1

Elementary Education

Standard 3. Continuous Improvement The approved program implements processes to ensure continuous program improvement.

Continuous improvement across and within programs is the result of routine analysis of data collected on

Standards 2 and 3; admission, enrollment, and completion status of each candidate; and results of recent faculty

experiences.

_______________________________________________________________________________________

Summary of data analysis for 1-9 must be provided for entire continuing approval period

1. Admission, enrollment, and completion data

2. Candidate performance data on Uniform Core Curriculum

3. Impact on P-12 student learning for candidates and completers

4. Results of assistance to students who need remediation during their first two years of teaching,

if applicable.

5. State and district needs, if applicable

6. Employer satisfaction, including percentage of completers employed Florida public schools

following the first year of program completion and length of stay in the classroom

7. Completer satisfaction

8. Faculty recency of experience data

9. Stakeholder input

A description of how data analysis was used to inform programmatic decisions for entire continuing approval

period must be provided.

_________________________________________________________________________________________

1. Admission, enrollment, and completion data

Candidates admitted to teacher education in the Elementary Education Department are assigned a

faculty advisor who monitors their progression through the program culminating with Student

Teaching. Data show that upon admission, the majority of candidates meet or exceed the required 2.50

GPA and passing scores on the General Knowledge Test (GKT). Two candidates did not meet the

GPA requirement in 2008 and were admitted under the 10% waiver. A developmental plan was

written to remediate the deficiency. Advisors monitored the implementation of the plan throughout the

remediation period. While the majority of candidates are meeting admission criteria, pre-elementary

major enrollment data show that a high percentage of pre-majors had completed all general education

coursework but were unable to pass the GKT. To minimize this problem, several interventions were

put in place. The College of Education offers classes to assist students in preparing for the General

Knowledge Math, Reading and Essay subtests; test review software programs are available in the

Distance Learning Computer Lab and monitored by the Center for Academic Success. The number of

candidates completing the program has been constant when compared to program admission data.

2

Since candidates are required to pass the FTCE subject area prior to student teaching, they are eligible

for graduation and Florida certification.

The faculty and College of Education representatives continue to engage in recruitment activities to

increase enrollment. We have been successful is attracting students from community colleges,

specifically North Florida and Tallahassee Community Colleges. Elementary Education completion

data for 2007-2010 are presented below:

Year # Completers # Passing

FTCE

% Passing

FTCE

2007-2008 65 67 100

2008-2009 46 47 100

2009-2010 38 41 100

2. Candidate performance data on Uniform Core Curriculum

Candidates are assessed at the individual and program levels on the Uniform Core Curriculum

during course work and internship. Each candidate is assessed on the FEAPs across courses multiple

times. Specific assignments/assessments aligned with the FEAPs are required of each candidate and

assessed by the faculty. Program faculty monitors candidate performance throughout the semester in

course work and a final review at the end of each semester. The following graph demonstrates the

overall performance of candidates on the FEAPs for 2009-2010.

Academic Year

Number of candidates entering program and admission point

Number enrolled in program from year to year

Number of candidates meeting admission requirements upon entry

Number of candidates entering under 10% waiver

2007-08 50 130 48 2

2008-09 64 316 64 0

2009-10 44 298 44 0

3

Figure 1 FEAPs Performance

Candidates demonstrated an acceptable level of performance on all of the FEAPs. Performance on FEAPs 2, 4,

and 10 show a higher level of acceptable (3 rating) performance on grading rubrics for FEAPs 2, 4 and 10.

Standards 1, 3, 5-9, 11 and 12 show a range of 3to 3.5 level of acceptable performance.

Elementary Education is an ESOL infused program. The graph below represents the ESOL-infusion

program within Elementary Education. The data analysis for academic year 2009-2010 is presented as a

sampling for the ESOL-infused programs in the unit. The graph includes both stand alone and ESOL

infused courses combined to obtain a combined aggregation of data to show candidates demonstration of

the performance standards as measured by a variety of artifacts including, lesson plans, philosophies for

working with English language learners, article critiques, research projects with writing sample use, of

teaching strategies using technology.

4

The graph reveals a high level of demonstration at the Favorable Level, which is the highest level on the

grading rubric, for standards 5, 8, 10, 15, 17, 20, 21, 22, and 24. Standards 1, 3, 4, 7, 9, 13, 14, 16,18,19, 22,

and 25 were demonstrated at the Acceptable Level which is the second highest point on the grading rubric.

Standards 2 and 11 appear to be demonstrated at the Marginal Level, however, since the old 25 ESOL

Standards were redundant in many areas these two standards correlate with standards 2, 3, 4, and 5 which

5

were met at the Favorable and Acceptable levels. Therefore, all ESOL standards were demonstrated at the

Favorable and Acceptable levels as indicated in the graph.

Additional analysis of student performance on the FEAPs at the course level overall indicates general

performance at the acceptable level. Changes were made in areas in which mastery was lowest. The following

addresses some of the revisions that resulted from analysis of student performance:

Assessment- Data analyses show that candidates demonstrate proficiency in FEAP assessments noted by

their 3.31/4 (80.31%) score on assignments across courses.

Communication- Though candidates demonstrated mastery of the FEAP Communication, on some

assignments, 52% scored 1.56/3 and 67% scored 2.70/4. This finding was also part of the impetus to

address the communication competency in EDE 2940 Field Experience II. Candidates are required to

obtain “The Essentials of English Grammar” by L. Sue Baugh. The text is a required supplement to

the professional core curriculum courses. Faculty is to work with individual students with limited

communication proficiency and make appropriate referrals to the Writing Center. A writing initiative is

also in the developmental stage to assist teacher education majors with communication.

Continuous Improvement- Data analysis indicates a high proficiency toward continuous improvement as

noted by 86% of student scoring an average of 3.45/4 on relevant assignments.

Critical Thinking- Candidates’ critical thinking skill analysis reveal variability ranging from an average

2.59/4 (64.75%) to an average of 3.78/4 (94.50%) on select assignments involving critical thinking with

a cumulative average of 3.38/4 (84.77%). This finding is being addressed by increasing activities across

the curriculum to provide opportunities for candidates to engage in critical thinking. A research

component was implemented fall 2009 in which all core courses requires some aspect of research.

Diversity-Candidates’ performance in the area of diversity also showed considerable variability on

assignments even though overall performance was in the passing range (3.17or79.20%). In review, the

nature of the assignments involving diversity was a bit more challenging- assessment accommodation

and modification for ESL and ELL reflect the challenge. Faculty includes more opportunity for

reflective discussion and case study analysis during EEX 3011 to facilitate increase competency in this

area.

Ethics-Consistent performance on assignments involving the FEAP ethics was at the acceptable level

ranging from 2.82/4 (71%) to 87.13% of candidates scoring 3.76/4 (94%) on some assignments and a

cumulative average of 3.49/4(87%).

Human Development 3.45 (86.27%) Learning Environment 3.07 (76.72%) and Knowledge of Subject

Matter 3.39 (84.82) - Application of human development to instructional planning and learning

environment is a higher order developmental process requiring critical thinking skills and content

knowledge. Data analysis of course performance showed a wide range of scores with all averaging in

the passing range. Faculty instituted changes in field experience to better tie theory to practice with the

intent of improving candidate performance in the three areas. The program of study pre-

professional track was revised to to replace Human Growth and Development with Child

Development (EEC 3700)

Planning and Role of the Teacher - Candidate performance on course assignments involving the three

FEAPs were above average as reflected in respective averages of 3.21 (80.31%) 3.40(85%), and

6

marginal 2.69 (70.46%) in technology.

Planning appropriate lesson objectives as well as identification of formal and informal strategies for

measuring students’ mastery of lesson objective was problematic. Institution of a uniform Professional

Education Unit lesson was adopted. Several purposes were achieved by doing so: the same process and

procedure was implemented throughout the college, hence providing reinforcement and improvement of

student performance; the uniformity of the PEU lesson plan eliminated confusion in definition and

expectation some students experience from course to course. The PEU lesson plan companion form also

redirected students to multiple appropriate methods of evaluation.

FTCE test report data show that some candidates take the subject area test multiple times before passing.

To ensure candidates’ success on the first testing of the FTCE subject area, content review sessions were

incorporated in EDE 3921 Professional Colloquium. The non-credit course is assigned to program

faculty who monitor the progress of the candidates.

3. Impact on P-12 student learning for candidates and completers

Analyzing the results of the student intern reports for 2007, 2008 and 2009, the average scores of

students in their classrooms showed an increase in their performance. While the data are limited, data

from the interns show increases in performance from pre to post test on different subject matter

presented to the students. Using this information, it is assumed that interns are adequately teaching

content to the K-6 students in their classrooms. Faculty continued to strengthen course content in

methods courses ensuring that information and methods were current research-based and reflecting

best practices.

Mean Values of Candidates’ Impact on Student Performance

Academic

Year

# of Candidates Unit Pre-Test Unit Post Test

Fall 2007 26 40.51 57.98

Fall 2008 17 54.27 80.64

Fall 2009 13 34.2 55.7

4. Results of assistance to students who need remediation during their first two years of teaching, if

applicable.

Candidates in the department performed at or above the 94% level for each of the semesters of the review

period on student learning indicators. The results are documented by the external value-added research

conducted through the Carnegie grant. To date, the department has not received a request to provide assistance

to program completers. However, a firm plan is in place to address needs of our completers as well as a periodic

review to ensure that if assistance is requested, it can effectively be provided.

7

5. State and district needs, if applicable

The Elementary Education program assists in closing the gap in the minority teaching pool in

meeting the instructional staffing goals of surrounding districts and Florida. The program also enrolls

candidates who are recipients of the Minority Teacher Education Scholarship. Upon graduation, recipients are

required to teach one year in a Florida public school for each year they received the scholarship. Not only do

some of candidates work in low performing schools where there is a need for these highly qualified teachers but

also increase the State’s minority teaching pool for the required time period required by the scholarship and

beyond. The table below shows the number of Elementary Education program scholarship recipients/candidates

who are working in Florida schools.

The reading endorsement program is committed to ensuring that our students acquire scientifically-

based research methodology needed to be outstanding teachers of reading to help meet the state’s

reported need for more highly qualified teachers. The goals and objectives of the program takes into

account the high percentages of vacant positions in the state that cannot be filled because of shortages

in qualified teachers and hiring non-qualified teachers to fill these vacancies. While Just Read Florida

and the No Child Left Behind Initiative state the need for highly qualified reading teachers, we also

recognize the need to remedy the low supply of graduates from state approved programs in critical

fields such as English/language arts, mathematics, technology, science, ESE and ESOL where critical

skills in reading are important.

Further, we know that a successful reading program will strengthen our state as a whole as we

contribute to the preparation of P-12 students. Therefore, in response to supporting the state and

districts in bridging the gap in the demand for highly qualified teachers to support reading instruction,

we offer a reading endorsement program that is comprised of five courses which covers the reading

endorsed competencies and indicators. This program produces teachers equipped to work with diverse

students with reading difficulties, special needs and helps to increase the instructional minority reading

teacher pool (Educational Information and Accountability Services Data Report - May 2010).

Academic Year Number of

Elementary

Teachers

Teaching in

Florida Schools

(Yes)

2007-2008 29

2008-2009 23

2009-2010 11

8

6. Employer satisfaction, including percentage of completers employed Florida public schools following

the first year of program completion and length of stay in the classroom.

The Employer Satisfaction survey is based on a Likert Rating Scale of 5-1 with five being the highest rating.

The 2008-2009 and 2009-2010 surveys indicate many positive qualities in the development and conduct of our

graduates. The 2008-09 survey revealed that 22% (5-rating) to 56% (4-rating) compared to the 2009-2010

survey reflect that 48.14% (5-rating) to 37.03% (4-rating) of the responding employers indicated that our

graduates have appropriate ethical behavior; Both surveys, indicated candidates are able to maintain an orderly

and disciplined classroom that is conducive to student learning, specifically, 24% (5-rating) to 56% (4-rating)

and 29.62% (5-rating) to 59.25% (4-rating) respectively, and 35% (5-rating) to 59.25% (4-rating) are able to

establish a comfortable learning environment; demonstrate knowledge and understanding of the Sunshine State

Standards; are able to use and integrate appropriate technology in the teaching and learning process; and are able

to use strategies that reflect the culture and learning styles and special needs of individual students. More

importantly, the employers of our graduates indicated that they were very pleased with our graduates thus

indicating at a rate of 90% that they would recommend the hiring of a FAMU graduate to other districts and

schools.

The survey revealed areas with a rating of 68% to 72% rated the graduates at a level of 4 and 5 in the areas of

planning, use of a variety of resources; in the area of critical thinking; effective leadership skills; and recognition

of signs of difficulties with reading and computational difficulties and the application of means for student

improvement. Another area of concern is the rating indicating that 68% of the candidates are considered

independent and 16% dependent. These areas were viewed as areas for concerns and areas for improvement.

The Assessment Committee designated the area of Critical Thinking and Problem-Solving Skills as an area for

unit–wide emphasis. This area is included on course assessment rubrics and on the University–wide Assessment

Compacts. With attention to critical thinking, improvement will also be attained in other related areas of

concern, including planning, leadership as a result of initiatives to solve learning problems and other

environmental problems. Data in Table 1 show that many of our completers choose to work in Florida

and Table 2 presents the average number of years completers were employed in the state.

Table 1 - Percentage of Completers Employed and Employment Years in Florida

# of

Completers

for

2007-2008

# of 2007-2008

Completers

Employed in

Florida Public

Schools in 2008-

2009

% of 2007-2008

Completers

Employed in

Florida Public

Schools in

2008-2009

# of 2007-2008

Completers

Employed in

Florida Public

Schools in

2009-2010

% of 2007-2008

Completers

Employed in

Florida Public

Schools in

2009-2010

62 32 51.61% 33 53.25%

9

# of

Completers

for 2008-09

# of 2008-09

Completers

Employed in Florida

Public Schools in

2009-10

% of 2008-2009

Completers

Employed in

Florida Public

Schools in 2009-

2010

# of 2008-2009

Completers

Employed in

Florida Public

Schools in 2009-

2011

% of 2008-2009

Completers

Employed in

Florida Public

Schools in 2009-

2011

40 26 65.00% Not Available Not Available

Table 2 – Average Years Completers Taught in Florida

2007-2008 First Year

Employment Second Year Employment

# of Completers for

2007-2007

# of 2007-2008

Completers

Employed in Florida

Public 2008-2009

# of 2007-2008

Completers

Employed in Florida

Public Schools for

two years from

2008-2009 to

2009-2010

# of 2007-2008

Completers

Employed in Florida

Public Schools for

one year from 2008-

2009 to 2009-2010

62 32 26 13

The percentage of completers employed in Florida public schools the first year following program

completion is generally low because many of our graduates choose to teach out of state for economic

reasons and/or make decisions to obtain an advanced degree immediately after graduation.

(See e-Exhibit Center for data analysis of all surveys for continuing approval period)

7. Completer Satisfaction

The data from the Exit Survey, given to candidates upon completion of their final student teaching

experience showed critical information that is used to revise the program. These data, combined with the results

of assessment of student performance in regard to progress in knowledge, skill, and disposition of the FEAPs, is

discussed by the Pre-K/Primary and Elementary Education faculty team. Recommendations are made for

changing the program, i.e., plan of study, courses, course content, assignments, and field experience activities to

better ensure increased performance.

An analysis of data from the 2009 -2010 Exit Survey includes the following key points. According to the

students that participated in coursework, field experience, etc, overall, the Elementary Education Program is

having above average or average success in addressing needs or areas of knowledge, skill, and disposition

required for teaching. These include: overall curriculum, currency of information, teaching aids used in

instruction, communication of ethics, techniques for collaboration, and knowledge of faculty instructors. The

Program is having average success in helping students gain knowledge, skill, and disposition in access to

10

technology and audiovisual aids used in classrooms, assessment and using assessment results for instruction,

reporting grades, effectively communicating ideas, the facility at FAMU used for instruction including the

library and curriculum lab, and such features as lighting. The highest rated area included the use of problem

solving.

The results from the Exit Survey somewhat correlate with student progress data on assignments and artifacts

that are integrated within course content covering the areas assessed on the Survey. One area of concentration

has been on ensuring that methods courses focus on techniques for fostering higher level thinking and problem

solving in the classroom. This decision has proven to be effective in that graduates are reporting that they are

prepared to support higher level learning of their students.

While the Program has had knowledge that a weak area is the candidates’ access and ability to use state of the

art technology, the lack of financial resources has limited our improvement. This is confirmed through the Exit

Survey data. With limited access to technology, faculty has attempted to expand the field experience

opportunities for students, thereby, increasing the likelihood of exposure to more current technology within

actual classrooms in the district.

8. Faculty Recency of Experience Data

The Recency of Experience documentation is collected and reviewed each academic year. Program faculty

engage in a minimum of two instances of onsite participation in one or more K-6 settings during the school year

with the activities related to the teacher preparation courses taught. The table below shows the participation of

the Elementary Education faculty in various classroom experiences.

Faculty Recency of Experience

Academic Year Number of

Faculty

Number of

Instances

% Total

2007-2008 11 22 100

2008-2009 11 22 100

2009-2010 11 22 100

Program revisions that ranged from minor to extensive as a result of faculty recency of experience

include the following:

Adopted a new text for LAE 3414 Children’s Literature that captures a broader age range

(Pre-K to age 13) and emphasizing to candidates the importance of rhyming which

increases vocabulary therefore comprehension and demonstrating to students how to read

poetry.

Provided focused attention to differentiated instruction in RED 3013Foundations of

11

Reading and RED 4519.

Incorporated “best practices” such as increasing the use of technology in methods courses

and stressed the importance of candidates integrating technology in their instruction

provided to K-6 students. In EDE 4943 Student Teaching, candidates expand the use of

digital technology, such as the Flip Video and the social network medium, the “Blog”,

which offers creative opportunities for the pre-service teacher to increase the motivational

impact on student learning. Teacher candidates are encouraged to put their video lessons

on a common social network as documentation of an increase in student engagement. The

video is used in the following ways: field trips, science experiments, English/Reading

assignments, drama productions, school assemblies and the designing of school web-sites

to communicate with parents.

Revised RED 3013 Foundations of Reading, RED 4519 and RED 3333 Reading in the

Content Area to include increased emphasis on phonemic awareness, fluency, vocabulary

development and comprehension. Included different assessments to evaluate various

aspects of reading.

Redesigned the lesson and unit plans accompanied with a companion which provides

explicit instructions to assist candidates in their use. These plans are used across methods

courses in which candidates develop content plans and theme units.

EDE 3940 Field Clinical II: Theory and Practice and EDE 4940 Field Clinical III

Professional Theory and Legal Aspects increased focus on classroom management, lesson

development and focus on the importance of a positive learning environment

9. Stakeholder Input

Data indicated that our candidates needed more focused field experiences in diverse settings.

Therefore, the integrated and structured the field experience requirement was combined into

separate courses. Elementary Education has three field experience requirements: EDE 2940

Field Clinical I: Orientation to Teaching Young Children, EDE 3940 Field Clinical II Theory

& Practice of Teaching, and EDE 4940 Field Clinical III: Professional Theory & Legal

Aspects. The separate courses allowed for more diverse placements in local K-6 schools and

more focused field experiences with faculty monitoring.

Major transition points for assessing, tracking, and mentoring candidates were identified by the

program. This information is provided to candidates in written form. They use these forms to

track their own progress and advisors also utilize this information to ensure candidates are

progressing in their program.

12