Initial Teaching & Advanced SPA (Professional Association Standards) and CAEP Scope Programs - Assessment Plans

Detailed SPA Assessment Plans – updated fall 2014

· NAEYC, Early Childhood pages 2-4

· ACEI, Elementary Education pages 5-6

· NCTE, Secondary Englishpages 7-11

· NCTM, Secondary Math & MAT Secondary Mathpages 12-14

· NSTA, Secondary Science & MAT Secondary Science pages 14-15

· NCSS, Secondary Social Studiespages 16-18

· CEC, Special Education (bachelors/masters)pages 19-26

· AMLE, MAT Middle Levelpages 27-28

· IRA, Literacy page 29

· ELCC, Educational Leadershippage 29

· State of SC, Agricultural Educationpage 29-30

· CHE, Teaching and Learningpage 30-31

NAEYC, Early Childhood Education

ECE

PROGRAM

OUTCOME

STANDARDS

(Aligned with State and NAEYC Standards)

6-8 KEY PROGRAM ASSESSMENTS

Assessment 1

(Required: State licensure content exam

PRAXIS II

*Need rubric

Assessment 2

(Required: Content-based assessment)

ED EC 4600 - Assessment project

Assessment 3

(Required: Candidate ability to plan instruction)

ED EC 4000 Lesson Plan and University supervisor evaluation from practicum

Assessment 4

(Required: Assessment of Student Teaching or Internship)

ED EC 4840 Portfolio

Assessment 5

(Required: Candidate effect on student learning)

EDEC 4840 Unit of Instruction during student teaching

Assessment 6

(Required: Additional assessment addressing

NAEYC

standards)

Standard 5 – Becoming a Professional

ED EC 3000 and EDEC 4840 Philosophy of Education paper

Assessment 7

(Optional for NAEYC)

Standard 1 – Promoting Child Development and Learning

ED EC 3360 Case Study

Assessment 8

(Optional for NAEYC)

Standard 2 Building Family and Community Relationships

EDEC 2200 Community connections assignment

Standard 1 – Promoting Child Development and Learning

∙Young children’s characteristics and needs

X

X

X

X

X

∙Multiple influences on development and learning

X

X

X

X

∙Using developmental knowledge to create learning environments

X

X

X

X

X

Standard 2: Building Family and Community Relationships

∙Family and community characteristics

X

X

X

X

∙Supportive family relationships

X

X

X

X

∙Involving families in child’s development

X

X

X

X

X

NAEYC, Early Childhood Education

Type and Number of

Assessment

Name of Assessment

(10)

Type or Form of Assessment

(11)

When the Assessment Is

Administered (12)

NAEYC Standards Alignment

Assessment #1:

Licensure

assessment, or

other content-

based assessment

(required)

PRAXIS II (021)

State licensure exam

Senior year, final semester

See above

Assessment #2:

Content knowledge

in early childhood

education

(required)

Assessment Project

Course Project

Senior year, first semester– EDEC 460

(Required Course)

See above

Assessment #3:

Candidate ability to

plan implement

appropriate

teaching and

learning

experiences

(required)

Lesson Plan and University Supervisor Evaluation

Course Project

Senior year, first semester (block semester) – EDEC 400

(Required Course)

See above

Assessment #4:

Student teaching or

internship

(required)

Student Teaching Portfolio

Portfolio

Senior year, final semester – EDEC 484

(Required Course)

See above

Assessment #5:

Candidate effect on

student leaning

(required)

Unit of Instruction from Student Teaching Portfolio

Instructional Unit

Senior year, final semester – EDEC 484

(Required Course)

See above

Assessment #6:

Additional

assessment that

addresses NAEYC

standards

(required)

Philosophy of Early Childhood Paper

Philosophy paper

Sophomore year, first semester – EDEC 300 and Senior year, final semester- EDEC 484

(Required Course)

See above

Assessment #7:

Additional

assessment that

addresses NAEYC

standards

(optional)

Infant/Toddler Child Case Study

Case Study

Junior year, first semester – EDEC 336

(Required Course)

See above

Assessment #8:

Additional

assessment that

addresses NAEYC

standards

(optional)

Community Connections Assignment

Course Project

Sophomore year, second semester – EDEC 220 (Required Course)

See above

ACEI, Elementary Education

Assessment # and What Is Required by ACEI

Assessment 1 CONTENT KNOWLEDGE

Assessment 2 CONTENT KNOWLEDGE

Assessment 3 PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS

Assessment 4 PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS

Assessment 5 EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on student learning.

Assessment 6 REQUIRED

Assessment 7 OPTIONAL

Assessment 8 OPTIONAL

Name of Assessment

PLT & PRAXIS II

Content Course Grades

EDEL 4870 (Social Studies) Lesson Plan with Unit Outline

EDEL 4830 (Student Teaching) Final ST evaluation

EDEL 4830 (Student Teaching) APS 2 and 3 Unit Plan

EDEL 4510/4520 (Science/Math) Small Group Assignment

EDEL 4830 (Student Teaching) APS 1 Long Range Plan ELA focus

EDEL 3100 & EDEL 3210 (Art/PE/Health) Portfolio Project Evaluation

Data Source

state licensure test

Grades

Project

Rating Form

Project

Project

Project

Project

Contact Person

Dogbey

Cole

Spearman

Garth

Kaminski

Tyminski/Deaton

Malloy

Leonard/Smith

Semester

variable

variable

Senior-1st Semester

Senior-2nd Semester

Senior-2nd Semester

Junior/Senior

Senior-2nd Semester

Sophomore/Junior

1

x

 

 

x

x

 

 

 

2.1

x

x

 

x

x

 

 x

 

2.2

x

x

 

x

x

x 

 

 

2.3

x

x

 

x

x

x

 

 

2.4

x

x

x

x

x

 

 

 

2.5

x

x

 

x

x

 

 

x 

2.6

x

x

 

x

x

 

 

x

2.7

x

x

 

x

 

 

x 

3.1

x

 

x

 

x

x

 

3.2

x

 

x

x

 

x

x

x

3.3

x

 

x

x

 

 

 

 

3.4

x

 

x

x

 

 

x

 

3.5

x

 

x

x

 

 

 

 

4

x

 

x

x

x

x

x

x

5.1

x

 

 

x

 

x

 

 

5.2

x

 

 

x

 

 

 

x

Type and Number of

Assessment

Name of Assessment

(10)

Type or Form of Assessment

(11)

When the Assessment Is

Administered (12)

Assessment #1: Licensure

assessment, or other content-

based assessment (required)

PLT & PRAXIS II

State licensure exams

Senior year, final semester

Assessment #2: Content knowledge

in early childhood education

(required)

Course Grades

Content Course Grades

Throughout program, completed prior to student teaching

Assessment #3: Candidate ability to

plan implement appropriate teaching and learning experiences (required)

Lesson Plan and Unit Outline Project

Social Studies Lesson Plan and unit outline

Senior year, first semester – EDEL 4870 Social studies Methods

Assessment #4:Student teaching or

internship (required)

Rating form

Final Student teaching evaluation

Senior year, final semester – EDEL 4830 Student Teaching

Assessment #5: Candidate effect on

student leaning (required)

Unit of Instruction

APS 2 & 3 evaluation Unit Plan

Senior year, final semester – EDEL 4830 Student Teaching

Assessment #6: Additional

assessment that addresses

standards (required)

Assignment

Science/Math Small Group Assignment

Junior/Senior Year – EDEL 4510 and EDEL 4520 Math & Science Methods

Assessment #7: Additional

assessment that addresses standards (optional)

Long Range Plan

APS1 evaluation Long Range Plan w/ ELA focus

Senior year, final semester – EDEL 4830 Student Teaching

Assessment #8: Additional

assessment that addresses

standards (optional)

Portfolio Project

Portfolio Project evaluation

Sophomore/Junior year – EDEL 3100 & EDEL 3210 Art/PE/Health

NCTE, Secondary English

Assessment #1:

Licensure

assessment, or

other content-

based assessment

(required)

Praxis Tests Required by South Carolina for Licensure

Praxis II 41 and 42

State Licensure Test

No later than January of spring semester of senior year

Assessment #2:

Content knowledge

in English(required)

Content knowledge 1: Content knowledge for literature and multimedia texts

Content Knowledge 2: Content knowledge for language and writing

Course Grades In English and English Education Courses

Grades for Each Major Course

Throughout Program

Assessment #3:

Candidate ability to

plan instruction (required)

Content Pedagogy 3: Planning literature and reading instruction

Content Pedagogy 4: Planning composition instruction in ELA

Learners and learning 5:

Planning, implementing, and reflecting on instruction

Integrated English Language Arts Unit Plan

Performance-Based Assessment

Fall Semester of Senior Year (Prior to Student Teaching)

EdSec 424 Teaching Secondary English

Assessment #4:

Student teaching or

internship (required)

NCATE STANDARDS:

Learners and learning 5: Planning, implementing and reflecting on instruction

Professional knowledge 7: Interaction with students, families and colleagues

Formal Observations of Lessons During Student Teaching

Itemized Checklist of Performance Standards Used to Evaluate Professional Teaching

Spring Semester of Senior Year in EdSec 444 Student Teaching

Assessment #5:

Candidate effect on

student learning

(required)

Learners and learning 5:Planning, implementing and reflecting on instruction

Teacher Research Essay on Effects of Integrated ELA Unit on Student Learning & Engagement

Reflective Teacher Research Essay

Spring Semester of Senior Year Near End of Student Teaching in EdSec 444 Student Teaching and EdSec 454 Capstone Seminar in the Teaching of English

Assessment #6:

Additional

assessment that

addresses NCTE

standards

(required)

All standards assessed here.

Showing the Pros That You Can Teach English

An Oral Defense

Spring Semester of Senior Year During Student Teaching in EdSec 444 Student Teaching and in EdSec 454 Capstone Seminar in the Teaching of English

Assessment #7:

Additional

assessment that

addresses NCTE

standards

(optional)

Professional Knowledge 7:

Reflective Observational Journal

Series of reflective prompts connected to theories and research around social justice.

Fall Semester of Senior Year (Prior to Student Teaching)

EdSec 424 Teaching Secondary English

Assessment #8:

Additional

assessment that

addresses NCTE

standards

(optional)

Assessment 1: Licensure

Assessment 2: Content Knowledge

Assessment 3: Planning

Assessment 4: Formal observations

Assessment 5: Teacher research essay

Assessment 6: Showing the pros

Assessment 7: Reflective observation Journal

I. Content Knowledge: Literature and reading

 

 

 

 

 

 

 

Element 1: Range of texts

X

X

 

 

X

Element 2: Reading and making meaning through media interaction

x

x

 

 

X

II. Content Knowledge: Language and Writing

 

 

 

 

 

 

 

Element 1: Composing formal and informal texts

X

X

 

 

x

Element 2: Grammar and mechanics, Language history, language acquisition

X

X

 

 

x

Element 3: Composing texts through media interaction

X

X

 

 

x

III. Content Pedagogy: Literature and Reading

 

 

 

 

 

 

 

Element 1: Layering texts and activities

 

 

X

X

x

 

Element 2: Authentic assessments

 

 

X

X

x

x

 

Element 3: Planning reading based on standards and theory.

 

 

X

X

X

 

Element 4: Designing and selecting appropriate reading assessments

 

 

X

X

X

 

Element 5: Language structure related to reading

 

 

X

X

 

X

 

Element 6: Curriculum integration and interdisciplinary learning

 

 

X

X

 

X

 

IV. Content Pedagogy: Writing and composition

 

 

 

 

Element 1: Layering composition opportunities and writing processes

 

 

X

X

 

X

 

Element 2: Responding to writing designing a range of assessments

 

 

X

X

 

X

 

Element 3: Instruction in grammar usage and mechanics for different audiences

 

 

X

X

 

X

 

Element 4: Incorporation of home and community languages

 

 

X

X

 

X

 

V. Learners and learning: Implementing instruction

 

 

 

 

 

 

 

Element 1: Standards-based and contextualized instruction

 

 

 

X

X

 

 

Element 2: Student-centered learning and targeted instruction

 

 

 

X

X

 

 

Element 3: Differentiated instruction that incorporates student input

 

 

 

X

X

 

 

Element 4: Range of instructional strategies

 

 

 

X

X

 

 

VI. Professional knowledge and skills

 

 

 

 

 

 

 

Element 1: Instruction promotes social justice and critical engagement.

 

 

 

 

X

 

X

Element 2: Responsive and inclusive instruction for a range of identities and histories

 

 

 

 

X

 

X

NCTM, Bachelors and MAT Secondary Education Math

Type and Number of

Assessment

Name of Assessment

(10)

Type or Form of Assessment (11)

When the Assessment Is

Administered (12)

Assessment #1: Licensure

assessment, or other content-

based assessment (required)

Praxis II Licensure Exams

State Licensure Test

PRAXIS II content exam – must be passed by end of program

Assessment #2: Content knowledge in secondary mathematics education

(required)

Grades from Selected Math Courses

Grades from selected required math courses

Throughout program, completed prior to student teaching (undergraduate)

Transcript analysis for admission /Remediation courses if necessary (MAT)

Assessment #3: Candidate ability to

plan instruction (required)

Unit Plan

Methods Unit Plan

EDSC 4260/EDSC 8620 Methods course - semester before student teaching

Assessment #4: Student teaching

(required)

Final Evaluation Form

Final Student Teaching Observation Form/Formal Lesson Observations

EDSC 4460/EDSC 8910 Student Teaching Internship - final spring semester of program

Assessment #5:Candidate effect on

student leaning (required)

Impact on Learning Assignment

Impact on Learning Assignment

EDSC 4560/EDSC 8920 Student Teaching Seminar - concurrent with student teaching internship final spring semester of program

Assessment #6: Additional

assessment that addresses NCTM

standards (required)

Historical Project

Historical Project

EDSC 4560/EDSC 8920 Student Teaching Seminar - concurrent with student teaching internship final spring semester of program

NCTM CAEP Standards

A1

State Licensure Test

5161

A2 Content knowledge

Course grades

A3

Instruction/Unit Plan

Methods Unit plan (EDSC 4260)

A4

Final Student Teaching Observation Form or Formal Lesson Observations (EDSC 4460)

A5

Effect on Student Learning

Impact Upon Student Learning Assignment (EDSC 4560)

A6

History Project

Student teaching seminar (EDSC 4560 or MAT course)

1. Content Knowledge

A.1.1, A.1.2, A.1.3, A.2.1, A.2.2, A.2.3, A.2.4, A.3.2, A.3.3, A.3.4, A.3.5, A.3.6, A.3.7, A.3.8, A.3.9

A.4.1, A.4.3, A.4.4, A.4.5, A.5.1, A.5.3, A.5.5, A.6.2, A.6.3

A.1.4, A.2.5 (linear algebra, MATH 3110)

A.2.6* (modern algebra, MATH 4120) A.5.2, A.5.4 (MATH 1080 and MATH 2060) A.6.1, A.6.4 (discrete math, MATH 3190?) A.3.1* through geometry MATH 3080)?

A.1.5, A.2.7, A.3.10, A.4.6, A.5.6, A.6.5

2. Mathematical Practices

2e, 2f

2a, 2b, 2c, 2d

3. Content Pedagogy

3a, 3c, 3d

3a, 3b, 3c, 3d, 3e, 3f, 3g

3d

4. Mathematical Learning Environment

4b, 4c, 4d, 4e

4a, 4b, 4c, 4d, 4e

4d

5. Impact on Student Learning

5b, 5c

5a, 5b, 5c

6. Professional Knowledge and Skills

6b, 6c

6a, 6b, 6c (6a from APS 10)

NSTA, Bachelors and MAT Secondary Education Science

Type and Number of

Assessment

Name of Assessment

(10)

Type or Form of Assessment

(11)

When the Assessment Is

Administered (12)

Assessment #1: Content Knowledge

– Licensure Tests 13(required)

Praxis Scores

National Licensure Test required by the South Carolina State Department of Education

Praxis II (LT and Content Exams —completion of program

Assessment #2: Content Knowledge

– an assessment of general content

knowledge in discipline to be taught (required)

Content Knowledge (GPA)

Course grades

Throughout program , completed prior to student teaching (undergraduate)

Transcript analysis for admission (MAT)

Assessment #3: Pedagogical and

Professional Knowledge, Skills

and Dispositions – Planning instruction

and assessment (required)

Pedagogy—Teaching Unit

Unit Plan

EDSC 4270/EDSC 8610 Science Methods - semester before student teaching

Assessment #4: Pedagogical and

Professional Knowledge, Skills

and Dispositions – Student Teaching

Assessment (required)

Student Teaching

Observation Form

EDSC 4470/EDSC 8910 Student Teaching Internship - final spring semester of program

Assessment #5: Effects on Student

Learning (required)

Effects on Student Learning

Student Learning Work Samples

EDSC 4570/EDSC 8920 Student Teaching Seminar - concurrent with student teaching internship final spring semester of program

Assessment #6: Professional knowledge and skills

Professional Development

Professional Development Form

EDSC 4570/EDSC 8920 Student Teaching Seminar - concurrent with student teaching internship final spring semester of program

NSTA

Assessment 1: Praxis

Assessment 2: Content Forms/GPA

Assessment 3: Methods Unit Plan (EDSC 4270/EDSC 8610)

Assessment 4: Student Teaching Observation Form (EDSC 4470/EDSC 8910)

Assessment 5: Student Learning Work Samples (EDSC 4570/EDSC 8920)

Assessment 6: Professional Development Form (EDSC 4570/EDSC 8920)

Content Knowledge

 

 

 

 

 

 

1a. Concepts, principles, theories, laws, & relationships

x

x

 

 

 

 

1b. Supporting discipline content

x

x

 

 

 

 

1c. State/National standards

 

 

x

 

 

 

Content Pedagogy

 

 

 

 

 

 

2a. Variety of inquiry approaches

 

 

x

 

 

 

2b. Active inquiry lessons

 

 

x

 

 

 

2c. Naïve/Preconceptions

 

 

x

 

 

 

Learning Environments

 

 

 

 

 

 

3a. Variety of teaching strategies

 

 

x

 

 

 

3b. Inquiry, labs, field, NOS

 

 

x

 

 

 

3c. Assessment

 

 

x

 

 

 

3d. Safety

 

 

x

 

 

 

Safety

 

 

 

 

 

 

4a. Chemicals

 

 

 

x

 

 

4b. Procedures

 

 

 

x

 

 

4c. Living organisms

 

 

 

x

 

 

Impact on Student Learning

 

 

 

 

 

 

5a. Scientific Knowledg

 

 

 

 

x

 

5b. NOS

 

 

 

 

x

 

5c. Inquiry

 

 

 

 

x

 

Professional Knowledge and Skills

 

 

 

 

 

 

6a. Content PD

 

 

 

 

 

x

6b. Education PD

 

 

 

 

 

x

NCSS, Secondary Education Social Studies

Type and Number of

Assessment

Name of Assessment

(10)

Type or Form of Assessment

(11)

When the Assessment Is

Administered (12)

Standards Alignment

Assessment #1: Licensure

assessment, or other content-

based assessment (required)

Praxis II

Standardized Test for Teacher Certification

Praxis II: Social Studies

Senior Year or End of the Program

NCSS standard x…

Assessment #2: Content knowledge in social studies

(required)

Grades in Content Courses

Course Grades

95 Hours of Completed Course Credit are Required Prior to Student-Teaching.

Assessment #3: Candidate ability to plan instruction

(required)

Curriculum Unit Plan

Candidates’ Unit Plan

Assignment Grade Based on Scoring Tool

During the Social Studies Methods Course (EDSC 4280); The Semester Prior to Student-Teaching

Assessment #4: Student teaching (required)

Student Teaching Evaluation

Evaluation of Candidate’s Planning, Teaching, and Assessing as Aligned with the 10 NCSS Thematic Strands

At the End of the Student-Teaching Internship (EDSC 4480)

Assessment #5: Candidate effect on student leaning

(required)

Assessment Portfolio

Compilation of Student Assessment Tools and the Candidate’s Analysis of Impact on Student Learning

Assignment Grade Based on Scoring Tool

During Student-Teaching Internship (EDSC 4580)

Assessment #6: Additional

assessment that addresses NCSS standards (required)

ADEPT Student-Teaching Evaluations

Student-Teaching Evaluations

At the End of the Student-Teaching Internship (EDSC 4480)

Assessment #7: Additional

assessment that addresses NCSS standards (optional)

Microteaching Assignment

Candidates’ Microteaching Assignment

Assignment Grade Based on Scoring Tool

During the Social Studies Capstone Course (EDSC 4580); The Semester during Student-Teaching

Assessment #8: Additional

assessment that addresses NCSS standards (optional)

CEC, BA, Special Education

Name of Assessment[footnoteRef:1] [1: Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.]

Type or

Form of Assessment[footnoteRef:2] [2: Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).]

When the Assessment

Is Administered[footnoteRef:3] [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).]

CEC Standards Alignment

1

PRAXIS

State licensure test:

Special Education: Core Knowledge and Mild-to-moderate Applications

fall semester senior year

CEC Standard 1:

1.1, 1.2

CEC Standard 2:

2.1, 2.2, 2.3

CEC Standard 4:

4.1, 4.2, 4.3

CEC Standard 5:

5.1, 5.3, 5.4, 5.5, 5.6

CEC Standard 6:

6.1, 6.2, 6.3, 6.4, 6.5, 6.6

CEC Standard 7:

7.1, 7.2, 7.3

2

IEP Project

Candidates review a case study of a middle/secondary-aged student and develop a draft IEP using IEP software used by the state (EXCENT), including transition goals, for the student.

EDSP 4970: fall semester senior year

CEC Standard 1:

1.2

CEC Standard 4:

4.2, 4.3

CEC Standard 5:

5.2, 5.5

CEC Standard 7:

7.2

3

Instructional Unit Plan

Candidates develop a 2-week unit plan based on Common Core State Standards for a specific grade and subject in their student teaching placement.

EDSP 4950: spring semester senior year

CEC Standard 1:

1.1

CEC Standard 3:

3.1, 3.2, 3.3

CEC Standard 5:

5.1, 5.2, 5.7

4

Student Teaching Final Summary

Final joint evaluation by the University Supervisor and Mentor Teacher of candidate’s semester-long teaching experience.

EDSP 4980: spring semester senior year

CEC Standard 2:

2.1, 2.2

CEC Standard 5:

5.2, 5.7

CEC Standard 6:

6.1, 6.3, 6.4, 6.5, 6.6

5

Curriculum-Based Measurement Project

Field-based project where candidate collects academic performance data for an individual student and makes instructional decisions and recommendations based on student performance data.

EDSP 4940: fall semester senior year

CEC Standard 1:

1.1, 1.2

CEC Standard 4:

4.2, 4.4

CEC Standard 5:

5.1, 5.6

CEC Standard 7:

7.1

6

Behavior Change Project

Field-based project where candidates identify a target behavior to address based upon functional behavior analysis and apply specific intervention(s) to address the student’s behavior.

EDSP 4930: fall semester senior year

CEC Standard 1:

1.2

CEC Standard 2:

2.2, 2.3

CEC Standard 4:

4.4

CEC Standard 5:

5.6

CEC Standard 6:

6.1

CEC Standard 7:

7.1, 7.2, 7.3

7

Assessment Report

Candidates are expected to develop skills in (a) selecting and using technically adequate formal assessments, (b) recognizing strengths and limitations of various types of assessment; (c) interpreting results, and (d) adhering to procedural safeguards in determining eligibility for special education and related services.

EDSP 4910: spring semester junior year

CEC Standard 4:

4.1, 4.2

CEC Standard 6:

6.3

8

Assistive Technology Project

Candidates analyze the information provided in a detailed case study. They use that information to design and develop a piece of low-tech equipment that addresses the assistive technology needs that have been presented in the case study description.

EDSP 3730: spring semester junior year

CEC Standard 1:

1.1, 1.2

CEC Standard 2:

2.3

CEC Standard 3:

3.2

CEC Standard 5:

5.1, 5.3, 5.4

CEC Standard 7:

7.1, 7.2, 7.3

Standards:

Key Elements

Assessment 1:

PRAXIS

Assessment 2:

IEP Project EDSP 4970

Assessment 3:

Unit Plan EDSP 4950

Assessment 4:

Final Summary EDSP 4980

Assessment 5:

CBM Project EDSP 4940

Assessment 6:

Behavior Change Project EDSP 4930

Assessment 7:

Assessment Report EDSP 4910

Assessment 8:

Assistive Tech Project EDSP 3730

1.1

X

X

X

X

1.2

X

X

X

X

X

2.1

X

X

2.2

X

X

X

2.3

X

X

X

3.1

X

3.2

X

X

3.3

X

X

4.1

X

X

4.2

X

X

X

X

4.3

X

X

4.4

X

X

5.1

X

X

X

X

5.2

X

X

X

5.3

X

X

5.4

X

X

5.5

X

X

5.6

X

X

X

5.7

X

X

6.1

X

X

X

6.2

X

6.3

X

X

X

6.4

X

X

6.5

X

X

6.6

X

X

7.1

X

X

X

7.2

X

X

X

7.3

X

X

CEC, MEd, Special Education

a. Emphasis in Learning Disabilities b. Emphasis in Emotional/Behavioral Disorders c. Emphasis in Intellectual Disabilities

Name of Assessment[footnoteRef:4] [4: Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.]

Type or

Form of Assessment[footnoteRef:5] [5: Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).]

When the Assessment

Is Administered[footnoteRef:6] [6: 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).]

CEC Standards Alignment

1

PRAXIS exams

State Licensure Tests:

a. Special Education: Core Knowledge & Applications AND Special Education: Teaching Students with Learning Disabilities

b. Special Education: Core Knowledge & Applications AND Special Education: Teaching Students with Behavioral Disorders/Emotional Disturbances

c. Special Education: Core Knowledge & Applications AND Special Education: Teaching Students with Mental Retardation

last semester of program

CEC Standard 1

CEC Standard 2

CEC Standard 3

CEC Standard 4

CEC Standard 5

CEC Standard 6

CEC Standard 7

2

IEP Project

Candidates review a case study of a middle/secondary-aged student and develop a draft IEP using IEP software used by the state (EXCENT), including transition goals, for the student.

EDSP 8410 offered fall of each year

CEC Standard 1:

1.2

CEC Standard 4:

4.2, 4.3

CEC Standard 5:

5.2, 5.5

CEC Standard 7:

7.2

3

Unit Plan

Candidates develop a 2-week unit plan based on Common Core State Standards for a specific grade and subject in their student teaching placement.

a. EDSP 8110

b. EDSP 8140

c. EDSP 8170

CEC Standard 1:

1.1

CEC Standard 3:

3.1, 3.2, 3.3

CEC Standard 5:

5.1, 5.2, 5.7

4

Final Practicum Summary

Evaluation by the University Supervisor of candidate’s semester-long field experience.

a. EDSP 8120

b. EDSP 8150

c. EDSP 8180

CEC Standard 2:

2.1, 2.2

CEC Standard 5:

5.2, 5.7

CEC Standard 6:

6.1, 6.3, 6.4, 6.5, 6.6

5

Curriculum-Based Measurement Project

Field-based project where candidates collect academic performance data for an individual student with disabilities and makes instructional decisions and recommendations based on student performance data.

a. EDSP 8120

b. EDSP 8150

c. EDSP 8180

CEC Standard 1:

1.1, 1.2

CEC Standard 4:

4.2, 4.4

CEC Standard 5:

5.1, 5.6

CEC Standard 7:

7.1

6

Assessment Report

Candidates develop a thorough description of a specific assessment instrument including normative data, technical adequacy, scoring guidelines, and the MMY evaluation of the instrument. Candidates then administer the assessment to a student in a local school setting. Candidates must collect relevant background information for the student and describe the results of the student’s assessment. Finally candidates write an IEP objective based on informal assessment in the identified area of weakness as determined by the formal assessment results.

EDSP 8210: Spring semester each year

CEC Standard 4:

4.1, 4.2

CEC Standard 6:

6.3

7

Single-Subject Research Report

Candidates develop a behavioral intervention using multiple formal and informal assessments, with special consideration given to legal matters and ethical considerations. The assignment results in a short manuscript which mirrors published data-based research articles. Candidates must use an appropriate research design, implement a research-validated instructional intervention, measure the student’s progress through appropriate means, and include a discussion section that reflects findings and is tied to previous research.

EDSP 8540: Spring semester

CEC Standard 1:

1.2

CEC Standard 2:

2.2, 2.3

CEC Standard 4:

4.4

CEC Standard 5:

5.6

CEC Standard 6:

6.1

CEC Standard 7:

7.1, 7.2, 7.3

CEC Assessment Matrix, Special Education: Emotional and Behavior Disorders Emphasis (MEd)

Standards:

Key Elements

Assessment 1:

PRAXIS

Assessment 2:

IEP Project

Assessment 3:

Unit Plan

Assessment 4:

Practicum Summary

Assessment 5:

CBM Project

Assessment 6:

Assessment Report

Assessment 7:

Single Subject Report

1.1

X

X

X

1.2

X

X

X

X

2.1

X

X

2.2

X

X

X

2.3

X

X

3.1

X

X

3.2

X

X

3.3

X

X

4.1

X

X

4.2

X

X

X

X

4.3

X

X

4.4

X

X

X

5.1

X

X

X

5.2

X

X

X

X

5.3

X

5.4

X

5.5

X

X

5.6

X

X

X

5.7

X

X

6.1

X

X

X

6.2

X

6.3

X

X

X

6.4

X

X

6.5

X

X

6.6

X

X

7.1

X

X

X

7.2

X

X

X

7.3

X

X

CEC Assessment Matrix, Special Education: Intellectual Disabilities Emphasis (MEd)

Standards:

Key Elements

Assessment 1:

PRAXIS

Assessment 2:

IEP Project

Assessment 3:

Unit Plan

Assessment 4:

Practicum Summary

Assessment 5:

CBM Project

Assessment 6:

Assessment Report

Assessment 7:

Single Subject Report

1.1

X

X

X

1.2

X

X

X

X

2.1

X

X

2.2

X

X

X

2.3

X

X

3.1

X

X

3.2

X

X

3.3

X

X

4.1

X

X

4.2

X

X

X

X

4.3

X

X

4.4

X

X

X

5.1

X

X

X

5.2

X

X

X

5.3

X

5.4

X

5.5

X

X

5.6

X

X

X

5.7

X

X

X

6.1

X

X

6.2

X

6.3

X

X

X

6.4

X

6.5

X

6.6

X

7.1

X

X

7.2

X

X

7.3

X

CEC Assessment Matrix, Special Education: Learning Disabilities Emphasis (MEd)

Standards:

Key Elements

Assessment 1:

PRAXIS

Assessment 2:

IEP Project

Assessment 3:

Unit Plan

Assessment 4:

Practicum Summary

Assessment 5:

CBM Project

Assessment 6:

Assessment Report

Assessment 7:

Single Subject Report

1.1

X

X

1.2

X

X

X

X

2.1

X

2.2

X

X

2.3

X

X

3.1

X

X

3.2

X

X

3.3

X

X

4.1

X

X

4.2

X

X

X

X

4.3

X

4.4

X

X

X

5.1

X

X

X

5.2

X

X

X

X

5.3

X

5.4

5.5

X

X

5.6

X

X

5.7

X

X

6.1

X

X

6.2

X

6.3

X

X

6.4

X

6.5

X

6.6

X

X

7.1

X

X

X

7.2

X

X

7.3

X

AMLE, Middle Level Education

Type and Number of Assessment

Name of Assessment

Type or Form of Assessment

When the Assessment Is

Administered

Assessment #1: Content Knowledge

– Licensure Tests (required)

Praxis II

National Licensure Test required by SC State Department of Education

Praxis II Content Exams - Prior to Admission in Student Teaching in Spring Semester

Assessment #2: Content Knowledge – an assessment of general content knowledge in discipline to be taught (required)

The Adolescent Learner Knowledge Index

Final Paper; Interview Analysis/Reflection; Gender Assignment

EDML 8030 Adolescent Learner

-Initial course; Summer Session

Assessment #3: Pedagogical and

Professional Knowledge, Skills and Dispositions – Planning instruction and assessment (required)

Teaching Unit

Unit Plan

EDML 8110, 8120, 8130, 8140 Middle Grades Methods/ Practicum – ELA/Soc Studies/Math/Science -Fall Semester prior to student teaching

Assessment #4: Pedagogical and

Professional Knowledge, Skills and Dispositions – Student Teaching

Assessment (required)

Evaluation of Student Teaching

AMLE Evaluation of Student Teaching

EDML 8210, 8220, 8230, 8240 Middle Grades Student Teaching – ELA/Soc Studies/ Math/Science -Spring final semester

Assessment #5: Effects on Student

Learning (required)

Effects on Student Learning

Pre-post Unit

EDML 8210, 8220, 8230, 8240 Middle Grades Student Teaching – ELA/Soc Studies/ Math/Science -Spring final semester

Assessment #6: Professional knowledge and skills

Curriculum Unit

Integrated Unit Plan

EDML 8410 Advanced Middle School Curriculum -Fall semester prior to student teaching

Assessment #7: Additional assessment that addresses AMLE standards (optional)

Team Plan

Team Plan

EDML 8410 Advanced Middle School Curriculum -Fall semester prior to student teaching

Assessment #8: Additional assessment that addresses AMLE standards (optional)

Professionalism Evaluation

ADEPT Portfolio APS 10 Evaluation Rating

EDML 8210, 8220, 8230, 8240 Middle Grades Student Teaching – ELA/Soc Studies/Math/Science

-Spring final semester

AMLE STANDARD

APPLICABLE ASSESSMENTS FROM SECTION II

Programmatic Standards

1. Middle Level Courses and Experiences. Institutions preparing middle level teachers have courses and field experiences that specifically and directly address middle level education.

Information is provided in Section I, Context.

2. Qualified Middle Level Faculty. Institutions preparing middle level teachers employ faculty members who have middle level experience and expertise.

Information is provided in Section I, Context.

Performance-based Standards

1. Young Adolescent Development. Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development, and uses that knowledge in their practice.

Assessments 2, 3, 4

2. Middle Level Curriculum. Middle level teacher candidates understand the major concepts, principles, theories, research, and structures of content to plan and implement curriculum that develops all young adolescents’ competence in subject matter.

Assessments 1, 3, 4, 5, 6, 7

3. Middle Level Philosophy and School Organization. Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools.

Assessments 6, 7

4. Middle Level Instruction and Assessment. Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to data-informed instruction and assessment.

Assessments 3, 4, 5, 6

5. Middle Level Professional Roles. Middle level teacher candidates understand their complex role as teachers of young adolescents. They engage in practices and behaviors that develop their competence as middle level professionals. They are informed advocates for young adolescents and middle level education and work successfully with colleagues, families, community agencies, and community members.

Assessments 4, 6, 7, 8

IRA, Literacy Education

STANDARDS

 

Praxis

Foundations Paper (EDLT 8100)

Assessment report w/ Teacher Comm (EDLT 8120)

Diagnostic & Instructional Case Study of a Struggling Reader and Writer (EDLT 8160)

Needs Assessment and PD Plan (EDLT 8180)

Children's Literature Project (EDLT 8110)

Coaching Documen-tation EDLT 8770)

1.1

 

X

 

 

X

 

 

1.2

X

X

 

 

 

 

 

1.3

 

X

 

 

X

 

 

2.1

 

 

 

 

X

X

 

2.2

X

 

 

X

 

 

 

2.3

X

 

 

X

 

X

 

3.1

X

 

X

 

 

 

 

3.2

 

 

X

X

 

 

 

3.3

 

 

X

X

 

 

 

3.4

 

 

 

X

X

 

 

4.1

 

 

 

 

X

X

 

4.2

 

 

 

X

 

X

 

4.3

 

 

 

 

X

X

 

5.1

X

 

 

 

X

 

 

5.2

X

 

 

X

 

 

 

5.3

 

 

 

X

X

 

 

5.4

 

 

X

 

X

 

 

6.1

 

 

 

 

X

 

X

6.2

 

X

 

 

 

 

X

6.3

 

X

 

 

 

 

X

6.4

 

 

 

 

X

 

X

Assessments

Foun-dations

Children's Literature Project

Assessment Report w/ Teacher Communication

Diagnostic Case Report

Needs Assessment and PD Plan

Coaching Documen-tation

 

Coaching Levels

1

X

X

 

 

 

X

 

2

 

 

X

X

X

X

 

3

 

 

 

 

X

X

 

Coaching Level 1: Informal--Instructional conversations with groups/participating in professional development activities (sharing ideas and materials with teachers, identifying issues or needs, setting goals for specific students, and problem solving); developing and providing materials for/with teachers; assisting with assessing students; instructing a small group of students to learn about their specific strengths and needs; leading or participating in study groups; participating in professional development activities and sharing ideas and materials with colleagues (workshops and conferences).

Coaching Level 2: More Formal--Co-planning daily/weekly lesson plans; utilizing curriculum and developmental benchmarks for planning purposes; holding team meetings (grade level, reading teachers) interpreting assessment data (helping teachers use results for instructional decision-making); providing feedback and discusing teaching and learning with individuals; implementing professional presentations.

Coaching Level 3: Formal--Modeling and discussing lessons; co-teaching lessons/ visiting classrooms and providing feedback through non-evaluative observations; analyzing videotape lessons with teachers. Planning, implementing, and evaluating job-embedded professional development initiatives.

ELCC, Educational Leadership Building Level

2014 ELCC ASSESSMENT DEVELOPMENT WORKSHEET BUILDINGThis is a planning document for use by faculty

ELCC STANDARDS[footnoteRef:7] [7: Language in parenthesis taken from 2011 ELCC Building Standards document, p. 25]

Assessment #1[footnoteRef:8] [8: Praxis alignment conducted Dec-Jan from Praxis documents and added to matrix on 2/10/14]

(A state licensure assessment, or other assessment of candidate content knowledge of concepts contained in the ELCC building-level standards.)

Assessment #2

(Another assessment of candidate content knowledge of concepts contained in the ELCC building-level standards.)

Assessment #3

(Demonstration of candidate application of building level leadership skills in instructional leadership)

Assessment #4

(Demonstration of candidate application of building level leadership skills in a school level internship/clinical practice setting(s).)

Assessment #6

(Demonstration of candidate application of building level leadership skills in organizational management and community relations.)

Assessment #5

(Demonstration of candidate application of building level leadership skills that support an effective P- 12 student learning environment)

CONTENT ASSESSMENTS

PROFESSIONAL SKILLS ASSESSMENTS

SKILL EFFECTS

ELCC 1.0

1.1

x

EDL 7000

1.2

x

EDL 7000

1.3

EDL 7350

EDL 7000

1.4

x

Intern 2

ELCC 2.0

2.1

x

EDL 7300

2.2

x

EDL 7400

2.3

x

EDL 7300

2.4

x

Intern 2

ELCC 3.0

3.1

x

EDL 7450

3.2

x

EDL 7450

3.3

EDL 7350

EDL 7200

3.4

EDL 7350

EDL 7200

3.5

EDL 7350

EDL 7200

ELCC 4.0

4.1

EDL 7350

EDL 7150

4.2

EDL 7350

EDL 7150

4.3

x

EDL 7150

4.4

x

EDL 7150

ELCC 5.0

5.1

EDL 7350

EDL 7250

5.2

x

EDL 7250

5.3[footnoteRef:9] [9: Democracy, equity, and diversity – not sure where this should go]

x

EDL 7250

5.4

x

EDL 7250

5.5[footnoteRef:10] [10: Social Justice – not sure where this should go]

EDL 7250

ELCC 6.0

6.1

x

Intern 2

6.2

EDL 7350

Intern 2

6.3

EDL 7350

Intern 2

ELCC 7.0

7.1

ELCC STANDARDS[footnoteRef:11] [11: Language in parenthesis taken from 2011 ELCC District Standards document, pp. 26-27]

Assessment #1

(A state licensure assessment, or other assessment of candidate content knowledge of concepts contained in the ELCC district-level standards.)

Praxis II, Educational Leadership: Administration and Supervision, 10410

Assessment #2

(Another assessment of candidate content knowledge of concepts contained in the ELCC district-level standards.)

Building Level Comprehensive Examination

Assessment #3

(Demonstration of candidate application of leadership skills in instructional leadership within a district.)

EDL 7000 Stewardship of a Vision

EDL 7250 Ethical Leadership Project

Assessment #4

(Demonstration of candidate application of leadership skills in a district level internship/clinical practice setting(s).)

Internship Skills Assessment:

· Vision assessment and revision plan

· Technology and learning

· Advocacy and policy

Assessment #6

(Demonstration of candidate application of leadership skills in organizational management and community relations within a district.)

EDL 7450 Management and Resource…

EDL 7200 Human Resources Policy Analysis

EDL 7150 School Community relations Plan and Project

Assessment #5

(Demonstration of candidate application of leadership skills that support an effective P- 12 student learning environment within a district.)[footnoteRef:12] [12: MUST include ELCC standard Instructional Leadership]

EDL 7300 Instructional Improvement Plan

EDL 7400 Curriculum Leadership Project

Note: Each element needs to be covered once for content and once for professional leadersh

ELCC, Educational Leadership District Level – under revision

Agricultural Education (State of SC reviewed) – revisions?

Number and Type of Assessment

Name of Assessment

Type of Assessment

When Administered

Assessment #1 Content Knowledge

- Technical Courses

Grade Point Average

Final Grade

Course prior to student teaching

Assessment # 2 - Content Knowledge (Contextual Knowledge)

Student E- Portfolio

Grade

Completion of AgEd 4060 Directed Teaching

Assessment # 3 -Content Assessments

End of Program Test

Test with Scoring Rubric

Completion of Program

Assessment # 4 - Certification Test

PRAXIS I & PRAXIS II (in approval stage)

National Licensure Test Required SC Dept of Ed

Junior and Senior Year

Assessment # 5 - Pedagogical and Professional Knowledge, Skills and Dispositions (Planning instruction and assessment)

Pedagogy –Teaching Unit Plans and Mini Lessons

Project

AgEd 4010 Teaching Methods

Assessment # 6 - Pedagogical and Professional Knowledge, Skills and Dispositions (Student Teaching Assessment)

Student Teaching Evaluations

Written /Visual Appraisal: Reflection Journal

AgEd 4060 Directed Teaching

Assessment # 7 - Candidate Effect on Student Learning

Final Summary Evaluation of Student Learning

Graded Student Material

Final Summary APS 7

Completion of AgEd 4060 Directed Teaching AgEd 4060

CHE, Teaching and Learning

Name of Assessment1

(See attached pages.)

Type or

Form of Assessment2

(Specific Name of Assignment)

When the Assessment is Administered

Assessment Description (the assignment given to the candidate)

Scale used for meaning of the score

Do you have a scoring rubric/guide? Yes/ No

Description of

Field Experience (required for all programs)

Alignment to NBPTS & CF

1

Content Knowledge

Comprehensive Exam - Content

End of Program

Candidates will be challenged on content, as well as pedagogy, to address questions and problems submitted by content (& education) faculty members.

1: Unsatisfactory

2: Competent

3: Target

NBPTS STANDARD 2

CF Capable Knowledge Level 2,

Connected Communication

Level 2

2

Content Knowledge

Multimedia Issues Project

EDSC 7650 /EDEL 7600: Secondary / Elementary School Curriculum

Candidates will research a contemporary issue in Elementary or Secondary curriculum and present it to the class. The paper should address how the issue relates to curriculum / school / practice and how it is affected by state standards

1: Unsatisfactory

2: Competent

3: Target

NBPTS STANDARD 3, 4

CF Capable Practice Level 1,

Connected Communication

Level 1

3

Planning/Implementing appropriate teaching and learning experiences

Curriculum Design Paper

EDSC 7650 /EDEL 7600: Secondary / Elementary School Curriculum

Candidates will design a unit of instruction that is focused on content, tied to relevant theoretical literature, and is that differentiated for individual and cultural differences.

1: Unsatisfactory

2: Competent

3: Target

NBPTS STANDARD 1, 2, 3, 5

CF Caring Beliefs Level 1,

Connected Integration Level 1

4

Assessment of internship or other field experiences

Action Research Project

ED 8600: Action Research

Candidates will work with a team to design and implement a study to measure the impact of an instructional innovation upon student performance.

1: Unsatisfactory

2: Competent

3: Target

The field experience will involve candidates as their innovation is implemented and then evaluated.

NBPTS STANDARD 1, 2, 3, 4, 5

CF Caring Actions Level 1

CF Capable Knowledge Level 1

5

Assessment of candidate effect on student learning

Authentic Assessment

ED 8600: Action Research

Candidates will develop and use appropriate (diagnostic, formative, and summative) assessments to determine the impact of different instructional strategies upon student learning

1: Unsatisfactory

2: Competent

3: Target

Candidates will conduct the study in a classroom over a period of 4 weeks.

NBPTS STANDARD 1, 2, 3, 4, 5

CF Capable Practice Level 2

6

Additional assessment

Comprehensive Exam – Critical Issue in Content Area

End of Program

Candidates will study an educational problem in their content area, study the literature, and propose a solution that will address standards and would enhance performance for all students in a democratic manner.

1: Unsatisfactory

2: Competent

3: Target

CF Caring Beliefs Level 2,

Caring Actions Level 2,

Connected Integration Level 2

22