College of Education and Human Sciences - At the … Edited... · Web viewscore of 159) for No Child Left Behind. For secondary students, we piloted results for the 2014-2015 academic

Report to the Nebraska Department of Education

Nebraska Department of Education Rule 24 ReportBUSINESS, MARKETING & INFORMATION TECHNOLOGY

(Content Area)Educator Preparation Content Program Review

Name of institution University of Nebraska-Lincoln

Date Submitted 3.1.17

Contact Person Thomas Wandzilak

Phone/Fax 402-472-8626

Email [email protected]

Folio type: X Regular Mini Advanced Program

Program(s) Covered by this FolioEndorsement(s) Type Grade Level Program Level

List EndorsementsField 7-12 Baccalaureate

Post-BaccalaureateBusiness, Marketing and Information Technology, Grades 6-12

Is the endorsement offered at more than one site? Yes X NoIf yes, list additional sites where endorsement is offered:

Institution Accreditation Status: X National X State

Is this a Nationally Accredited Program? X Yes NoIf Yes, list Accrediting Organization: CAEP Attach National Letter to

Cover Sheet

University of Nebraska—LincolnFolio Initial Level—June 2017

INTRODUCTION AND WELCOMEThe purpose of this section is to provide general background information on the University of Nebraska-Lincoln and the College of Education and Human Sciences. In addition, information is provided on the teacher education program, admission and retention standards the field experiences in which student participate, and information on the key assessments used in Section 2 concerning data that have been collected in support of our programs.

Here is a list of websites that can provide some additional information on the university, the college, and our teacher education program:

http://www.unl.edu/This is the University of Nebraska-Lincoln website.

https://bulletin.unl.edu/undergraduate/This is the link for the undergraduate bulletin.

https://bulletin.unl.edu/undergraduate/college/Education+%26+Human+SciencesThis is the link for the College of Education and Human Sciences section in the Undergraduate Bulletin.

http://www.unl.edu/gradstudies/bulletinThis is the link for the Graduate Bulletin.

http://cehs.unl.edu/The is the link for the website for the College of Education and Human Sciences

The advising sheet for Business, Management, and Information Technology (BMIT) 6-12 can be located in Folio Appendix A at the end of this folio.

http://cehs.unl.edu/

http://www.unl.edu/gradstudies/bulletin

https://bulletin.unl.edu/undergraduate/college/Education+%26+Human+Sciences

https://bulletin.unl.edu/undergraduate/

http://www.unl.edu/

If you have any questions, feel free to contact Tom Wandzilak, Certification Officer, College of Education and Human Sciences at:

402-472-8626 or [email protected]

SECTION 1: CONTEXTUAL INFORMATION NARRATIVE

SECTION 1A: ENDORSEMENT PROGRAM/CONTEXTUAL INFORMATION

The link to the Rule 20 Folio is:http://cehs.unl.edu/cehs/nde/Rule20.pdf

Mission Statement ion StatementThe University of Nebraska-Lincoln (UNL), chartered by the Legislature in 1869, is the part of the University of Nebraska system that serves as both the land-grant and the comprehensive public University for the State of Nebraska.

Through its three primary missions of teaching, research, and service, UNL is the state's primary intellectual center providing leadership throughout the state through quality education and the generation of new knowledge. UNL's graduates and its faculty and staff are major contributors to the economic and cultural development of the state. UNL attracts a high percentage of the most academically talented Nebraskans, and the graduates of the University form a significant portion of the business, cultural, and professional resources of the State. The quality of primary, secondary, and other post-secondary educational programs in the state depends in part on the resources of UNL for curricular development, teacher training, professional advancement, and enrichment activities involving the University's faculty, museums, galleries, libraries, and other facilities. UNL provides for the people of the state unique opportunities to fulfill their highest ambitions and aspirations, thereby helping the state retain its most talented youth, attract talented young people from

http://cehs.unl.edu/cehs/nde/Rule20.pdf

elsewhere, and address the educational needs of the nontraditional learner.

The University of Nebraska-Lincoln has been recognized by the Legislature as the primary research and doctoral degree granting institution in the state for fields outside the health professions. Through its service and outreach efforts the University extends its educational responsibilities directly to the people of Nebraska on a state-wide basis.

The College of Education and Human SciencesThe College of Education and Human Sciences (CEHS) was founded on August 18, 2004, by Teachers College and The College of Human Resources and Family Sciences with each founding college contributing extensive history and tradition. The College of Education and Human Sciences offers excellent educational advancement to both undergraduate and graduate students, serving approximately 2,800 undergraduates and 1,000 graduate students each year.

Education courses first became a part of the University curriculum in 1895 with the organization of a Department of Education designed to prepare students for teaching careers. On Valentine’s Day, 1908, the Board of Regents established a Teachers College. Since that time, the College has been highly respected for its programs preparing teachers, administrators, and specialists for the education of children, youth, and adults. The quality of these programs is reflected in outstanding educational leadership in communities across the state and in the nation in teaching, administration, communication disorders, special education, and educational psychology.

Teacher Education ProgramsTeacher education programs are found in five departments in CEHS as well as in two other colleges on campus. The College of Fine and Performing Arts (CFPA) oversees Music Education, whereas Agriculture Education, Horticulture Education, and Industrial Technology are located in the College of Agricultural Sciences and Natural Resources. Even though these programs are housed outside of CEHS, they must comply with state rules and regulations tied to teacher education. The majority of the teacher education programs are located in the Department of Teaching, Learning and Teacher Education (TLTE). There are currently 40 endorsement areas offered at the undergraduate and graduate levels through the University. Options exist for students to complete initial teacher certification and teaching endorsements at the

undergraduate and graduate levels. All programs leading to an initial teaching certificate will also require the completion of an undergraduate or graduate degree. Individuals interested in adding one or more teaching endorsements may do so without pursuing a degree.

1B. STANDARDS OF ADMISSION, RETENTION, TRANSITION, AND COMPLETION

Admission to the University of Nebraska-LincolnAdmission to the University is based on a student’s demonstrated academic preparation for University-level work (see Appendix—Table 1). Admission standards to the University are established by the University of Nebraska Board of Regents and apply to all new, first time degree-seeking students. This includes freshman as well as transfer students. The admission standards apply to general admission to the University as well as admission to the College of Education and Human Sciences.

Admission to the Teacher Education Program (TEP)Admission to the College of Education and Human Sciences does not guarantee admission to a teacher education program. Admission to the advanced phases of teacher education is selective and, in some endorsements, highly competitive. Selection to a TEP is based upon the following criteria:

1. Completion of at least 30 credit hours (Elementary Education) or 42 credit hours (Secondary Education) with a minimum 2.5 GPA.

2. Completion of TEAC 331 or 430 or 431 or 434 or 437 or 496 (3 hrs.) or approved course, and EDPS 250 or 251 with a 2.5 cumulative average in the two classes, no grade lower than a C.

3. Documentation of proficiency in reading, writing, and mathematics through successful completion of a basic skills examination that meets the Nebraska Department of Education competency requirement.

4. Completion of one course in communication studies selected from COMM 109, 205, 209, 210, or 341, or an approved substitute.

5. Faculty recommendations.6. Demonstration of attaining particular learning outcomes in the program.7. Completion of a personal and professional fitness self-disclosure form.

Admission to Student TeachingAll students who are candidates for an appropriately endorsed Nebraska Teacher’s certificate are required to student teach. Students who plan to student teach in the fall semester must complete the student teaching application form and submit it by the preceding March 1 to the Director of Field Experiences in 104 Henzlik Hall; students planning to student teach in the spring semester must apply by the preceding October 1. The basic program for student teaching provides for a full-day experience on a semester basis. Students enrolled in an elementary education dual major will complete requirements for student teaching in both majors. Admission to student teaching requires the following:

1. Matriculation in a teacher education program in the College of Education and Human Sciences, the Graduate College, or dual matriculation in the College of Education and Human Sciences and another college.

2. Admission to a teacher education program.3. Senior standing (89 hours or more) with a minimum cumulative GPA of 2.75.4. Application for and completion of a senior check.5. Minimum average of 2.5 in each endorsement area (in the case of Middle Grades Endorsement, a 2.5

in each academic area) with no grade below C.6. A minimum grade point average of 2.5 in pre-professional and professional education courses with no

grade below a C in pre-professional education courses and no grade below a C+ in professional education courses.

7. Completion of a criminal history check that will be conducted by an independent party (lab fee required).

Retention1. Must maintain a minimum cumulative GPA of 2.75.2. Must maintain a minimum average of 2.5 in each endorsement area (in the case of Middle Grades

Endorsement, a 2.5 in each academic area) with no grade below C.3. Must maintain a minimum grade point average of 2.5 in pre-professional and professional education

courses with no grade below a C in pre-professional education courses and no grade below a C+ in professional education courses.

4. Must meet student teaching application deadlines.5. Must meet criminal history requirements at all times.

Transition PointsA summary of the transition points can be found in the Appendix in Table 2.

Requirements to Complete the Teacher Education Program1. Successful completion of student teaching.2. Successful completion of all remaining courses as identified in the senior check with grades meeting

the minimum requirements as identified in the “Admission to Student Teaching” section as described above.

3. Satisfy any additional requirements as described under teacher education in the undergraduate bulletin.

4. Address all financial obligations tied to the University of Nebraska-Lincoln.5. Apply for the degree.

The Student Advising Sheet for the program(s) associated with this Folio can be found at:http://cehs.unl.edu/ssc/undergraduate-advising

1C. FIELD EXPERIENCES

The link to the Rule 20 Folio is:http://cehs.unl.edu/cehs/nde/Rule20.pdf

Field experience “courses” can be divided into the following areas:Early Childhood, Inclusive, Elementary Education, Elementary Education/Mild Moderate Disabilities, and Secondary Education. Practicum experiences at the 200 level are initial experiences in the schools for our students. They can be placed in a classroom with a teacher at the appropriate grade level for their respective content area. Secondary students are placed individually in middle grades or secondary

http://cehs.unl.edu/cehs/nde/Rule20.pdf

http://cehs.unl.edu/ssc/undergraduate-advising

classrooms, whereas elementary students are placed in pairs in elementary classrooms. In all instances university students have opportunities to work with K-12 learners individually or in small groups. In some instances, they may be given full-class opportunities to work with learners. Students completing 397 level practica have expanded responsibilities where they will have greater classroom responsibilities that will include the teaching of multiple lessons as a requirement for the experience as well as teacher assistant roles during each day. The 497 experience is student teaching where the university student takes on more and more responsibilities that would be equivalent to those taken on by the classroom teacher. These responsibilities include, but are not limited to, the preparation of lesson plans and materials for teaching and assessment, the teaching of classes, grading formative and summative materials, working with students after class, attending staff/faculty meetings, and speaking with parents where necessary, all under the guidance of a cooperating teacher. Please see Table 3 in the Appendices for a summary of the Field Experience hour requirements associated with each practicum course and the related endorsements.

1D. PROGRAM COMPLETERS

Table 4—Program Completers

Program Completers and Level – Content AreaAcademic Year Number of Endorsement Program Completers

Bac Post BacAlternate

Route MastersEd.

Specialist PhD20 14 to 20 15 6 2

20 15 to 20 16 5 2

SECTION 2: ENDORSEMENT PROGRAM KEY ASSESSMENTS AND RELATED DATA

ARTIFACT 1Table 5

Summary Table of Endorsement Program Key AssessmentsREGULAR FOLIOS

Name of Assessmentused for the following areas:

Type or Form of Assessment

Brief Description of Assessment, including indicated information obtained from Assessment

When Assessment is Administered

Specific Items

1Content-Praxis II or GPA

Cumulative GPASummative

Numerical computation of grades based onquality points earned divided by credithours completed

Ongoing—throughout one’s college career. Cumulative GPA is what is reported.

Specific to content area

Praxis II Comparison to a Standard

For elementary students, this test has been used todocument one being highly qualified (minimumscore of 159) for No Child Left Behind.For secondary students, we piloted results for the2014-2015 academic year. Results will be used as a requirement fro teacher certification at all levelsstarting September 1, 2015.

Just before or during clinical practicum (student teaching)


CEHS Student Summative This instrument At the end of the Item 1

Teaching Instrument consists of 14 items that is completedby the student teacher supervisor and cooperatingteacher on the basis of one being proficient, basic orunsatisfactory on each item.

Clinical Experience

Administrator Survey

Summative This is a 21-item instrument that is completed byschool administrators at the end of a candidate’sfirst year of teaching. It is now administered bythe Nebraska Department of Education.

In March/April at the end of the candidate’s first year of teaching

Standards 4.1, 4.2, 4.3

Candidate Teacher Survey

Summative This is a 23-item instrument that is completed byprogram completers at the end of the first year ofteaching. It is administered by the College ofEducation and Human Sciences at UNL.


Items 1 & 2

2 Content - Knowledge

Cumulative GPA Summative Numerical computation of grades based onquality points

Ongoing—throughout one’s college career. Cumulative GPA is


earned divided by credithours completed

what is reported.

Praxis II Comparison to a Standard

For elementary students, this test has been used todocument one being highly qualified (minimumscore of 159) for No Child Left Behind.For secondary students, we piloted results for the2014-2015 academic year. Results will be used as a requirement for teacher certification at all levelsstarting September 1, 2015.

Just before or during clinical practicum (student teaching)


CEHS Student Teaching Instrument

Summative This instrument consists of 14 items that is completedby the student teacher supervisor and cooperatingteacher on the basis of one being proficient, basic, orunsatisfactory on each item.

At the end of the Clinical Experience

Item 1


Summative This is a 21-item instrument that is completed byschool administrators at the end of a candidate’sfirst year of


Standards 4.1, 4.2, 4.3, 5.1, 5.2

teaching. It is now administered bythe Nebraska Department of Education.




Item 14

3 Learner/Learning Environments


Summative This instrument consists of 14 items that is completedby the student teacher supervisor and cooperatingteacher on the basis of one being proficient, basic orunsatisfactory on each item.


Items 2 & 3


Summative This is a 21-item instrument that is completed byschool administrators at the end of a candidate’sfirst year of teaching. It is now administered by


Standards 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3

the Nebraska Department of Education.




Items 3 & 4

4 Instructional Practices - Knowledge




Items 2, 3, & 6




Standards 7.1, 7.2, 7.3, 8.1, 8.2, 8.3




Items 7, 8, 9, 16, 17 & 20

5 Instructional Practices - Effectiveness




Items 2, 3, & 5




Standards 6.1, 6.2


Summative This is a 23-item instrument that is

In March/April at the end of the candidate’s

Item 10

completed byprogram completers at the end of the first year ofteaching. It is administered by the College ofEducation and Human Sciences at UNL.

first year of teaching

6 Professional Responsibility




Items 12 & 14




Standards 9.1, 9.2, 9.3, 9.4, 10.1, 10.2


Summative This is a 23-item instrument that is completed byprogram completers at the end of the


Items 12 & 15

first year ofteaching. It is administered by the College ofEducation and Human Sciences at UNL.

7 Overall Proficiency

Administrator Survey Summative This is a 21-item instrument that is completed by school administrators at the end of a candidate’s first year of teaching. It is now administered by the Nebraska Department of Education.


Standard 11.1


Summative This is a 23-item instrument that is completed by program completers at the end of the first year of teaching. It is administered by the College of Education and Human Sciences at UNL.


Item 23

8 Optional Assessment

REQUIRED RULE 24 FOLIO APPENDICES

Table 1UNL Admission Requirements

English 4 units of EnglishAll units must include intensive reading and writing experience

Mathematics 4 units of mathematicsMust include Algebra I, II. Geometry and one additional unit that builds on a knowledge of algebra or geometry.

Natural Science 3 units of natural sciencesIncluding at least 2 units selected from biology, chemistry, physics, and earth sciences. One of the units must include laboratory instruction.

Social Studies 3 units of social studiesAt least one unit of American and/or world history and one additional unit of history, American government and/or geography

Foreign Language 2 units of foreign languageMust include 2 units of the same foreign language. Students who are unable to take two years of foreign language in high school may still qualify for admission. Such students will be required to take two semesters of foreign language at the University of Nebraska. These students are required to complete 16 units of academic courses for admission.

Class Rank or ACT/SAT

For assured admission you must also graduate in the upper half of your class, or have an ACT composite score of 20 or higher, or an SAT combined score of 950. All freshman applicants under the age of 23 are required to submit an official ACT or SAT score.

Transfer For assured admission, in addition to completion of core course requirements, you must also show a C average (2.0 on a 4.0 scale) for your cumulative grade point average and a C average on your most recent term of college enrollment

Table 2Major Transition Points

Acceptance into University

Acceptance into Teacher Education

Acceptance into Student Teaching(Semester before Student

Program Completion/Graduation

(Prior to Freshman year)

program(Sophomore year)

Teaching) (After Student Teaching)

-- Completion of specific number of high school units.-- Appropriate ACT /SAT score

--Credit hour minimum--Minimum grades in specific courses-- CORE Academic Tests-- Faculty recommendations-- Completion of Prof. & Personal Fitness Form-- Criminal History check

-- Admission to TEP-- Credit Hour /overall 2.75 GPA minimum-- 2.5 GPA in content areacourses, no grade below a C--2.5 GPA in Prof. ed – specific grade requirements for methods courses-- Criminal History check

-- 120 + credit hours-- successful completion of Student Teaching-- Maintain GPA minimum requirements-- Completion of a senior check--Met all financial obligations-- Apply for degree

Table 3Summary Table of Practicum and Clinical Experiences

Course Cr Days/Wk

Hrs/Day

Weeks Total Hrs

ELED Sec. Ed.

ELED/SPED

ECE Unif

ELED/ECE

TEAC 297A

1 2 3 14 84 84 84 84 84

297B 2 2 7 14 140 140 140 140EDPS 297 1 2 1 14 25

397A 3 2 7 14 196 196 196 196497A 12 5 8 16 640 640 640 640297 1 2 1 10 20 20397 3 5 2 12 120 120397D 3 2 8 15 240 240497 12 5 8 16 640 640497A 6 5 8 40 400 400SPED 397 3 3 4 12 144 120

SPED 496Y

1 2 4 14 56 56

497M 9 5 8 10 400 400CYAF 270L

2 1 4 14 52 52 52

271L 1 1 3 12 36 36 36374L 1 1 3 15 45 45 45497A 9 5 4 16 320 320 320Total -- ----- -------- --------- ------- 1060 780 1340 1473 1513

Instruments Used in Key Assessments:

In order to view the instruments used for the different surveys the provided data for this report, go to the “Instruments” folder at the State Approval website and select each of the following:

Student Teaching Final Evaluation used in Fall 2014–Spring 2015—All Program Completers

Student Teaching Final Evaluation used in Fall 2015–Spring 2016—All Program Completers

NDE First-Year Administrator Survey

First-Year Teacher Survey

SECTION 2: KEY ASSESSMENTS AND FINDINGS — Artifact 2

1. Content KnowledgeBelow are the measures used specifically for addressing the content knowledge for teacher candidates at the University of Nebraska–Lincoln.

Table 1AGrade Point Average in the Content Area and Cumulative GPA

Year Endorsement Subject Area/Content GPA

Cumulative GPA Total Students

2014-2015 Secondary Education

3.49 3.56 95

2015-2016 Secondary Education 3.54250 3.55747 108

Table 1BGrade Point Average in the Content Area and Cumulative GPA

Year Code Subject Area/Content GPA

Cumulative GPA Total Students

Notes

2014-2015

BECE 3.21 2.79 1 Business & Cooperative Education

BMIT 3.35 3.32 6 Business, Marketing & Information Technology Educ.

2015-16BMIT 3.2635 3.2625 6 Business, Marketing & Information

Technology Educ.

Table 2APraxis II—September 2014—August 2015

Pass Rate Based on Nebraska Cut Score

Praxis II – September 2014 – August 2015Pass Rate Based on Nebraska Cut Score

Endrsmnt Test # Cut Score

UNL N

UNL # Passing

UNL # Failing

UNL %age Pass

UNL Mean

State N

State %age Pass

StateMean

National N National

%ageNational Mean

BMIT 5101 154 8 8 0 100 174.25 36 100 174.64 1848 89.72 170.45

Table 2BPraxis II—September 2015—August 2016

Pass Rate Based on Nebraska Cut ScoreEndrsmnt Test

#Cut Score

UNL N

UNL # Passing

UNL # Failing

UNL %age Pass

UNL Mean

State N

State %age Pass

StateMean

National N National

%ageNational Mean

BMIT 5101 154 6 5 1 83.33 172.33 35 97.14 174.31 1821 88.69 169.89

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Subject Matter Knowledge for the 2014-2015 Academic Year for Teaching in General (Item 1).

Table 3AItem 1: Subject Matter Knowledge for Teaching in General

2014-2015

Subject Area Scoring

Year # Item Endorsement Unsatisfactory Basic Proficient Grand Total

2014- 2015

1 Subject Matter Knowledge for Teaching in general. Demonstrates capacity to make content knowledge accessible to students.

Business, Marketing & Information Technology (BMIT)

0 0.00% 0 0.00% 7 100.00% 7

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2015-2016 Academic Year on Subject Matter Knowledge for Teaching (Item 3—Table 3B)—LIVETEXT version.

Table 3BItem 3: Subject Matter Knowledge for Teaching in General

2015-2016Subject Area Scoring

Year # Item Endorsement Unacceptable Emergent Sufficient Advanced Grand Total

2015- 2016

3 Subject Matter Knowledge for Teaching.

Subject matter Knowledge for Teaching. Make content knowledge accessible for students

Business, Marketing, & Info Tech

0 0.00% 0 0.00% 2 40.00% 3 60.00% 5

Responses From First Year Administrator Survey: Preparation of Candidate to Teach Content Area.

Table 4

Standards 4.1, 4.2, and 4.3—Content Knowledge

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total

4.1 --Theteacher understands thecentral concepts, tools of inquiry, and structuresof the discipline(s) s/he teaches.

2014-2015Business, Marketing, Info Tech 0 0.00% 0 0.00% 0 0.00% 4 100.00% 4

2015-2016 Rare Occasional Frequent Consistent TotalCoop Ed Div Occ, Business, Marketing, Info Tech

0 0.00% 0 0.00% 0 0.00% 3 100.00% 3

Coop Ed Div Occ, Business, Marketing, Info Tech, Business, Marketing, Info Tech

0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

4.2 Theteacher creates learningexperiences that make these aspects of thediscipline accessible and meaningful for studentsto assure mastery of content.

2014-2015 Rare Occasional Frequent Consistent TotalBusiness, Marketing, Info Tech 0 0.00% 0 0.00% 2 50.00% 2 50.00% 4


0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

4.3 Theteacher integrates NebraskaContent Standards and/or professional


2015-2016 Rare Occasional Frequent Consistent Total

standardswithin instruction.

Coop Ed Div Occ, Business, Marketing, Info Tech

0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

Responses From First Year Candidate Survey: Items Related to Preparation to Teach Content Knowledge (Item 1) and Prepared to Teach Content Area (Item 2).

Table 5Item 1: Prepared to Teach Content Area

Year # Item Endorsement Strongly Disagree

Disagree Neither Agree nor Disagree

Agree Strongly Agree

Grand Total

2014 - 2015

1 I am well prepared to teach in my content area.

BMIT 0 0.00%

0

0.00%

0 0.00% 1 50.00% 1 50.00% 2

2015 - 2016

1 I am well prepared to teach in my content area.

BUSE 0 0.00% 0 0.00% 0 0.00% 1 50.00%

1 50.00% 2

Table 6Item 2: Prepared to Teach Content Area

Year # Item Endorsement

Strongly Disagree



Grand Total

2014 - 2015

2 I am confident in my level of subject matter knowledge.

BMIT 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

2015-2016

2 I am confident in my subject matter knowledge.

BUSE 0 0.00% 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2

Narrative:BMIT students subject and cumulative GPA scores are average as compared to the overall secondary education, and scores exceed minimal requirements for certification—both in endorsement area and cumulative GPA at point of admission and program exit. Praxis II results show that BMIT students scored above the state cut score of 154, are consistent with the state mean score, and surpass the national mean score. Only one student failed the Praxis II exam. Summative evaluations of teacher candidates, administrator surveys, and first-year candidate surveys show that teacher candidates are prepared to teach the content, create meaningful and accessible learning experiences, and integrate state and professional standards within instruction. In summary, reporting data for the academic years 2014-2015 and 2015-2016 shows that BMIT students have average or above average performance and competencies in content knowledge.

2. Content Area See Tables 1-6 from Content Area #1 above (first 8 tables in that section)

Table 7Responses from First Year Administrator Survey: Application of Content

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total5.1 The teacher candidate understands how to connect concepts across disciplines



0 0.00% 1 0.00% 0 0.00% 2 66.67% 3


0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

5.2 The teacher candidate uses differing perspectives to engage students in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues



0 0.00% 0 0.00% 1 33.33% 2 66.67% 3


0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

Responses From First Year Candidate Survey: Items Related to Teaching Subject Matter Materials in Ways Meaningful to Learners (Item 14).

Table 8

Item 14: Prepared to Teach Content Area


Strongly Disagree



Grand Total

2014 - 2015

14 I teach subject matter in ways that are meaningful to learners.

BMIT 0 0.00% 0 0.00% 0 0.00% 0 0.00% 2 100.00% 2

2015-2016

14 I teach subject matter in ways that are meaningful to learners.

BUSE 0 0.00% 0 0.00% 0 0.00% 2 100.00% 0 0.00% 2

Narrative:Data from the first-year administrator survey (responses were “frequent” or “consistent” with one “occasional”) and first-year teacher candidate survey (responses were “agreed” or “strongly agreed”) indicate that BMIT teacher candidates can apply the content by connecting concepts across disciplines; engaging students in critical thinking, creativity, and problem-solving; and teach their subject matter in ways that are meaningful for learners. In summary, reporting data for the academic years 2014-2015 and 2015-2016 indicate that BMIT students have average or above average performance and competencies in pedagogical content.

3. Learner/Learning Environments

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for the 2014-2015 Academic Year (Item 2—Table 9A).

Table 9AItem 2: Subject Planning for Learning



2014- 2015

2 Demonstrates capacity to create useable lesson and unit plans that are based upon knowledge of the discipline, students, and curricular goals

BMIT 0 0.00% 3 42.86% 4 57.14% 7

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2015-2016 Academic Year on Planning for Learning (Item 4—Table 9B)— LIVETEXT version.

Table 9BItem 4: Planning for Learning



2015- 2016

4 Planning for learning:Creates usable lessons and unit plans based on knowledge of the discipline, students, and curricular goals


0 0.00% 0 0.00% 1 20.00% 4 80.00% 5

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on Instructional Enactment (Item 3—Table 10A).

Table 10A

Item 3: Instructional Enactment2014-2015

Subject Area ScoringYear # Item Endorsement Unsatisfactory Basic Proficient Grand

Total2014- 2015

3 Demonstrates Capacity to implement, modify, and adapt plans that are responsive to students and curricular goals

BMIT 0 0.00% 1 14.29% 6 85.71% 7

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2015-2016 Academic Year on Responsive Teaching (Item 5—Table 10B). LIVETEXT version.

Table 10BItem 5: Responsive Teaching



2015- 2016

5 Responsive Teaching:Skillfully implements lessons that are flexible and intentional to meet individual student needs


0 0.00% 0 0.00% 2 40.00% 3 60.00% 5

Responses From First Year Administrator Survey: Items Related to Student Development, Learning Differences, and Learning Environments: Student Development (Standards 1.1, 1.2, and 1.3); Learning Differences (Standards 2.1 and 2.2); Learning Environments (Standards 3.1 and 3.2).

Table 11Standards 1.1, 1.2 ,and 1.3: Student Development


1.1 The teacher understands how students grow and develop.



0 0.00% 0 0.00% 2 66.67% 1 33.33% 3


0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

1.2 The teacher recognizes that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas.



0 0.00% 0 0.00% 1 33.33% 2 66.67% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

1.3 The teacher implements developmentally appropriate and challenging learning experiences.



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

Table 12Standards 2.1 and 2.2: Learning Differences

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total2.1 The teacher understands individual differences and diverse cultures and communities



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

2.2 The teacher ensures inclusive learning environments that enable each student to meet high demands



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

Table 13Standards 3.1 and 3.2: Learning Environments

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total3.1 The teacher works with others to create environments that support individual and collaborative learning.



0 0.00% 0 0.00% 1 33.33% 2 66.67% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

3.2 The teacher creates environments that encourage positive social interaction, active engagement in learning, and self-motivation.



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

3.3 The teacher manages student behavior to promote a


2015-2016 Rare Occasional Frequent Consistent Total

positive learning environment.

Coop Ed Div Occ, Business, Marketing, Info Tech

0 0.00% 0 0.00% 1 33.33% 2 66.67% 3


0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

Responses From First Year Candidate Survey: Items Related to Student Learning: Understands How Learners Learn (Item 3), and Adapts to Developmental Strategies of Learners (Item 4).

Table 14Item 3: Understands How Learners Learn



Agree Strongly Agree Grand Total

2014 - 2015

3 I positively impact the learning and development of all students.

BMIT

0 0.00%

0

0.00%

0

0.00%

0

0.00%

2

100.00%

2

2015-2016

3 I positively impact the learning and development of all students.

BUSE 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

Table 15Item 4: Adapts to Developmental Strategies of Learners




Grand Total

2014 - 2015

4 I adapt to different developmental stages of learners.

BMIT

0 0.00% 00.00%

0

0.00%

0

0.00%

2100.00%

2

2015-2016

4 I adapt to different developmental stages of learners

BUSE 0 0.00% 0 0.00%

0 0.00% 2 100.00%

0 0.00% 2

Narrative:Summative evaluation data indicate that BMIT students are well-prepared to create unit and lesson plans and implement, modify, and adapt plans (rating responses from proficient/advanced to basic/sufficient). Data gleaned from the first-year administrator survey (responses were “frequent” or “consistent” with one “occasional”) indicate that BMIT teacher candidates have a good command of student development, learning differences, and learning environments. First-year teacher candidate survey (responses were “agreed” or “strongly agreed”) indicate that BMIT teacher candidates feel confident in impacting the learning and development of all students. In summary, reporting data for the academic years 2014-2015 and 2015-2016 shows that BMIT students have average or above average performance and competencies in learner/learning environments.

4. Instructional Practices–Candidate Knowledge and SkillsResponse From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on Planning for Learning, Instructional Enactment (Item 2—Table 16A)

Table 16AItem 2: Subject Planning for Learning



2014- 2015


BMIT 0 0.00% 3 42.86% 4 57.14% 7

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for 2015-2016 Academic Year on Planning for Learning (Item 4—Table 16B)—LIVETEXT version.




2015- 2016

4 Planning for learning:Creates usable


0 0.00% 0 0.00% 1 20.00% 4 80.00% 5

lessons and unit plans based on knowledge of the discipline, students, and curricular goals

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on the Learning Environment (Item 3)

Table 17AItem 3: Instructional Enactment



Unsatisfactory Basic Proficient Grand Total

2014- 2015

3 Demonstrates Capacity to implement, modify, and adapt plans that are responsive to students

BMIT 0 0.00% 1 14.29% 6 85.71% 7

and curricular goals

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for the 2015-2016 Academic Year on Responsive Teaching (Item 5—Table 17B)—LIVETEXT version.




Unacceptable Emergent Sufficient Advanced Grand Total

2015- 2016

5 Responsive Teaching:

Skillfully implements lessons that are flexible and intentional to meet individual student needs


0 0.00% 0 0.00% 2 40.00% 3 60.00% 5

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on the Learning Environment (Item 6—Table 18A).

Table 18AItem 6: Learning Environment




2014- 2015

6 Learning Environment. Demonstrates capacity to create classroom communities that invite students’ engagement and learning, encourages positive social interaction and self-motivation.

BMIT 0 0.00% 1 14.29% 6 85.71% 7

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for the 2015-2016 Academic Year on Learning Culture (Item 10—Table 18B)—LIVETEXT version.

Table 18B—Item 10: Learning Culture2015-2016

Subject Area ScoringYear # Item Endorsemen

tUnacceptable Emergent Sufficient Advanced Grand

Total2015- 2016

10

Learning Culture:Creates classroom communities that invite student engagement and learning and encourage positive social interactions.


0 0.00% 0 0.00% 0 0.00% 4 100.00% 4

Responses From First Year Administrator Survey: Items Related to Planning for Instruction (Standards 7.1, 7.2, and 7.3) and Instructional Strategies (Standards 8.1, 8.2, and 8.3)

Table 19Standards 7.1, 7.2, and 7.3: Planning for Instruction

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total7.1 The teacher plans instruction that supports every student in meeting rigorous learning goals.



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

7.2 The teacher candidate draws upon knowledge of content areas, curriculum, cross-disciplinary skills, technology, and pedagogy.



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

7.3 The teacher draws

2014-2015 Rare Occasional Frequent Consistent TotalBusiness, Marketing, 0 0.00% 1 25.00% 0 0.00% 3 75.00% 4

upon knowledge of students and the community context.

Info Tech2015-2016 Rare Occasional Frequent Consistent TotalCoop Ed Div Occ, Business, Marketing, Info Tech

0 0.00% 0 0.00% 1 33.33% 2 66.67% 3


0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

Table 20Standard 8.1, 8.2, and 8.3: Instructional Strategies

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total8.1 The teacher understands a variety of instructional strategies.



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

8.2 The teacher uses a variety of instructional strategies to encourage students to develop deep understanding of content areas and their



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3

Coop Ed Div Occ, 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

connection and to build skills to apply knowledge in meaningful ways.

Business, Marketing, Info Tech, Business, Marketing, Info Tech

8.3 The teacher utilizes available technology for instruction and assessment.



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

Responses From First Year Candidate Survey: Items Related to Creating Effective instructional Plans (Item 7), Working Effectively as Part of an Instructional Planning Team (Item 8), Classroom

Management (Item 9), Instruction Requires Problem Solving or Critical Thinking Skills (Item 16), Instruction is Adapted to the Needs of Learners With Special Needs (Item 17), and Use of Multiple Methods to Teach (Item 20).

Table 21Item 7: Create Effective Instructional Plans

Year # Item Endorsement Strongly

DisagreeDisagree Neither Agree nor

DisagreeAgree Strongly

AgreeGrand Total

2014 - 2015

7 I create effective instructional plans.

BMIT

0 0.00%

0

0.00%

0

0.00%

0

0.00%

2

100.00%

2

2015-2016

7 I create effective new lesson plans

BUSE 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

Table 22Item 8: Work Effectively as a Part of an Instructional Team




Grand Total

2014 - 2015

8 I work effectively as part of an instructional planning team.

BMIT

0 0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

2015-2016

8 I work effectively as part of an instructional team

BUSE 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

Table 23Item 9: Manages Classroom Management



Agree Strongly Agree Grand Total

2014 - 2015

9 I apply effective methods to manage the classroom environment.

BMIT

0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

2015-2016

9 I apply effective methods to manage the classroom environment

BUSE 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

Table 24Item 16: Instruction Requires Student Problem Solving and/or Critical Thinking Skills




Grand Total

2014 - 2015

16 My instruction requires student problem solving and/or critical thinking skills.

BMIT

0

0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

2015-2016

16 My instruction requires student problem solving and/or critical thinking skills

BUSE 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

Table 25Item 17: Adapt Instruction to Meet Needs of Learners With Special Needs




Grand Total

2014 - 2015

17 I adapt my instruction to the needs of learners with special needs.

BMIT

0

0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

2015-2016

17 I adapt my instruction to the needs of learners with special needs.

BUSE 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

Table 26Item 20: Use Multiple Methods to Teach




Grand Total

2014 - 2015

20 I use multiple methods to teach.

BMIT

0 0.00% 0 0.00%

1

50.00%

0

0.00%

1

50.00%

2

2015-2016

20 I use multiple methods to teach

BUSE 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

Narrative:Responses from the summative evaluations indicate that BMIT students are well-prepared to create unit and lesson plans and adapt as needed to meet individual student needs (rating responses from proficient/advanced to basic/sufficient). This data pattern continues with summative evaluations that BMIT teacher candidates can create a learning environment that invites student engagement and encourages positive social interaction and self-motivation. Data gleaned from the first-year administrator’s survey data (responses are primarily frequent or consistent except for one occasional rating) indicate BMIT teacher candidates can plan for effective instruction supporting student knowledge and use a variety of instructional strategies and technologies. From the first-year candidate surveys, responders “agreed” or “strongly agreed” that they were prepared to create effective instructional lesson plans using various strategies aimed at problem-solving and critical thinking while maintaining a classroom environment. In summary, reporting data for the academic years 2014-2015 and 2015-2016 shows that BMIT students have average or above average performance and competencies to plan for learning and instruction, implementing lesson plans that are flexible for responsive teaching, creating an inviting learning environment and useable lesson and unit plans, implementing and adapting lesson plans that are responsive, and creating a positive learning environment.

5. Instructional Practices—Assessment That Demonstrates Effects or Impact on P-12 Student learning

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on Planning for Learning (Item 2—Table 27A).

Table 27AItem 5: Planning for Learning



2014- 2015


BMIT 0 0.00% 3 42.86% 4 57.14% 7

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for 2015-2016 Academic Year on Planning for Learning (Item 4—Table 27B). LIVETEXT version.





2015- 2016

4 Planning for learning:Creates usable lessons and unit plans based on knowledge of the discipline, students, and curricular goals


0 0.00% 0 0.00% 1 20.00% 4 80.00% 5

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on Instructional Enactment (Item 3—Table 28A).

Table 28AItem 3: Instructional Enactment




2014- 2015

3 Demonstrates Capacity to implement, modify, and adapt plans that are responsive to students and curricular goals

BMIT 0 0.00% 1 14.29% 6 85.71% 7

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for 2015-2016 Academic Year on Responsive Teaching (Item 5—Table 28B)—LIVETEXT version.





2015- 2016

5 Responsive Teaching:

Skillfully implements lessons that are flexible and intentional to meet individual student needs


0 0.00% 0 0.00% 2 40.00% 3 60.00% 5

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on Classroom Interaction with Students (Item 5— Table 29A).

Table 29AItem 5: Classroom Interaction With Students



2014- 2015

5 Demonstrates a capacity to interact with learners in supportive and constructive ways.

BMIT 0 0.00% 1 14.29% 6 85.71% 7

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for the 2015-2016 Academic Year on Relationships With Students (Item 7—Table 29B)—LIVETEXT version.

Table 29BItem 7: Relationships With Students




2015- 2016

7 Relationships with Students:Develops and Maintains rapport with individual and groups of students


0 0.00% 0 0.00% 0 0.00% 5 100.00% 5

Responses From First Year Administrator Survey on Assessment (Items 6.1 and 6.2)

Table 30

Standards 6.1 and 6.2: AssessmentIndicator Endorsement Rare Occasional Frequent Consistent Grand Information Total6.1 The teacher understands multiple methods of assessment



0 0.00% 0 0.00% 1 33.33% 2 66.67% 3


0 0.00% 0 0.00% 1 100.00% 0 0.00% 1

6.2 The teacher uses multiple methods of assessment to engage students in their own growth, to monitor student progress, and to guide the teacher candidate’s and student’s decision making.



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 1 0.00% 0 0.00% 0 0.00% 1

Responses From First Year Candidate Survey: Items Related to Assessment: Create Effective Assessments to Measure Learning (Item 10).

Table 31 Standard 10: Creates Effective Assessments to Measure Learning




Grand Total

2014 - 2015

10 I create effective assessments to measure learning.

BMIT

0

0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

2015-2016

10 I create effective assessments to measure learning

BUSE 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

Narrative:Teacher candidate summative evaluation indicates that BMIT students are well-prepared to create unit and lesson plans, adapt as needed to meet individual student needs, utilize multiple methods to engage, and build and maintain rapport with learners (rating responses from proficient/advanced to basic/sufficient). The first-year administrator survey (ratings from frequent to consistent with one occasional) and first-year candidate survey (agreed or strongly agreed) also indicated that teacher candidates could create and use multiple methods of assessment to measure learning. In summary, reporting data for the academic years 2014-2015 and 2015-2016 show that BMIT students have average or above average performance and competencies for instructional practices, responsive teaching, classroom interaction, and assessment.

6. Professional ResponsibilityResponse From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-2015 Academic Year on Collaborative Relationships (Item 12—Table 32A).

Table 32AItem 12: Collaborative Relationships and Professional Conduct




2014- 2015

12 Collaborative Relations and Professional Conduct. Demonstrates a capacity to work with other practitioners to improve teaching for the benefit of students’ learning.

BMIT 0 0.00% 1 14.29% 6 85.71% 7

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation on Planning for Learning for 2015-2016 Academic Year on Collaborative Relations and Professional Conduct (Item 13–Table 32B). LIVETEXT version.

Table 32BItem 13: Collaborative Relations and Professional Conduct




2015- 2016

13

Collaborative Relations and Professional Conduct:Uses effective communication and consultation techniques with other professionals and families for the benefit of student learning


0 0.00% 0 0.00% 5 100.00% 0 0.00% 5

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation Relationships for the 2014-2015 Academic Year on Reflection and Professional Growth (Item 14—Table 33A).

Table 33AItem 14: Reflection and Professional Growth



2014- 2015

14 Reflection and Professional Growth. Demonstrates capacity to continually evaluate how choices and actions affect students and others in the learning community and actively seeks opportunities to grow professionally.

BMIT 0 0.00% 2 28.57% 5 71.43% 7

Response From College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2015-2016 Academic Year—Reflective Practices and Professional Growth (Item 14—Table 33B)—LIVETEXT version.

Table 33BItem 14: Reflective Practices and Professional Growth




2015- 2016

14

Reflective Practices and Professional Growth:Continually evaluates how choices and actions affects students and others in the learning community, makes necessary adjustments and actively seeks opportunities to grow professionally


0 0.00% 0 0.00% 2 40.00% 3 60.00% 5

Responses From First Year Administrator Survey: Items Related to Professional Learning and Ethical Practice (Standards 9.1, 9.2, 9.3, and 9.4) and Leadership and Collaboration (Standards 10.1 and 10.2)

Table 34Standards 9.1, 9.2, 9.3, and 9.4: Professional Learning and Ethical Practice

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total9.1 The teacher engages in ongoing professional learning.



0 0.00% 0 0.00% 1 33.33% 2 66.67% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

9.2 The teacher models ethical professional practice.



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

9.3 The teacher uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, other professionals, and the community), and adapts practice to meet the needs of each student.



0 0.00% 1 0.00% 1 33.33% 1 33.33% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

9.4 The teacher models professional dispositions for teaching.



0 0.00% 0 0.00% 1 33.33% 2 66.67% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

Table 35Standards 10.1 and 10.2: Leadership and Collaboration


10.1 The teacher seeks opportunities to take responsibility for student learning

Business, Marketing, Info Tech 0 0.00% 1 25.00% 0 0.00% 3 75.00% 4


0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

10.2 The teacher seeks opportunities, including appropriate technology, to collaborate with students, families, colleagues, and other school professionals, and community members to ensure student growth



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

Responses From First Year Candidate Survey: Items Related to Professional Responsibility: Works Effectively With Parents (Item 12) and Takes Advantage of Opportunities to Grow Professionally (Item 15).

Table 36Item 12: Works Effectively with Parents




Grand Total

2014 - 2015

12 I work effectively with parents

BMIT0

0.00%0

0.00%0

0.00%1

50.00%1

50.00%2

2015-2016

12 I work effectively with parents

BUSE 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

Table 37Item 15: Takes Advantage of Opportunities to Grow Professionally




Grand Total

2014 - 2015

15

I take advantage of opportunities to grow professionally.

BMIT

0 0.00% 0 0.00%

0

0.00%

1

50.00%

1

50.00%

2

2015-2016

15

I take advantage of opportunities to grow professionally

BUSE 0 0.00% 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2

Narrative:Results from the summative evaluation (ratings from proficient/advanced to basic/sufficient) of BMIT education teacher candidates, administrator survey (ratings frequent or consistent with a one/occasional rating), and first-year teacher surveys (ratings agree or strongly agree) indicated that they can successfully work with other practitioners, other professionals, and families for the benefit of student learning. Data also show that candidates model professional dispositions for teaching, seek opportunities to integrate technology to collaborate with other stakeholders, and engage in opportunities for professional learning. Additionally, candidates demonstrated ability to work effectively with parents. In summary, reporting data for the academic years 2014-2015 and 2015-2016 shows that BMIT students have average or above average performance and competencies for collaborative relations and professional conduct.

7. Overall Proficiency

Response to Administrative Survey: Items on Impact of Student Learning and Development (Standard 11.1)

Table 38 Standard 11.1: Impact of Student Learning and Development

Indicator Endorsement Rare Occasional Frequent Consistent Grand Information Total11.1 The teacher positively impacts the learning and development for all students



0 0.00% 0 0.00% 0 0.00% 3 100.00% 3


0 0.00% 0 0.00% 0 0.00% 1 100.00% 1

Responses From First Year Candidate Survey: Items Related to Overall Proficiency: I Am an Excellent Teacher (Item 23).

Table 39Item 23: I Am an Excellent Teacher




Grand Total

2014 - 2015

23 I am an excellent teacher.

BMIT

0

0.00%

0

0.00%

0

0.00%

1

50.00%

1

50.00%

2

2015-2016

23 I am an excellent teacher

BUSE 0 0.00% 0 0.00% 0 0.00% 2 100.00%

0 0.00% 2

Narrative:Data from the first-year administrator survey and first year candidate survey indicate that BMIT teacher candidates can positively impact the learning and development of their students and that they are excellent teachers. In summary, reporting data for the academic years 2014-2015 and 2015-2016 show that BMIT students have average or above average performance and competencies for impact of student learning and development.

Artifact 3:

Students selecting the BMIT field endorsement will be qualified to teach business, marketing, information technology, and career education/work-based learning courses in grades 6-12 and are eligible for the Cooperative Education/Diversified Occupations supplemental endorsement. Candidates seeking a BMIT

field endorsement are held to the same admission, progress, and completion standards as other UNL secondary education students.

The UNL business teacher education program may have low enrollment numbers, but the program provides candidates with the experience and preparation to teach in a secondary environment. This is evident in the following documentation summaries:

1. Content KnowledgeBMIT students subject and cumulative GPA scores are average as compared to the overall secondary education scores and scores exceed minimal requirements for certification. BMIT Praxis II results are above the state cut score of 154, are consistent with the state mean score, and surpass the national mean score. Only one student failed the Praxis II. Summative evaluations of teacher candidates, administrator surveys, and first-year candidate surveys show that teacher candidates are prepared to teach the content, create meaningful and accessible learning experiences, and integrate state and professional standards within instruction.

2. Content AreaData from the first-year administrator survey and first-year teacher candidate survey indicate that BMIT teachers apply the content by connecting concepts across disciplines, engaging students in critical thinking, creativity, and problem-solving, and teach their subject matter in ways that are meaningful for learners.

3. Learner/Learning EnvironmentsData from the summative evaluations indicate that BMIT students are well-prepared to create unit and lesson plans and implement, modify, and adapt plans. Data gleaned from the first-year administrator survey indicate that BMIT teacher candidates have a good command of student development, learning differences, and learning environments. First-year BMIT teachers feel confident in impacting the learning and development of all students.

4. Instructional Practices—Candidate Knowledge and SkillsBMIT teacher candidates’ summative evaluations, first-year administrator, and first-year candidate survey data indicate that BMIT students use a variety of instructional strategies to develop usable lesson plans while creating an inviting learning environment.

5. Instructional Practices—Assessment That Demonstrates Effects or Impact on P-12 Student LearningResults from the teacher candidate summative evaluation indicates that BMIT students are well-prepared to create unit and lesson plans, adapt as needed to meet individual student needs, utilize multiple methods to engage, and build and maintain rapport with learners. The first-year administrator survey and first-year candidate survey also indicated that teacher candidates could create and use multiple methods of assessment to measure learning.

6. Professional ResponsibilityResults from the summative evaluation BMIT education teacher candidates, administrator survey, and first-year teacher surveys indicated that they can successfully work with other practitioners, other professionals, and families for the benefit of student learning. Data also show that candidates model professional dispositions for teaching, seek opportunities to integrate technology to collaborate with other stakeholders, and engage in opportunities for professional learning. Additionally, candidates demonstrated ability to work effectively with parents.

7. Overall ProficiencyData from the first-year administrator survey and first year candidate survey indicate that BMIT teacher candidates can positively impact the learning and development of their students and that they are excellent teachers.

SECTION 3: USE OF RELATED DATA AND INFORMATION FOR CONTINUOUS PROGRAM IMPROVEMENT OF ENDORSEMENT PROGRAM — Artifact 3

Program Strengths and Areas for Improvement

BMIT students are well prepared and demonstrate the desired content knowledge, skills, and dispositions as documented in the summative assessments, first-year administrator and teacher surveys, Praxis II content testing, and analysis of GPA. Areas of strength include instructional planning and strategies, technology integration, assessment practices, building relationships with students, and working with all learners.

The BMIT program instructor is a former high school and award winning teacher that brings a plethora of knowledge and experience. The instructor has visited secondary and middle schools, participated and presented at state, regional, and national conventions, and has consulted other professionals to assure the BMIT program continues its reputation to produce quality candidates.

Program changes since the last Program Review have been made primarily in revisions and updates within courses, and two overall curriculum course offering changes.

Improvements within course content include application software (Adobe, Microsoft Office 2016, HTML 5) in information technology courses; greater emphasis on Praxis II exam preparation in TEAC 452J, Curriculum Planning, and updates related to work-based learning (WBL) in TEAC 425/Coordinating Techniques. UNL secondary education students are evaluated with a common rubric and submit key assessments into LiveText, a web-based e-portfolio assessment system. LiveText has become an effective data-gathering tool for evaluating candidate performance and competencies.

UNL BMIT teacher candidates earn the Cooperative Education/Diversified Occupations supplemental endorsement by taking six coursework hours and documentation of work experience hours. Previously, the six hours of coursework consisted of SPED 434, Introduction to Special Needs, and TEAC 425, Coordination Techniques in Occupational Training Program. The SPED 434 instructor retired, and the University decided not to continue that course. Now, students take TEAC 451K, Teaching Principles, which provides a more in-depth foundation and principles of career and technical and education as well as college and career readiness, along with the TEAC 425. To meet the special education requirements, BMIT teacher candidates now take SPED 402. This is the same course that is required by all secondary education majors. The two decisions regarding BMIT Program of Study were approved by the Teaching, Learning, and Teacher Education Curriculum Committee.

Since the last Program Review, enrollment in the BMIT program has decreased. There is no concrete explanation of why there are low enrollments but this could be a result of negative representation of teaching. The instructor will continue to actively recruit and is working closely with the Teaching, Learning, and Teacher Education and College of Business Administration academic advisors to promote the program.

Even though the data from the summative assessments and first-year administrator surveys were mainly positive, there is room for improvement. The instruction will continue to develop and enhance the content and delivery of the courses leading to certification. Innovating teaching strategies, technologies, and leading-edge research will continue to be incorporated in the business education coursework.

Folio Appendix AStudent Advising Sheet for Business, Management, and Information Technology (BMIT), 6-12

Documents

College of Education and Human Sciences - At the … Edited... · Web viewscore of 159) for No Child Left Behind. For secondary students, we piloted results for the 2014-2015 academic