KEAN UNIVERSITYKEAN UNIVERSITYCOLLEGE OF COLLEGE OF

EDUCATION RETREAT EDUCATION RETREAT JAN. 25, 2008JAN. 25, 2008

NCATE UPDATE AND DATA NCATE UPDATE AND DATA REVIEWREVIEW

Dr. Frank J. Esposito, Interim Dr. Frank J. Esposito, Interim DeanDean

UPDATESUPDATES

NCATE WebsiteNCATE WebsiteConceptual FrameworkConceptual FrameworkNCATE 2010 blogNCATE 2010 blog

College of Education College of Education EnrollmentEnrollmentFall 2007Fall 2007

Total enrollment:Total enrollment: 3,4293,429 Other state COEsOther state COEs

MSUMSU35153515 CUofNJCUofNJ WPUWPU RowanRowan

DATA, DATA, DATADATA, DATA, DATASharing DataSharing DataIdentifying Areas of ConcernIdentifying Areas of ConcernMaking Recommendations Making Recommendations for Improvementfor Improvement

ROLE OF NCATEROLE OF NCATE

KEAN UNIVESITYINITIAL CERTIFICATION PROGRAM COMPLETERS

2000-01 TO 2006-2007 COHORTS

Majors Requiring Praxis II 00-01 01-02 02-03 03-04 04-05 05-06 06-07

Art 7 14 12 11 16 15 24

Biological Sciences 8 7 6 5 10 7 7

Earth Sciences 0 2 2 4 1 2 2

Elementary/ Early Childhood

223 212 198 257 294 231 294

English 16 11 15 23 22 21 16

Mathematics 11 5 7 13 18 11 7

Music 4 6 2 3 6 2 4

Physical Education 35 44 37 44 48 42 65

Physics 1 0 2 1 0

Social Studies 34 20 20 34 29 26 29

Spanish 13 11 15 21 15 22 21

Speech Arts 1 0 0

Technology/IA 0 4 4 1 0 0 1

TOTALS 351 336 311 416 462 380 465

No Tests Found 18 14 13 15 14 20 18

ADDITIONAL PROGRAM COMPLETERSNO TEST REQUIRED

00-01 01-02 02-03 03-04 04-05 05-06 06-07

Teacher of the Handicapped

129 136 129 107 144 103 82

Teacher of the Deaf

9 10 11 14 16 52 11

Bilingual Education

21 15 27 32 29 20 14

English as a Second

Language

21 17 14 25 49 16 9

P-3 71 111 77 68 48

TOTALS 180 178 252 289 315 259 164

00-01 01-02 02-03 03-04 04-05 05-06 06-07

549 528 576 623 791 659 647

Masters DegreesMasters Degrees00-01 01-02 02-03 03-04 04-05 05-06 06-07

269 300 332 314 342 390 327

Total Program CompletersTeacher Certification

LIST OF ASSESSMENTS

ASSESSMENT WHEN COLLECTED

APT/MAPP/PRAXIS I (after 2007) Entry to Program

Introductory Field Rubric Intro. Field Course

Portfolio Rubrics (2) TWS rubrics (after 2007)

One phase each year in program

Preprofessional Field Rubric During preprofessional field

Professional Field Rubric During professional field

Video Tape Analysis During professional field

Praxis II Exam Before professional field experience

Report Cards Initial & Advanced Each semester in culminating classes

Survey of Graduates Initial & Advanced Mailing one year after graduation

Employer Survey Each June

Focus Groups Each spring semester

Comprehensive Exams Decided by program (yearly)

Graduate Clinical/Experiences/Practicum Decided by program (yearly)

Praxis Scores

00-2001

01-2002

02-2003

03-2004

04-2005

05-2006

06-2007

PRELIM

Kean University Pass Rate

322/33995%

321/33097%

298/31196%

383/39198%

410/44293%

392/41492%

437/44598%

State Pass Rate

97% 98% 99% 99% 93% 92%

Praxis Scores 2005-2007

License Total Pass % Pass

05-06

06-07

05-06

06-07

06-06 06-07

Biology Science 8 3 7 3 88% 100%

Chemistry 2 0 2 0 100% 100%

Earth Science 3 2 2 2 67% 100%

Elementary Education

248 280 213 276 93% 99%

English 25 15 21 15 84% 100%

Health and Phys Ed 43 61 42 61 98% 100%

Industrial Arts 1 0 1 0 100% 0

Mathematics 13 9 11 7 85% 78%

Middle School Science 2 0 2 0 100% 0

Middle School Math 3 1 3 1 100% 100%

Music 2 4 1 4 50% 100%

Physics 1 0 1 0 100% 0%

Social Studies 30 25 26 23 87% 92%

Spanish 22 20 22 20 100% 100%

Teacher of Art 18 24 15 24 83% 100%

Total 421 444 387 436 92% 98%

Unit Assessment DataUnit Assessment Data

Praxis ScoresPraxis Scores Professional Internship Competency Professional Internship Competency

AssessmentsAssessments Portfolio ResultsPortfolio Results Report Cards-Initial and AdvancedReport Cards-Initial and Advanced

Professional Internship Performance Competency AssessmentsFall 2002 - Spring 2007

Assessments Completed by University Supervisor/Clinical Instructor(Percentages of students scoring at Level 5 - Accomplished)

0.0

20.0

40.0

60.0

80.0

100.0

120.0

Pe

rce

nta

ge

Spring 2007 (N=339) Fall 2006 (N=347) Fall 2004 (N=269) Fall 2002 (N=218)

Spring 2007 (N=339) 85.3 81.7 63.4 51.3 77.9 71.4 58.1 73.5 67.8 54.0 58.0 50.9 96.2 93.2 94.7

Fall 2006 (N=347) 86.5 87.2 71.4 59.9 77.1 77.4 66.7 76.8 69.6 64 68.7 56.1 94.6 95.6 97.3

Fall 2004 (N=269) 82.2 82.9 65.1 48.3 76.6 75 61.7 72.1 63.6 54.7 57.2 49.3 93.3 87.7 90

Fall 2002 (N=218) 83.9 78.9 62.8 60.6 74.36 73.7 66.1 75.7 67.4 68.3 59.2 56 94 90.8 93.1

Speaks English

…

Writes English

…

Demonstrates

how

How student

s

Knowledge of subject

Plans &

implem

Varies instruct

ional

Motivates &

engage

Manages

learner

Assesses

student

Utilizes technology &

Fosters critical thinking

Respects

diverse

Projects

profess

Maintains

profess

Spring2004(N: 324)

Fall2004(N: 339)

Spring2005(N: 318)

Fall 2005(N: 224)

Spring2006(N: 267)

Fall2006(N: 338)

Spring2007(N: )

Introduction 70% 64% 58% 76% 72% 71%

Philosophy 69% 60% 55% 77% 70% 70%

Knowledge 80% 71% 63% 80% 79% 79%

Skills 83% 72% 61% 82% 80% 79%

Dispositions 83% 68% 60% 80% 77% 78%

Choice of Artifacts

79% 67% 61% 78% 75% 76%

Reflection 69% 59% 53% 75% 71% 69%

Writing 80% 72% 69% 79% 76% 81%

Organization 83% 77% 69% 84% 85% 86%

Impact on Learning

68% 65% 56% 71% 75% 69%

Portfolio Data – Professional InternshipPercentage of Candidates with a Score of “Accomplished”

Initial Report Cards 2004-2007

0

10

20

30

40

50

60

70

80

90

100

Spring 2007 (N=201) 72 67 63 65 56 64 60 68 60 51 70 46 72 76 59 73 87 86

Spring 2006 (N:226) 69 66 62 47 50 59 47 63 54 48 59 39 78 76 56 81 85 81

Spring 2004 (N:118) 54 53 53 50 31 47 47 60 52 45 54 54 66 64 58 71 81 81

Subject

Matter

Create

opport

Accommodate

Classroom Mana

Assessment

Subject

Matter

Instructiona

l

Learning

Enviro

Communication

Evaluation Strate

Reflective Practi

Parents/Commu

Individual

Differ

All Stude

nts

Work w/i in the

Positive

Clima

Positive

Role

Lifelong

Learn

Advanced Report Cards 2004-2007

0

20

40

60

80

100

120

Spring 2007 (N=109)

Spring 2006 (N:111)

Spring 2004 (N:63)

Spring 2007 (N=109) 68 71 79 72 58 59 59 78 74 67 57 67 70 73 61 54 62 77 89 88 85 91

Spring 2006 (N:111) 79 75 86 73 62 63 64 82 82 72 66 74 81 78 67 64 67 80 92 92 89 92

Spring 2004 (N:63) 81 79 75 68 44 60 65 75 89 62 54 71 75 81 52 37 49 70 97 92 91 97

Subject Matt

Reflective

Multiple Per

Individual

Standards

Research

Technology

Appropriate

Studen

t

Appropriate

Professional

Effective

Communic

Professional

Conceptual

Field

Exp

Professional

Research

Ethical/Leg

Respec

t

Positive Cli

Continual

Previous Year’s Identified Previous Year’s Identified WeaknessesWeaknesses

Identified Areas of WeaknessIdentified Areas of Weakness Portfolios-Philosophy and ReflectionsPortfolios-Philosophy and Reflections TPC Data-Knowledge of How Students TPC Data-Knowledge of How Students

Learn, Critical Thinking and Assesses Learn, Critical Thinking and Assesses Student ProgressStudent Progress

Initial Report Cards-Classroom Initial Report Cards-Classroom Management, Instructional Strategies Management, Instructional Strategies and Evaluation Strategiesand Evaluation Strategies

Advanced Report Cards-Standards and Advanced Report Cards-Standards and Research ResultsResearch Results

Key Actions TakenKey Actions Taken

Decision to modify the portfolio to Decision to modify the portfolio to the portfolio/teacher work samplethe portfolio/teacher work sample

Seminars provided on classroom Seminars provided on classroom managementmanagement

Seminars provided on assessment Seminars provided on assessment and discussion has begun to include and discussion has begun to include varied assessment strategies in varied assessment strategies in coursescourses

Looking at the Unit DataLooking at the Unit Data

In small groupsIn small groups examine the data: Portfolios, examine the data: Portfolios,

Competency Assessments, Report Competency Assessments, Report Cards, and other data in your foldersCards, and other data in your folders

Be prepared to discuss three areas of Be prepared to discuss three areas of perceived weakness and suggestions for perceived weakness and suggestions for improvementimprovement

Use handouts for recordingUse handouts for recording

THE SPA REPORTSTHE SPA REPORTS

AHHH!AHHH!

Program Assessments and ReviewsProgram Assessments and Reviews

Requirements: Section II – Grid Requirements: Section II – Grid ANDANDI.I. Description of each assignment/assessment Description of each assignment/assessment

(what your candidates get)(what your candidates get)

II.II. Align each of the program Align each of the program assignments/assessments with the assignments/assessments with the appropriate SPA Standardsappropriate SPA Standards

III.III. Coordinator is responsible for actual Coordinator is responsible for actual submission. Faculty must provide data and submission. Faculty must provide data and support. support.

SECTION II— LIST OF ASSESSMENTS (EMSE)In this section, list the 6-8 assessments that are being submitted as evidence for meeting the ACEI standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.

Name of Assessment[1] Type or Form of Assessment[2]

When the AssessmentIs Administered[3]

1 [Licensure assessment, or other

content-based assessment] Praxis II Must be passed prior to

Professional Internship

2 [Assessment of content knowledge in elementary education]

Integrated Unit Plan/Mini TWS EMSE 3123

3 [Assessment of candidate ability to plan instruction]

TWS subset Preprofessional/Professional Interns

4 [Assessment of student teaching] Preprofessional/Professional Competency Assessments

Preprofessional/Professional Interns

5 [Assessment of candidate effect on student learning]

TWS subset Professional Internship

6 Additional assessment that addresses ACEI standards (required) ]

Literacy Assessment EDUC 3400

7 Additional assessment that addresses ACEI standards (optional) ]

Families and Community Project EMSE 4900

8 Additional assessment that addresses ACEI standards (optional) ]

TBD

[1] Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.[2] Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).[3] Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

SECTION II— LIST OF ASSESSMENTS (Early Childhood)In this section, list the 6-8 assessments that are being submitted as evidence for meeting the NAEYC standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.

Name of Assessment[1] Type or Form of Assessment[2]

When the AssessmentIs Administered[3]

1 [Licensure assessment, or other content-based assessment]

Praxis II 0014/0022

State Licensure Test Admission to Student Teaching(During Student Teaching)  

2 [Assessment of content knowledge in early childhood education] Child Observation

Case Study Perspectives of EC EducationEC 3250  

3 [Assessment of candidate ability to plan and implement appropriate teaching and learning experiences] Mini Teacher Work Sample

TWS Assessment PlanPre-Professional experience lesson plan

Teaching and Learning I EC 3300Pre-professional Field Experience EC 3400

4 [Assessment of student teaching or internship] Student Teaching Evaluation

Competency Assessment During Student Teaching EC 4400

5 [Assessment of candidate effect on student learning] Teacher Work Sample

Unit Plan with Rubric Assessment During Student Teaching EC 4400EC 4000  

6 Additional assessment that addresses NAEYC standards (required) ] Family Interview Project

Interview and Analysis Family and Community ID 4240 

7 Additional assessment that addresses NAEYC standards (optional) ] Language to Literacy Project

Thematic Unit Project Supporting Emergent Literacy EC 4260 

8 Additional assessment that addresses NAEYC standards (optional) ] Mathematics Essay

Essay on NCTM Content Standards Teaching and Learning II EC 4300 

[1] Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.[2] Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).[3] Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

Field I and again at the conclusion of Field II

SECTION II— LIST OF ASSESSMENTS (Educational Leadership)In this section, list the 7-8 assessments that are being submitted as evidence for meeting the ELCC standards. All programs must provide a minimum of seven assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.

Name of Assessment[1] Type or Form of Assessment[2]

When the AssessmentIs Administered[3]

1 [Licensure assessment, or other

content-based assessment]

SLLA

School Leaders Licensure Assessment

Student prerogative near or at the conclusion of the program  

2 [Assessment of content knowledge in educational leadership]

Qualifying Exam

50 item objective assessment measuring candidates’ knowledge of core content areas

After completion of 24-27 credits of coursework and before admission into Field Internship I

 

3 [Assessment of ability to develop supervisory plan for classroom-based instruction]

Portfolio Rubric

Standards-based Field Internship PortfolioSections 2 & 3

At the conclusion of Field I and again at the conclusion of Field II

4 [Assessment of internship/clinical practice]

Portfolio Rubric

Standards-based Field Internship PortfolioSection 7

At the conclusion of Field I and again at the conclusion of Field II

5 [Assessment of ability to support student learning and development]

Student Post-Graduate Survey Upon graduation from the program  

6 [Content-based assessment – application of content]

Action Research Project Proposal assessed as part of EL 5030Final project assessed at end of Field II

 

7 Assessment of abilities in organizational

management and community relations]Standards-based Field Internship Portfolio

At the conclusion Field I and again at the conclusion of Field II  

8 Additional assessment that addresses ELCC standards (optional) ]

Journals Field I and again at the conclusion of Field II

[1] Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.[2] Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, action research, field experience, state licensure test, portfolio).[3] Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

IMPLICATIONS FOR SPA IMPLICATIONS FOR SPA REVIEWSREVIEWS

PROGRAM APPROVALPROGRAM APPROVAL

UNIT APPROVALUNIT APPROVAL

The Teacher Work The Teacher Work Sample PortfolioSample Portfolio

Dr. MobleyDr. Mobley Seven Sections plus the Seven Sections plus the

Introduction and Philosophy Introduction and Philosophy Statement Statement (The candidates specifically connect with (The candidates specifically connect with the SPECTRUM Learning Outcomes in the SPECTRUM Learning Outcomes in their Introduction.)their Introduction.)

Implementation updatesImplementation updates

Teacher Work Sample (TWS)Teacher Work Sample (TWS)Kean UniversityKean University

College of EducationCollege of Education

January 25, 2008January 25, 2008TWS Implementation Committee – 2007TWS Implementation Committee – 2007

Dr. J. AmorinoDr. J. Amorino Dr. L. S. JoinerDr. L. S. JoinerProf. M. BocchinoProf. M. Bocchino Dr. M. KnightDr. M. KnightDr. L. Cahir Dr. L. Cahir Dr. B. LeeDr. B. LeeProf. A. Caruso Prof. A. Caruso Dr. M. M. MobleyDr. M. M. MobleyDr. G. DelRisco Dr. G. DelRisco Dr. F. OsborneDr. F. OsborneProf. R. Evans Prof. R. Evans Dr. J. OussatyDr. J. OussatyDr. J. HoffmanDr. J. Hoffman Dr. V. RodriguezDr. V. RodriguezDr. D. Joiner Dr. D. Joiner Dr. D. SchumanDr. D. Schuman

TEACHER WORK SAMPLETEACHER WORK SAMPLEDefinitionDefinition

A process A process thatthat enables teacher enables teacher candidates to candidates to demonstratedemonstrate teaching teaching performances directly related to the performances directly related to the implementation of a implementation of a standards-basedstandards-based instructional unit by instructional unit by planningplanning, , instructing and assessinginstructing and assessing P-12 P-12 student learning. Candidates student learning. Candidates analyze student learning and reflect analyze student learning and reflect on their teaching effectiveness.on their teaching effectiveness.

Teacher Work Sample (TWS) Teacher Work Sample (TWS) PortfolioPortfolio

Implementation Plan - 2008Implementation Plan - 2008Teacher Work Sample:Teacher Work Sample:I.I. Definition: A process that enables teacher candidates to Definition: A process that enables teacher candidates to

demonstrate teaching performances directly related to the demonstrate teaching performances directly related to the implementation of a standards-based instructional unit by implementation of a standards-based instructional unit by planning, instructing and assessing P-12 student learning. planning, instructing and assessing P-12 student learning. Candidates analyze student learning and reflect on their Candidates analyze student learning and reflect on their effectiveness.effectiveness.

II.II. Objectives:Objectives:a. To increase efficacy and accountability of Kean’s teacher a. To increase efficacy and accountability of Kean’s teacher

candidates in the classroom by connecting theory to candidates in the classroom by connecting theory to practice;practice;b. To evaluate the degree of impact on P-12 student learning b. To evaluate the degree of impact on P-12 student learning made by made by

teacher candidates.teacher candidates.c. To provide quality programs for all teacher candidates;c. To provide quality programs for all teacher candidates;d. To meet accountability standards of the US Department of d. To meet accountability standards of the US Department of

Education and NCATE;Education and NCATE;

Contextual Factors – Information about the learning Contextual Factors – Information about the learning – teaching context and student – teaching context and student

individual individual differences to set learning differences to set learning goals and to goals and to plan for instruction and plan for instruction and assessment. assessment.

Learning Goals – Setting of significant, challenging, varied Learning Goals – Setting of significant, challenging, varied and appropriate learning goals. and appropriate learning goals.

Assessment Plan – Multiple assessment modes and Assessment Plan – Multiple assessment modes and approaches aligned with learning goals to approaches aligned with learning goals to assess student learning before, during and assess student learning before, during and after instruction. after instruction.

Key Processes of Teacher Key Processes of Teacher Work Sample - OverviewWork Sample - Overview

Design for Instruction – Instruction designed for Design for Instruction – Instruction designed for specific learning goals, specific learning goals,

student characteristics and student characteristics and needs, and learning needs, and learning contexts. contexts.

Instructional Decision Making – Ongoing teacher Instructional Decision Making – Ongoing teacher analysis of student analysis of student

learning and to learning and to communicate communicate

information about information about student progress student progress and achievement. and achievement.

Key Processes of Teacher Key Processes of Teacher Work Sample - OverviewWork Sample - Overview

Analysis of Student Learning – Assessment data used toAnalysis of Student Learning – Assessment data used toprofile student learning profile student learning and to communicate and to communicate information about information about

student progress and student progress and achievement. achievement.

Self-Evaluation and Reflection – Teacher reflection Self-Evaluation and Reflection – Teacher reflection on his/her instruction on his/her instruction

and student learning and student learning to to improve teaching improve teaching

practice. practice.

Teacher Work Sample in Clinical Teacher Work Sample in Clinical Practice - ProfilePractice - Profile

A major source of data for critical performance that provides A major source of data for critical performance that provides evidence of candidate’s ability to facilitate learning of all P-12 evidence of candidate’s ability to facilitate learning of all P-12 students.students.

P-12 students shall develop their abilities to connect and P-12 students shall develop their abilities to connect and integrate experiences and new knowledge from all subject integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build matter fields with what they have previously learned and build on past learning experiences to acquire new information on past learning experiences to acquire new information through various media sources.through various media sources.

Specific descriptions about what teacher candidates must Specific descriptions about what teacher candidates must know and be able to do at different levels of growth and know and be able to do at different levels of growth and development toward one or more teaching standards.development toward one or more teaching standards.

Teacher Work SampleTeacher Work SampleFive Year PlanFive Year Plan

A.A. 2004-20062004-2006 TWS pilot years in PDSsTWS pilot years in PDSs

B.B. 2006-20072006-2007 Development yearDevelopment year

C.C. 2007-20082007-2008 Implementation year; Implementation year; expansion from PDSs to expansion from PDSs to COE teacher candidates COE teacher candidates and data collectionand data collection

D.D. 2008-20092008-2009 Reporting and continued data Reporting and continued data collectioncollection

E.E. 20102010 Refining of processRefining of process

Introductory – Level IIntroductory – Level I

Implementation Teacher Implementation Teacher Work Sample PortfolioWork Sample Portfolio

LevelsLevels

Teacher Work Teacher Work Sample Sample

Portfolio Portfolio Process(es) to Process(es) to be Completedbe Completed

Identified Identified

CoursesCoursesAssessment of Assessment of Teacher Work Teacher Work

SampleSampleNotesNotes

Level ILevel I

IntroductorIntroductoryy

Fall 2007Fall 2007

ImplementatiImplementationon

Introduction to Introduction to PortfolioPortfolio• Contextual Contextual Factors 2-3 Factors 2-3 page synopsispage synopsis• Philosophy Philosophy StatementStatement• Writing Writing Mechanics and Mechanics and OrganizationOrganization

See TWS See TWS Portfolio Portfolio Handbook.Handbook.

EMSE EMSE 28002800

EMSE EMSE 28012801

EMSE EMSE 28022802

EMSE EMSE 55605560

EC 2900EC 2900

PED 2800PED 2800

FA 2900FA 2900

MUS 2900MUS 2900

SPED 2120SPED 2120

• Scored by Scored by course course instructor.instructor.• Philosophical Philosophical statement statement rubricrubric•Contextual Contextual factors rubricfactors rubric• Introduction to Introduction to the TWS the TWS Portfolio rubricPortfolio rubric• Writing Writing Mechanics and Mechanics and Organization Organization RubricsRubrics

• Contextual factors Contextual factors and philosophical and philosophical statement scored by statement scored by course instructor.course instructor.• Scored contextual Scored contextual factors rubric and factors rubric and scored philosophical scored philosophical statement rubric must statement rubric must be submitted to be submitted to Teaching Teaching Performance Center Performance Center (TPC) with (TPC) with Introductory Introductory Performance Performance Competency Competency Assessment form Assessment form (blue)(blue)

Preprofessional – Level IIPreprofessional – Level IIImplementation Teacher Work Sample Implementation Teacher Work Sample PortfolioPortfolio

LevelsLevelsTeacher Work Teacher Work

Sample Sample Portfolio Portfolio

Process(es) to Process(es) to be Completedbe Completed

Identified Identified

CoursesCoursesAssessment of Assessment of Teacher Work Teacher Work

SampleSampleNotesNotes

Level IILevel II

PreprofessioPreprofessionalnal

Fall 2007Fall 2007

ImplementatiImplementationon

Mini-Teacher Mini-Teacher Work SampleWork Sample

Introduction to Introduction to PortfolioPortfolio• Learning Learning GoalsGoals• Assessment Assessment PlanPlan• Design for Design for InstructionInstruction• Instructional Instructional Decision-Decision-MakingMaking• Writing Writing Mechanics and Mechanics and OrganizationOrganization

See TWS See TWS Portfolio Portfolio Handbook.Handbook.

EC 3300EC 3300EMSE EMSE 3123*3123*EMSE EMSE 32103210EMSE EMSE 32203220EMSE EMSE 32303230EMSE EMSE 32403240EMSE EMSE 32503250EMSE EMSE

3410, 34033410, 3403(Bilingual (Bilingual or TESL)or TESL)FA 3900FA 3900

MUS MUS 3310/33113310/3311

PED PED 3610/36113610/3611SPED 3000SPED 3000THE 3220THE 3220

• Scored by Scored by course course instructor.instructor.• Philosophical Philosophical statement statement rubricrubric• Contextual Contextual factors rubricfactors rubric• Introduction to Introduction to the TWS the TWS Portfolio rubricPortfolio rubric• Writing Writing Mechanics and Mechanics and Organization Organization RubricsRubrics

• Co-requisites; all Co-requisites; all identified courses are identified courses are co-requisite(s) with co-requisite(s) with Preprofessional Field Preprofessional Field Experience.Experience.• Scored Scored Preprofessional TWS Preprofessional TWS Portfolio Assessment Portfolio Assessment must be submitted to must be submitted to TPC.TPC.• Mini-TWS is scored Mini-TWS is scored by course by course instructor(s) of instructor(s) of identified course.identified course.

12/18/07 10

Professional – Level IIIProfessional – Level IIIImplementation Teacher Work Implementation Teacher Work Sample PortfolioSample Portfolio

LevelsLevelsTeacher Work Teacher Work

Sample Portfolio Sample Portfolio Process(es) to be Process(es) to be

CompletedCompleted

Identified Identified

CoursesCoursesAssessment of Assessment of Teacher Work Teacher Work

SampleSampleNotesNotes

Level IIILevel III

InternshipInternship

Spring 2008Spring 2008

ImplementatImplementationion

Teacher Work Teacher Work SampleSample

Introduction to Introduction to PortfolioPortfolio• Contextual Contextual FactorsFactors• Learning GoalsLearning Goals• Assessment PlanAssessment Plan• Design for Design for InstructionInstruction• Instructional Instructional Decision MakingDecision Making• Analysis of Analysis of Student LearningStudent Learning• Self-evaluation & Self-evaluation & ReflectionReflection• Writing Mechanics Writing Mechanics and Organizationand Organization

EC 4000EC 4000

EDUC4000*EDUC4000***

EMSE 4900EMSE 4900

FA 4990FA 4990

MUS 4300MUS 4300

PED 4610PED 4610

SPED 4200SPED 4200

EMSE 5314 EMSE 5314 OROR

EMSE 5561EMSE 5561

• Score using Score using appropriate appropriate rubrics.rubrics.• Scored by Scored by course course instructor(s).instructor(s).• Scored also by Scored also by university university supervisor/clinicsupervisor/clinical instructor.al instructor.• Submit Submit Professional Professional TWS Portfolio TWS Portfolio Assessment Assessment forms to TPC.forms to TPC.

• Co-requisite with Co-requisite with capstone course capstone course and Professional and Professional InternshipInternship• Scored TWS Scored TWS Portfolio Portfolio Assessment forms Assessment forms must be must be submitted to the submitted to the TPC by both the TPC by both the course instructor course instructor & the & the supervisor/clinical supervisor/clinical instructor.instructor.

*Mathematics and Science in Elementary Education**Fine Arts, Music, Secondary Education (K-12_, Theater and Post-bac studentsEarly Childhood graduate certifications are responsible for completing TWS Portfolio at the internship level. See appropriate program advisor. Rev. 12/13/0712/18/07 11

TWS Matrix w-COE Learning TWS Matrix w-COE Learning OutcomesOutcomes

TWS

PRO

CESS

ES, S

TAN

DAR

DS

AND

IN

DIC

ATO

RS

Co

llege

of E

duca

tion

Lear

ning

O

utco

mes

Contextual Factors

Learning Goals

Assessment Plan

Design for Instruction

Instructional Decision-Making

Analysis of Student Learning

Reflection and Self-Evaluation

Know

ledg

e

1.

Sub

ject

Mat

ter

X

X

X

X

X

2.

Stu

dent

Lea

rnin

g

X

X

X

X

3.

Div

ersit

y of

Lea

rnin

g

X

X

X

X

X

4. C

lass

room

Man

agem

ent

X

5.

Ass

essm

ent

X

X

X

X

Skill

s

1.

Pla

nnin

g In

stru

ctio

n

X

X

X

X

X

X

X

2. I

nstru

ctio

nal S

trate

gies

/Tec

hnol

ogie

s

X

X

X

3. L

earn

ing

Envi

ronm

ent

X

X

4. C

omm

unica

tion

5. A

sses

smen

t

X

X

X

X

6.

Stu

dent

Sup

port

X

X

X

7.

Refl

ectio

n an

d Pr

ofes

siona

l Dev

elop

men

t

X

Dis

posi

ton/

Valu

es

1.

Div

ersit

y/In

divi

dual

Diff

eren

ces

X

X

2. H

igh

Expe

ctat

ions

X

X

3. C

omm

unity

/Cul

ture

X

X

4. P

ositi

ve C

limat

e

X

5. P

ositi

ve R

ole

Mod

el

X

6. L

ife-l

ong

Lear

ner

X

X

Augu

st 1,

2007