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1b. Pedagogical Content Knowledge and Skills for Teacher Candidates

1b.1.      Describe the key assessments that will be used to indicate that candidates in initial preparation programs demonstrate the pedagogical content knowledge and skills delineated in professional, state, and institutional standards. 

Target behaviors on eight key assessments are used to demonstrate that the teacher candidate can demonstrate the pedagogical content knowledge and skills delineated in professional, state, and institutional standards. The key assessments are:

Teacher Candidate Core Professional Dispositions Assessment.  This assessment instrument identifies 13 critical dispositions for each teacher candidate to become an effective classroom teacher. The teacher candidate is evaluated at the end of each semester by the faculty and provided feedback that demonstrates the teacher candidate’s behaviors are consistent with the belief that all PK-12 students can learn.

Field Experience/Student Teaching Midterm/Final Summative Assessment.  The primary  purpose of this key assessment is to assess the teacher candidate’s ability to demonstrate the pedagogical content knowledge and skills delineated in professional and state standards, and the Unit’s conceptual framework. As the teacher candidate progresses through the field experience component of the program, extensive and developmentally progressive opportunities are provided for the candidate to practice pedagogical content knowledge skills.  In these experiences and in clinical practice, a midterm and final evaluation are conducted to measure proficiency on the pedagogical content knowledge and skill areas identified by state standards and the unit’s conceptual framework.   These evaluations are completed by both the candidate’s mentor teacher and university supervisor, using a qualitative analytic rubric, to ensure fairness, accuracy, consistency, and to eliminate bias.

Electronic Portfolio.  The primary purpose of this key assessment is to assess the teacher candidate’s ability to demonstrate pedagogical content knowledge and skills necessary to help all students learn.  During EDU 400, the teacher candidate is introduced to the unit’s conceptual framework practices.  As the candidate progresses through the program, each conceptual framework practice is further explored in designated courses.  The teacher candidate’s portfolio includes a reflective statement, based on research and application to the classroom, and appropriate artifacts providing the candidate’s understanding of pedagogical content knoweldge.  The final E-folio is presented as an exit requirement to clinical practice and is assessed using a qualitative analytic rubric.

Student Teaching Work Sample.  The primary purpose of this key assessment is to evaluate the teacher candidate’s ability to assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop and implement meaningful learning experiences to help all students learn.  The teacher candidate completes the Student Teaching Work Sample as an exit requirement to the clinical teaching experience and it is scored using a qualitative analytic rubric.

Surveys:  New Teacher Hire Survey, Recent Graduate Self-Assessment Survey, Teacher Candidate Self-Assessment Survey, Mentor Teacher Survey of Teacher Candidate Performance.  The primary purpose of this key assessment is to evaluate the teacher candidate’s ability to demonstrate pedagogical content knowledge and skills necessary to help all students learn. Following each field experience teacher candidates self assess the degree to which they feel prepared with the pedagogical content knowledge and skills necessary to help all students learn. Additionally, the teacher candidate’s mentor teacher also assesses the candidate’s mastery.  Through the use of follow-up surveys, administrators who have hired recent Thomas University Division of Education graduates are surveyed to gain their assessment of the graduate’s pedagogical content knowledge and skills necessary to help all students learn.  Additionally, recent graduates are also surveyed and asked to rate the degree to which they feel prepared with the pedagogical content knowledge and skills necessary to help all students learn.

 

1b.3.      Describe plans for the use of follow-up studies of graduates/completers and employers and how they will be used to inform graduates’, or completers’, preparedness to help all students learn. 

The unit’s plans for follow-up studies of graduates/completers and employers and use of the data to inform the unit and stakeholders of graduates’ and program completers’ preparedness to help all students learn include the use of the following surveys:

New Teacher Hire Survey.  Administrators who have hired recent Thomas University Division of Education graduates are surveyed each year. The target behaviors for pedagogical content knowledge and skills listed on the survey are:

  • New teachers from Thomas University demonstrate the knowledge and ability to implement appropriate classroom management skills necessary to be successful in the classroom.
  • New teachers from Thomas University are proficient with integrating technology appropriately in the classroom.
  • New teachers from Thomas University have a broad knowledge of content-specific instructional strategies and are able to provide multiple explanations so that all students can learn. TU teacher candidates present content to students in challenging, clear, and interesting ways, using real-world contexts to make the learning relevant and encourage all students learn.
    • Reading/Language Arts content ______
    • Mathematics content ______________
    • Social Studies content______________
    • Science  content __________________

Recent Graduate Self-Assessment Survey.  Recent graduates are surveyed each year. The target behaviors for pedagogical content knowledge and skills listed on the survey are:

The T.U. Education Program:

  • Provided me the knowledge and ability to implement appropriate classroom management skills necessary to be successful in the classroom.
  • Prepared me to be proficient with integrating technology appropriately in the classroom.
  • Prepared me with broad knowledge of content-specific instructional strategies that enable me to provide multiple explanations so that all students can learn. Enabled me to present content to students in challenging, clear, and interesting ways, using real-world contexts to make the learning relevant and to encourage all students to learn. 
    • Reading/Language Arts instruction ______
    • Mathematics instruction ______________
    • Social Studies instruction______________
    • Science  instruction __________________

Scores from the above assessment instruments are entered into LiveText for future analysis. Members of the Division of Education Assessment Review Committee review teacher candidate performance data reports and makes recommendations to the Advisory Committee and Curriculum Committee, as needed. Additionally, a report to Faculty Council is provided each semester so that program changes can be made, as necessary.

 

 

 

 

 

 

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