Martha Dickerson Eriksson College of Education...7 Clinical Teaching Exit Survey Spring 2016 How Well Prepared Were You % Very Well Pre-pared % Ade-quately Prepared % Some-what Pre-pared

1

Martha Dickerson Eriksson

College of Education

2015 to 2016

Data Book

2

Contents

Page(s)

Contents..………………………………………………………………………………………………..………………. 2-3

Clinical Teaching Exit Survey Exit Demographics Fall 2015.....…………….…………………………………… 4

Clinical Teaching Exit Survey Fall 2015……………………………………………….…………………………….. 5

Clinical Teaching Exit Survey Demographics Spring 2016…………………....…………………….………….. 6

Clinical Teaching Exit Survey Spring 2016………………………………………………………………………….. 7

Clinical Teaching Evaluations Fall 2015………………………………………………………………….………… 8-9

Clinical Teaching Evaluations Disaggregated by License Fall 2015………………….……………………… 10-11

Clinical Teaching Evaluations Spring 2016………………………………………………………………...……… 12-13

Clinical Teaching Evaluations Disaggregated by License Spring 2016……………………………………... 14-15

Class and Field Experience Dispositions……………………………………………………………………………. 16

Milestone I Breakdown Fall 2015-2016…………………………………………………………………………….... 17

Milestone II Review by Program Fall 2015………………………………………………………………………….. 18

Milestone II Review by Program Spring 2016…………………………………………………………………….... 19

ETS Results Statistics Undergraduate Program Licensure Fall 2015……………………………………………. 20

ETS Results Statistics MAT Program Licensure Fall 2015…….……………………………………………………. 21

ETS Results Statistics Undergraduate Program Licensure Spring 2016………………………………………... 22

ETS Results Statistics MAT Program Licensure Spring 2016………………………………………………………. 23

Praxis Average Passing Rates for All Test Takers and Completers 2015-2016…………………………….…. 24

edTPA Scores Fall 2015……………………………………………………………………………………...……….... 25-31

edTPA Scores Spring 2016…………………………………………………………………………………….………. 32-39

Analysis of 2015 State Report Card…………………………………………………………………………………. 40-50

Diversity of K-12 Students Observed in Field Experiences………………………………………………………. 51

Licenses Awarded 2015-2016………………………………………………………………………………..………. 52

Licenses Awarded by Gender and Ethnicity (initial)…………………………………………………………….. 53

Licensure Trends 2012-2016……………………………………………………………………………..……………. 54

First Five Years of Teaching Survey 2016………………………………………………………………………….... 55

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Contents Continued...

Page(s)

School Partner Survey-Principals and Admin……………………………………………………………………... 56

School Partner Survey– Mentor Teachers………………………………………………………………………….. 57

Evaluation of Partnership………………………………………………………………………..……………………. 58

Graduation Totals for Graduate Programs 2009-2016………………………………….……………………….. 59

Special Group Licenses Fall 2015-Spring 2016…………………………………………….………………………. 59

Capstone Project Review 2015-2016…………………………………………….…………………………………. 60

Capstone Project Review Advanced Studies 2015-2016………………………………………………………. 61

EDUC 6005 Project Fall 2015-Spring 2016…………………………………………………………….…………….. 62

School Counseling Trainee Clinical Evaluation…………………………………………………………………... 63

Decision Points for School Counseling Program 2015-2016…………………………………………………….. 64-67

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Number of Respondents N = 44

Respondent Demographics: Percentages by Categories

Note: Item percentages may not total 100% because of missing input from some respondents.

Austin Peay State University

Clinical Teaching Exit Survey Demographics

Fall 2015

Gender

Female 84.1

Male 13.6

Age

Under 21 0.0

21-30 68.2

31-40 22.7

41-50 9.1

Over 50 0.0

Race/Ethnicity

American Indian or Alaskan Native 0.0

Asian 0.0

Black or African American 6.8

Hispanic or Latino 2.3

Native Hawaiian or Other Pacific Islander 0.0

White 88.6

Two or More Races 2.3

Some Other Race 0.0

5

How Well Prepared Were You

% Very

Well Pre-

pared

% Ade-

quately

Prepared

% Some-

what Pre-

pared

% Not Pre-

pared

Strong academic content knowledge

aligned with Tennessee curriculum standards. 54.5 45.5 0.0 0.0

Development of clear learning objectives

and instruction plans for lessons. 68.2 31.8 0.0 0.0

Differentiation of instruction to meet all stu-

dents' learning needs. 50.0 43.2 6.8 0.0

Management of classroom behavior through

established techniques and procedures. 52.3 45.5 2.3 0.0

Scaffolding of and support for the academic

needs of students. 43.2 50.0 6.8 0.0

Formative assessment to monitor students'

progress and adjust instruction accordingly. 61.4 34.1 4.5 0.0

Summative assessment of student work and

achievement in varied ways. 52.3 38.6 9.1 0.0

Adjustment to pacing and timing mandates

of the school/district. 47.7 38.6 13.6 0.0

Collaboration with mentors and identified su-

pervisors. 79.5 20.5 0.0 0.0

Understanding of and respect for the cultural

and individual diversity of students. 72.7 22.7 4.5 0.0

Development of parent-student-teacher re-

lationships. 43.2 43.2 13.6 0.0

Clinical Teaching Exit Survey Fall 2015

6

Number of Respondents N = 80

Respondent Demographics: Percentages by Categories

Note: Item percentages may not total 100% because of missing input from some respondents.

Austin Peay State University

Clinical Teaching Exit Survey Demographics

Spring 16

Gender

Female 72.5

Male 17.5

Age

Under 21 2.5

21-30 71.3

31-40 10.0

41-50 3.8

Over 50 2.5

Race/Ethnicity

American Indian or Alaskan Native 0.0

Asian 0.0

Black or African American 0.0

Hispanic or Latino 1.3

Native Hawaiian or Other Pacific Islander 0.0

White 85.0

Two or More Races 2.5

Some Other Race 0.0

7

Clinical Teaching Exit Survey Spring 2016

How Well Prepared Were You

% Very

Well Pre-

pared

% Ade-

quately

Prepared

% Some-

what Pre-

pared

% Not Pre-

pared

Strong academic content knowledge

aligned with Tennessee curriculum

standards.

65.0 20.0 6.3 0.0

Development of clear learning objec-

tives and instruction plans for lessons. 66.3 17.5 7.5 0.0

Differentiation of instruction to meet

all students' learning needs. 51.3 30.0 8.8 0.0

Management of classroom behavior

through established techniques and

procedures.

57.5 22.5 8.8 2.5

Scaffolding of and support for the ac-

ademic needs of students. 61.3 25.0 5.0 0.0

Formative assessment to monitor stu-

dents' progress and adjust instruction

accordingly.

61.3 25.0 5.0 0.0

Summative assessment of student

work and achievement in varied

ways.

53.8 27.5 8.8 0.0

Adjustment to pacing and timing

mandates of the school/district. 55.0 25.0 7.5 3.8

Collaboration with mentors and iden-

tified supervisors. 70.0 18.8 1.3 1.3

Understanding of and respect for the

cultural and individual diversity of stu-

dents.

68.8 18.8 2.5 1.3

Development of parent-student-

teacher relationships. 50.0 25.0 11.3 5.0

8

Clinical Teacher Evaluations Fall 2015

Outstanding = 3 Target = 2 Needs Work = 1 NO = Not Observed

# Knowledge, Skill or Attitude Average N=53

Average Mentor Teacher

Average Univ. Mentor

1 Learning objective and state standards are communicated 2.72 2.76 2.68

2 Learning objectives are connected to prior learning 2.76 2.76 2.76

3 Expectations for student performance are clear 2.64 2.70 2.58

4 Use of visuals to establish purpose of lesson 2.78 2.79 2.78

5 Modeling is used to demonstrate performance expectations 2.70 2.76 2.64

6 Clear and concise communication is used 2.69 2.71 2.67

7 Lesson is logically sequenced and segmented 2.84 2.84 2.83

8 Lesson starts promptly 2.86 2.86 2.86

9 Lesson’s structure – has beginning, middle, and end 2.72 2.72 2.72

10 Pacing is appropriate and provides opportunities for students who progress at differ-ent rates

2.71 2.86 2.56

11 Transition periods are handled effectively 2.59 2.60 2.57

12 Support the lesson objectives 2.86 2.91 2.82

13 Are relevant to students’ lives 2.67 2.74 2.60

14 Incorporate multimedia and technology 2.69 2.74 2.64

15 Sustain students’ attention 2.65 2.63 2.66

16 Elicit a variety of thinking 2.56 2.63 2.50

17 Incorporate resources beyond the school text 2.84 2.85 2.82

18 Varied and high quality 2.52 2.58 2.46

19 Calls on volunteers and non-volunteers, and a balance of ability and gender 2.70 2.71 2.69

20 Require active responses (whole-class, choral responses, or group/individual answers. 2.74 2.81 2.68

21 Demonstrates accurate content knowledge 2.86 2.85 2.87

22 Implements subject-specific instructional strategies to enhance student learning 2.76 2.80 2.72

23 Is focused, frequent, and high quality 2.64 2.72 2.56

24 Circulates during lesson to support and monitor student work 2.81 2.87 2.76

25 Feedback is used to monitor and adjust instruction 2.73 2.79 2.67

26 Effort is reinforced and rewarded 2.71 2.79 2.63

27 analyze, compare/contrast, evaluate, explain (analytical thinking) 2.64 2.66 2.62

28 use, apply, and implement (practical thinking) 2.69 2.72 2.66

29 create, design, imagine, and suppose (creative thinking) 2.55 2.59 2.52

30 explore and review ideas, models, and solutions (research-based) 2.53 2.58 2.47

31 draw conclusions, predict outcomes, categorize (problem solving) 2.61 2.67 2.56

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32 Anticipates students’ learning difficulties 2.67 2.73 2.61

33 Provides differentiated instructional methods and content 2.62 2.63 2.62

34 Connects with prior learning and real life experiences 2.76 2.83 2.69

35 Plans for diverse learners 2.68 2.71 2.66

36 Goals aligned to state standards 2.86 2.92 2.80

37 Plans provide opportunities to accommodate individual student needs 2.72 2.79 2.65

38 Aligns with state standards 2.82 2.83 2.80

39 Have measurement criteria 2.68 2.74 2.63

40 Measures student performance in a variety of ways (project, experiment, presenta-tion, essay, short answer, or multiple-choice test)

2.66 2.73 2.60

41 Is prompt and prepared daily 2.86 2.88 2.84

42 Attempts to implement new strategies 2.83 2.90 2.75

43 Demonstrate professional behavior 2.93 2.94 2.92

44 Has professional appearance 2.91 2.97 2.85

45 Has appropriate verbal skills 2.89 2.90 2.88

46 Uses appropriate language 2.87 2.89 2.86

47 Displays enthusiasm 2.81 2.88 2.75


49 Makes thoughtful and accurate assessments of teaching effectiveness after each ob-servation and lesson

2.80 2.84 2.75

50 Takes action to improve teaching performance 2.85 2.86 2.83

51 Utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions

2.67 2.78 2.56

52 Is responsive to feedback 2.88 2.89 2.87

53 Follows school policies 2.94 2.99 2.89

54 Works with cooperating teacher in establishing a safe and orderly learning environ-ment

2.95 2.98 2.92

55 Participates in collaborative planning 2.90 2.91 2.89

56 High and demanding academic expectations are set for every student 2.77 2.81 2.72

57 Creates learning opportunities where students can experience success 2.84 2.87 2.82

58 Students are well-behaved and on task 2.63 2.64 2.61

59 Inappropriate behavior is addressed without stopping the lesson 2.66 2.66 2.65

60 Disruptions are handled quickly and firmly 2.80 2.82 2.78

61 Teacher-student interactions demonstrate caring and respect for one another 2.90 2.93 2.88

62 Teacher is receptive to interests and opinions of students 2.89 2.95 2.83

Average 2.75 2.79 2.71

Clinical Teacher Evaluations Fall 2015 Continued


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Clinical Teacher Evaluations Fall 2015 Dissagregated by License


# Knowledge, Skill or Attitude 4-8 7-12 Eng. K-6 Mu-

sic Pre-K SPED HHP

Number of Students 4 5 16 3 8 6 7

1 Learning objective and state standards are communicated 2.75 2.65 2.81 2.80 2.75 2.58 2.71

2 Learning objectives are connected to prior learning 2.75 2.82 2.87 2.70 2.78 2.71 2.68

3 Expectations for student performance are clear 2.75 2.65 2.70 2.90 2.63 2.65 2.68

4 Use of visuals to establish purpose of lesson 2.75 2.76 2.84 2.90 2.78 2.71 2.71

5 Modeling is used to demonstrate performance expectations 2.75 2.82 2.73 2.90 2.63 2.67 2.78

6 Clear and concise communication is used 2.75 2.94 2.67 2.90 2.75 2.54 2.82

7 Lesson is logically sequenced and segmented 2.75 2.94 2.84 2.70 2.81 2.79 2.93

8 Lesson starts promptly 2.75 2.88 2.87 3.00 2.88 2.75 2.89

9 Lesson’s structure – has beginning, middle, and end 2.75 2.71 2.82 2.90 2.69 2.58 2.68

10 Pacing is appropriate and provides opportunities for students who progress at different rates 2.75 2.59 2.52 2.90 2.63 3.79 2.50

11 Transition periods are handled effectively 2.75 2.69 2.49 2.89 2.68 2.73 2.64

12 Support the lesson objectives 2.75 2.94 2.87 2.80 2.88 2.83 2.85

13 Are relevant to students’ lives 2.75 2.71 2.76 2.90 2.74 2.61 2.62

14 Incorporate multimedia and technology 2.75 2.69 2.82 2.90 2.62 2.43 2.50

15 Sustain students’ attention 2.75 2.71 2.73 2.90 2.47 2.58 2.63

16 Elicit a variety of thinking 2.75 2.53 2.53 2.90 2.66 2.54 2.46

17 Incorporate resources beyond the school text 2.75 2.81 2.84 3.00 2.81 2.92 2.75

18 Varied and high quality 2.75 2.65 2.53 2.60 2.63 2.50 2.33

19 Calls on volunteers and non-volunteers, and a balance of abil-ity and gender 2.75 2.82 2.74 2.90 2.75 2.87 2.54

20 Require active responses (whole-class, choral responses, or group/individual answers. 2.75 2.63 2.81 3.00 2.72 2.79 2.74

21 Demonstrates accurate content knowledge 2.75 2.94 2.87 3.00 2.75 2.71 2.89

22 Implements subject-specific instructional strategies to en-hance student learning 2.75 2.76 2.77 2.90 2.75 2.75 2.78

23 Is focused, frequent, and high quality 2.75 2.76 2.61 2.70 2.75 2.71 2.57

24 Circulates during lesson to support and monitor student work 2.75 3.00 2.79 2.40 2.90 2.83 2.89

25 Feedback is used to monitor and adjust instruction 2.75 2.76 2.69 2.90 2.75 2.79 2.78

26 Effort is reinforced and rewarded 2.75 2.65 2.74 2.90 2.78 2.83 2.56

27 analyze, compare/contrast, evaluate, explain (analytical think-ing) 2.75 2.65 2.73 2.50 2.65 2.61 2.43

28 use, apply, and implement (practical thinking) 2.75 2.59 2.74 2.90 2.68 2.68 2.50

29 create, design, imagine, and suppose (creative thinking) 2.75 2.73 2.53 2.50 2.58 2.39 2.47

30 explore and review ideas, models, and solutions (research-based ) 2.75 2.47 2.53 2.70 2.63 2.42 2.50

31 draw conclusions, predict outcomes, categorize (problem solv-ing) 2.75 2.69 2.63 2.70 2.72 2.52 2.53

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Clinical Teacher Evaluations Fall 2015 Dissagregated by License Continued


# Knowledge, Skill or Attitude 4-8 7-12 Eng. HHP K-6 Music Pre-

K SPED

Number of Students 4 5 7 16 3 8 6

32 Anticipates students’ learning difficulties 2.75 2.71 2.65 2.66 2.90 2.63 2.79

33 Provides differentiated instructional methods and content 2.75 2.69 2.56 2.63 2.50 2.75 2.67

34 Connects with prior learning and real life experiences 2.75 2.71 2.74 2.84 2.90 2.72 2.75

35 Plans for diverse learners 2.75 2.75 2.61 2.68 2.50 2.74 2.86

36 Goals aligned to state standards 2.75 2.94 2.68 2.92 2.80 2.88 2.88

37 Plans provide opportunities to accommodate individual student needs 2.75 2.71 2.61 2.76 2.90 2.78 2.79

38 Aligns with state standards 2.75 2.88 2.71 2.87 2.70 2.78 2.87

39 Have measurement criteria 2.75 2.94 2.58 2.77 2.50 2.69 2.58

40 Measures student performance in a variety of ways (project, experiment, presentation, essay, short answer, or multiple-choice test) 2.75 2.76 2.48 2.73 2.80 2.69 2.63

41 Is prompt and prepared daily 2.75 2.94 2.86 2.89 2.90 2.84 2.83

42 Attempts to implement new strategies 2.75 2.76 2.82 2.84 2.90 2.84 2.79

43 Demonstrate professional behavior 2.75 2.94 2.93 2.94 3.00 2.91 2.88

44 Has professional appearance 2.75 2.88 2.93 2.90 3.00 2.91 2.96

45 Has appropriate verbal skills 2.75 2.94 2.93 2.87 2.90 2.94 2.88

46 Uses appropriate language 2.75 2.94 2.89 2.82 3.00 2.91 2.88

47 Displays enthusiasm 2.75 2.88 2.75 2.82 2.90 2.91 2.68

48 Displays enthusiasm 2.75 2.76 2.81 2.84 2.90 2.88 2.92

49 Makes thoughtful and accurate assessments of teaching effectiveness after each observation and lesson 2.75 2.94 2.79 2.79 2.90 2.81 2.71

50 Takes action to improve teaching performance 2.75 2.94 2.89 2.84 2.90 2.84 2.83

51 Utilizes student achievement data to address strengths and weak-nesses of students and guide instructional decisions 2.75 2.73 2.30 2.72 2.90 2.77 2.79

52 Is responsive to feedback 2.75 2.88 2.96 2.89 2.90 2.75 2.92

53 Follows school policies 2.75 2.88 3.00 2.87 3.00 2.94 3.00

54 Works with cooperating teacher in establishing a safe and orderly learning environment 2.75 2.94 3.00 2.95 3.00 2.97 2.96

55 Participates in collaborative planning 2.75 2.88 2.85 2.95 3.00 2.91 2.87

56 High and demanding academic expectations are set for every student 2.75 2.76 2.78 2.82 2.90 2.78 2.71

57 Creates learning opportunities where students can experience suc-cess 2.75 2.76 2.81 2.92 2.90 2.84 2.83

58 Students are well-behaved and on task 2.75 2.71 2.70 2.63 3.00 2.59 2.67

59 Inappropriate behavior is addressed without stopping the lesson 2.75 2.71 2.81 2.60 2.90 2.69 2.65

60 Disruptions are handled quickly and firmly 2.75 2.88 2.85 2.84 3.00 2.78 2.75

61 Teacher-student interactions demonstrate caring and respect for one another 2.75 2.88 2.81 2.94 3.00 2.94 2.92

62 Teacher is receptive to interests and opinions of students 2.75 2.82 2.78 2.92 3.00 2.91 2.92

Average 2.75 2.79 2.71 2.77 2.85 2.77 2.76

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Clinical Teacher Evaluations Spring 2016





1 Learning objective and state standards are communicated 2.76 2.73 2.79

2 Learning objectives are connected to prior learning 2.80 2.82 2.78

3 Expectations for student performance are clear 2.76 2.76 2.75

4 Use of visuals to establish purpose of lesson 2.81 2.81 2.82

5 Modeling is used to demonstrate performance expectations 2.74 2.75 2.73

6 Clear and concise communication is used 2.78 2.80 2.76

7 Lesson is logically sequenced and segmented 2.88 2.84 2.93

8 Lesson starts promptly 2.91 2.88 2.93

9 Lesson’s structure – has beginning, middle, and end 2.73 2.73 2.74

10 Pacing is appropriate and provides opportunities for students who progress at different rates

2.63 2.66 2.60

11 Transition periods are handled effectively 2.68 2.66 2.69

12 Support the lesson objectives 2.90 2.92 2.88

13 Are relevant to students’ lives 2.71 2.76 2.67

14 Incorporate multimedia and technology 2.73 2.74 2.73

15 Sustain students’ attention 2.74 2.75 2.73

16 Elicit a variety of thinking 2.70 2.71 2.68

17 Incorporate resources beyond the school text 2.82 2.85 2.80

18 Varied and high quality 2.58 2.59 2.57

19 Calls on volunteers and non-volunteers, and a balance of ability and gender 2.77 2.78 2.76

20 Require active responses (whole-class, choral responses, or group/individual answers. 2.76 2.74 2.78

21 Demonstrates accurate content knowledge 2.85 2.84 2.86

22 Implements subject-specific instructional strategies to enhance student learning 2.78 2.81 2.75

23 Is focused, frequent, and high quality 2.68 2.71 2.66

24 Circulates during lesson to support and monitor student work 2.89 3.01 2.77

25 Feedback is used to monitor and adjust instruction 2.73 2.77 2.69

26 Effort is reinforced and rewarded 2.71 2.77 2.65

27 analyze, compare/contrast, evaluate, explain (analytical thinking) 2.72 2.72 2.73

28 use, apply, and implement (practical thinking) 2.77 2.80 2.74

29 create, design, imagine, and suppose (creative thinking) 2.61 2.69 2.52

30 explore and review ideas, models, and solutions (research-based) 2.69 2.72 2.64

31 draw conclusions, predict outcomes, categorize (problem solving) 2.69 2.68 2.69

13




32 Anticipates students’ learning difficulties 2.64 2.68 2.60

33 Provides differentiated instructional methods and content 2.63 2.69 2.58

34 Connects with prior learning and real life experiences 2.73 2.80 2.67

35 Plans for diverse learners 2.67 2.69 2.64

36 Goals aligned to state standards 2.92 2.93 2.91

37 Plans provide opportunities to accommodate individual student needs 2.71 2.79 2.63

38 Aligns with state standards 2.88 2.88 2.87

39 Have measurement criteria 2.71 2.77 2.65

40 Measures student performance in a variety of ways (project, experiment, presenta-tion, essay, short answer, or multiple-choice test)

2.67 2.76 2.58

41 Is prompt and prepared daily 2.90 2.88 2.91

42 Attempts to implement new strategies 2.84 2.86 2.81

43 Demonstrate professional behavior 2.94 2.93 2.95

44 Has professional appearance 2.95 2.94 2.97

45 Has appropriate verbal skills 2.90 2.89 2.91

46 Uses appropriate language 2.91 2.91 2.91



49 Makes thoughtful and accurate assessments of teaching effectiveness after each ob-servation and lesson

2.83 2.85 2.81

50 Takes action to improve teaching performance 2.88 2.88 2.88

51 Utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions

2.72 2.73 2.71

52 Is responsive to feedback 2.91 2.92 2.90

53 Follows school policies 2.94 2.95 2.94

54 Works with cooperating teacher in establishing a safe and orderly learning environ-ment

2.94 2.95 2.94

55 Participates in collaborative planning 2.90 2.91 2.90

56 High and demanding academic expectations are set for every student 2.86 2.82 2.90

57 Creates learning opportunities where students can experience success 2.84 2.88 2.80

58 Students are well-behaved and on task 2.71 2.71 2.71

59 Inappropriate behavior is addressed without stopping the lesson 2.72 2.72 2.72

60 Disruptions are handled quickly and firmly 2.84 2.84 2.83

61 Teacher-student interactions demonstrate caring and respect for one another 2.90 2.92 2.88

62 Teacher is receptive to interests and opinions of students 2.92 2.94 2.91

Average 2.79 2.81 2.77

Clinical Teacher Evaluations Spring 2016 Continued


14

Knowledge, Skill or Attitude 4-8 7-12 Eng.

7-12 Hist. #

7-12 Math K-6 Music Pre-K SPED

Number of Students 8 11 7 7 30 9 5 10

Learning objective and state standards are communicated 2.81 2.75 2.78 1 2.82 2.80 2.60 2.70 2.78

Learning objectives are connected to prior learning 2.87 2.89 2.85 2 2.89 2.82 2.66 2.75 2.70

Expectations for student performance are clear 2.88 2.84 2.93 3 2.86 2.72 2.66 2.55 2.78

Use of visuals to establish purpose of lesson 2.93 2.84 2.93 4 2.86 2.81 2.75 2.55 2.78

Modeling is used to demonstrate performance expectations 3.00 2.73 2.73 5 2.89 2.68 2.72 2.60 2.77

Clear and concise communication is used 3.00 2.86 2.89 6 2.82 2.74 2.67 2.70 2.79

Lesson is logically sequenced and segmented 3.00 2.89 2.96 7 2.89 2.78 3.36 2.70 2.78

Lesson starts promptly 2.94 2.89 2.96 8 2.89 2.91 2.86 2.90 2.95

Lesson’s structure – has beginning, middle, and end 2.81 2.82 2.81 9 2.71 2.71 2.64 2.65 2.78

Pacing is appropriate and provides opportunities for students who progress at different rates

2.81 2.68 2.74 10 2.61 2.57 2.58 2.45 2.70

Transition periods are handled effectively 2.86 2.74 2.70 11 2.63 2.66 2.49 2.58 2.79

12 Support the lesson objectives 3.00 2.95 3.00 2.89 2.88 2.86 2.90 2.83

13 Are relevant to students’ lives 2.81 2.73 2.85 2.61 2.68 2.69 2.58 2.77

14 Incorporate multimedia and technology 2.75 2.86 2.93 2.70 2.76 2.64 2.61 2.55

15 Sustain students’ attention 2.75 2.82 2.85 2.64 2.76 2.58 2.63 2.79

16 Elicit a variety of thinking 2.81 2.80 2.85 2.68 2.68 2.58 2.42 2.68

17 Incorporate resources beyond the school text 2.94 2.86 2.89 2.81 2.76 2.83 2.79 2.80

18 Varied and high quality 2.75 2.75 2.69 2.64 2.55 2.31 2.45 2.60

19 Calls on volunteers and non-volunteers, and a balance of abil-ity and gender

2.88 2.82 2.73 2.75 2.75 2.69 2.80 2.81

20 Require active responses (whole-class, choral responses, or group/individual answers.

2.88 2.75 2.92 2.89 2.69 2.69 2.75 2.79

21 Demonstrates accurate content knowledge 3.00 2.89 2.96 2.93 2.76 2.86 2.90 2.78

22 Implements subject-specific instructional strategies to en-hance student learning

2.88 2.84 2.81 2.71 2.78 2.86 2.58 2.72

23 Is focused, frequent, and high quality 2.75 2.82 2.67 2.79 2.58 2.72 2.55 2.77

24 Circulates during lesson to support and monitor student work 2.94 2.82 3.00 2.71 3.09 2.56 2.65 2.88

25 Feedback is used to monitor and adjust instruction 2.81 2.82 2.81 2.86 2.67 2.75 2.53 2.74

26 Effort is reinforced and rewarded 2.75 2.81 2.74 2.75 2.64 2.64 2.68 2.77

27 analyze, compare/contrast, evaluate, explain (analytical thinking) 2.93 2.88 2.88 2.93 2.68 2.39 2.81 2.69

28 use, apply, and implement (practical thinking) 2.88 2.86 2.88 2.93 2.65 2.81 2.61 2.83

29 create, design, imagine, and suppose (creative thinking) 2.73 2.79 2.75 2.57 2.56 2.33 2.53 2.71

30 explore and review ideas, models, and solutions (research-based ) 3.00 2.80 2.75 2.68 2.67 2.42 2.50 2.79

31 draw conclusions, predict outcomes, categorize (problem solv-ing)

2.92 2.83 2.83 2.70 2.61 2.54 2.35 2.79

Clinical Teacher Evaluations Spring 2016 Dissagregated by License


15

Clinical Teacher Evaluations Spring 2016 Dissagregated by License Continued

# Knowledge, Skill or Attitude 4-8 7-12 Eng.

7-12 Hist.

7-12 Math K-6 Music Pre-K SPED

Number of Students 8 11 7 7 30 9 5 10

32 Anticipates students’ learning difficulties 2.73 2.77 2.74 2.75 2.56 2.47 2.40 2.85

33 Provides differentiated instructional methods and content 2.73 2.68 2.78 2.64 2.55 2.64 2.45 2.79

34 Connects with prior learning and real life experiences 2.75 2.82 2.85 2.75 2.65 2.75 2.68 2.82

35 Plans for diverse learners 2.80 2.73 2.81 2.64 2.64 2.49 2.50 2.80

36 Goals aligned to state standards 3.00 2.95 2.93 2.96 2.91 2.86 2.85 2.92

37 Plans provide opportunities to accommodate individual student needs 2.80 2.75 2.85 2.75 2.64 2.60 2.63 2.82

38 Aligns with state standards 2.88 2.91 2.92 2.93 2.86 2.82 2.95 2.87

39 Have measurement criteria 2.79 2.77 2.85 2.79 2.69 2.53 2.61 2.74

40 Measures student performance in a variety of ways (project, experi-ment, presentation, essay, short answer, or multiple-choice test) 2.81 2.80 2.81 2.79 2.55 2.53 2.50 2.77

41 Is prompt and prepared daily 2.94 2.95 2.96 2.96 2.87 2.89 2.75 2.95

42 Attempts to implement new strategies 2.87 2.82 2.81 2.79 2.85 2.92 2.68 2.88

43 Demonstrate professional behavior 3.00 2.98 2.96 3.00 2.94 2.94 2.85 2.98

44 Has professional appearance 3.00 2.98 2.96 2.93 2.95 2.94 2.90 2.98

45 Has appropriate verbal skills 3.00 2.93 3.00 2.86 2.89 2.92 2.80 2.85

46 Uses appropriate language 3.00 2.95 2.96 2.96 2.88 2.92 2.75 2.88

47 Displays enthusiasm 3.00 2.90 2.92 2.85 2.88 2.91 2.79 2.81

48 Displays enthusiasm 2.88 2.89 2.93 2.93 2.85 2.89 2.80 2.95

49 Makes thoughtful and accurate assessments of teaching effec-tiveness after each observation and lesson 2.87 2.89 2.96 2.89 2.86 2.83 2.60 2.72

50 Takes action to improve teaching performance 2.87 2.91 2.96 2.86 2.90 2.92 2.68 2.90

51 Utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions 2.79 2.75 2.88 2.88 2.65 2.64 2.56 2.82

52 Is responsive to feedback 2.93 2.98 2.96 2.89 2.92 2.92 2.68 2.95

53 Follows school policies 3.00 3.00 2.96 2.96 2.95 2.91 2.80 2.95

54 Works with cooperating teacher in establishing a safe and orderly learning environment 3.00 2.98 3.00 2.96 2.95 2.91 2.79 2.95

55 Participates in collaborative planning 3.00 2.98 2.93 2.89 2.91 2.88 2.72 2.86

56 High and demanding academic expectations are set for every student 2.88 2.93 2.81 2.96 2.94 2.80 2.58 2.75

57 Creates learning opportunities where students can experience success 3.00 2.93 2.85 2.93 2.79 2.83 2.80 2.77

58 Students are well-behaved and on task 2.75 2.74 2.67 2.82 2.69 2.69 2.68 2.73

59 Inappropriate behavior is addressed without stopping the lesson 2.88 2.75 2.78 2.70 2.70 2.69 2.58 2.78

60 Disruptions are handled quickly and firmly 3.00 2.89 2.93 2.93 2.79 2.83 2.70 2.85

61 Teacher-student interactions demonstrate caring and respect for one another 3.00 2.93 2.93 2.93 2.90 2.86 2.75 2.90

62 Teacher is receptive to interests and opinions of students 3.00 2.91 2.96 2.96 2.89 2.89 2.95 2.95

Average 2.89 2.85 2.87 2.82 2.76 2.73 2.67 2.81

16

Class and Field Experience Dispositions

Undergraduate Dispositions Filed Fall, 2014

Number of Dispositions Filed: 891

Number of Negative Dispositions Recorded: 11

Graduate Dispositions Filed Fall, 2014



Undergraduate Dispositions Filed Spring, 2015



Graduate Dispositions Filed Spring, 2015



Undergraduate Dispositions Filed Fall, 2015



Graduate Dispositions Filed Fall, 2015



Undergraduate Dispositions Filed Spring, 2016



Graduate Dispositions Filed Spring, 2016



17

Milestone I Breakdown Fall 2015 - Spring 2016

Number of 2100 students = 250

Number earning Milestone I = 197(78%)

Gender

Number of Males 59

Number of Males earning Milestone I 45(76%)

Number of Females 188

Number of Females earning Milestone I 151(80%)

Racial

Number of Caucasians 168

Number of Caucasians Earning Milestone I 148(87%)

Number of African Americans 58

Number of African Americans earning

Milestone I 33(57%)

Other Race 19

Number of those classified as Other Race Earning Milestone I 16(84%)

18

Milestone II Review by Program Fall 2015

Program Name # Enrolled in EDUC

3070/5501

# Meeting Milestone

II

#Not Meeting

Milestone II

Failure Due to Praxis I

Failure Due to GPA

Failure Due to Grade

Elementary Educ. K-6 31 18 13 9 0 0

4-8 Middle Grades 2 1 1 1 0 0

Special Education

K-12 Comprehensive 9 6 3 2 1 0

K-12 Art 4 1 3 3 0 0

K-12 Inst. Music 2 2 0 0 0 0

K-12 HHP 10 3 7 6 0 0

7-12 Biology 0 0 0 0 0 0

7-12 Chemistry 0 0 0 0 0 0

7-12 Math 2 1 1 1 0 0

7-12 English 11 6 5 2 0 0

7-12 Spanish 0 0 0 0 0 0

7-12 Foreign Language 3 1 2 2 0 0

7-12 History 9 5 4 2 0 0

7-12 Govt. 0 0 0 0 0 0

Elementary

Ed Pre-K3 13 6 7 4 0 0

MAT 11 11 0 0 0 0

Passed all Requirements for Milestone II,

but did not Apply

K-6 4 Foreign Lang. 1

SPED 0 Pre-K-3 3

HIST 2 ENG 3

HHP 1

** 4 students enrolled with No Major Declared. Of those 2 passed M2

and 2 did not pass due to Praxis.

19

Milestone II Review by Program Spring 2016

Program Name # Enrolled in EDUC 3070/5501

# Meeting Milestone II

#Not Meeting Milestone II

Failure Due to Praxis I

Failure Due to GPA

Failure Due to Grade

Elementary Educ. K-6 20 9 11 7 0 1

4-8 Middle Grades 2 1 1 1 0 0

Special Education

K-12 Comp 10 8 2 2 0 0

K-12 Art 0 0 0 0 0 0

K-12 Inst. Music 11 5 6 4 0 0

K-12 HHP 4 0 4 3 0 0

7-12 Biology 1 1 0 0 0 0

7-12 Chemistry 1 1 0 0 0 0

7-12 Math 2 0 2 0 0 0

7-12 English 7 3 4 3 0 1

7-12 Spanish 1 1 0 0 0 0

7-12 French 0 0 0 0 0 0

7-12 History 10 5 5 3 0 0

7-12 Govt. 0 0 0 0 0 0

Elementary

Ed Pre-K3 10 4 6 5 0 0

MAT 15 13 2 0 2 0

Passed all Requirements for Milestone II,

but did not Apply

K-6 2 History 1

Math 2 Music 2

Art 3 Pre-K –3 1

HHP 1

20

ETS Results Statistics

Undergraduate Program Licensure

Fall 2015

Test Test Title Required Licensed % Passing Initial

Attempts

Average

Score

001

7

Elementary Education: Curriculum,

Instruction & Assessment 153 15 100% 15 173

001

4

Elementary Education: Content

Knowledge 140 2 100% 2 148

003

8

English Language Arts: Content

Knowledge 167 3 100% 3 184

001

8

Elementary Education: Content

Knowledge 163 21 100 26 170

002

4 Education of Young Children 160 7 100% 7 175

020

3

Teaching Reading: Elementary 162 30 100% 33 174

094

1 World & U.S. History 136 1 100% 1 166

013

5 Art: Content and Analysis 157 2 100% 3 166

014

6 Middle School: Content Knowledge 150 2 100% 2 168

011

4 Music: Content & Instruction 162 3 100% 11 155

009

5

Physical Education: Content & De-

sign 164 6 100% 9 150

054

3

Special Education: Core

Knowledge & Mild to Moderate Ap-

plications

153 7 100% 7 172

054

5

Special Education : Core

Knowledge & Severe to Profound

Applications

153 7 100% 7 172

*Student has an incomplete and is scheduled to graduate August 5, 2016.

21


MAT Program Licensure

Fall 2015


Attempts

Average

Score

017

Elementary Education:

Curriculum, Instruction &

Assessment

153 2 100% 2 184

018 Elementary Education:

Content Knowledge 163 2 100% 2

180

038 English Language Arts:

Content Knowledge 167 2 100% 2 176

095 P.E.: Content and Design 164 1 100% 1 176

146 Middle School: Content

Knowledge 150 1 100% 1 178

203 Teaching Reading: Ele-

mentary Education 162 3 100% 3 184

235 Biology 148 2 100 2 165

941 World and US History 136 1 100% 1 170

22


Undergraduate Program Licensure

Spring 2016


Attempts

Average

Score

0135 Art: Content & Analysis 157 2 100% 2 167


Curriculum, Instruction

& Assessment 159 26 100% 26 173



0024 Education of Young

Children 155 6 100% 6 180



0941 World & U.S. History 136 7 100% 7 157

0161 Mathematics:


0146 Middle School: Con-

tent Knowledge 150 6 100% 6 170

0114 Music: Content & In-

struction 162 9* 100% 10 166

0095 Physical Education:

Content & Design 164 2 100% 4 161

0543

Special Education:

Core Knowledge &

Mild to Moderate Ap-

plications

153 9 100% 9 173

0545

Special Education :

Core Knowledge & Se-

vere to Profound Appli-

cations

153 9 100% 9 174

0235 Biology: Content

Knowledge 148 1 100% 1 188


mentary Education 162 44 100% 45 175

*Music I h9ave not applied for license due to 2 Proof of Piano Proficiency and 1 Busi-

23


MAT Program Licensure

Spring 2016


Attempts

Average

Score

0017

Elementary Education:

Curriculum, Instruction

& Assessment

153 5 100% 5 178





0146 Middle School: Con-

tent Knowledge 150 1 100% 1 169


mentary Education 162 7* 100% 7 180

0941 World & U.S. History 136 1 100% 1 168

0543

Special Education:

Core Knowledge &

Mild to Moderate Ap-

plications

153 1* 100% 1 171

0545

Special Education:

Core Knowledge & Se-

vere to Profound Appli-

cations

153 1* 100% 1 185

*Student has an incomplete and is scheduled to graduate August 5, 2016.

24

Praxis Average Passing Rates for All Test Takers and Completers

Undergraduate and MAT

2015-2016

Test Code and Title First Attempt Pass

Rate

Completer (Licensed)

First Attempt Pass Rate

5135 Art Content & Analysis Less than 5 100%

5235 Biology: Content Knowledge 56% 100%

5203 Teaching Reading: Elementary Ed-

ucation 85% 95%

5024 Education of Young Children 60% 100%

5018Elementary Education: Content

Knowledge 64% 84%

5017 Elementary Education: Curriculum,

Instruction, & Assessment 90% 96%

5038 English Language Arts: Content

Knowledge 88% 100%

5161 Mathematics: Content Knowledge 33% 82%

5146 Middle Grades Content Knowledge 75% 100%

5114 Music: Content and Instruction 22% 55%

5095 PE: Content and Design 67% 90%

5543 SPED: Core Knowledge Mild to

Moderate Applications 100% 100%

5545 SPED: Core Knowledge Severe to

Profound Applications 100% 100%

5941 World and US History 100% 100%

*Completers have been removed from the “First Attempt Pass Rate” Column

25

edTPA Scores Fall 2015

Rubric Areas

Planning

Planning for Content Understandings

Planning to Support Varied Student Learning Needs

Using Knowledge of Students to Inform Teaching and Learning

Identifying and Supporting Language Demands

Planning Assessments to Monitor and Support Student Learning

Instruction

Learning Environment

Engaging Students in Learning

Deepening Student Learning

Subject-Specific Pedagogy

Analyzing Teaching Effectiveness

Assessment

Analysis of Student Learning

Providing Feedback to Guide Learning

Student Use of Feedback

Analyzing Students’ Language Use and Content Learning

Using Assessment to Inform Instruction

Unit n Total Mean Score

National 9481 43.4

APSU 55 45.3

Much Below National

Mean -.6>

Below National Mean

-.3>

Within National

Mean + or - .2

Above National

Mean

+3>

Scores are based on a 5 point scale.

Scores reflect national scoring by Pearson, and do not include remediated

scores.

26

All Areas Including MAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.0 3.0 3.0 2.9 3.1 3.0 2.9 2.8 2.7 2.9 3.0 2.5 2.7 2.8

APSU 3.3 3.2 3.2 3.1 2.9 3.1 3.0 3.1 2.9 2.9 3.0 3.0 2.7 2.8 3.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.1 3.0 3.0 2.9 3.1 3.0 2.9 2.2 2.7 2.9 2.7 2.3 2.9 2.9

APSU 3.8 3.4 .3.3 3.1 3.0 2.9 3.1 3.3 2.4 2.8 2.9 3.1 2.9 3.1 3.1

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.2 3.1 3.2 3.0 3.0 3.1 3.0 2.9 3.0 2.8 3.1 3.1 2.7 2.8 3.0

APSU 3.2 2.9 2.8 2.9 2.8 3.3 2.9 3.1 3.1 3.2 2.9 3.2 2.9 2.9 2.8

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.0 3.0 3.0 3.0 3.0 3.1 3.0 2.9 2.9 2.8 3.0 3.0 2.7 2.8 3.0

APSU 2.8 3.1 3.4 3.1 2.9 2.9 3.1 3.1 3.3 2.8 3.5 3.6 2.9 3.2 3.2

Early Childhood

n Total Mean Score

National 1132 42.6

APSU 8 46.3

Elementary Literacy

n Total Mean Score

National 1386 44.3

APSU 8 47.9

Elementary Math

n Total Mean Score

National 929 44.9

APSU 8 44.9

27

Elementary Math MAT n = 3 Total Mean Score 45

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.2 3.1 3.2 3.0 3.0 3.1 3.0 2.9 3.0 2.8 3.1 3.1 2.7 2.8 3.0

APSU 2.8 3.0 2.8 2.8 2.8 3.3 3.0 3.2 3.0 2.8 2.8 3.2 3 3.2 3.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.2 3.1 3.1 3.0 3.1 3.1 2.9 2.8 3.1 2.7 3.0 3.1 2.6 2.8 3.0

APSU 3.5 3.5 3.7 3.3 3.3 3.3 3.3 3.0 3.5 2.3 2.5 2.2 2.5 2.3 2.7

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.0 2.9 3.1 2.8 2.9 3.1 2.7 2.8 3.1 2.6 3.0 3.2 2.6 2.6 2.8

APSU 3.0 4.0 4.0 3.0 3.0 4.0 3.0 3.0 4.0 3.0 4.0 3.0 3.0 3.0 4.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.4 3.3 3.4 3.1 3.2 3.2 3.2 3.2 3.0 2.8 3.2 3.3 2.7 2.8 3.1

APSU 4.0 4.0 3.0 2.0 4.0 3.0 2.0 2.0 2.0 2.0 4.0 4.0 2.0 2.0 4.0

Music

n Total Mean Score

National 581 44.5

APSU 3 45

Middle Childhood Language Arts MAT

n Total Mean Score

National 142 47.2

APSU 1 44

Middle Childhood Math

n Total Mean Score

National 196 42.9

APSU 1 51

28

Middle Childhood Science

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.0 3.1 3.2 3.0 3.2 3.0 2.9 2.6 2.7 3.0 3.2 2.6 2.8 2.8

APSU 3.5 3.5 3.5 3.3 3.3 3.4 2.6 2.9 2.6 3.3 3.0 2.9 2.6 2.8 3.3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.0 3.1 3.2 3.0 3.2 3.0 2.9 2.6 2.7 3.0 3.2 2.6 2.8 2.8

APSU 4.0 3.0 3.0 3.0 3.0 3.3 2.8 2.8 2.3 3 3 2.8 2.8 2.5 2.5

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.0 3.1 3.2 3.0 3.2 3.0 2.9 2.6 2.7 3.0 3.2 2.6 2.8 2.8

APSU 3.0 4.0 3.0 3.0 3.0 3.0 2.0 2.0 2.0 3.0 4.0 4.0 3.0 3.0 4.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.0 3.1 3.2 3.0 3.2 3.0 2.9 2.6 2.7 3.0 3.2 2.6 2.8 2.8

APSU 3.0 4.0 5.0 4.0 4.0 4.0 3.0 4.0 4.0 4.0 2.0 2.0 2.0 3.0 4.0

Middle Childhood Science K-6 Major n=2

n Total Mean Score

National 152 44.3

APSU 4 46.3

Middle Childhood Science MAT

n = 1 Total Score 52

Middle Childhood Science 4-8 Science

n= 1 Total Score 46

29

Physical Education

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.2 3.1 2.9 2.8 2.9 3.2 3.0 3.5 3.1 2.6 2.7 2.9 2.3 2.4 2.6

APSU 3.4 3.4 3.3 3.1 2.8 3.4 3.2 3.4 3.3 2.8 2.8 2.8 2.5 2.3 2.8

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.2 3.1 2.9 2.8 2.9 3.2 3.0 3.5 3.1 2.6 2.7 2.9 2.3 2.4 2.6

APSU 3.0 3.0 2.0 3.0 2.0 4.0 3.0 4.0 4.0 4.0 4.0 4.0 3.0 2.0 2.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.0 3.0 2.9 3.0 3.0 2.9 2.9 2.8 2.8 2.9 3.0 2.6 2.7 2.8

APSU 3.0 3.3 3.0 3.3 2.5 3.0 3.3 2.8 2.8 3.0 3.3 3.0 3.0 3.3 3.3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.3 3.1 3.2 3.1 3.2 3.2 3.1 3.0 3.0 2.9 3.1 3.2 2.7 2.9 3.0

APSU 3.3 3.0 3.3 3.0 3.0 2.7 3.0 3.0 3.0 2.3 2.7 2.7 2.0 3.0 2.7

n Total Mean Score

National 435 43.0

APSU 7 45.3

Secondary English 7-12

n Total Mean Score

National 708 45.9

APSU 3 42.7

n Total Mean Score

National 721 43.2

APSU 2 45.5

Physical Education MAT

n= 1 Total Score 47

Secondary History Social Studies

30

Secondary History Social Studies MAT n = 1 Total Score 45

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.0 3.0 2.9 3.0 3.0 2.9 2.9 2.8 2.8 2.9 3.0 2.6 2.7 2.8

APSU 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.2 3.0 3.1 2.9 3.2 3.1 2.8 2.8 2.3 2.7 3.0 3.3 2.5 2.8 2.9

APSU 3.0 3.0 3.0 3.0 3.0 3.0 3.0 4.0 2.0 3.0 3.0 4.0 3.0 3.0 3.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.6 3.2 3.2 3.1 3.4 3.2 3.1 3.0 3.1 2.8 3.0 3.1 2.5 2.8 2.9

APSU 3.3 3.3 3.0 2.8 3.0 3.0 2.8 2.8 2.8 3.0 3.0 2.3 2.3 2.5 3.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 2.8 2.8 2.8 2.9 2.6 3.2 2.9 2.9 2.9 2.5 2.3 2.8 2.4 2.7 2.4

APSU 3.5 2.8 3.3 3.0 2.7 3.1 3.0 2.8 2.9 2.9 2.8 2.7 2.4 2.9 2.5

Secondary Science MAT

n Total Mean Score

National 437 43.6

APSU 1 46

Special Education

n Total Mean Score

National 1,381 40.1

APSU 7 42.7

Art

n Total Mean Score

National 255 46.1

APSU 2 43

31

Secondary History Social Studies MAT n = 1 Total Score 45

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.0 3.0 2.9 3.0 3.0 2.9 2.9 2.8 2.8 2.9 3.0 2.6 2.7 2.8

APSU 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.2 3.0 3.1 2.9 3.2 3.1 2.8 2.8 2.3 2.7 3.0 3.3 2.5 2.8 2.9

APSU 3.0 3.0 3.0 3.0 3.0 3.0 3.0 4.0 2.0 3.0 3.0 4.0 3.0 3.0 3.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.6 3.2 3.2 3.1 3.4 3.2 3.1 3.0 3.1 2.8 3.0 3.1 2.5 2.8 2.9

APSU 3.3 3.3 3.0 2.8 3.0 3.0 2.8 2.8 2.8 3.0 3.0 2.3 2.3 2.5 3.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 2.8 2.8 2.8 2.9 2.6 3.2 2.9 2.9 2.9 2.5 2.3 2.8 2.4 2.7 2.4

APSU 3.5 2.8 3.3 3.0 2.7 3.1 3.0 2.8 2.9 2.9 2.8 2.7 2.4 2.9 2.5

Secondary Science MAT

n Total Mean Score

National 437 43.6

APSU 1 46

Special Education

n Total Mean Score

National 1,381 40.1

APSU 7 42.7

Art

n Total Mean Score

National 255 46.1

APSU 2 43

32

edTPA Scores Spring 2016

Rubric Areas

Planning

Planning for Content Understandings

Planning to Support Varied Student Learning Needs

Using Knowledge of Students to Inform Teaching and Learning

Identifying and Supporting Language Demands

Planning Assessments to Monitor and Support Student Learning

Instruction

Learning Environment

Engaging Students in Learning

Deepening Student Learning

Subject-Specific Pedagogy

Analyzing Teaching Effectiveness

Assessment

Analysis of Student Learning

Providing Feedback to Guide Learning

Student Use of Feedback

Analyzing Students’ Language Use and Content Learning

Using Assessment to Inform Instruction

Unit n Total Mean Score

National 21,427 44.9

APSU 87 46.6

Much Below National

Mean -.6>

Below National Mean

-.3>

Within National Mean +

or - .2 Above National Mean

+3>

Scores are based on a 5 point scale.

Scores reflect national scoring by Pearson, and do not include remediated scores.

33

All Areas (including MAT)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.1 3.1 3.0 3.0 3.1 3.0 3.0 2.9 2.8 3.0 3.1 2.7 2.9 2.9

APSU 3.3 3.2 3.3 3.1 3.1 3.2 3.1 3.0 2.9 2.8 3.1 3.4 2.8 2.8 3.1

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.1 3.0 3.0 3.0 3.1 3.0 3.0 2.3 2.7 2.9 2.8 2.4 2.9 2.9

APSU 3.2 3.4 3.0 3.2 3.6 3.2 3.3 3.4 2.4 3.2 3.4 3.6 2.4 3.2 3.2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.0 3.1 3.1 3.0 3.0 3.1 3.0 2.9 3.0 2.8 3.0 3.2 2.8 2.8 3.1

APSU 3.1 3.5 2.9 3.1 3.2 3.1 2.7 2.9 2.8 3.1 3.0 3.7 2.8 2.9 3.4

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.0 3.1 3.1 3.0 3.0 3.1 3.0 2.9 3.0 2.8 3.0 3.2 2.8 2.8 3.1

APSU 3.3 3.5 3.0 3.2 3.2 3.2 2.8 3.0 2.9 3.0 3.0 3.6 2.9 2.9 3.4

Early Childhood

n Total Mean Score

National 2306 43.3

APSU 5 47.8

Elementary Literacy

n Total Mean Score

National 2,902 45.0

APSU 11 47.5

Elementary Literacy K-6 Majors

n=8

34

Elementary Literacy MAT

n=3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.0 3.1 3.1 3.0 3.0 3.1 3.0 2.9 3.0 2.8 3.0 3.2 2.8 2.8 3.1

APSU 3.7 3.3 3.3 3.3 3.0 3.3 3.0 3.3 3.0 3.0 3.0 3.3 3.0 3.0 3.3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.3 3.1 3.2 3.0 3.0 3.1 3.1 2.9 3.1 2.8 3.2 3.2 2.8 2.9 3.1

APSU 3.2 3.2 3.1 3.0 3.0 3.2 3.0 2.8 2.8 2.8 3.3 3.3 2.6 2.4 3.1

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.3 3.1 3.2 3.0 3.0 3.1 3.1 2.9 3.1 2.8 3.2 3.2 2.8 2.9 3.1

APSU 4.0 4.0 3.0 3.0 4.0 4.0 4.0 4.0 3.0 3.0 4.0 4.0 3.0 3.0 4.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.3 3.1 3.2 3.0 3.0 3.1 3.1 2.9 3.1 2.8 3.2 3.2 2.8 2.9 3.1

APSU 3.2 3.1 3.2 3.0 2.9 3.1 2.9 2.7 2.8 2.8 3.3 3.3 2.5 2.4 3.1

Elementary Math

n Total Mean Score

National 2,164 46.0

APSU 12 45.5

Elementary Math K-6 Majors

n=11 Total Mean Score 45

Elementary Math MAT

n=1 Total Score 54

35

Music

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.2 3.1 3.1 3.1 3.1 3.1 3.0 2.8 3.1 2.8 3.1 3.2 2.7 2.9 3.1

APSU 3.2 3.6 3.3 2.8 2.9 3.2 3.3 2.9 3.1 2.9 3.1 3.5 2.8 2.6 3.4

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.3 3.3 3.0 2.9 3.0 3.3 3.1 3.5 3.1 2.7 2.7 3.0 2.4 2.5 2.7

APSU 3.8 3.8 4.3 3.5 2.0 3.8 3.5 4.0 3.5 2.8 2.8 3.0 3.5 2.8 3.3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.5 3.2 3.4 3.1 3.3 3.2 3.1 3.1 3.0 2.9 3.2 3.4 2.8 2.9 3.1

APSU 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 2.0 3.0 3.0 2.0 3.0 3.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.5 3.2 3.4 3.1 3.3 3.2 3.1 3.1 3.0 2.9 3.2 3.4 2.8 2.9 3.1

APSU 3.5 3.5 3.5 3.5 3.0 3.5 3.0 3.5 3.0 2.5 3.0 2.5 2.0 3.0 3.0

Physical Education

n Total Mean Score

National 1132 42.6

APSU 9 46.7

Middle Childhood Language Arts

n Total Mean Score

National 720 45.0

APSU 2 50

n Total Mean Score

National 361 47.6

APSU 2 46.0

Middle Childhood Language Arts 4-8 Major

n=1 Total Score 43

36

Middle Childhood Language Arts MAT

n=1 Total Score 49

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.5 3.2 3.4 3.1 3.3 3.2 3.1 3.1 3.0 2.9 3.2 3.4 2.8 2.9 3.1

APSU 4.0 4.0 4.0 4.0 3.0 4.0 3.0 4.0 3.0 3.0 3.0 2.0 2.0 3.0 3.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.2 3.1 3.2 3.0 3.0 3.1 3.0 2.9 2.9 2.8 3.1 3.3 2.7 2.7 2.9

APSU 3.0 3.0 3.5 3.0 3.5 3.0 3.0 3.0 3.0 2.5 3.5 3.5 4.0 3.0 3.5

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.0 2.8 3.1 2.8 2.9 3.1 2.8 2.8 3.0 2.6 3.0 3.3 2.7 2.7 2.8

APSU 3.0 4.0 4.0 4.0 3.0 4.0 3.0 3.0 4.0 3.0 2.0 3.0 2.0 3.0 2.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.0 2.8 3.1 2.8 2.9 3.1 2.8 2.8 3.0 2.6 3.0 3.3 2.7 2.7 2.8

APSU 2.7 2.7 3.3 3.3 3.0 4.0 3.3 3.0 4.0 3.0 2.7 3.3 2.0 2.7 2.3

Middle Childhood Social Studies

Middle Childhood Math

n Total Mean Score

National 270 45.2

APSU 2 48.0

n Total Mean Score

National 422 43.7

APSU 3 45.3

Middle Childhood Math MAT

n=1 Total Score 47

37

Middle Childhood Science

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.0 3.1 3.0 3.1 3.1 2.9 2.9 2.6 2.8 3.1 3.3 2.7 2.8 2.9

APSU 3.4 3.0 3.8 3.4 3.6 3.2 3.2 3.0 2.8 3.0 3.2 3.6 3.2 3.4 3.6

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.4 3.2 3.2 3.2 3.2 3.2 3.2 3.1 3.1 2.9 3.2 3.3 2.8 3.0 3.1

APSU 3.4 3.1 3.1 3.1 3.3 3.1 2.9 2.6 2.9 2.9 3.1 3.4 2.7 2.9 3.1

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.1 3.1 3.0 3.0 3.0 3.0 2.9 2.8 2.8 3.0 3.1 2.7 2.8 2.9

APSU 3.0 2.7 3.3 2.9 3.0 3.1 3.2 3.2 2.9 2.9 3.2 3.4 3.3 2.9 3.2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.4 3.2 3.2 3.2 3.2 3.2 3.2 3.1 3.1 2.9 3.2 3.3 2.8 3.0 3.1

APSU 3.0 3.5 3.0 2.5 2.5 3.5 3.0 2.5 2.0 2.5 2.5 2.5 3.5 3.0 2.0

Secondary English

n Total Mean Score

National 320 44.8

APSU 5 49.4

Secondary English MAT

n=1 Total Score 41

n Total Mean Score

National 1.851 47.1

APSU 10 46.2

Secondary History Social Studies

n Total Mean Score

National 1,774 44.6

APSU 7 46.3

38

Secondary History Social Studies MAT

n=1 Total Score 47

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.1 3.1 3.1 3.0 3.0 3.0 3.0 2.9 2.8 2.8 3.0 3.1 2.7 2.8 2.9

APSU 3.0 2.0 3.0 3.0 3.0 3.0 3.0 4.0 3.0 4.0 3.0 5.0 3.0 3.0 2.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.3 3.2 3.3 3.0 3.2 3.2 2.9 3.0 2.6 2.7 3.2 3.4 2.8 2.9 3.0

APSU 4.0 3.0 4.0 4.0 4.0 3.0 3.0 4.0 3.0 2.0 4.0 5.0 4.0 3.0 3.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.0 3.0 3.1 3.0 2.8 3.2 3.1 3.0 3.0 2.7 2.6 3.0 2.6 3.0 2.7

APSU 3.8 3.6 3.4 3.2 3.0 3.5 3.5 3.3 3.1 2.8 3.3 3.2 2.9 3.4 2.9

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.0 3.0 3.1 3.0 2.8 3.2 3.1 3.0 3.0 2.7 2.6 3.0 2.6 3.0 2.7

APSU 3.7 3.6 3.5 3.2 3.1 3.4 3.5 3.4 3.2 2.8 3.3 3.3 2.8 3.3 2.7

Secondary Science

Special Education

n Total Mean Score

National 1,414 46.0

APSU 1 53

Special Education SPED Majors

n=9 Total Mean Score 3

n Total Mean Score

National 3,299 44.0

APSU 10 48.5

39

Special Education MAT

n=1 Total Mean Score 3.2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.0 3.0 3.1 3.0 2.8 3.2 3.1 3.0 3.0 2.7 2.6 3.0 2.6 3.0 2.7

APSU 4.0 4.0 4.0 3.0 4.0 3.0 3.0 3.0 3.0 3.0 2.0 3.0 2.0 2.0 2.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

National 3.6 3.3 3.3 3.2 3.5 3.2 3.1 3.1 3.1 2.8 3.0 3.2 2.6 2.7 2.9

APSU 3.5 3.5 3.5 3.5 4.0 3.5 3.0 3.0 3.0 3.0 2.5 2.0 1.5 1.5 3.0

Art

n Total Mean Score

National 422 46.9

APSU 2 44.0

40

Overall Teacher Effectiveness APSU STATE

Level 1 - 43 25% 23%

Level 2 - 21 12% 12%

Level 3 - 53 31% 29%

Level 4 - 15 9% 10%

Level 5 - 40 23% 25%

K-6 Composite APSU

Level 1- 14 27%

Level 2 - 5 10%

Level 3 - 18 35%

Level 4 - 3 6%

Level 5 - 12 23%

Analysis of 2015 State Report Card

Total Completers from Fall 2011 to Spring 2014 604

Number teaching in Tennessee 349 (58%)

Teacher Effectiveness Scores 175(29%)

Negative Scores Positive Scores

TCAP Composite EOC Composite

4-8 Mathematics Chemistry

4-8 Reading English II

English III

Breakdown by Major

41

SPED Composite APSU

Level 1 - 1 25%

Level 2 - 1 25%

Level 3 - 2 50%

Level 4 - 0 0%

Level 5 - ) 0%

7-12 English Composite APSU

Level 1 - 2 9%

Level 2 - 2 9%

Level 3 - 11 50%

Level 4 - 4 18%

Level 5 - 3 14%

MAT Composite APSU

Level 1 - 7 20%

Level 2 - 6 18%

Level 3 - 10 29%

Level 4 - 1 3%

Level 5 - 11 31%

4-8 Composite APSU

Level 1 - 10 36%

Level 2 - 2 7%

Level 3 - 8 28%

Level 4 - 4 14%

Level 5 - 4 14%

Breakdown by Major

42

7-12 Math APSU

Level 1 - 5 45%

Level 2 - 0 0%

Level 3 - 2 18%

Level 4 - 1 9%

Level 5 - 3 27%

Alternative APSU

Level 1 - 2 29%

Level 2 - 2 29%

Level 3 - 0 0%

Level 4 - 1 14%

Level 5 - 2 29%

7-12 Biology Composite APSU

Level 1 - 1 20%

Level 2 - 1 20%

Level 3 - 2 40%

Level 4 - 1 20%

Level 5 - 0 0%

Chemistry Composite APSU

Level 1- 0 0%

Level 2 - 1 50%

Level 3 - 0 0%

Level 4 - 0 0%

Level 5 - 1 50%

Breakdown by Major

43

Overall Language Arts Composite APSU State

Level 1 - 8 18% 9%

Level 2 - 9 19% 16%

Level 3 - 22 46% 54%

Level 4 - 3 5% 13%

Level 5 -6 13% 6%

Composite Scores Language Arts 3-8 Breakdown by grade level

3rd Grade Language Arts Composite APSU State

Level 1 - 0 0% 10%

Level 2 - 2 50% 11%

Level 3 - 1 25% 49%

Level 4 - 0 0% 16%

Level 5 - 1 25% 14%

4th Grade Language Arts Composite APSU State

Level 1 - 2 18% 9%

Level 2 - 2 18% 22%

Level 3 - 3 27% 57%

Level 4 - 2 18% 7%

Level 5 - 2 18% 5%


Level 1 - 3 21% 12%

Level 2 - 1 7% 17%

Level 3 - 8 58% 48%

Level 4 - 1 7% 12%

Level 5 - 1 7% 11%

44


Level 1 - 0 0% 6%

Level 2 - 1 33% 12%

Level 3 - 2 66% 62%

Level 4 - 0 0% 14%

Level 5 - 0 0% 7%


Level 1 - 3 30% 7%

Level 2 - 1 10% 14%

Level 3 - 3 30% 51%

Level 4 - 1 10% 16%

Level 5 - 2 20% 11%


Level 1 - 0 0% 7%

Level 2 - 2 29% 14%

Level 3 - 5 71% 51%

Level 4 - 0 0% 16%

Level 5 - 0 0% 11%

45

Composite Scores 3-8 Math Breakdown by

grade level

Math Composite APSU State

Level 1 - 12 26% 23%

Level 2 - 7 14% 13%

Level 3 - 20 42% 33%

Level 4 - 4 8% 11%

Level 5 - 5 10% 20%

3rd Grade Math Composite APSU State

Level 1 - 1 25% 15%

Level 2 - 1 25% 12%

Level 3 - 2 50% 36%

Level 4 - 0 0% 19%

Level 5 - 0 0% 18%

4th Math Composite APSU State

Level 1 - 3 30% 22%

Level 2 - 1 10% 16%

Level 3 - 4 40% 38%

Level 4 - 1 10% 12%

Level 5 - 1 10% 11%


Level 1 - 0 0% 24%

Level 2 - 0 0% 10%

Level 3 - 5 71% 32%

Level 4 - 1 14% 12%

Level 5 - 1 14% 23%

46


Level 1 - 5 62% 25%

Level 2 - 1 12% 10%

Level 3 - 1 12% 33%

Level 4 - 0 0% 10%

Level 5 - 1 12% 22%


Level 1 - 3 25% 22%

Level 2 - 2 17% 15%

Level 3 - 5 42% 30%

Level 4 - 1 8% 5%

Level 5 - 1 8% 28%


Level 1 - 1 11% 29%

Level 2 - 2 22% 13%

Level 3 - 4 44% 28%

Level 4 - 1 11% 5%

Level 5 - 1 11% 25%

47

Composite Scores 3-8 Science Breakdown

by grade level

Science Composite APSU State

Level 1 - 10 23% 21%

Level 2 - 5 11% 16%

Level 3 - 17 40% 32%

Level 4 - 2 5% 5%

Level 5 - 9 21% 22%

3rd Grade Science Composite APSU State

Level 1 - 2 50% 16%

Level 2 - 0 0% 12%

Level 3 - 2 50% 34%

Level 4 - 0 0% 15%

Level 5 - 0 0% 23%

4th Science Composite APSU State

Level 1 - 2 25% 21%

Level 2 - 1 13% 20%

Level 3 - 1 13% 38%

Level 4 - 2 25% 11%

Level 5 - 2 25% 11%


Level 1 - 0 0% 28%

Level 2 - 0 0% 14%

Level 3 - 6 75% 29%

Level 4 - 0 0% 5%

Level 5 - 2 25% 23%

48


Level 1 - 3 30% 20%

Level 2 - 1 10% 17%

Level 3 - 3 30% 28%

Level 4 - 0 0% 5%

Level 5 - 3 30% 28%


Level 1 - 1 25% 19%

Level 2 - 1 25% 15%

Level 3 - 0 0% 32%

Level 4 - 0 0% 4%

Level 5 - 2 50% 30%


Level 1 - 2 22% 23%

Level 2 - 2 22% 13%

Level 3 - 5 56% 27%

Level 4 - 0 0% 5%

Level 5 - 0 0% 31%

49

Algebra I Composite APSU State

Level 1 - 5 38% 25%

Level 2 - 2 15% 9%

Level 3 - 2 15% 28%

Level 4 - 0 0% 11%

Level 5 - 4 30% 25%

High School Course Composites 2015-2016

English I Composite APSU State

Level 1 - 1 10% 10%

Level 2 - 0 0% 11%

Level 3 - 5 60% 49%

Level 4 - 2 20% 14%

Level 5 - 1 10% 16%

English III Composite APSU State

Level 1 - 0 0% 8%

Level 2 - 0 0% 14%

Level 3 - 4 50% 52%

Level 4 - 2 25% 15%

Level 5 - 2 25% 11%

English II Composite APSU State

Level 1 - 0 0% 14%

Level 2 - 0 0% 12%

Level 3 - 5 50% 46%

Level 4 - 2 20% 15%

Level 5 - 3 30% 13%

50

Chemistry I Composite APSU State

Level 1 - 0 0% 19%

Level 2 - 1 14% 16%

Level 3 - 1 14% 24%

Level 4 - 0 0% 5%

Level 5 - 5 74% 33%

Biology I Composite APSU State

Level 1 - 1 10% 17%

Level 2 - 1 10% 10%

Level 3 - 3 30% 32%

Level 4 - 2 20% 19%

Level 5 - 3 30% 21%

51

Diversity of K-12 Students Observed in Field Experiences

Fall 2010 - Spring 2016

Ethnicity F10 SP11 F11 SP12 F12 SP13 F13 SP14 F14 SP15 F15 SP16

Caucasian 62% 65% 57% 64% 66% 63% 61% 63% 62% 64% 63% 64%

African American 26% 24% 30% 24% 23% 20% 22% 25% 25% 23% 20% 23%

Hispanic 8% 7% 7% 7% 8% 9% 7% 7% 7% 7% 6% 6%

Asian/Pacific

Islander 2% 2% 3% 2% 1% 3% 2% 2% 2% 2% 2% 2%

American Indian 1% <1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1%

Other 1% 1% 1% 1% 1% 3% 1% 1% 1% 1% 1% 1%

Diversity of Special Needs

Student with IEP 7% 9% 10% 14% 12% 13% 12% 11% 13%

15% 12% 14%

Student with 504

Plan 2% 4% 2% 3% 4% 5% 4% 3% 3% 4% 4% 4%

ELL Students Data not Collected 2% 2% 3% 4% 2% 2%

52

Licenses Awarded

2015 – 2016

Area Initial Licenses Transitional

Licenses Add-Ons

Art 4 0 0

Biology 3 6 0

Chemistry 0 1 0

Early Childhood 11 0 4

Elementary Education 48 1 5

English 17 5 2

English as a Second

Language 0 0 1

French 0 1 1

Geography 0 0 1

German 0 0 2

Government 0 0 2

Health 0 2 2

History 9 2 1

Latin 0 0 1

Mathematics 7 1 1

Middle Grades 8 2 7

Music 12 0 0

Physical Education 9 3 3

Spanish 0 3 0

Special Education 17 4 10

Total - Initial 145 29 49

Leadership 17 n/a n/a

Reading 5 n/a n/a

Counseling 9 1 n/a

Total – Advanced 31 1 n/a

Total - Licensed 176 30 49

53

Licenses Awarded by Gender and

Ethnicity Initial Only

2015-2016

Area

Gender Ethnicity

Number M F Caucasian

African

American Hispanic Other

K-6 48 2 46 46 2 0 0

4-8 8 4 4 8 0 0 0

SPED 17 2 15 14 2 1 1

Math 7 4 3 6 0 0 0

Biology 3 1 2 2 0 0 1

Chemistry 0 0 0 0 0 0 0

PreK-3 11 0 11 10 1 0 0

Physical

Education 9 4 8 8 0 0 1

English 17 0 17 17 0 0 0

Art 4 0 4 4 0 0 0

Music 12 6 6 11 1 0 0

French 0 0 0 0 0 0 0

Spanish 0 0 0 0 0 0 0

Latin 0 0 0 0 0 0 0

German 0 0 0 0 0 0 0

History 9 3 6 0 0 0 0

Government 0 0 0 0 0 0 0

Total-Initial 145 26 119 135 6 1 3

Leadership 17 4 13 17 0 0 0

Reading 5 0 5 5 0 0 0

Counseling 9 1 8 9 0 0 0

Total-

Advanced 31 5 26 31 0 0 0

Total-

Licensed 176 31 145 166 6 1 3

54

Licensure Trends

2012 – 2016

Area

Initial

Licenses

2012-2013

Initial

Licenses

2013-2014

Initial Licenses

2014-2015

Initial Licenses

2015-2016

K-6 73 71 54 48

4-8 14 21 12 8

SPED 13 17 14 17

Pre-K 3 0 7 9 11

Math 8 5 4 7

Biology 5 9 3 3

Chemistry 0 2 2 0

Physical

Education 9 13 11 9

English 19 14 9 17

Art 7 10 7 4

Music 8 7 6 12

French 0 1 0 0

Spanish 2 0 0 0

Latin 1 0 0 0

German 0 0 0 0

History 14 12 13 9

Government 2 0 0 0

Total - Initial 176 189 144 145

Leadership 8 24 21 17

Reading 1 3 5 5

Counseling 11 7 8 9

Total – Advanced 20 34 34 31

Total - Licensed 196 223 178 176

55

Item

N=54 Average

Standard

Deviation

1. Establish instructional strategies that address

student needs at appropriate instructional level. 2.61 0.53

2. Design instruction that addresses the individual

needs of students with diverse cultural and lan-

guage backgrounds.

2.44 0.63

3. Provide correct and accurate content to my

students. 2.67 0.48

4. Link learning with students' prior knowledge,

experiences, and cultural backgrounds. 2.43 0.57

5. Use aggregated and disaggregated assess-

ment data to make instructional decision and

evaluate student learning.

2.35 0.68

6. Use classroom management techniques that

foster self-control and self-discipline. 2.46 0.75

7. Reflect on teaching practice and make appro-

priate changes when necessary. 2.59 0.57

8. Use technology to enhance both teaching

and professional performance. 2.62 0.69

9. Overall, how prepared were you to be a

teacher? 2.65 0.48

First Five Years of Teaching

Survey for 2016 Data Retreat Rate each item on a 3 point scale with 3 = Very Well, 2= Well, 1 = Unprepared

56

2013-2014

Respondents - 11

2014-2015

Respondents - 26

2015-2016

Respondents - 27

Assessment of Candidates

ability to:

%

Agree

%

Disagree

%

Don’t

Know

%

Agree

%

Disagree

%

Don’t

Know

%

Agree

%

Disagree

%

Don't

Know

Develop student-teacher

relationships.

100

0

0

87.9

4.3

8.7 95.8 0.0 4.2

Develop parent-student-

teacher relationships.

66.7

11.1

22.2

60.9

8.7

30.4 62.5 4.2 33.3

Collaborate with mentors

and identified supervisors. 100 0 0 91.3 4.3 4.3 100.0 0.0 0.0

Understand cultural and

individual diversity. 88.9 0 11.1 65.2 8.7 21.7 75.0 4.2 20.8

Consider students' strengths

and needs when planning

lessons.

88.9 0 11.1 65.2 13.0 21.7 66.7 4.2 29.2

Utilize best practice instruc-

tional strategies. 100 0 0 87.0 8.7 4.3 87.5 4.2 8.3

Maintain student engage-

ment throughout lessons. 88.9 11.1 0 78.3 8.7 4.3 87.5 8.3 4.2

Analyze student performance

based on assessments. 55.6 22.2 22.2 73.9 8.7 17.4 58.3 8.3 33.3

Adjust instruction based on

assessment findings.

44.4

33.3

22.2

60.9

13.0

26.1 54.2 8.3 37.5

Scaffold and support the

academic needs of students.

44.4

22.2

33.3

73.9

4.3

21.7 70.8 8.3 20.8

Consider the pacing and

timing mandates for the

school/district.

100.0 0 0 78.3 4.3 21.7 83.3 0.0 16.7

Manage classroom behavior

through established tech-

niques and procedures.

88.9

11.1

0

78.3

8.7

13.0

87.5 12.5 0.0

Organize and manage time,

space, and resources.

100

0

0

78.3

8.7

8.7 87.5 0.0 8.3

School Partner Survey– Principals and Administrators

57

School Partner Survey– Mentor Teachers

Residency demonstrates or possess-

es the entry level ability to...

%

Agree

%

Disagree

%

Don’t

Know

%

Agree

%

Disagree

%

Don’t

Know

%

Agree

%

Disagree

%

Don’t

Know

Develop clear learning objectives

for lessons. 87.9 6.1 3 98 2 0 95.1 4.9 0

Create effective learning segments. 90.9 3 3 93.9 4.1 2 95.1 4.9 0

Consider students' strengths and

needs when planning lessons. 84.8 9.1 3 95.9 4.1 0 87.8 9.8 2.4

Develop instruction plans for lessons. 87.9 6.1 0 93.9 6.1 0 92.7 4.9 2.4

Design assessment plans for lessons. 87.9 9.1 0 85.7 10.2 4.1 80.5 12.2 7.3

Utilize best practice instructional

strategies. 84.8 9.1 3 98 2 0 85.4 12.2 0

Maintain student engagement

throughout lessons. 87.9 9.1 0 93.9 6.1 0 80.5 17.1 2.4

Manage classroom behavior

through established techniques and

procedures.

78.8 15.2 3 91.8 8.2 0 82.9 14.6 2.4

Organize and manage time, space,

and resources. 81.8 12.1 390 91.8 6.1 2 92.7 7.3 0

Analyze student performance

based on assessments. 90.9 6.1 3 91.8 8.2 0 87.8 9.8 2.4

Adjust instruction based on assess-

ment findings. 87.9 6.1 3 93.9 6.1 0 90.2 9.8 0

Analyze personal teaching effec-

tiveness. 81.8 12.1 3 95.9 2 2 87.8 7.3 2.4

Scaffold and support the academic

needs of students. 81.8 6.1 9.1 91.8 6.1 2 85.4 9.8 4.9

Align instruction with Common Core

State Standards. 81.8 3 12.1 93.9 6.1 0 90.2 4.9 4.9

Consider the pacing and timing

mandates for the school/district. 81.8 9.1 6.1 91.8 4.1 4.1 85.4 4.9 9.8

Understand cultural and individual

diversity. 87.9 0 9.1 93.9 2 4.1 92.7 4.9 2.4

Develop parent-student-teacher

relationships. 57.6 15.2 24.2 79.6 10.2 10.2 65.9 12.2 22

Collaborate with mentors and iden-

tified supervisors. 87.9 3 6.1 98 0 0 92.7 4.9 0

2013-2014

Respondents - 40

2014-2015

Respondents - 55

2015-2016

Respondents - 45

58

2013-2014 2014-2015 2015-2016

During the 2015-2016 aca-

demic year, the R2T univer-

sity partnership...

%

Agree

%

Disagree

%

Don’t

Know

%

Agree

%

Disagree

%

Don’t

Know

%

Agree

%

Disagree

%

Don't

know

Helps meet the goals and

address the needs of our

school.

77.8 0 22.2 73.9 17.4 8.7 79.2 4.2 16.7

Provides or offers profes-

sional development that is

beneficial for our faculty.

22.2 44.4 22.2 34.8 39.1 26.1 20.8 41.7 33.3

Provides consistent criteria

for identifying school-

based mentor teachers.

66.7 11.1 22.2 78.3 0.0 21.7 66.7 20.8 12.5

Effectively communicates

with me regarding the R2T

teacher candidate Resi-

dency requirements and

edTPA requirements.

77.8 1.1 11.1 68.6 21.7 8.7 70.8 29.2 0.0

Evaluation of Partnership

n=27 n=Principal

59

Special Group Licenses

Fall 2015 – Spring 2016*

Test Test Title Required Licensed % Pass-

ing

Initial At-

tempts

Average

Score

0300 Reading Specialist 510 1 100% 1 680

5301 Reading Specialist 164 4 100% 4 187

5421 School Counselor 156 9 100% 10 166

6011 School Leadership

License Assessment 160 17 100% 17 178

*Only those who applied for their license were included in this report.

Program 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Special Education 2 7 3 3 1 4 6

Instructional Technology 13 6 7 11 15 13 8

Advanced Studies 11 6 5 7 3 1 4

Mathematics 1 2 1 2 1 11 2

Leadership 10 18 11 7 17 6 15

Reading 6 6 16 15 9 18 14

EDS 4 11 4 12 6 9 15

Counseling 9

Totals 47 56 47 57 52 71 64

Graduation Totals for Graduate Programs

Fall, Spring and Summer 2009-2016

60

Capstone Project Review

2015-2016

Reading Specialist

n = 11

Criteria % Scoring

Target

% Scoring

Acceptable

% Scoring

Unacceptable

Subject Knowledge

The submitted written project contains

a detailed and comprehensive report

of the implementation of the practi-

cum topic.

100

Organization

The project contains the necessary

components. 100

Lesson Plans

Plans contain appropriate objectives,

standards, materials, instructional pro-

cedures, assessments/ outcomes and

reflections.

100

Technology

In the oral presentation, technology is

used appropriately and easily seen by

the audience.

100

Oral Presentation Style

Correct, precise pronunciation of

terms is used, and overall knowledge

of major content is demonstrated.

100

Mechanics

Writing style and mechanics are at a

high level of proficiency. 100

61

Capstone Project Review

Advanced Studies

2015-2016

N = 7

Rubric % Does

not Meet % Meets % Exceeds

% Far

Exceeds

Planning for content understanding 0% 0% 14% 85%

Using knowledge of students to inform

teaching 0% 0% 28% 71%

Planning assessments to monitor and sup-

port 0% 0% 28% 71%

Engaging students in learning 0% 0% 14% 85%

Deepening student learning during in-

struction 0% 0% 14% 85%

Analyzing student work 0% 0% 0% 100%

Using feedback to guide further learning 0% 0% 14% 85%

Using assessment to inform instruction 0% 0% 28% 71%

Analyzing teaching effectiveness 0% 0% 14% 85%

Understanding language development 0% 0% 42% 57%

Scaffolding students’ academic language 0% 0% 57% 42%

Developing students’ academic lan-

guage and content learning 0% 0% 14% 85%

62

Educ 6005 Project

Fall 2015 – Spring 2016

N = 9

Criteria %

Exemplary

%

Target

%

Developing

%

Unacceptable % Missing

Statement of Intent 33% 67%

Analysis of Learning

Context 55% 45%

Analysis of Learners 55% 45%

Analysis of Learning

Task 33% 67%

Strategy 17% 73%

Formative Evaluation 55% 45%

Summative Evaluation 55% 45%

Research Related to

Project 33% 45% 11% 11%

Standards Addressed 33% 67%

Overall Key Assessment

Score 45% 55%

63

Fall 2015 – Spring 2016

School Counseling Trainee Clinical Evaluation

Criteria: The following criteria is used to rate interns’ performance and growth while

under supervision.

5 = Superior: Always performs above the minimum requirements and shows outstand-

ing aptitude, application of techniques, and concepts of school counseling.

4 = Above Average: Always meets minimum requirements in a satisfactory manner,

and performs at a level considerably above that normally expected of an intern.

3 = Average: Usually meets minimum requirements in a satisfactory manner; perform-

ing as might be expected of an intern.

2 = Below Average: Occasionally fails to meet minimum requirements in a satisfactory

manner, performing at a level somewhat below that expected of an intern.

1 = Inadequate: Usually fails to meet minimum requirements in a satisfactory manner;

performs at a level considerably below that expected of an intern.

0 = No Basis: There is no basis on which to evaluate the intern for the item in question.

Area of Competence 2015-2016

N=23

Average Rating

Clinical

Works well with others

4.8

5 = 83%

4 = 13%

3 = 4%

Builds rapport with students and others

4.8

5 = 87%

4 = 9%

3 = 4%

Accepts supervision and constructive feedback

4.7

5 = 74%

4 = 22%

3 = 4%

Accepts/understands students from diverse back-

grounds

4.7

5 = 70%

4 = 26%

3 = 4%

Understands developmental stages of school-

aged youth

4.6

5 = 65%

4 = 26%

3 = 9%

64

Administrative

Attendance/punctuality

4.6

5 = 65%

4 = 22%

3 = 13%

Attentiveness

4.8

5 = 78%

4 = 18%

3 = 4%

Working relationships with school staff

4.9

5 = 78%

4 = 18%

3 = 4%

Organizational/administrative skills

4.8

5 = 74%

4 = 17%

3 = 9%

Ability to learn

4.8

5 = 83%

4 = 13%

3 = 4%

Autonomy in planning, implementing and eval-

uating activities

4.5

5 = 39%

4 = 57%

0 = 4%

Ability to collect & utilize data

4.7

5 = 61%

4 = 17%

3 = 9%

Self-motivation and initiative

4.8

5 = 78%

4 = 17%

3 = 4%

Utilizes age-appropriate classroom manage-

ment skills

4.6

5 = 35%

4 = 17%

3 = 4%

65

Professional Dispositions

Self-Awareness, as demonstrated by: Integrity Humility Self-reflection/exploration Understanding of own place in history of

site and profession

4.9

5 = 78%

4 = 18%

3 = 4%

Integrity, as demonstrated by: Personal responsibility Personal integrity Personal maturity Honesty Courage Congruence

4.9

5 = 83%

4 = 13%

3 = 4%

Commitment, as demonstrated by: Investment Counselor identity Advocacy Professional excellence Civic engagement Scholar/practitioner Collaboration Interpersonal competence

4.8

5 = 74%

4 = 22%

3 = 4%

Openness, as demonstrated by: Openness to ideas, learning, and change Openness to give and receive feedback Openness to growth Self-development Openness to others Understand micro/macro perspective Interpersonal communication

4.7

5 = 83%

4 = 13%

3 = 4%

Respect, as demonstrated by: Perceives and honors diversity Self-care Wellness

4.9

5 = 87%

4 = 9%

3 = 4%

66

2015 – 2016

DECISION POINTS FOR SCHOOL COUNSELING PROGRAM

Decision Point I

Milestone I Candidacy

Decision Point II

Milestone II Provisional

Decision Point III

Milestone III Clinical Status

Decision Point IV

Milestone IV Induction Status

Initial application

GPA requirement

of 2.75

Minimum GRE test

score

3 letters of recom-

mendation

Evidence of aca-

demic back-

ground for de-

gree sought

3.0 GPA in all cours-

es

Completed Pro-

gram of Study

Completed review

by Counseling

Graduate Program

Committee

Evidence of positive

professional dispo-

sitions

Completion of Re-

search course (PSY

5000)

Completion of

Counseling Labor-

atory Course (PSY

5410)

3.0 GPA in all cours-

es

Completion of Ad-

vanced Counsel-

ing Laboratory

Course (PSY 5420)

Completion of Secu-

rity Clearance by

TBI/FBI

Passing grade in

clinical place-

ments (Practicum

and/or Internship)

Evidence of positive

professional dispo-

sitions

3.0 GPA

Coursework com-

pleted

Passing score on

CPCE Comprehen-

sive Exam

Passing score on

PRAXIS II

2015-2016

Milestones Summary

Milestone I 0

Milestone II 8

Milestone III 3

Milestone IV 9

67

2015-2016 Milestone Completion

Milestone Student Academic Year

Completed

II Taylor Amick 1

Morgan Diggs 1

Brook Jeansonne 1

Mi Lim Jeong 1

Yuricka Rice 1

Brandice Haley 1

III Brandy Gross 3

Stokely Jenkins 3

Danielle Keese 4

IV Jessie Beth Cates 3

Elissa Wiley 3

Lindsey Welker 2

Rachel Schwallie Lutton 2

Ashley King Powers 2

Meagan Curtis 3

Margo Riley Sneed 2

Miranda Mills Bush 2

Chelsea Richardson 2

Documents

Martha Dickerson Eriksson College of Education...7 Clinical Teaching Exit Survey Spring 2016 How Well Prepared Were You % Very Well Pre-pared % Ade-quately Prepared % Some-what Pre-pared