Evaluation Proposal: CTE Pre-Service T eacher E ducation P rogram at Virginia Tech

EVALUATION PROPOSAL:

CTE Pre-Service Teacher Education Program at Virginia Tech

Windi TurnerEvaluation Methods in Education

EDRE 6704 Spring 2012

to determine why there has been a noticeable decline in the number of students enrolled in the CTE pre-service teacher education program at Virginia Tech

Purpose

Internal Evaluatorfamiliar with the program present to provide ongoing feedbackconsult with CTE Program Director throughout

CTE Career and Technical Education

educational program designed to prepare individuals for careers in a variety of occupational fields

and/or

to further their education in a particular field to pursue a career

CTE Program AreasFamily and Consumer

Sciences Vocational Industrial

Education Marketing Education

Business and Information Technology

Health and MedicalSciences

Technology Education

Agricultural Education

CTE Program Structure

Students can earn master of science degree (M.S.)

education specialist degree (Ed.S.)

doctorate degree (Ph.D. or Ed.D.)

CTE Pre-Service Teacher Education ProgramOverview

Minimum requirements for Master of Science (MS) Degree in CTE:

Professional Education Coursework Early Field ExperienceStudent Teaching InternshipPraxis I and Praxis II Licensure Tests VCLA (Virginia Communication and Literacy Assessment)

CTE Pre-Service Teacher Education ProgramCoursework

Title CreditsFoundations of CTE 3Advanced Educational Psychology 3Foundations of Educational Research & Evaluation

3

Education & Employment of Diverse Populations 3Managing CTE Programs 3Curriculum in CTE 3Educational Applications of Micro-Computers 3Strategies for Teaching CTE 3Comprehension & Content Reading 3Internship in Education 3

30

CTE Pre-Service Teacher Education ProgramField Experience

Early Field Experience (a) Fall semester(b) 100 hours observation

Student Teaching Internship (c) 16 weeks in Spring

semester(d) 300 clock hours

150 minimum clock hours of supervised classroom and lab teaching experience

CTE Program Mission

“Dedicated to enriching the lives of PK-12 children and youth, families, and communities through inquiry, leadership, and advocacy.

We fulfill this mission with the preparation of educational professionals, applied research, and high impact outreach.

Our mission clearly situates our work within the university’s motto: “Ut Prosim – That I may serve” (Virginia Tech, 2012).

Stakeholders, Client, Intended Audience

Primary Stakeholders • Virginia Tech• School of Education Director• Department of Teaching and

Learning Chair• CTE Program Director• CTE professors• Students enrolled in the program• Education community

client

Evaluation Framework

objective-

based

methodprogram-oriented approach

case study

What is the need for CTE teacher educators in the state? In the nation?

Evaluation Questions

What aspects of the program are working well? What are the strengths?

What aspects of the program are working poorly? What are the weaknesses?

What aspects of the program should be changed? How should these aspects be changed?

to determine why there has been a noticeable decline in the number of students enrolled in the CTE pre-service teacher education program

Program Curriculum and Requirements

Assessment of Pre-service CTE student teachers’ Knowledge, Performance, and Dispositions (KPD) during the following times:

PreadmissionFirst Semester Beginning of Student Teaching During Student Teaching Conclusion of Student Teaching/GraduationJob Placement

Information Required for Data Analysis

Student Teaching Evaluations during the program

Students’ GPA Maintained during the program

Admission and Graduation Rates over the past 10 years

Employment/Placement of Students after program completion

Research from

published journals

more Information Required for Data Analysis

Data Analysis

Quantitative Data: Student GPA throughout ProgramStudent Admission and Graduation Records Employment/Placement of Students

Quantitative and Qualitative Data: Student Teaching Evaluations Formative/Summative Evaluation

Questionnaires Interviews with Students to assess KPD

Knowledge, Performance, and Dispositions

Research: “If we knew what it was we were doing, it would not be called research, would it?” Albert Einstein

Reporting

The CTE Program Director will receive: Brief Summary of the Evaluation Results Detailed/Typed Survey and Interview Data

Format of the summary:Program Description and Mission Procedure and MethodologyFindingsConclusion and ImplicationsAppendices

Inputs Activities Outputs Outcomes

Staff

Recruit/Retain qualified staff

Provide ongoing training and staff development for staff

Funds

Support staff with a mission, vision, and funds

Purchase textbooks, equipment, and materials

Best instructional practices for all students including those with special needs

NCATE Accreditation Standards and SOE

Conceptual Framework

Assessments for diagnosis and measurement

Create media to promote program

Cooperating High Schools and clinical

faculty teachers

Research

Continuous engagement and

involvement of staff

Increased knowledge of

staff

Continuous enrollment of students into the program

Increased enrollment of students into the

program

High quality graduates of the program

Provide tangibles and state of the art design

Employment for graduates of the

program

Continuous employment for graduates

of the program

Increased student pedagogical

knowledge and performance

Evaluation Timeline