstrating mastery of the stated objectives through projects, daily assignments, performances and test scores.

3 2 1

Subtotals ______ _____ _____ Total________ Comments:





INTERN SCORING SUMMARY

Number of Indicators observed ___ x 3 = _____ (total possible points) DOMAIN I Points _____ DOMAIN II Points _____ DOMAIN III Points _____ TOTAL Points _____ Divide total points by total possible points ______ (example—observed 9 indicators = 27 possible points, and received 21 total points—21/27= 77%) 90-100% = 3 60-89% = 2 Below 60% = 1 OVERALL SCORE (1-3) ______ COMMENTS: _________________________ _________________________ ___________ Intern Signature Evaluator Signature Date Intern Signature acknowledges receipt of evaluation. It does not signify agreement.

White copy returned to Education Office Pink Copy given to Intern

Yellow Copy kept by Evaluator

Effective fall 2005

Attachment 4B TEACHER INTERN EVAULATION DATA Semester Number of

Candidates Score % Pass

SP07 1 2 100% FA06 0 N/A N/A SP06 0 N/A N/A FA05 0 N/A N/A SP05 1 3 100% FA04 1 3 100%

.


Attachment 5A STUDENT PRODUCT RUBRIC

FINAL PORTFOLIO

CANDIDATE NAME_________________________ DATE___________ SCORE______

INDICATORS TARGET=3 ACCEPTABLE=2 UNACCEPTABLE=1 SCORE

DESIGN OF LESSON Lesson is developmentally appropriate to student cognitive, social, emotional, physical (4) needs. Follows prescribed format with clarity.

Lesson is developmentally appropriate to at least two or three student needs.

Follows prescribed format.

Lesson demonstrates very little understanding of child development or does not follow prescribed format.

MOTIVATION Lesson indicates high level of knowledge and application of motivational practice that captures student interest or understanding of purpose for the lesson.

Lesson indicates average level of knowledge and application of motivational practice that captures student interest or under-standing of purpose for the lesson.

Lesson indicates little or no knowledge of motivational practices.

INSTRUCTIONAL APPROACHES

Instructional approaches are inclusive for differing learning styles, intelligences, cultural differences, etc.

Includes some instructional approaches to create learning opportunities for diverse students.

Lesson indicates little or no variation of instructional approaches to meet student needs.

ADAPTATIONS TO DIVERSITY

Lesson indicates specific adaptations of learning activities and materials for diverse students.

Lesson indicates general adaptations of learning activities and materials for diverse students.

Lesson indicates little or no adaptations of learning activities and materials for diverse students.

ASSESSMENTS Lesson includes pre-assessment and post- assessment activities that are aligned with the objectives.

Lesson includes at least post-assessment activities aligned with objectives.

Lesson indicates little or no appropriate assessment activity.

REFLECTION Reflection describes teacher/student interaction; acceptable mastery of objectives; numbers of students who reached above average, average, below average levels; remediation action taken of those who were below level; and self reflection of teacher behaviors. Reflection written in clear manner.

Reflection description addresses prescribed indicators somewhat but is unclear and warrants questions from the reader.

Reflection unclear and has little or no description of prescribed expectations.

STUDENT PRODUCTS

Student products clearly and creatively reflect the objectives of the lesson and includes above average, average, below average work samples.

Student products reflect the objectives of the lesson and includes above average, average, below average work samples.

Student products do not reflect objectives of the lesson and work samples do not include above average, average, below average.

Business Education Student Product Data

Business Education Candidates 2004-2006

IndicatorsCandidate DESIGN OF INSTRUCTIONAL ADAPTATION TO STUDENT average

LESSON MOTIVATION APPROACH DIVERSITY ASSESSMENTS REFLECTION PRODUCTS

1 3 3 3 3 3 3 3 3.00

averages 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00

Attachment 6A INTERNSHIP EVALUATION RUBRIC

OKLAHOMA PANHANDLE STATE UNIVERSITY INTERNSHIP EVALUATION RUBRIC

BUSINESS EDUCATION SUBJECT AREA COMPETENCIES

Intern:_________________ Semester____ School__________________ Supervising Instructor____________________ Mentor Teacher _____________________

Target (T) – The candidate demonstrates a clear and confident knowledge of the material being presented. The information being presented is complete, accurate, and clearly presented. The candidate goes beyond the content presented in the book to make the subject mater more relevant and exciting to the students. The candidate has internalized the content to the point where little or no referral to notes or the book is necessary. Acceptable (A) – The candidate appears to have a satisfactory grasp of the material being presented. Content being presented is complete, accurate, and clearly presented. The candidate has internalized the content to the point where excessive referral to notes or the book is necessary.. Unacceptable (U) – The candidate does not appear to have a clear grasp of the subject matter being covered. Content being presented appears to be incomplete, inaccurate, or confused. The candidate is, or appears to be, “reading from the book”. N/O - This competency is not relevant to class observed N/A - This competency is not relevant to the candidate’s teaching assignment (T) (A) (U) (N/O) (N/A) Business Foundations Understands important events, developments, and trends in the history of business.

Understands business organizational structures, organizational design and their implications.

Understands the basic principles of business law and the types and characteristics of legal instruments.

Analyzes legal issues related to business. Understands business communications

(T) (A) (U) (N/O) (N/A) Business Management

Understands principles of business management and their applications in the decision-making process.

Applies procedures for managing human resources

Analyzes issues related to economic and social responsibilities in business

Analyzes factors affecting business marketing decisions

(T) (A) (U) (N/O) (N/A) Technology Systems Understands basic principles and terminology relating to computer technology.

Understands principles of computer system design.

Applies principles of computer technology to solve problems involving information gathering and analysis.

Applies principles of computer technology to solve problems related to project and business management.

Understands information processing systems. Analyzes data storage, retrieval and transmission systems.

Understands principles of telecommunications and applications of telecommunications in business.

Analyzes ethical and security issues involving technology systems.

(T) (A) (U) (N/O) (N/A) Business Finance and Economics Understands basic principles and applications of accounting.

Applies procedures for processing accounting data.

Understands advanced accounting concepts and procedures.

Understands basic principles and applications of macroeconomics.

Analyzes business situations in terms of microeconomic theory.

Applies basic principles of consumer economics and finance.

Attachment 6B

DATA

3 Target 2 Acceptable 1 Unacceptable

Year # of

Candidates % Pass Average Score

2005/2006 1 100 2

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