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1d. Student Learning for Teacher Candidates

1d.1.      Describe the key assessments that will be used to indicate that candidates in initial preparation programs can assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop and implement meaningful experiences to help all students learn. 

Target behaviors on nine key assessments are used to demonstrate that the teacher candidate can 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 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.

Lesson Plan Assessment. The Lesson Plan Assessment is used during Core I and Core III courses to determine the teacher candidate’s ability to assess and analyze student learning, and use the information to guide instruction to help all students learn.

Student Teacher Work Sample is an action research assessment assignment during clinical practice that requires the teacher candidate to focus on PK-12 student learning and to align learning objectives and instruction with assessment.  This instrument assesses the teacher candidate’s ability to plan, analyze assessment data to monitor student learning, and to implement meaningful learning experiences to help all students learn.

PK-12 Alternative Assessment. This assessment, assigned to the teacher candidate during Core II, is an initial assessment used to assess the teacher candidate’s ability to assess and analyze student learning.  It requires the teacher candidate to create an alternative assessment, grade and evaluate student work, analyze data, and reflect on the assignment.

Field Experience/Student Teaching Midterm/Final Summative Assessment (for all programs).  The Summative Assessment instrument for field and clinical experiences, provides the opportunity for unit faculty to assess the teacher candidate’s ability to assess and analyze student learning and use the data to develop meaningful experiences to help all students learn.

New Teacher Hire Survey.  Administrators who have hired recent Thomas University Division of Education graduates are surveyed to gain their assessment of the graduate’s professional ability to assess, analyze and monitor student learning, and make appropriate adjustments to instruction to help all students learn.

Recent Graduate Self-Assessment Survey.  Recent graduates are also surveyed and asked to rate the degree to which they believe the TU Education Program prepared them to assess, analyze and monitor student learning, and make appropriate adjustments to instruction to help all students learn.

Mentor Teacher Survey of Teacher Candidate Performance. Following each field experience the mentor teacher is surveyed to gain their assessment of the teacher candidate’s ability to assess, analyze and monitor student learning, and make appropriate adjustments to instruction to help all students learn.

Teacher Candidate Self-Assessment Survey. Following each field experience the teacher candidate completes a self-assessment of his/her ability to assess, analyze and monitor student learning, and make appropriate adjustments to instruction to help all students learn.

Scores from the above assessment instruments are entered into LiveText for future analysis. Members of 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.

1d.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 and asked to rate the degree to which they believe that the new teachers have the knowledge, skills, dispositions, and professional behaviors to help all PK-12 students to learn. The target listed on the survey:

  • New teachers from Thomas University demonstrate that they can assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop meaningful learning experiences to help all students learn.

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 content knowledge, skills, and professional dispositions necessary to help all students learn as a result of their Thomas University preparation. The target listed on the survey is:

  • The Thomas University Teacher Education Program prepared me to assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop meaningful learning experiences to help all students learn.

Scores from the above assessment instruments are entered into LiveText for future analysis. Members of 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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