As stated in our conceptual framework, By Teaching We Learn, we believe the moral purpose of education is to make a difference in the lives of children by preparing educators who possess the knowledge, skills, and dispositions to support the learning of all students. Grounded in state and national standards, our Standards for Beginning Teachers and Standards for Advanced Professionals delineate the proficiencies we expect our candidates to develop. These proficiencies include content knowledge, pedagogical content knowledge, professional and pedagogical knowledge and skills, dispositions, and the ability to engage in professional practice that will result in positive effects for all students.
Statement on Status of the Assessment of Candidate Performance
Consistent with the Unit Accreditation Board plan for transitioning to the NCATE 2000 standards and the expectations for institutions with visits in fall of 2001, all of our educator preparation programs have comprehensive systems for the assessment of candidate knowledge, skills, and dispositions relative to institution, state, and national standards. We have completed the development of all components of our teacher education program assessment system including guidelines, protocols, and scoring rubrics for all assessments. We have gradually implemented each component of the assessment system over the last three years, and as of spring 2001 we are using all of the assessments to evaluate candidate performance to make decisions regarding candidate qualifications. We created a Teacher Education Tracking Database and began systematically collecting and summarizing candidate performance data in fall of 2000. Full reports of candidate performance relative to each component of the teacher education program assessment system are found at the Candidate Performance link of the accreditation website.
In terms of our programs for the continuing preparation of teachers and the preparation of other school personnel, all programs have comprehensive plans for the assessment of candidate knowledge, skills, and dispositions. We have developed guidelines, protocols, and scoring rubrics for many of the assessments, created a Graduate Program Database to track candidate performance, and will begin systematically collecting and summarizing candidate performance data in fall of 2001. While our graduate assessment systems are in varying stages of implementation, we currently collect and summarize data relative to four assessments that are common across all programs – Graduate Record Examinations General Test scores, admission grade point average, exit grade point average, and follow-up surveys with program graduates. Full reports of candidate performance relative to these assessments are found at the Candidate Performance link of the accreditation website.
Content Knowledge for Teacher Candidates
In our programs for the initial preparation of teachers, content knowledge is developed through the University General Education Requirements and course work in subject matter components or teaching majors and minors. To qualify for graduation, all candidates must complete 41 semester credit hours in general education course work including English composition, speech communication, mathematics, biological and physical sciences, fine arts, literature, philosophy, history and culture of the United States, cultures other than the United States, political science or economics, and sociology or anthropology. In addition, candidates in the elementary education program must complete two 18-hour components or one 30-hour component, and candidates in the secondary education program must complete a 30-credit teaching major and a 20-credit teaching minor or a single-subject teaching major of 45 credits. Content knowledge of candidates in our programs for the initial preparation of teachers is specifically addressed through the Subject Matter Knowledge standard of our Standards for Beginning Teachers and is assessed through the Praxis I, admission grade point average, teacher work samples, teaching performance evaluations, grade point average in teaching majors/minors and components, and follow-up and employer surveys.
The Praxis I is used to assess the basic content knowledge of candidates in reading, writing, and mathematics for admission to the teacher education program. To qualify for admission to the program, candidates must achieve scores on the Praxis I of 319 in reading, 320 in writing, and 314 in mathematics. Of the 1030 candidates enrolled in the teacher education program during AY 2000-2001, 987 (96%) achieved the scores required for admission to the program. As we are a standards-based program, we allow candidates the opportunity to demonstrate performance relative to basic content knowledge in reading, writing, and mathematics through alternative means. Of the 1030 candidates enrolled in the teacher education program, 43 were allowed to use alternative evidence of meeting the Praxis I requirement. Alternative evidence included Praxis scores within one standard error of measurement, grades of A or B in relevant courses (English composition or mathematics), and overall grade point average. The mean Praxis I scores for the 1030 candidates enrolled in the teacher education program during AY 2000-2001 are 324 in reading, 323 in writing, and 323 in mathematics.
Content knowledge at admission to the teacher education program is also assessed through overall grade point average. To qualify for admission to the program, candidates must have a grade point average of 2.75 or higher in all college-level course work. Of the 1030 candidates enrolled in the teacher education program during AY 2000-2001, 1021 (99%) achieved the minimum grade point average for admission to the program. Nine candidates not meeting the 2.75 grade point average requirement were granted exceptions consistent with the College of Education affirmative action policy. The mean admission grade point average of the 1030 candidates enrolled in the teacher education program during AY 2000-2001 is 3.25.
Content knowledge is assessed during the program through two teacher work samples in which candidates demonstrate their ability to plan, deliver, and assess a standards-based unit of instruction, analyze student learning, and reflect on the results of their instruction for professional development and future practice. Content knowledge is specifically targeted in the Instructional Sequence element of the teacher work sample through the scoring dimension that addresses the “presentation of accurate up-to-date content that reflects knowledge of the discipline and modes of inquiry.” In June of 2000 and 2001, we conducted “benchmarking studies” of the teacher work sample assessment to gather validity and inter-rater reliability data. During the benchmarking studies, 245 work samples were scored by education and arts and sciences faculty and practicing educators. Of the 245 work samples, 218 (89%) were judged by the expert scorers as meeting the standard for presentation of accurate up-to-date information in the instructional sequence and 20 (8%) were judged as partially meeting the standard.
We also assess content knowledge during the teacher education program through teaching performance evaluations completed during the pre-internship and student teaching internship. Content knowledge is specifically targeted by the Subject Matter Knowledge standard and the scoring dimension that addresses the “presentation of clear and accurate information.” To successfully complete the student teaching internship, candidates must obtain a score of 2 (standard met) on the Subject Matter Knowledge standard of the teaching performance evaluation. Of the 95 candidates completing the student teaching internship during spring of 2001, all 95 (100%) met the standard.
Content knowledge of teacher education program candidates is also assessed through grade point averages in teaching majors and minors or components. For the 175 candidates enrolled in the student teaching internship during AY 2000-2001, the mean grade point average in the teaching major is 3.13 and the mean grade point average in the teaching minor is 3.01.
Our follow-up surveys with program graduates and their employers also provide information regarding candidate content knowledge. When asked to indicate their level of agreement with a statement regarding how well the program helped them reach the Subject Matter Knowledge standard of the Standards for Beginning Teachers, 89% of the graduates strongly agreed, moderately agreed, or agreed that the program helped them develop understanding of the central concepts and processes of inquiry of the subject matter they teach. In terms of employer ratings of graduates on the Subject Matter Knowledge standard, 100% of the principals rated as excellent, very good, or good the teachers’ understanding of the central concepts and processes of inquiry of the subject matter taught.
In our programs for the continuing preparation of teachers, content knowledge is developed through the Core Professional Studies comprised of nine credits in research and writing, theories of learning, and applied educational statistics. These courses provide a strong foundation in statistics, current issues and problems, and research in the content area. Content knowledge is also developed through the Specialty Studies for each program that target the subject matter and modes of inquiry specific to the program emphasis (e.g., literacy, instructional technology, special education, etc.). Content knowledge of candidates in our programs for the continuing preparation of teachers is specifically addressed through the Professional Studies and Research standard of our Standards for Advanced Professionals.
Because we expect our candidates to possess content knowledge at admission to the program, we have set an admission requirement of a grade point average of at least 3.0 for all upper division credits taken at the undergraduate level. Of the 174 classified graduate candidates enrolled in our programs for the continuing preparation of teachers during AY 2000-2000, 167 (96%) achieved the minimum undergraduate grade point average required for admission to the program. Of the candidates not achieving the minimum grade point average for admission, 6 were admitted to the program on the basis of Graduate Record Examination General Test scores. The mean admission grade point average for all classified candidates enrolled in our programs for the continuing preparation of teachers is 3.32.
Content knowledge of candidates at admission to the program is also assessed through the Graduate Record Examinations General Tests. To qualify for admission to the program, candidates must score at or above the 35th percentile rank on one of the sections of the GRE. Of the 174 classified graduate candidates enrolled in our programs for the continuing preparation of teachers during AY 2000-2001, 153 (88%) achieved the minimum cut-off scores. Of the candidates not achieving the minimum scores for program admission, 21 were admitted to the program on the basis of undergraduate grade point average. The mean GRE scores for all classified graduate candidates enrolled in our programs for the continuing preparation of teachers are 458 (Verbal), 523 (Quantitative), and 545 (Analytical).
Our follow-up surveys with program graduates also provide information regarding candidate content knowledge. When asked to indicate their level of agreement with a statement regarding how well the program helped them reach the Professional Studies and Research standard of the Standards for Advanced Professionals, 91% of the graduates strongly agreed, moderately agreed, or agreed that the program helped them develop understanding of the central concepts and processes of inquiry of the subject matter they teach.
Content Knowledge for Other School Personnel
In our programs for the preparation of other school personnel, content knowledge is developed through the Core Professional Studies comprised of nine credits in research and writing, theories of learning, and applied educational statistics. These courses provide a strong foundation in statistics, current issues and problems, and research in the content area. Content knowledge is also developed through the Specialty Studies for each program that target the subject matter and modes of inquiry specific to the program emphasis (e.g., educational administration, school psychology, counseling, etc.). Content knowledge of candidates in our programs for the preparation of other school personnel is specifically addressed through the Professional Studies and Research standard of our Standards for Advanced Professionals.
Because we expect our candidates to possess content knowledge at admission to the program, we have set an admission requirement of a grade point average of at least 3.0 for all upper division credits taken at the undergraduate level. Of the 194 classified graduate candidates enrolled in our programs for the preparation of other school personnel during AY 2000-2001, 190 (98%) achieved the minimum undergraduate grade point average required for admission to the program. Of the candidates not achieving the minimum grade point average for admission, 3 were admitted to the program on the basis of Graduate Record Examination General Test scores. The mean admission grade point average for all classified graduate candidates enrolled in our programs for the preparation of other school personnel is 3.25.
Content knowledge of candidates at admission to the program is also assessed through the Graduate Record Examinations General Tests. To qualify for admission to the program, candidates must score at or above the 35th percentile rank on one of the sections of the GRE. Of the 194 classified graduate candidates enrolled in our programs for the preparation of other school personnel during AY 2000-2001, 163 (84%) achieved the minimum cut-off scores. Of the candidates not achieving the minimum scores for program admission, 28 were admitted to the program on the basis of undergraduate grade point average. The mean GRE scores for all classified graduate candidates enrolled in our programs for the preparation of other school personnel are 403 (Verbal), 470 (Quantitative), and 487 (Analytical).
Our follow-up surveys with program graduates also provide information regarding candidate content knowledge. When asked to indicate their level of agreement with a statement regarding how well the program helped them reach the Professional Studies and Research standard of the Standards for Advanced Professionals, 91% of the graduates strongly agreed, moderately agreed, or agreed that the program helped them develop understanding of the central concepts and processes of inquiry of the subject matter specific to their professional practice.
Pedagogical Content Knowledge for Teacher Candidates
In our programs for the initial preparation of teachers, pedagogical content knowledge is developed through the professional education core, methods courses specific to the teaching major or minor (e.g., elementary science methods, secondary biology methods, etc.), and the pre-internship and student teaching internship. Through these courses and field experiences, candidates develop the ability to use multiple explanations and instructional strategies to make subject matter meaningful to students. The courses and field experiences also develop candidates’ ability to integrate technology into teaching and learning. Pedagogical content knowledge of candidates in our programs for the initial preparation of teachers is specifically addressed through the Subject Matter, Student Individual Differences, Planning for Instruction, Instructional Delivery, Assessment, and Technology standards of our Standards for Beginning Teachers and is assessed through the Idaho Technology Portfolio Assessment, teacher work samples, teaching performance evaluations, grade point average in the professional education core, the exit portfolio, exit interview, and follow-up and employer surveys.
To meet the state mandate for technology competency of teachers, candidates completing our teacher education program must pass the Idaho Technology Portfolio Assessment to qualify for program completion and institutional recommendation for state teaching certification. The portfolio assesses technology competency in terms of the International Society for Technology in Education standards. Because candidates must pass the Idaho Technology Portfolio Assessment to qualify for program completion, the pass rate for all program completers is 100%.
Pedagogical content knowledge is also assessed during the program through two teacher work samples in which candidates demonstrate their ability to plan, deliver, and assess a standards-based unit of instruction, analyze student learning, and reflect on the results of their instruction for professional development and future practice. Pedagogical content knowledge is specifically targeted in the Instructional Sequence element of the teacher work sample through the scoring dimension that addresses the “integration of technology into teaching and learning.” Of the 245 teacher work samples scored in our benchmarking studies, 228 (93%) were judged by the expert raters as meeting the standard for the integration of technology into teaching and learning and 17 (7%) were judged as partially meeting the standard.
We also assess pedagogical content knowledge during the teacher education program through teaching performance evaluations completed during the pre-internship and the internship. Pedagogical content knowledge is specifically targeted by the Subject Matter Knowledge and Instructional Delivery standards of our Standards for Beginning Teachers and the scoring dimensions that address “linking subject matter knowledge to students’ prior understandings,” “encouraging students to interpret ideas from multiple perspectives,” “creating interdisciplinary learning experiences that integrate subject matter across content areas,” and “promoting development of student critical thinking and problem solving.” To successfully complete the student teaching internship, candidates must obtain a score of 2 (standard met) on the Subject Matter and Instructional Delivery standards of the teaching performance evaluation. Of the 95 candidates completing the student teaching internship during spring of 2001, all 95 (100%) met the standards.
Pedagogical content knowledge of teacher education program candidates is also assessed through the grade point average in the professional education core. The professional education core consists of courses specifically addressing instructional strategies to support the learning of all students, in-depth understanding of the subject matter taught, and the integration of technology into teaching and learning. For the 175 candidates enrolled in the student teaching internship during AY 2000-2001, the mean grade point average in the professional education core is 3.38.
Our follow-up surveys with program graduates and their employers also provide information regarding candidate pedagogical content knowledge. When asked to indicate their level of agreement with a statement regarding how well the program helped them reach the Subject Matter Knowledge standard of the Standards for Beginning Teachers, 88% of the graduates strongly agreed, moderately agreed, or agreed that the program helped them create learning experiences that make subject matter meaningful to students. A total of 86% of the graduates agreed that the program helped them reach the Technology standard and helped them develop the knowledge and skills to use technology in the planning, delivery, and assessment of learning and instruction. In terms of employer ratings of graduates on the Subject Matter Knowledge and Technology standards, 100% of the principals rated as excellent, very good, or good the teachers’ ability to create learning experiences that make subject matter meaningful to students, and 100% of the principals rated as excellent, very good, or good the teacher’s ability to integrate technology into learning and teaching.
In our programs for the continuing preparation of teachers, pedagogical content knowledge is developed through the Specialty Studies for each program that target in-depth understanding of the subject matter in the degree specialty area (e.g., literacy, instructional technology, special education, etc.). Pedagogical content knowledge is also developed through the clinical experiences required for the program including practica and/or internships. Pedagogical content knowledge of candidates in our programs for the continuing preparation of teachers is specifically addressed in the Professional Studies and Research, Professional Practice, and Technology standards of our Standards for Advanced Professionals.
Pedagogical content knowledge of candidates in our programs for the continuing preparation of teachers is assessed through multiple course based assessments reflected in the grade point average at program exit. A 3.0 grade point average for the courses listed on the program of study is required for any degree or certification at Idaho State University. The mean exit grade point average for candidates completing programs for the continuing preparation of teachers during AY 1999-2000 is 3.67.
Our follow-up surveys with program graduates provide information regarding the pedagogical content knowledge of candidates in our programs for the continuing preparation of teachers. When asked to indicate their level of agreement with a statement regarding how well the program helped them reach the Technology standard of the Standards for Advanced Professionals, 76% of the graduates strongly agreed, moderately agreed, or agreed that the program helped them develop the knowledge and skills to integrate technology into their professional practice.
Professional and Pedagogical Knowledge and Skills for Teacher Candidates
In our programs for the initial preparation of teachers, professional and pedagogical knowledge and skills are developed through the professional education core, methods courses specific to the teaching major or minor (e.g., elementary science methods, secondary biology methods, etc.), course-based field experiences, the pre-internship and the student teaching internship. Through these courses and field experiences, candidates develop the ability to plan, deliver, and assess meaningful learning experiences for all students. The courses and field experiences also develop candidates’ ability to reflect on their practice and make the necessary adjustments to enhance student learning and to consider school, family, and community contexts in connecting concepts to students’ prior experience to make learning relevant and meaningful. Professional and pedagogical knowledge and skills are addressed in all standards of our Standards for Beginning Teachers and are assessed through the Admission Portfolio, teacher work samples, the Developmental Portfolio, teaching performance evaluations, grade point average in the professional education core, the Exit Portfolio and Exit Interview, and follow-up and employer surveys.
Completed in conjunction with the first course in the professional education core, EDUC 201 Development and Individual Differences, the Admission Portfolio focuses on candidates’ ability to consider student individual differences when planning, delivering, and assessing instruction. Because candidates must pass the Admission Portfolio to be admitted to the teacher education program, the pass rate for candidates enrolled in the program during AY 2000-2001 is 100%.
We use teacher work samples as a comprehensive assessment of candidate professional and pedagogical knowledge and skills. Through their teacher work samples, candidates must provide evidence of their ability to plan, deliver, and assess a standards-based instructional sequence. The teacher work samples provide evidence of the candidate’s ability to (1) use information about the learning-teaching context and student individual differences to plan instruction and assessment; (2) set important, challenging, varied and appropriate achievement targets; (3) design instruction for specific achievement targets, student characteristics and needs, and learning contexts; (4) provide opportunities for collaborations with families to support student learning; (5) integrate technology into teaching and learning; (6) adapt instruction and assessment to accommodate student needs and individual differences; (7) use multiple assessment modes and approaches aligned with achievement targets to assess student learning before, after, and during instruction; (8) use assessment data to profile student learning, communicate information about student progress, and plan future instruction; and (9) reflect on instruction and student learning in order to improve teaching practice. Teacher work samples are scored by course instructors and cooperating teachers analytically and holistically (using a developmental scale of beginning, developing, proficient, and exemplary). To successfully complete the teacher work samples, candidates must obtain a score of 1 (partially met) or 2 (standard met) on all standards and a score of at least 2 (developing) on the developmental scale. Candidates must successfully complete the teacher work sample to achieve a passing grade in EDUC 402 Adaptations for Diversity taken in conjunction with the student teaching internship.
Professional and pedagogical knowledge and skills of teacher education program candidates are also assessed through the Developmental Portfolio. Required for admission to the student teaching internship, the Developmental Portfolio specifically targets the candidate’s abilities to analyze classroom problems and consider a variety of sources from theory and the professional literature to select strategies to address problems and issues and make adjustments to practice. Classroom management and motivation are the particular focus of the problems analyzed through the portfolio. While the Developmental Portfolio has been integrated into the professional education course work since spring of 1998, the use of the portfolio as a requirement for admission to the internship was first instituted in spring of 2001. Our plan for the assessment includes the evaluation of the portfolio by a panel of teacher education faculty and practicing educators. We field tested the scoring rubric and the evaluation process in July of 2001.
We also assess professional and pedagogical knowledge and skills during the teacher education program through teaching performance evaluations completed during the pre-internship and the internship. These evaluations, completed by the candidates’ course instructor, university supervisor, and cooperating teachers, focus on six of the Standards for Beginning Teachers – Subject Matter Knowledge, Planning for Instruction, Instructional Delivery, Assessment, Management of the Learning Environment, and Personal Characteristics and Interpersonal Skills. The teaching performance evaluations completed during the pre-internship are used as formative assessments to provide candidates with feedback regarding their development of professional and pedagogical knowledge and skills. The teaching performance evaluations completed during the student teaching internship are used as summative assessments to ensure that candidates possess the professional and pedagogical knowledge and skills required for program completion and institutional recommendation for state teaching certification. To qualify for completion of the internship, candidates must be “signed off” (obtain a score of 2 = standard met) on all standards. Of the 95 candidates completing the student teaching internship during spring of 2001, two failed to meet all standards and were required to complete additional student teaching to develop the required professional and pedagogical knowledge and skills.
Professional and pedagogical knowledge and skills of teacher education program candidates are also assessed through the grade point average in the professional education core. The professional education core consists of courses specifically addressing the planning, delivery, and assessment of meaningful learning experiences for all students and reflection on practice to make adjustments to ensure that all students learn. For the 175 candidates enrolled in the student teaching internship during AY 2000-2001, the mean grade point average in the professional education core is 3.38.
Our follow-up surveys with program graduates and their employers also provide information regarding candidate professional and pedagogical knowledge and skills. When asked to indicate their level of agreement with a statement regarding how well the program helped them reach the Student Individual Differences standard of the Standards for Beginning Teachers, 92% of the program graduates agreed that the program helped them develop the ability to use knowledge about individual differences to plan, deliver, and analyze instruction. In terms of instructional delivery, 93% of the graduates agreed that the program helped them develop the ability to use a variety of instructional strategies to promote student achievement and active engagement in learning, and 89% of the graduates said the program helped them develop the ability to use a variety of formal and informal assessment strategies to evaluate classroom learning and teaching. A total of 89% of the graduates said the program helped them develop the ability to create and maintain a safe and productive learning environment. In terms of employer ratings of graduates, 98% of the principals rated as excellent, very good, or good the teacher’s ability to use knowledge about individual differences to plan, deliver, and analyze instruction and use a variety of instructional strategies to promote student learning. A total of 95% of the principals rated as excellent, very good, or good the teacher’s ability to use a variety of informal and formal assessment strategies to evaluate classroom learning and teaching, and 100% of the principals rated the teacher’s ability to create and maintain a safe and productive learning environment as excellent, very good, or good
In our programs for the continuing preparation of teachers, professional and pedagogical knowledge and skills are developed through the Specialty Studies for each program that specifically target advanced knowledge and skills in the planning, delivery, and assessment of meaningful learning experiences for all students. Advanced professional and pedagogical knowledge and skills are also developed through the clinical experiences required for the program including practica and/or internships. Professional and pedagogical knowledge and skills are addressed through all standards of the Standards for Advanced Professionals.
Professional and pedagogical knowledge and skills of candidates in our programs for the continuing preparation of teachers are assessed through multiple course-based assessments reflected in the grade point average at program exit. A 3.0 grade point average for the courses listed on the program of study is required for any degree or certification at Idaho State University. The mean exit grade point average for candidates completing programs for the continuing preparation of teachers during AY 1999-2000 is 3.67.
Our follow-up surveys with program graduates provide information regarding the professional and pedagogical knowledge and skills of candidates in our programs for the continuing preparation of teachers. When asked to indicate their level of agreement with statements regarding how well the program helped them reach the Theoretical Foundations standard of the Standards for Advanced Professionals, 88% of the candidates agreed the program helped them understand and apply the theoretical foundations of their profession to their practice and to recognize and address current issues in their profession. Of the graduates, 85% said the program helped them reflect on their professional practice and its effects, and 82% agreed the program helped them assume a leadership role in their profession.
Professional Knowledge and Skills for Other School Personnel
In our programs for the preparation of other school personnel, professional knowledge and skills are developed through the Specialty Studies for each program that specifically target the ability to assume leadership roles in the profession and engage in professional practice to support the learning and well-being of all students. Advanced professional knowledge and skills are also developed through the clinical experiences required for the program including practica and/or internships. Professional knowledge and skills of candidates in our programs for the preparation of other school personnel are addressed through all standards of the Standards for Advanced Professionals.
Professional knowledge of candidates in our programs for the preparation of other school personnel is assessed through multiple course-based assessments reflected by grade point average at program exit. A 3.0 grade point average for the courses listed on the program of study is required for any degree or certification at Idaho State University. The mean exit grade point average for candidates completing programs for the preparation of other school personnel during AY 1999-2000 is 3.56.
Our follow-up surveys with program graduates provide information regarding the professional knowledge and skills of candidates in our programs for the preparation of other school personnel. When asked to indicate their level of agreement with statements regarding how well the program helped them reach the Theoretical Foundations standard of the Standards for Advanced Professionals, 88% of the candidates agreed the program helped them understand and apply the theoretical foundations of their profession to their practice and to recognize and address current issues in their profession. Of the graduates, 85% said the program helped them reflect on their professional practice and its effects, and 82% agreed the program helped them assume a leadership role in their profession.
Dispositions for All Candidates
We expect candidates in our educator preparation programs to possess the dispositions to work effectively with students, families, communities, and colleagues to support the learning and well-being of all students. Dispositions are specifically targeted in the Personal Characteristics and Interpersonal Skills standard of our Standards for Beginning Teachers and Standards for Advanced Professionals. These standards require candidates to display beliefs, values, and behaviors that guide the ethical dimensions of professional practice. Professional dispositions are addressed throughout the course work and clinical experiences of our educator preparation programs.
The dispositions of candidates in our program for the initial preparation of teachers are assessed through the Admission Portfolio, Admission Interview, Developmental Portfolio, teaching performance evaluations, Exit Interview, and follow-up and employer surveys. As one of the entries for the Admission Portfolio, candidates develop “statements of informed beliefs” regarding the purpose of education, content of the curriculum, education of students with special needs, discipline approaches, and the role of the teacher and student. Because candidates must pass the Admission Portfolio to be admitted to the teacher education program, the pass rate for candidates enrolled in the program during AY 2000-2001 is 100%.
We also assess the dispositions of candidates in our teacher education program through the Admission Interview. Candidates are judged by a panel of senior teacher education candidates, practicing educators, and education and arts and sciences faculty on five criteria relating to professional dispositions – verbal communication, attitudes, professionalism, thinking skills, and judgment. Of the 504 candidates completing the Admission Interview since implementation of the assessment in fall of 1999, 488 (97%) passed the verbal communication criterion, 493 (98%) passed the attitudes criterion, 500 (99%) passed the professionalism criterion, 492 (98%) passed the thinking skills criterion, and 493 (98%) passed the judgment criterion. A total of 493 (98%) candidates passed the interview and were admitted to the teacher education program. For candidates passing the interview, but not meeting the standard on specific criteria, the information is noted in the Teacher Education Tracking Database, and the candidate’s performance is monitored during the teacher education program.
The dispositions of candidates in our teacher education program are also assessed through teaching performance evaluations completed during the pre-internship and student teaching internship. These evaluations, completed by the candidates’ course instructor, university supervisor, and cooperating teachers, focus on six of the Standards for Beginning Teachers – Subject Matter Knowledge, Planning for Instruction, Instructional Delivery, Assessment, Management of the Learning Environment, and Personal Characteristics and Interpersonal Skills. The teaching performance evaluations completed during the pre-internship are used as formative assessments to provide candidates with feedback regarding their demonstration of professional dispositions. The teaching performance evaluations completed during the student teaching internship are used as summative assessments to ensure that candidates possess the professional dispositions required for program completion and institutional recommendation. To qualify for completion of the internship, candidates must be “signed off” (obtain a score of 2 = standard met) on all standards. Of the 95 candidates completing the student teaching internship during spring of 2001, two failed to meet the Personal Characteristics and Interpersonal Skills standard and were required to complete additional student teaching to develop the required professional dispositions.
We also assess the dispositions of candidates in our teacher education program through follow-up studies with program graduates and their employers. When asked to indicate their level of agreement with a statement regarding how well the program helped them reach the Personal Characteristics and Interpersonal Skills standard of the Standards for Beginning Teachers, 92% of the program graduates strongly agreed, moderately agreed, or agreed that the program helped them develop the dispositions to display beliefs, values, and behaviors that guide the ethical dimensions of professional practice. In terms of employer ratings of graduates, 100% of the principals rated as excellent, very good, or good the teachers’ ability to display the beliefs, values, and behaviors that guide the ethical dimensions of professional practice; and 100% of the principals rated as excellent, very good, or good the teachers’ ability to foster relationships with the home, school, and community to support student learning and well-being.
In our programs for the continuing preparation of teachers and the preparation of other school personnel, dispositions are developed through the Specialty Studies and Integrative Research Studies of each program that specifically target professional dispositions to support the learning of all students. Professional dispositions are also developed through the clinical experiences required for each program including practica and/or internships. Professional dispositions of candidates in our advanced programs are specifically addressed through the Personal Characteristics and Interpersonal Skills standard of the Standards for Advanced Professionals.
Our follow-up surveys with program graduates provide information regarding the professional dispositions of candidates in our advanced educator preparation programs. When asked to indicate their level of agreement with statements regarding how well the program helped them develop professional dispositions, 85% of the candidates strongly agreed, moderately agreed, or agreed the program helped develop professional dispositions including the beliefs, values, and behaviors that guide the ethical dimensions of professional practice. Of the graduates, 88% strongly agreed, moderately agreed, or agreed the program helped them develop the dispositions to foster and maintain professional relationships and solve problems encountered in professional practice.
Student Learning for Teacher Candidates
As stated in our conceptual framework, our commitment to ensuring the learning and well-being of all students drives all of our educator preparation programs. In our program for the initial preparation of teachers, PK-12 student learning is addressed throughout the program course work and field experiences. Candidates develop the ability to accurately assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and positively affect the learning of all students. The knowledge, skills, and dispositions to support the learning of all students are addressed through all standards of our Standards for Beginning Teachers and are assessed through teacher work samples, teaching performance evaluations, the Exit Portfolio, and the Exit Interview.
We use teacher work samples as the primary source of evidence that our teacher education candidates possess the professional and pedagogical knowledge, skills, and dispositions to plan, deliver, and assess standards-based instruction and document the impact of their practice on student learning. Through the teacher work samples, candidates provide evidence of their ability to use multiple assessment modes and approaches aligned with achievement targets to assess student learning before, after, and during instruction; use assessment data to profile student learning, communicate information about student progress, and plan future instruction; and reflect on instruction and student learning in order to improve teaching practice. To address the issue of connecting candidate performance to PK-12 student learning, we developed an index of student learning that represents the candidate’s ability to facilitate student learning. The index consists of rating the percent of students showing growth, the percent of students reaching the achievement targets, and the credibility of the assessment evidence presented in the teacher work sample. Development of profiles of student learning indexes across multiple teacher work samples has the potential for yielding program-level documentation linking the performance of our candidates to PK-12 student learning. In June of 2001, we field-tested the student learning index with a national sample of teacher work samples developed by candidates from 10 institutions participating in the Renaissance Group Title II Teacher Education Partnership Project and with 147 randomly selected teacher work samples developed by Idaho State University candidates. From the field tests, we learned that, while the majority of teacher work samples assessed in both the national and local studies provided data regarding student learning, 62% of the teacher work samples failed to provide sufficient data from which to compute the student learning index. These findings indicate that we must provide intensive instruction to candidates to ensure they develop the knowledge and skills to comprehensively and accurately analyze and profile data related to PK-12 student learning.
In our programs for the continuing preparation of teachers, PK-12 student learning is addressed throughout the program course work and clinical experiences. Candidates develop the ability to accurately assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and positive positively affect the learning of all students. For example, as a requirement for the Master of Education in Child and Family Studies – Early Childhood Special Education, candidates complete a case study of a young child with disabilities and/or developmental delay in which they complete a comprehensive assessment of the child, design and implement a series of learning and family interventions, take daily data and chart it, and write a comprehensive clinical report including recommendations for further instruction. For the Master of Education in Curriculum Leadership, candidates complete a curriculum project in which they develop a curriculum for a PK-12 classroom, implement the curriculum, and evaluate the effectiveness of the curriculum in terms of student learning.
Student Learning for Other School Personnel
In our programs for the preparation of other school personnel, PK-12 student learning is addressed throughout the program course work and clinical experiences. Candidates develop the ability to critique and reflect on their work within the context of student learning and to establish educational environments that support student learning. Through clinical experiences, candidates collect and analyze data related to student learning and apply strategies for improving student learning within their own professional roles. For example, candidates pursuing the Master of Education in Educational Administration are required to develop an Internship Portfolio in which they document an activity in which they implement a school-level plan to impact student learning or behavior and evaluate the effectiveness of the plan. Candidates in the Educational Specialist–School Psychology program are required to develop an entry for the EdS Portfolio that documents their ability to develop and implement a treatment/intervention plan for a child with an academic or psychosocial problem and gather data and chart the results of the treatment/intervention in terms of student learning and behavior.
