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1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates

1c.1.      Describe the key assessments that will be used to indicate that candidates in initial preparation and advanced preparation programs demonstrate the professional and pedagogical knowledge and skills delineated in professional, state, and institutional/agency standards to facilitate learning.

Target behaviors for ten key assessments are used to demonstrate that the teacher candidate demonstrates the professional and pedagogical knowledge and skills delineated in professional, state, and institutional/agency standards to facilitate learning. The key assessments are:

Teacher Candidate Core Professional Dispositions Assessment.  The purpose of this key assessment is to evaluate the teacher candidate’s proficiency with professional dispositions identified as essential when working with  PK-12 students, families, colleagues, and communities.  The assessment is conducted at the end of every semester the teacher candidate is in the program.  All full time, adjunct, and clinical faculty are involved in the evaluation process.

Lesson Plan Assessment.  The primary purpose of this key assessment is to evaluate the teacher candidate’s ability to demonstrate the professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards necessary to facilitate student learning. As the teacher candidate progresses through the field experience component of the program extensive and developmentally progressive opportunities are provided for the candidate to plan lessons for a wide variety of PK-12 settings in various content areas.  Two check points are conducted (Professional Core I and III) to measure proficiency on the professional and pedagogical knowledge and skills necessary to plan lessons that facilitate positive learning outcomes for all PK-12 students.   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.

Field Experience/Student Teaching Midterm/Final Summative Assessment.  The primary  purpose of this key assessment is to evaluate the teacher candidate’s ability to demonstrate the professional and pedagogical 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 master professional and pedagogical knowledge and skills.  In these experiences and in clinical practice a midterm and final evaluation is 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 evaluate the teacher candidate’s ability to demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn.  During EDU 400 the teacher candidate is introduced to the dimensions of the conceptual framework. As the candidate progresses through the program, each dimension of the conceptual framework 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 mastery of the content, professional and pedagogical knowledge, and disposition associated with the assigned element.  The final E-folio is presented as an exit requirement to the program 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 is scored using a qualitative analytic rubric.

Follow-Up 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 the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn.  Administrators who have hired recent Thomas University Division of Education graduates are surveyed to gain their assessment of the graduate’s content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn.  Additionally, recent graduates are also surveyed and asked to rate the degree to which they feel prepared in their area of specialization, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn.

PK-12 Alternative Assessment.  The primary purpose of this key assessment is to evaluate the teacher candidate’s ability to develop an alternative assessment to assess a higher-order outcome, analyze student learning, and plan meaningful learning experiences to help all students learn.  The teacher candidate completes the PK-12 Alternative Assessment early in the program in Professional Core 2.

 

1c.2.      Describe the key assessments that will be used to indicate that candidates in initial preparation programs will consider the school, family, and community contexts and the prior experiences of students; will reflect on their own practice; will know major schools of thought about schooling, teaching, and learning; and will be able to analyze educational research findings.

Target behaviors for ten key assessments are used to demonstrate that the teacher candidate will consider the school, family, and community contexts and the prior experiences of students; will reflect on their own practice; will know major schools of thought about schooling, teaching, and learning; and will be able to analyze educational research findings. The key assessments are:

Teacher Candidate Core Professional Dispositions Assessment.  The purpose of this key assessment is to evaluate the teacher candidate’s proficiency with professional dispositions identified as essential when working with  PK-12 students, families, colleagues, and communities.  The assessment is conducted at the end of every semester the teacher candidate is in the program.  All full time, adjunct, and clinical faculty are involved in the evaluation process.

Lesson Plan Assessment.  The primary purpose of this key assessment is to evaluate the teacher candidate’s ability to plan considering the prior experiences of learners. As the teacher candidate progresses through the field experience component of the program, extensive and developmentally progressive opportunities are provided for the candidate to plan lessons for a wide variety of PK-12 settings in various content areas.  These evaluations are completed by both the candidate’s mentor teacher and university supervisor, using a qualitative analytic rubric, to ensure fairness, accuracy, and consistency at two check points (Professional Core I and III).

Field Experience/Student Teaching Midterm/Final Summative Assessment.  The primary  purpose of this key assessment is to evaluate the teacher candidate’s ability to demonstrate the professional and pedagogical 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 master professional and pedagogical knowledge and skills.  In these experiences and in clinical practice a midterm and final evaluation is 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, and consistency.

Electronic Portfolio.  The primary purpose of this key assessment is to evaluate the teacher candidate’s ability to demonstrate the professional knowledge and skills necessary to help all students learn.  During EDU 400 the teacher candidate is introduced to the dimensions of the conceptual framework. As the candidate progresses through the program, each dimension of the conceptual framework 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 mastery of the content, professional and pedagogical knowledge, and disposition associated with the assigned element.  The final E-folio is presented as an exit requirement to the program 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 both develop and implement meaningful learning experiences to help all students learn.  Aspects of the Student Teaching Work Sample demonstrate the teacher candidate’s ability to consider the school, family, and community contexts, the prior experiences of students and, the ability to reflect on their own practice. The teacher candidate completes the Student Teaching Work Sample as an exit requirement to the clinical teaching experience that is scored using a qualitative analytic rubric.

Follow-Up 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 the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn.  Elements of each survey assess the teacher candidate’s ability to consider the school, family, and community contexts, plan lessons for all learners, and the ability to  reflect on their own practice Administrators who have hired recent Thomas University Division of Education graduates are surveyed to gain their assessment of the graduate’s content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn.  Additionally, recent graduates are also surveyed and asked to rate the degree to which they feel prepared in their area of specialization, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn.

PK-12 Alternative Assessment.  The primary purpose of this key assessment is to evaluate the teacher candidate’s ability to analyze educational research related to alternative assessment to develop an alternative assessment to assess a higher-order outcome, analyze student learning, and plan meaningful learning experiences to help all students learn.  The teacher candidate completes the PK-12 Alternative Assessment early in the program in Professional Core 2.

 

1c.4.      Describe the plans for the use of follow-up studies of graduates/completers and employers and how they will be used to inform graduates, or completers, preparation related to  professional and pedagogical knowledge and skills.

The unit’s plans for follow-up studies of graduates/completers and employers and how they will be used  to inform graduates’ and program completers’ preparation related to professional and pedagogical knowledge and skills 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 and asked to rate the degree to which they believe the new teacher has the professional and pedagogical knowledge and skills to help all PK-12 students to learn. The target listed on the survey:

  • New teachers from Thomas University are able to relate to, plan for, and teach with consideration given to the diversity of the students in the classroom, culturally and academically. TU teacher candidates relate to the school, family, and community contexts in connecting to students’ prior experience to provide meaningful learning experiences and help all students learn.
  • New teachers from Thomas University demonstrate the ability and willingness to reflect upon their practice and make necessary adjustments to facilitate learning for all students.

Recent Graduate Self-Assessment Survey.  Recent graduates are surveyed each year and asked to rate the degree to which they believe the T.U. Education program has helped them to develop the professional and pedagogical knowledge and skills to help all students learn. The target listed on the survey is:

The TU Teacher Education Program:

  • Prepared me to relate to, plan for, and teach with consideration given to the diversity of the students in the classroom, culturally and academically, and prepared me to relate to the school, family, and community contexts in connecting to students’ prior experience to provide meaningful learning experiences and help all students learn.
  • Helped me develop the desire and skills to reflect upon my practice and make necessary adjustments to facilitate learning for all students.

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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