MISSISSIPPI STATE UNIVERSITY COLLEGE OF …3 I. College of Education Mission As a land grant institution founded in 1878, Mississippi State University has a rich and distinguished

MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION

PROFESSIONAL EDUCATION UNIT ASSESSMENT HANDBOOK

Changing Tomorrow through Education Today

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MISSISSIPPI STATE UNIVERSITY

COLLEGE OF EDUCATION Changing Tomorrow through Education Today

Professional Education Assessment Handbook

Table of Contents: I. College of Education Mission .............................................................................................. 3

II. University, College, and Professional Education Unit Organizational Structure ................ 3

III. College of Education Conceptual Framework ..................................................................... 9

IV. Alignment with Professional and State Standards ............................................................. 10

V. Phases, Key Assessments, and Other Requirements .......................................................... 13

VI. Use of Information Technologies ....................................................................................... 50

VII. Procedures for Data Collection, Analysis, and Use ........................................................... 50

VIII. Procedures for Monitoring Candidates’ Progress .............................................................. 51

IX. Assessment of Unit Operations .......................................................................................... 54

X. Fairness, Accuracy, Consistency, and Elimination of Bias ................................................ 55

XI. College of Education Assessment Committee ................................................................... 55

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I. College of Education Mission As a land grant institution founded in 1878, Mississippi State University has a rich and distinguished tradition of providing leadership and service to the state and its people. Within this tradition of excellence, the mission of the College of Education at Mississippi State University is to prepare highly qualified professionals for the state and region to serve as teachers, administrators, supervisors, counselors, and other professionals in public schools, industry, and human service agencies. The College of Education values outstanding teaching and is dedicated to offering nationally accredited programs that are based on essential knowledge, sound practice, relevant research, and realistic clinical training. The College is committed to providing professional development opportunities at the baccalaureate, master’s, educational specialist, and doctoral levels. Through its leadership in teaching, service, and research, the College of Education prepares professionals who contribute substantially to the improvement of the lives of many individuals in our changing, technologically complex, and increasingly diverse society. II. University, College, and Professional Education Unit Organizational Structure The organizational structure of Mississippi State University, the College of Education, and the professional education unit are outlined below: Organization of the University Mississippi State University is organized into the following colleges:

• Bagley College of Engineering • College of Agriculture and Life Sciences • College of Architecture, Art, and Design • College of Arts and Sciences • College of Business and Industry • College of Education • College of Forest Resources • College of Veterinary Medicine • Meridian Campus

Each college is headed by a Dean who reports to the Provost/Vice President of Academic and Student Affairs. Graduate programs are housed within the colleges and governed by the Office of the Graduate School.

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Organization of the College of Education The College of Education is organized into the following departments:

• Department of Counseling and Educational Psychology • Department of Curriculum, Instruction, and Special Education • Department of Instructional Systems and Workforce Development • Department of Kinesiology • Department of Leadership and Foundations • Department of Music

Each department on the Starkville campus is led by a Department Head who reports to the Dean. Two Associate Deans assist the Dean in the oversight of the College and report to the Dean. The Meridian campus houses the Division of Education, which is headed by a Division Head who reports to the Dean of the Meridian campus. Unit graduate programs are offered within the departments and are overseen by the graduate coordinators, who are members of the graduate faculty, and are governed by the Office of the Graduate School.

OrganizationalStructureoftheCollegeofEducation

DeanofEducation

AssociateDean AssociateDeanforResearchandAssessment

DeanofArtsandSciences

DeanofAgricultureandLifeSciences

DeanofMeridianCampus

AssistanttotheDeanforStudentServices

DirectorofDevelopment

Dept.Head,Curriculum,Instruction,andSpecialEducation

Dept.Head,CounselingandEducationalPsychology

Dept.Head,Music

Dept.Head,Kinesiology

Dept.Head,InstructionalSystems&Workforce

Development

Dir.,SchoolofHuman

SciencesB.S.,Hum.Dev.&FamilyStudies

Dept.Head,Ag.InformationScience&Education(Ph.D.&

Ed.D.programs)

Dept.Head,LeadershipandFoundations

Dir.,NationalResearch&TrainingCtr.onBlindness&LowVision

DivisionHead,DivisionofEducation,

MeridianCampus

Director,T.K.MartinCenter

Director,EarlyChildhoodInstitute

Director,CenterforEducationalPartnerships

AmericaReadsMississippi

ProgramofResearch&

EvaluationforPublicSchools

WorldClassTeachingProgram

EducationalDesignInstitute

MSWriting/Thinking

Institute

MigrantEducation

ServiceCenter

Director,Clinical/Field-BasedInstruction,Licensure,andOutreach

LegendEducationDean’sOffice Arts&SciencesDean’sOffice Ag&LifeSciencesDean’sOffice MeridianCampus Departments Centers&Institutes ProgramshousedwithinaCenter

AdministrativeCoordinative

DeanofEducation

AssociateDean AssociateDeanforResearchandAssessment

DeanofArtsandSciences

DeanofAgricultureandLifeSciences

DeanofMeridianCampus

AssistanttotheDeanforStudentServices

DirectorofDevelopment

Dept.Head,Curriculum,Instruction,andSpecialEducation

Dept.Head,CounselingandEducationalPsychology

Dept.Head,Music

Dept.Head,Kinesiology

Dept.Head,InstructionalSystems&Workforce

Development

Dir.,SchoolofHuman

SciencesB.S.,Hum.Dev.&FamilyStudies

Dept.Head,Ag.InformationScience&Education(Ph.D.&

Ed.D.programs)

Dept.Head,LeadershipandFoundations

Dir.,NationalResearch&TrainingCtr.onBlindness&LowVision

DivisionHead,DivisionofEducation,

MeridianCampus

Director,T.K.MartinCenter

Director,EarlyChildhoodInstitute

Director,CenterforEducationalPartnerships

AmericaReadsMississippi

Director,Clinical/Field-BasedInstruction,Licensure,andOutreach

ProgramofResearch&

EvaluationforPublicSchools

Director,TheLearningCenter

COEAcademicAdvisor

COERecruiter

WorldClassTeachingProgram

EducationalDesignInstitute

MSWriting/Thinking

Institute

MigrantEducation

ServiceCenter

LegendEducationDean’sOffice Arts&SciencesDean’sOffice Ag&LifeSciencesDean’sOffice MeridianCampus Departments Centers&Institutes ProgramshousedwithinaCenter

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Organization of the Professional Education Unit Initial Licensure Programs The professional education unit offers initial licensure programs within four of the academic departments. These initial licensure programs are as follows: Department of Curriculum, Instruction, and Special Education

• Elementary Education – o Early Childhood o Middle Grades

• Secondary Education – o Biology Education o Chemistry Education o English Education o Foreign Language Education o Mathematics Education o Physics Education o Social Studies Education

• Special Education • Master of Arts in Teaching - Middle Level

o Elementary Education (4-6) • Master of Arts in Teaching – Secondary

o Art o Biology o Business o Chemistry o English o French o Mathematics o Music o Physical Education o Physics o Social Studies o Spanish

• Teach Mississippi Institute Special Education (K-12)

Department of Kinesiology

• Physical Education – Sport Pedagogy Department of Music

• Music Education – o Instrumental o Voice

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Department of Instructional Systems and Workforce Development

• Technology Teacher Education Advanced Licensure Programs Within the unit, Master’s, Specialist, and Doctor of Philosophy degrees are offered. These advanced degrees are as follows: Department of Curriculum, Instruction, and Special Education

• Master of Science o Elementary

§ Early Childhood § Middle Level § General

o Secondary o Special Education

• Educational Specialist o Elementary Education o Secondary Education o Special Education

• Doctor of Philosophy – Curriculum and Instruction o Early Childhood o Elementary o General Curriculum and Instruction o Reading o Secondary o Special Education


• Master of Science in Sport Pedagogy Department of Leadership and Foundations

• Master of Arts in Community College Education • Master of Science in School Administration • Master of Science in Workforce Education Leadership • Educational Specialist in Education with concentration in School Administration • Doctor of Philosophy in Community College Leadership • Doctor of Philosophy in Elementary, Middle, and Secondary Education Administration

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Endorsements The professional education unit also offers supplemental endorsements which can be added onto initial licensure requirements. These supplemental endorsements are as follows: Approved Program Supplemental Endorsements

• Computer Applications (12 hours) • Driver Education (12 hours) • Emotional Disability (K-12) • English as a Second Language (15 hours) • Gifted (12 graduate hours) • Health Education (12 hours) • Mathematics (21 hours) • Mild/Moderate Disability (K-8) (Added only to elementary-21 hours) • Mild/Moderate Disability (7-12) (Added only to secondary or special subject license-21

hours) • Nursery-Grade (N-1) (21 hours) • Physical Science (14 hours) • Remedial Reading (21 hours) • Severe Disability (K-12) (Added only to mild/moderate-12 hours) • Information and Communication Technology I • Information and Communication Technology II

Supplemental Endorsements (21 Hours of Coursework in Subject Area)

• Agriculture • Art Education • Bible • Biology • Business Education • Chemistry • Chinese • Drama • Economics • English • French • General Science • German • Home Economics • Italian • Journalism • Latin • Marketing • Music Education Instrumental • Music Education Vocal • Physical Education • Physics

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• Psychology • Russian • Social Studies • Spanish • Speech Communication

III. College of Education Conceptual Framework The faculty in the College of Education at Mississippi State University are committed to assuring the success of students and graduates by providing superior learning opportunities that are continually improved as society, schools, and technology change. Consequently, the faculty in the College of Education assist educational professionals in acquiring the necessary knowledge, skills, behaviors, and attitude to function competently and ethically; they also dedicate themselves to the continual improvement of all students’ educational experiences.

The organizing theme for the conceptual framework for the College of Education at Mississippi State University is educational professionals - dedicated to continual improvement of all students’ educational experiences. The visual symbol is a shield depicting a burning torch, a metaphor for the necessary knowledge, skills, behaviors, and attitudes of educational professionals and a globe, symbolizing the dedication of educational professionals to the improvement of all students’ educational experiences. On the outside edges of the shield are the areas of study which constitute the components of the educative process and are essential underpinnings for development of knowledge, skills, behaviors and attitudes of educational professionals: (1) General Studies which constitute the university core curriculum, assist educational professionals in understanding themselves and the world around them and allow them to gain both a more integrated view of

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knowledge and an authentic view of life; (2) Professional/Pedagogical Studies encourage educational professionals to connect their knowledge of those areas of specialization to an understanding of how students or clients learn and think at various stages in their development; (3) Content/Specialty Studies enhance and build upon the general studies, allowing students opportunity to learn to think about how knowledge in their discipline can contribute to educating productive educational professionals; and (4) Field/Clinical Experiences allow students the opportunity to participate in field/site-based experiences where they explore the issues involved in the setting and develop specific competencies through guided practice, both of which contribute to effective teaching/leadership and build reflective practice to help ensure that the necessary skills have been mastered. The Conceptual Framework delineates a set of proficiencies which include the desired outcomes for all students in the College of Education – see the Conceptual Framework Program Outcomes (CFPO’s). Contained within the shield are the words “knowledge,” “practice,” “reflection,” and “collaboration” identifying the essential characteristics of effective educational professionals. The beliefs that guide program development are as follows: 1. KNOWLEDGE - Educational professionals must have a deep understanding of the

organizing concepts, processes, and attitudes that comprise their chosen disciplinary knowledge base, the pedagogical knowledge base, and the pedagogical content knowledge base. They must also know how to complement these knowledge bases with the appropriate use of technology.

2. COLLABORATION - Educational professionals must continually seek opportunities to work together, learn from one another, forge partnerships, and assume positions of responsibility.

3. REFLECTION - Educational professionals must be willing to assess their own strengths and weaknesses through reflection. They must also possess the skills, behaviors, and attitudes necessary to learn, change, and grow as life-long learners.

4. PRACTICE - Educational professionals must have a rich repertoire of research-based strategies for instruction, assessment, and the use of technologies. They must be able to focus that array of skills on promoting authentic learning by all students or clients, while exhibiting an appreciation and commitment to the value and role of diversity.

IV. Alignment with Professional and State Standards As previously described in the rationale of the conceptual framework, professional and state standards are at the center of the conceptual framework for all programs. Initial Licensure Programs Initial licensure programs have defined 12 program outcomes which must be met by all program completers. Each initial program outcome is aligned with the Interstate Teacher Assessment and Support Consortium (InTASC; 2008) standards that were adopted as the State of Mississippi standards for teacher education along with the standards of the Specialized Program Associations (SPAs) related to the various programs of study. The InTASC standards were divided into a set of required skills. These skills were cross-referenced with the standards derived from sources

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such as SPAs and Praxis Core and Praxis II test content. This resulted in the 12 Conceptual Framework Program Outcomes that are listed below. The Teacher Education Initial Program Outcomes alignment with the InTASC Standards follows: Conceptual Framework Initial Program Outcomes: 1. Professionalism: The knowledge, skills, and dispositions needed to become a professional

and needed to help all students learn; the demonstration of responsible, ethical behavior, and good judgment. InTASC #9, 10

2. Differentiation and Individualization: The knowledge and understanding of human

behavior and individual differences; the ability to adapt instruction/services to meet the needs of all students/clientele. InTASC #1, 2, 3

3. Knowledge of Content: The depth and breadth of understanding of both content and

teaching strategies relevant to the discipline. InTASC #4, 8 4. Assessment/Evaluation: The basic skills of assessment and evaluation relevant to the

major field of study; the ability to use assessments to improve teaching, learning, and performance. InTASC #6, 9

5. Communication Skills: The ability to use appropriate language, to speak and write with

clarity, and to use standard English in writing and speaking; the demonstration of good listening and interpersonal skills. InTASC #3, 5, 8, 10

6. Social/Cultural Skills: The belief that all students can learn and the relevant social and

cultural skills for working in diverse environments; tolerance, fairness, and culturally appropriate behavior. InTASC #3

7. Technology: The ability to infuse appropriate technology into professional practice.

InTASC #5 8. Reflection: The ability to use self-reflection and problem-solving for improvement and

personal and professional growth. InTASC #9 9. Collaboration: The ability to work cooperatively with peers/colleagues, parents, the

community, and other entities. InTASC #10 10. Planning: The basic skills of planning instruction/services to meet the needs of diverse

populations; the ability to design and implement effective strategies that positively impact student learning. InTASC #7

11. Managing: The basic skills of management in diverse settings. InTASC #3

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12. Resourcefulness: The skills necessary to locate and use relevant resources at the local, state, regional, national, and international levels. InTASC #7

Advanced Licensure Programs Fourteen program outcomes have been defined for advanced licensure programs which must be met by all program completers. The Conceptual Framework Advanced Program Outcomes were derived from the specific standards and indicators of the National Board for Professional Teaching Standards (NBPTS) and SPAs. Each set of professional standards and indicators were cross-referenced and categorized resulting in the 14 Conceptual Framework Program Outcomes described below. The Teacher Education Advanced Program Outcomes alignment with the InTASC and NBPTS indicators follows: Conceptual Framework Advanced Program Outcomes: 1. Professionalism: Knowledge, skills, and dispositions needed to become a professional

and needed to help all students learn; demonstration of responsible, ethical behavior, and good judgment. InTASC #9, 10; NBPTS #3, 5

2. Diversity: Commitment to diversity and the ability to work with students of varied

backgrounds and abilities groups. InTASC #1, 2, 3; NBPTS #1, 3 3. Knowledge: Pursuit and demonstration of in-depth knowledge in the discipline. InTASC

#4, 8; NBPTS #2 4. Assessment: Competency in curriculum/training evaluation and assessment in the

discipline. InTASC #6, 9; NBPTS #3 5. Communication Skills: Ability to use appropriate language, to speak and write with

clarity, and to use standard English in writing and speaking; demonstration of good listening and interpersonal skills. InTASC #3, 5, 8, 10; NBPTS #3

6. Social/Cultural Skills: Belief that all students can learn and the relevant social and

cultural skills for a diverse educational environment; tolerant, fair, and culturally appropriate behavior. InTASC #3; NBPTS #1, 3

7. Technology: Ability to infuse appropriate technology into professional practice.

InTASC #5; NBPTS #1, 2, 3 8. Reflection: Use of self-reflection for improvement of student learning and personal and

professional growth. InTASC #9; NBPTS #4 9. Collaboration: Genuine collaboration with all stakeholders (recipients) in the world of

practice. InTASC #10; NBPTS #5

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10. Inquiry and Problem-solving: Ability to demonstrate problem-solving skills in

professional practice. InTASC #9; NBPTS #1, 3, 4 11. Pedagogy: Demonstration of competency in instruction/training in the discipline.

InTASC #4, 8; NBPTS #2 12. Curriculum Development: Demonstration of competency in curriculum/training

development in the discipline. InTASC #4, 8; NBPTS #4, 5 13. Research: Ability to use research findings to enhance instruction/training and advance

knowledge in the discipline. InTASC #7, 9; NBPTS #4 14. Issues/Trends: Awareness of issues, problems, and trends in the area of professional

practice. InTASC #9; NBPTS #4 V. Phases, Key Assessments, and Other Requirements Initial Licensure Programs The professional education unit of the College of Education has identified four phases common to all initial programs through which candidates must pass in order to successfully complete each program. The unit has also outlined requirements (Table 1) and key assessments (Table 2) through which data are collected for initial programs. This information is identified in the following tables:

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Table 1: Initial Program Phase Requirements

PROGRAM Enrollment Phase І

Admission to Teacher Education Phase ІІ

Retention Admission to

Teaching Internship Phase ІІІ

Exit Phase ІV

Elementary Education Secondary Education Family and Consumer Sciences Education Music Education Special Education Technology Teacher Education

Admission to the university; declaration of a major in a teacher education program; appointment with an advisor

Completion of general education core; 2.75 on 44 hours; 2.5 overall GPA; C or better in Math, English Comp I/II; acceptable ACT, SAT, or Praxis Core scores; 40 hrs. work w/youth; 2 letters of rec.; signed dispositions form; signed licensure advisory; submit to background check; completion of orientation module

After 60 hours or more, maintenance of 2.5 overall GPA; evaluation of dispositions in field-based courses; Learning Skills course for probationary students

2.5 overall GPA; C or better in all professional education and content major courses; take the Praxis II exam

2.0 overall GPA; C or better in all professional education and content major courses; 1/4 of courses at MSU in upper level (3000 & 4000 level); successful completion of teaching internship; minimal hours required for program. (see advisor)

Kinesiology/Sport Pedagogy/ Teaching/ Coaching

Admission to the university; declaration of a major in a teacher education program; appointment with an advisor

Completion of general education core; 2.75 on 44 hours; 2.5 overall GPA; C or better in Math, English Comp I/II; acceptable ACT, SAT, or Praxis Core scores; 40 hrs. work w/youth; 2 letters of rec.; signed dispositions form; signed licensure advisory; submit to background check; completion of orientation module

After 60 hours or more, maintenance of 2.5 overall GPA; evaluation of dispositions in field-based methods; Learning Skills course for probationary students

2.5 overall GPA; C or better in all professional education and content major courses; t the Praxis II exam

2.0 overall GPA; C or better in all professional education and content major courses; 1/4 of courses at MSU in upper level (3000 & 4000 level); successful completion of teaching internship; minimal hours required for program. (see advisor)

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Table 2: Alternate Route Program Requirements

ALTERNATE PROGRAMS Admission 3 Year Non-renewable

License 5 Year Renewable

License AA License

Master of Arts in Teaching - Secondary

Meet state minimum score on the Praxis Core test; meet state minimum score on the content Praxis II; 2.75 GPA on last 60 hours; submit to background check; admission to the Graduate School; admission to the MAT-S degree program

EDS 8243 Advanced Planning and Managing Learning; EPY 8473 Middle Level Assessment

EDS 8886 Dimensions I ( 6 hours/Internship with candidates hired as a full time teacher)

Completion of the 36 hour degree program; passing score on the PLT (Principles of Learning and Teaching 7-12) exam

Master of Arts in Teaching - Middle Level

Meet state minimum score on the Core test; meet state minimum score on the Praxis II Elementary Education: Content Knowledge; 2.75 GPA on last 60 hours; submit background check; admission to the Graduate School; admission to the MAT-M degree program

EDE 8113 Middle Level Management and the Young Adolescent; EPY 8473 Middle Level Assessment and Evaluation

EDE 8133 Middle Level Internship I; EDE 8153 Professional Roles of the Middle Level Educator; EDE 8143 Middle Level Internship II

Completion of the 36 hour degree program; passing score on the PLT (Principles of Learning and Teaching 5-9) exam

Teach Mississippi Institute - Special Education (Mild/Moderate K-12)

2.75 GPA on last 60 hours; pass background check; admission to the MSU Graduate School

Meet state minimum score on the Core test; meet state minimum score on the content Praxis II; EDX 6193 Advanced Planning in Special Education; EDX 6813 Introduction to Assessment in Special Education; EDX 8173 Special Education in the Regular Classroom

EDS 8886 Dimensions I ( 6 hours/Internship with students hired as a full time teacher)

Currently a licensure only program; however, a Master of Arts in Teaching program for special education is being developed by faculty.

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Table 3: Initial Program Key Assessments

INITIAL PROGRAMS Elementary Secondary Math Secondary Science Secondary Social Studies Secondary English

1. State Licensure Test for Content Knowledge:

Praxis II PLT Content


Praxis II (PLT, Content), Content Area of Biology, Chemistry, or Physics


Praxis II ( PLT Grades 7-12, Content: English Language, Literature, and Composition

2. Assessment of Content Knowledge:

CAPA Course Grades in MA, CAPA

GPA and Content Analysis Form

Course Grades in HI, GR, PS, EC, PSY, SOC (correlated to NCSS) Students’ Transcripts

CAPA

3. Other Assessment Addressing Standards:

Senior Methods Block Lesson Plans: EDE 4113, EDE 4123, RDG 4133, EDE 4143

Standards-based Project: EDS 3633

Teacher Candidate Portfolio EDS 4653

Unit Plan EDS 3643

Multicultural Book Lesson Plan: EDS 4673

4. Assessment of Student Internship:

TIAI TIAI, CAPA Science CAPA (revised) CAPA TIAI

5. Assessment of Candidate Impact on Student Learning:

Impact on Student Learning Assignment: EDE 4896

Impact on Student Learning Assignment: EDS 4896

Impact on Student Learning Assignment: EDS 4896

Impact on Student Learning Poster Session EDS 4873

Differentiation of Instruction Poster: EDS 4873


Creative Arts Multi-Arts Project: EDE 3443

Unit Plan (planning): EDS 4633

TIAI Impact on Student Learning: EDS 4896

Impact on Student Learning: EDS 4896


Middle Level Literacy I and II Case Study: RDG 3413 & RDG 3423

Unit Plan (technology and assessment): EDS 4633

NCSS Standards-Based Lesson Plans EDS 4643

Theory to Practice Presentation: RDG 3513


Collaboration Assignment: EDE 4883

History of School Mathematics: EDS 3633

Standards Analysis Presentation: EDS 3673

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INITIAL PROGRAMS Foreign Language Special Education Kinesiology/ Sp. Pedagogy MAT-S MAT-M


Praxis II Praxis II Praxis II Praxis II Praxis II, Praxis Core

2. Assessment of Content Knowledge:

Literary Analysis: FLS/FLF/FLG 3000 or above class

CAPA

Health Related Fitness Assessment: PE 1222 and PE 4873

Transcript Analysis

Middle Level Interdisciplinary Unit Plan: EDE 8133


Unit Plan: EDS 4663 Inclusion Project: EDX 4133

Lesson Plans: PE 4886 and PE 4896

Content-specific items on TIAI: EDS 8886

Middle Level Planning and Assessment Project: EPY 8473

4. Assessment of Student Internship:

TIAI TIAI TIAI/CAPA TIAI

TIAI addendum, Middle Level Dispositions: EDE 8133

5. Assessment of Candidate Impact on Student Learning:


Impact on Student Learning: EDX 4896

Impact on Student Learning: PE 4896


Impact on Student Learning: EDE 8133


Oral Proficiency Interview: EDS 4663

Behavior Change Project: EDX 4873

Motor Skills Assessment: PE 4173

Methods Assignments in the following courses: EDS 6633, 6643, 6653, 6673

Middle Level Professional Roles Reflection and Plan: EDE 8153


SLA Project: EN 4463 Block Expectations: EDX 4113, 4123, 4133

Video Assignment: PE 4873

Final Reflection: EDS 8886

Young Adolescent Development and Responsiveness Paper: EDE 8113


Professional Development Project: EDS 3663

Standards Assessment: EDX 4113

Middle Level Education Month Advocacy Project: EDE 8153

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INITIAL PROGRAMS Teacher Technology Education


Praxis II PLT Content (Business Education)

2. Assessment of Content Knowledge: Praxis II Business Education TIAI CAPA IC3 examination Keyboarding proficiency exam Master Teacher in Economics exam Online teaching certification

3. Other Assessment Addressing Standards: Lesson Plan TKT 4213

4. Assessment of Student Internship: TIAI, CAPA 5. Assessment of Candidate Impact on Student Learning:

Impact on Student Learning Assignment: TKT 4896

6. Other Assessment Addressing Standards: Economics UBD Unit: TKT 4153

7. Other Assessment Addressing Standards: Parent/Teacher Communication: TKT 4153

8. Other Assessment Addressing Standards: FBLA Press Release: TKT 4153 Other assessments used by the unit to collect data from graduates of initial programs are:

• Graduate Follow-Up Survey (One year out) • Employer Follow-Up Survey (One year out)

Advanced Licensure Programs The professional education unit in the College of Education has outlined program requirements and key assessments where data are collected for advanced programs. This information is identified in the following table:

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Advanced Programs for Teacher Educators The unit offers advanced teacher education programs through the Department of Curriculum, Instruction, and Special Education; the Department of Instructional Systems and Workforce Development; and the Department of Kinesiology. Embedded signature assessments that measure candidates’ performance are designated for each program. Data points include admission to the program, progression in the program, end of program, and follow-up of graduates from the program. The following charts map the existing assessment system for each department’s advanced teacher education programs. Table 6: Advanced Program Requirements and Key Assessments Department of Curriculum, Instruction, and Special Education

Master of Science in Elementary Education – Concentrations in Early Childhood Education, General Education, and Middle Level Education

Entry to Program Progress to Program Completion

End-of-Program Post-Program Follow-Up

1a. Content Knowledge for Teacher Candidates

2.75 GPA on last 60 hours of bachelor’s degree Praxis II: Subject Area Exam

Maintain 3.0 GPA Earn no more than 8 hours with a grade <“B”

Complete 36 graduate semester hours of coursework Written Comprehensive Exam: Responses to Research and Curriculum & Instruction Questions Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of comprehensive exams

Exit survey item 3.5: “Obtained the fundamental knowledge necessary to compete successfully in your field.”

1b. Pedagogical Content Knowledge and Skills for Teacher Candidates

GRE Verbal Reasoning GRE Mathematics Reasoning Praxis II: Principles of Learning and Teaching Exam, Part II Instructional Process

Maintain 3.0 GPA Earn no more than 8 hours with a grade <“B”

Complete 36 graduate semester hours of coursework Written Comprehensive Exam: Responses to Curriculum & Instruction, Diversity and Assessments Questions

Exit survey item 3.6: “Acquired technical and research skills necessary for success.”

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Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of comprehensive exams

1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates

GRE Analytical Writing Praxis II: Principles of Learning and Teaching Exam, Part IV Professional Development, Leadership, and Community

While enrolled in RDG 8713, Teaching Struggling Readers and Writers, complete the Writing Instruction Group Presentation, the Implications for the Classroom Paper and the Research Paper assignments with scores of 80% or higher

Written Comprehensive Exam: Responses to Research, Curriculum & Instruction, Diversity & Assessment Questions Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of comprehensive exams


1d. Student Learning for Teacher Candidates

Praxis II: Principles of Learning and Teaching Exam, Part I Students as Learners and Part III Assessment

While enrolled in EDE 8763, Elementary and Middle Level Mathematics Education, peer-teach a mathematics lesson aligned with Common Core Content and Practice Standards with scores of 80% or higher While enrolled in EDE 8733, Teaching Physical, Life and Earth Science in the Elementary/Middle School Classroom, complete the Elementary Science Staff Development Project with scores of 80% or higher

Written Comprehensive Exam: Responses to Assessment & Diversity Questions Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of comprehensive exams


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1g. Professional Dispositions for All Candidates

Letters of recommendation Complete EDE 8763, Elementary and Middle Level Mathematics Education, with a score of 80% or higher for professionalism

Candidates complete a self- evaluation based on the NEA Code of Ethics, the Mississippi Educator Code of Ethics, and the COE Professional Dispositions. Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of registration for the comprehensive examination

Exit survey item 3.8: “Gained a comprehensive understanding of professional ethics.”

Master of Science in Secondary Education




2.75 GPA on last 60 hours of bachelor’s degree Passing score on Praxis II: Subject Area Exam

Complete 6-9 graduate semesters hours in teaching field with grades of C or higher Earn no more than 8 hours with a grade < “B” Maintain 3.0 GPA

Written Comprehensive Examination: Areas One – Four Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of comprehensive exams



GRE Verbal Reasoning GRE Quantitative Reasoning Praxis II: Principles of Learning and Teaching Exam, Part II Instructional Process

Complete EDS 8103, Advanced Methodologies; EDS 8243, Advanced Planning and Learning; and EDS 8613, Middle and Secondary School Curriculum, with grades of C or higher

Written Comprehensive Exam: Area Two, Curriculum and Instruction Data Collected by: Graduate Secretary in Department office When Data are Collected:


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Earn no more than 8 hours with a grade < “B” Maintain 3.0 GPA

At the time of comprehensive exams


GRE Analytical Writing Praxis II: Principles of Learning and Teaching Exam, Part III Professional Development, Leadership, and Community

Complete EDF 8363, Functions and Methods of Research, and EDS 8683, Dispositions and Reflective Practice with a grade of C or higher Earn no more than 8 hours with a grade < “B” Maintain 3.0 GPA

Written Comprehensive Exam: Area Four, Professional Practices Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of comprehensive exams



Praxis II: Principles of Learning and Teaching Exam, Part I Students as Learners and Part III Assessment

Complete EDS 8653, Issues of Accountability, and EDS 8663, Improving Instruction, with grades of C or higher Action Research Project Earn no more than 8 hours with a grade < “B” Maintain 3.0 GPA

Written Comprehensive Exam: Area One, Assessment Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of comprehensive exams



Letters of recommendation Complete EDS 8683, Dispositions and Reflective Practice with a grade of C or higher Earn no more than 8 hours with a grade < “B” Maintain 3.0 GPA

Candidates complete a self- evaluation based on the NEA Code of Ethics, the Mississippi Educator Code of Ethics, and the COE Professional Dispositions. Data Collected by: Graduate Secretary in Department office


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When Data are Collected: At the time of registration for the comprehensive examination

Master of Science in Special Education




2.75 GPA on last 60 hours of bachelor’s degree Praxis II: Subject Area Exam – Special Education Praxis II: Principles of Learning and Teaching Exam

Complete a minimum of 15 graduate semester hours in special education coursework with grades of C or higher Maintain 3.0 GPA Earn no more than 8 hours with a grade < “B”

Written Comprehensive Exam Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of comprehensive exams



GRE Verbal Reasoning GRE Quantitative Reasoning Statement of Purpose Praxis II: Subject Area Exam – Special Education Praxis II: Principles of Learning and Teaching Exam

Complete EDX 8103, Advanced Contingency Management ( including extension activities with a C or better), and EDF 8363, Functions and Methods and Research with grades of C or higher Maintain 3.0 GPA Earn no more than 8 hours with a grade < “B”

Written Comprehensive Exam Students will complete six typed extension activities from an assigned list of data collection methods focusing on possible behavioral issues. Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of comprehensive exams



GRE Analytical Writing Praxis II: Subject Area Exam- Special Education

Complete EDX 8213, Remediation of Special Education Populations (including an electronic

Written Comprehensive Exam Electronic remediation


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Praxis II: Principles of Learning and Teaching Exam

portfolio of empirically based remediation strategies for special education populations), with a grade of C or higher Maintain 3.0 GPA Earn no more than 8 hours with a grade < “B”

portfolio Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of comprehensive exams


Praxis II: Subject Area Exam- Special Education Praxis II: Principles of Learning and Teaching Exam

Complete a minimum of 15 semester hours in special education coursework with grades of C or higher Earn no more than 8 hours with a grad < “B” Maintain 3.0 GPA




Letters of recommendation Complete Dispositions and Reflective Practice in EDX 8213 Remediation of Special Education Populations

Written Comprehensive Exam Candidates complete a self- evaluation based on the NEA Code of Ethics, the Mississippi Educator Code of Ethics, and the COE Professional Dispositions. Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of registration for the comprehensive examination

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Educational Specialist in Education – Concentrations in Elementary, Secondary, and Special Education




3.2 GPA on master’s Praxis II: Subject Area Exam

Complete a minimum of 24 graduate semester hours in education coursework with a grades of C or higher Earn no more than 8 hours with a grade < “B” Maintain 3.0 GPA




GRE Verbal Reasoning GRE Quantitative Reasoning Praxis II: Principles of Learning and Teaching Exam

Complete a minimum of 24 graduate semester hours in education coursework with grades of C or higher Earn no more than 8 hours with a grade < “B” Maintain 3.0 GPA




GRE Analytical Writing Praxis II: Principles of Learning and Teaching Exam

Complete EPY 6214, Educational and Psychological Statistics, with a grade of C or higher Earn no more than 8 hours with a grade < “B” Maintain 3.0 GPA




Praxis II: Principles of Learning and Teaching Exam

Directed Individual Study (DIS)

Written Comprehensive Exam Data Collected by: Graduate Secretary in Department


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office When Data are Collected: At the time of comprehensive exams


Letters of recommendation Assessment of dispositions by major professor at the conclusion of the DIS

Candidates complete a self- evaluation based on the NEA Code of Ethics, the Mississippi Educator Code of Ethics, and the COE Professional Dispositions Data Collected by: Graduate Secretary in Department office When Data are Collected: At the time of registration for the comprehensive examination


Doctor of Philosophy in Curriculum and Instruction – Concentrations in Early Childhood Education, Elementary Education, General Education, Secondary Education, and Special Education




3.4 GPA on previous graduate work Praxis II: Subject Area Exam

Complete a course in teacher education and a directed readings course in the concentration area with grades of C or higher Earn no more than 8 hours with a grade < “B” Maintain 3.0 GPA

Written Comprehensive Exam Oral Comprehensive Exam Dissertation Proposal Dissertation Defense Data Collected by: Dissertation Committee and Graduate Secretary in Department office


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When Data are Collected: At comprehensive exams, dissertation proposal, and dissertation defense


Two professional writing samples Interview Praxis II: Principles of Learning and Teaching Exam

Complete a course in educational foundations and a teaching practicum in the concentration area with grades of C or higher Earn no more than 8 hours with a grade < “B” Maintain 3.0 GPA

Written Comprehensive Exam Oral Comprehensive Exam Data Collected by: Dissertation Committee and Graduate Secretary in Department office When Data are Collected: At comprehensive exams




Complete a course in professional practice in teacher education and 19-22 graduate semester hours in educational research and statistics with grades of C or higher Earn no more than 8 hours with a grade < “B” Maintain 3.0 GPA

Dissertation Proposal Dissertation Defense Data Collected by: Dissertation Committee and Graduate Secretary in Department office When Data are Collected: At dissertation proposal, and dissertation defense




Submit manuscript for peer review or make presentation at a regional or national conference

Dissertation Proposal Dissertation Defense Data Collected by: Dissertation Committee and Graduate Secretary in Department office When Data are Collected: At dissertation proposal, and dissertation defense


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Letters of recommendation Interview

Complete a course in ethics with a grade of C or higher Assessment of dispositions by major professor

Candidates complete a self- evaluation based on the NEA Code of Ethics, the Mississippi Educator Code of Ethics, and the COE Professional Dispositions Data Collected by: Dissertation Committee and Graduate Secretary in Department office When Data are Collected: At the time of registration for the comprehensive examination


Department of Instructional Systems and Workforce Development

Master of Science in Technology




Scores/Results on GRE 2.75 undergraduate GPA or a minimum 3.00 graduate GPA


Written Comprehensive Exam Data Collected by: Program Coordinator When Data are Collected: Candidate is within six hours of program completion. Graduate Exit Survey Item 3.5: “Obtained the fundamental knowledge necessary to compete successfully in your field.” Graduate Exit Survey Item 3.6: “Acquired technical and research skills necessary for

Alumni survey to be conducted during the summer of 2014.

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success.” Data Collected by: OIRE When Data are Collected: Annually


N/A Earn no more than 9 hours with a grade < “B” Maintain 3.0 GPA

Written Comprehensive Exam Data Collected by: Program Coordinator When Data are Collected: Candidate is within six hours of program completion. Comprehensive Design, Delivery, and Assessment Project with Rubric Data Collected by: Instructor of Record When Data are Collected: End of Course Reflection Project with Rubric Data Collected by: Instructor of Record When Data are Collected: End of Course Graduate Exit Survey Item 3.5: “Obtained the fundamental knowledge necessary to complete successfully in your field.” Graduate Exit Survey Item 3.6: “Acquired technical and research skills necessary for

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success.” Graduate Exit Survey Item 3.9: “Opportunity for personal development of multicultural and global perspectives.” Data Collected by: OIRE When Data are Collected: Annually



Comprehensive Design, Delivery, and Assessment Project with Rubric Data Collected by: Instructor of Record When Data are Collected: End of Course Reflection Project with Rubric Data Collected by: Instructor of Record When Data are Collected: End of Course Graduate Exit Survey Item 3.5: “Obtained the fundamental knowledge necessary to complete successfully in your field.” Graduate Exit Survey Item 3.6: “Acquired technical and research skills necessary for success.” Data Collected by: OIRE

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When Data are Collected: Annually



Comprehensive Design, Delivery, and Assessment Project with Rubric Data Collected by: Instructor of Record When Data are Collected: End of Course Reflection Project with Rubric Data Collected by: Instructor of Record When Data are Collected: End of Course


Three Letters of recommendation

Teacher candidates are sent letters as appropriate from adviser that provides attention to academic deficiencies to ensure ultimate program completion.

Graduate Exit Survey Item 3.8: “Gained a comprehensive understanding of professional ethics.” Graduate Exit Survey Item 3.9: “Opportunity for personal development of multicultural and global perspectives.” Data Collected by: OIRE When Data are Collected: Annually

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Educational Specialist in Education – Concentration in Technology




Scores or results of GRE 3.2 master’s GPA and earned master’s degree


Written Comprehensive Exam Data Collected by: Program Coordinator When Data are Collected: Candidate is within six hours of program completion. Graduate Exit Survey Item 3.5: “Obtained the fundamental knowledge necessary to compete successfully in your field.” Graduate Exit Survey Item 3.6: “Acquired technical and research skills necessary for success.” Data Collected by: OIRE When Data are Collected: Annually

Alumni survey to be conducted during the summer of 2014.


N/A Earn no more than 9hours with a grade < “B” Maintain 3.0 GPA

Directed Research Project Data Collected by: Instructor of Record When Data are Collected: End of Course Written Comprehensive Exam Data Collected by: Program Coordinator

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When Data are Collected: Candidate is within six hours of program completion. Graduate Exit Survey Item 3.5: “Obtained the fundamental knowledge necessary to complete successfully in your field.” Graduate Exit Survey Item 3.6: “Acquired technical and research skills necessary for success.” Graduate Exit Survey Item 3.9: “Opportunity for personal development of multicultural and global perspectives.” Data Collected by: OIRE When Data are Collected: Annually



Directed Research Project Data Collected by: Instructor of Record When Data are Collected: End of Course Graduate Exit Survey Item 3.5: “Obtained the fundamental knowledge necessary to complete successfully in your field.” Graduate Exit Survey Item 3.6: “Acquired technical and

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research skills necessary for success.” Data Collected by: OIRE When Data are Collected: Annually



Directed Research Project Data Collected by: Instructor of Record When Data are Collected: End of Course


Three Letters of recommendation

Teacher candidates are sent letters as appropriate from adviser that provides attention to academic deficiencies to ensure ultimate program completion.

Graduate Exit Survey Item 3.8: “Gained a comprehensive understanding of professional ethics.” Graduate Exit Survey Item 3.9: “Opportunity for personal development of multicultural and global perspectives.” Data Collected by: OIRE When Data are Collected: Annually


Master of Science in Kinesiology – Concentration in Sports Pedagogy




3.0 GPA on last 60 hours of bachelor’s degree

Maintain 3.0 GPA Earn no more than 8 hours with a grade < “B”

Complete either a thesis or written comprehensive exams Data Collected by: Departmental Graduate


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Coordinator When Data are Collected: Upon completion of thesis/comprehensive exams


GRE Verbal Reasoning GRE Quantitative Reasoning Statement of Purpose


Complete either a thesis or written comprehensive exams Data Collected by: Departmental Graduate Coordinator When Data are Collected: Upon completion of thesis/comprehensive exams



GRE Analytical Writing Statement of Purpose

Complete PE 8163 Seminar in Physical Education with grade of “C” or better




Three professional letters of recommendation

Complete PE 8113 Curriculum Construction in Physical Education with grade of “C” or better




Three professional letters of recommendation

Career path assessment completed in PE 8163 Seminar in Physical Education

Complete either a thesis or written comprehensive exams Assessment of dispositions by


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student’s program committee Data Collected by: Departmental Graduate Coordinator When Data are Collected: Upon completion of thesis/comprehensive exams

Advanced Programs for Other School Professionals The unit offers advanced programs for other school professionals through the Department of Counseling and Educational Psychology and the Department of Leadership and Foundations. Embedded signature assessments that measure candidates’ performance are designated for each program. Data points include admission to the program, progression in the program, end of program, and follow-up of graduates from the program. The following charts map the existing assessment system for each department’s advanced programs for other school professionals. Department of Counseling and Educational Psychology

Master of Science in Counselor Education – Concentration in School Counseling



1e. Knowledge and Skills for Other Professionals

GRE 3.0 GPA on last 60 hours of bachelor’s


Written Comprehensive Exam Data Collected by: Program coordinator, graduate coordinator. When Data are Collected: Initial data collected during application screening/review; progress data collected at end of each semester.

Exit Survey items 3.1, 3.5, 3.6, & 3.7

1f. Student Learning for Other Professionals

Statement of Purpose Performance Evaluation Systemic Review

Written Comprehensive Exam Practicum & Internship

Exit Survey items 3.5, 3.6, & 3.7

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Performance Systemic Review Data Collected by: Program coordinator, examination coordinator, practicum/internship coordinator, graduate coordinator. When Data are Collected: (a) During screening/review of applications; (b) Upon return of comprehensive exam scores each semester; (c) End of each semester (individual supervisors meet weekly with candidates as well); (d) End of each semester.


Letters of recommendation Performance Evaluation Systemic Review

Performance Evaluation Systemic Review Data Collected by: Program coordinator. When Data are Collected: During application screening/review process; progress indicators each semester.

Exit Survey items 3.4, 3.8, 3.9, 3.10, & 3.11

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Master of Science in Educational Psychology – Concentration in Psychometry




GRE 3.0 GPA on last 60 hours of bachelor’s degree


Written Comprehensive Exam Data Collected by: Program coordinator, graduate coordinator. When Data are Collected: Initial data collected during application screening/review; progress data collected at end of each semester.

Alumni Survey


Statement of Purpose

Praxis I Exam Practicum evaluations (Sections I – V)

Internship Portfolio Praxis II Exam Data Collected by: Program coordinator, graduate coordinator. When Data are Collected: Initial data collected during application screening/review; progress data collected at end of each semester.

Alumni Survey


Letters of recommendation Applicant Interview

Competency Benchmarks in Professional psychology (Readiness for Practicum, Readiness for Internship) Practicum evaluations

Internship evaluation Competency Benchmarks in Professional psychology (Readiness for Entry to Practice)

Alumni Survey

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Annual Student Evaluations (Personal Characteristics Review Form & Professional Behavior Rating Form)

Data Collected by: Program coordinator, faculty supervisors. When Data are Collected: (a) During screening/review of applications; (b) End of each semester (individual supervisors meet weekly with candidates as well); (d) End of each semester.

Educational Specialist in Education – Concentration in Counselor Education




3.20 GPA on master’s


Written Comprehensive Exam Thesis Directed Individual Study Data Collected by: Program coordinator, graduate coordinator, major professor. When Data are Collected: Initial data collected during application screening/review; progress data collected at end of each semester; end of program indicators reported by program committee.



CV Statement of Purpose

Performance Evaluation Systemic Review

Written Comprehensive, Exam Thesis


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Directed Individual Study Practicum & Internship Performance Systemic Review Data Collected by: Program coordinator, examination coordinator, practicum/internship coordinator, graduate coordinator. When Data are Collected: (a) During screening/review of applications; (b) Upon return of comprehensive exam scores each semester; (c) End of each semester (individual supervisors meet weekly with candidates as well); (d) End of each semester.


Letters of recommendation Performance Evaluation Systemic Review



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Educational Specialist in Education – Concentration in School Psychology




GRE 3.0 GPA on last 60 hours of bachelor’s degree

Praxis I Exam Practicum evaluations (Sections I – V)

Internship Portfolio Praxis II Exam Data Collected by: Program coordinator, graduate coordinator, major professor. When Data are Collected: Initial data collected during application screening/review; progress data collected at end of each semester; end of program indicators reported by major professor and program committee.

Alumni Survey


Statement of Purpose

Competency Benchmarks in Professional psychology (Readiness for Practicum, Readiness for Internship) Practicum evaluations (Sections VII – IX) Praxis I Exam Annual Student Evaluations (Personal Characteristics Review Form & Professional Behavior Rating Form)

Internship evaluation Competency Benchmarks in Professional psychology (Readiness for Entry to Practice) Praxis II Exam Data Collected by: Program coordinator, graduate coordinator. When Data are Collected: (a) Initial data collected during application screening/review; (b) Progress data collected at end of each semester; (c) Program faculty review all

Alumni Survey

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students’ performance annually.



Practicum evaluations (Sections VI, X)

Internship Portfolio Data Collected by: Program coordinator, faculty supervisors. When Data are Collected: (a) During screening/review of applications; (b) End of each semester (individual supervisors meet weekly with candidates as well); (d) End of each semester.

Alumni Survey

Doctor of Philosophy in Counselor Education/Student Counseling and Guidance Services




3.40 GPA on master’s/ educational specialist’s


Written Comprehensive Exam Oral Examination Dissertation Proposal Dissertation Defense Data Collected by: Program coordinator, graduate coordinator, major professor. When Data are Collected: Initial data collected during application screening/review; progress data collected at end of each semester; end of


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program indicators reported by student committee.


CV Work Experience


Written Comprehensive Exam Oral Examination Dissertation Proposal Dissertation Defense Data Collected by: Program coordinator, examination coordinator, practicum/internship coordinator, graduate coordinator. When Data are Collected: (a) During screening/review of applications; (b) Upon return of comprehensive exam scores each semester; (c) End of each semester (individual supervisors meet weekly with candidates as well); (d) End of each semester.



Letters of recommendation Interview




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Doctor of Philosophy in Educational Psychology – Concentration in School Psychology




3.40 GPA on master’s/ educational specialist’s

Maintain 3.0 GPA Earn no more than 8 hours with a grade < “B” Praxis I Exam Practicum evaluations (Sections I – V)

Written Comprehensive Exam Oral Examination Dissertation Proposal Dissertation Defense Data Collected by: Program coordinator, graduate coordinator, major professor. When Data are Collected: Initial data collected during application screening/review; progress data collected at end of each semester; end of program indicators reported by major professor and student committee.

Alumni Survey Licensure Examination (if taken)


Competency Benchmarks in Professional psychology (Readiness for Practicum, Readiness for Internship) Practicum evaluations (Sections VII – IX) Praxis I Exam Praxis II Exam Annual Student Evaluations (Personal Characteristics Review Form &

Internship evaluation Competency Benchmarks in Professional psychology (Readiness for Entry to Practice) Applied Research Requirements D Data Collected by: Program coordinator, graduate coordinator, program faculty.

Alumni Survey

45

Professional Behavior Rating Form)

When Data are Collected: (a) Initial data collected during application screening/review; (b) Progress data collected at end of each semester; (c) Program faculty review all students’ performance annually.



Practicum evaluations (Sections VI, X)

Internship Evaluation Data Collected by: Program coordinator, faculty supervisors. When Data are Collected: (a) During screening/review of applications; (b) End of each semester (individual supervisors meet weekly with candidates as well); (d) End of each semester.

Alumni Survey

Department of Leadership and Foundations

Master of Science in School Administration




GRE 2.75 GPA on last 60 hours of bachelor’s


School Leadership Licensure Exam (SLLA) Comprehensive Exam (2013-14) End-of-Program Leadership Portfolio beginning with 2014-15 cohort Data Collected by: Data reported to COE When Data are Collected:

Graduates Participate in SLLA review with the current cohort Graduates are invited to return to share work experience with current cohort Alumni Survey

46

Candidates take the licensure exam during their last semester (summer term).


Entry Portfolio with Statement of Purpose, resume, and Artifacts

Successful Internship experiences supervised by site-based mentors in collaboration with university supervisor Compilation of course-based /research-based projects addressing relevant issue in K-12 settings

Successful Completion of two site-based internships Reflection of Research Projects throughout program that demonstrate a deep understanding of the ELCC Standards. Data Collected by: University Professor of Internship Courses When Data are Collected: Data are collected during spring and fall semesters each year.

Graduate Question and Answer sessions to share information and perceptions of the program with the current cohort (orientation) Alumni Survey


3 letters of recommendation from certified administrators A successful program interview

Self-Analysis and/or instructor meeting on dispositions as well as embedded class discussions on expectations of professional dispositions

End of year evaluation on dispositions in Internship I and II by site-based mentor and university supervisor(s) Self-Evaluation on dispositions in Human Resource course (in final semester) Data Collected by: Major professor and committee members. When Data are Collected: Data are collected during the last semester (summer term)

Faculty are available to discuss professional dispositions post-program Graduates are available for class sessions with current cohort members to discuss dispositions and ELCC standards Alumni Survey

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Educational Specialist in Education – Concentration in School Administration




GRE 3.20 GPA on master’s


School Leadership Licensure Exam (SLLA) Comprehensive Exam (2013-14) End-of-Program Leadership Portfolio beginning with 2014-15 cohort Data Collected by: Data reported to COE When Data are Collected: Candidates take the licensure exam during their last semester (summer term).

Graduates Participate in SLLA review with the current cohort Alumni Survey


Entry Portfolio with Statement of Purpose

Internship under site-based mentors in collaboration with university supervisor Compilation of Research-based projects Addressing Relevant Issues in K-12 settings from problem to solution through independent research course (Directed Studies)

Successful Completion of two site-based internships Reflection of Research Projects throughout program that demonstrate a deep understanding of the ELCC Standards Data Collected by: University Professor of Internship Courses When Data are Collected: Data are collected during spring and fall semesters each year.

Graduate Question and Answer sessions to share information and perceptions of the program with the current cohort (orientation) Alumni Survey

48


3 letters of recommendation from certified administrators a successful program interview

Self-Analysis and/or instructor meeting on dispositions as well as embedded class discussions on expectations of professional dispositions

End of year evaluation on dispositions in Internship I and II by site-based mentor and instructor(s) Self-Evaluation on dispositions in Human Resource course (in final semester) Data Collected by: Major professor and committee members. When Data are Collected: Data are collected during the last semester (summer term)

Faculty are available to discuss professional dispositions post-program Graduates are available for class sessions with current cohort members to discuss dispositions and ELCC standards Alumni Survey

Doctor of Philosophy in Elementary, Middle, and Secondary School Administration




3.40 GPA on master’s/ educational specialist’s Two professional writing samples Statement of Purpose Interview


Written Comprehensive Examination Oral Examination Dissertation Proposal Dissertation Defense Data Collected by: Dissertation Director /major professor and committee members When Data are Collected: During Dissertation Proposal Presentation and Dissertation Defense

Alumni Survey Graduates are invited to new candidates doctoral orientation to answer program questions

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Interview Statement of Purpose

Submit a research paper to a peer reviewed journal/present a research paper at regional or national conference

Written preliminary examination Oral examination Dissertation proposal Dissertation defense Data Collected by: Dissertation Director /Major Professor and Committee Members When Data are Collected: During Oral Comprehensive Exam, Dissertation Proposal Presentation and Dissertation Defense.



Letters of recommendation Interview committee completes a Departmental Disposition rubric for each candidate during the interview process

Departmental disposition policy for students is discussed in courses in the Leading and Managing in Educational Environments strand Earn no more than 6 hours with a grade of <B Maintain a 3.0 GPA

Student’s committee completes the Departmental Disposition rubric during the scoring of the student’s comprehensive examination Data Collected by: Dissertation Director /Major Professor and Committee Members When Data are Collected: During Oral Comprehensive Exam and Dissertation Defense.


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VI. Use of Information Technologies The unit uses an electronic portfolio system, Taskstream, and two university supported web-based information systems, Banner and Blackboard Learn, to maintain the majority of its data on candidates and the results of key assessments. Faculty members use Blackboard Learn and Taskstream in their courses to post course information and to hold discussions with candidates. Taskstream is used throughout the unit to collect and analyze evidence of learning to deliver and collect key assignments and capstone projects; to gather candidate performance data by standard or program learning outcome; and to track completion of course and program requirements. Faculty members use Banner to obtain course enrollment information and to post course grades. Through Banner, faculty members can view candidates’ transcripts, ACT scores, schedules, profiles, and other information. Through My Banner, candidates have the ability to track their academic progress and grades and are encouraged to use Banner to participate in the advisement process. Using Banner, advisors and candidates are able to track progress to degree completion and to plan needed coursework each semester leading to completion of the program. The College of Education Dean’s Office coordinates the collection and reporting of program-specific data for each of the Specialized Program Areas (SPA) under the governance of the National Council for the Accreditation of Teacher Education (NCATE)/Council for the Accreditation of Educator Preparation (CAEP). Program-specific data are collected, aggregated, and analyzed and are then reported to the SPA agencies through the Accreditation Information Management System (AIMS) and to program faculty and department heads. VII. Procedures for Data Collection, Analysis, and Use The Mississippi Department of Education (MDE) requires the collection of data about the unit and about each teacher preparation and educational leadership program in the unit through the annual Process and Performance Review. The purpose of this review is to ensure that the unit adheres to the ten process standards and two performance standards established by the state of Mississippi for teacher education. For each program, data from key assessments (except Praxis scores) are collected at the end of each semester and entered into Taskstream by appointed department representatives. The Taskstream Coordinator works with the Database Administrator to aggregate the data and distribute the resulting reports to faculty. Areas of strengths and weaknesses within each program area are identified in order to provide additional services to candidates and make necessary improvements to programs based on the data which was used to generate these reports. Praxis scores are sent to the Assistant to the Dean of the College of Education, who then aggregates and distributes the summary results to the appropriate personnel. The NCATE/CAEP Coordinator, OCFBI Director, Database Administrator, and Program Coordinator for Assessment and Accreditation meet with program area faculty each semester to analyze data from the key assessments completed during the previous semester. During these meetings, faculty members complete a program assessment report for each of the key assessments.

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VIII. Procedures for Monitoring Candidates’ Progress Initial Licensure Programs Phase I: Enrollment in the College of Education Phase I identifies candidates who have declared a major in a Teacher Education program prior to official admission into a specific Teacher Education program. This early identification allows the necessary counseling, screening, and advisement for candidates aspiring to become teachers. To enroll in the College of Education, candidates must be admitted to Mississippi State University; meet with an assigned advisor in the College of Education to select a major within a department that has a basic teacher preparation program; and complete the Phase I Enrollment in the College of Education Form for Teacher Education Majors with a designated faculty advisor. Phase II: Admission to Teacher Education Prior to Admission to Teacher Education, a teacher candidate must have:

• Completed a Phase II Form; • Achieved a minimum 2.75 GPA on 44 hours of academic credit including the 36-hour

University core and a minimum 2.5 overall GPA; • Earned a grade of C or higher in the following university core courses (excluding

developmental, remedial, or intermediate courses): English Composition I & II and College Algebra or a math higher than College Algebra;

• Presented a passing score on one of the following tests: o ACT – composite score of 21, with no sub-set score below 18 (must be taken before

entrance into college); o SAT – minimum score of 990 (must be taken before entrance into college) o Core Academic Skills for Educators (Praxis Core) – must pass all three sections;

and, • Submitted two completed recommendation forms from educators. • Submitted verification of 40 hours of work experience with children and/or youth.; each

work experience must be substantiated by a letter of verification from the organization where the candidate worked or volunteered;

• Submitted a signed Licensure Advisory form; • Submitted a signed Professional Teacher Education Disposition form; and • Completed a criminal background check.

The College of Education Phase II Form is submitted to the Dean’s office for approval. Once all admission requirements have been reviewed and verified, candidates are admitted to the teacher education program.

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Phase III: Admission to the Internship in Teaching - including Teacher Education candidates in the College of Agriculture and Life Sciences and the College of Arts and Sciences A candidate seeks admittance to Phase III, the teaching internship, by submitting an Application for Admission to the Internship in Teaching to the Director of Clinical/Field-Based Instruction, Licensure, and Outreach (OCFBI) the semester prior to the internship semester. To be eligible for the internship, the candidate must have been admitted to Teacher Education and maintained an overall GPA of 2.5 or higher at the time of application. Candidates must document that they have taken the Praxis II examinations for their respective subject area and the Principles of Learning and Teaching (PLT), prior to the teaching internship semester. Final eligibility is determined through individual candidate screening by the end of the semester prior to the internship semester. The candidate must also have achieved a minimum grade of C in all professional education, content major, and concentration courses which must be completed prior to the internship. Candidates seeking an education degree and an educator license are expected to schedule the internship during the last semester of the senior year. As a general rule, graduate students seeking admission to teacher education and the internship are expected to meet the same requirements as undergraduate students prior to their internship experience. All candidate placements and other communications with school districts are directed by the OCFBI. OCFBI makes the final decision regarding all internship placements. OCFBI staff members monitor progress of teacher candidates throughout Phase III during their internship semester. Candidates are evaluated a minimum of eight times over the course of the semester by their classroom mentor teacher and an appointed university supervisor using the Teacher Intern Assessment Instrument. During the first eight weeks of the internship, candidates are expected to meet proficiency benchmarks on assessments such as the Teacher Education Professional Dispositions (TEPD) instrument and the Content Area Performance Assessment (CAPA). Teacher candidates must meet a proficiency standard equivalent to a “C” or better in order to progress to the second eight weeks of internship. During the second eight weeks of internship, candidates must again meet proficiency benchmarks on assessments such as the TEPD and the CAPA. Additionally, they are required to report and reflect on their effectiveness using the Impact on Student Learning assessment. Phase IV: Exit Requirements To be eligible for graduation, candidates in teacher education programs must have completed no more than half of their degree hours at a community college and satisfied residence requirements (last ¼ of degree), have a C or higher in all professional education courses and all courses in their majors and concentration areas, and have a 2.0 overall GPA at Mississippi State University.

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At Phase IV, the College of Education’s Assistant to the Dean examines each candidate’s records to ensure all Curriculum, Advising, and Program Planning (CAPP) compliances have been met by each candidate. Advanced Licensure Programs Phase I: Admission in Graduate Program Prior to admission to a graduate program in the College of Education, a candidate must have:

• Completed an admissions application through the Office of the Graduate School, • Submitted three letters of recommendation and a letter of purpose, • Submitted an official transcript, and • Taken the GRE and achieved acceptable scores in each of the following areas:

o Verbal, o Quantitative, and o Writing.

In addition, individuals seeking admission in a doctoral program must also:

• Possess a master’s or educational specialist degree, • Submit two academic/professional writing samples, • Submit a professional vitae/resume, and • Complete an interview process with program area faculty. •

Phase II: Progress toward Program Completion Once admitted to a graduate program, candidates must form a graduate committee consisting of a major professor and two to four committee members (committee members must be graduate faculty). Upon forming a graduate committee, candidates must work with their committee to develop a specific program of study to be submitted to their program area department and to the Office of the Graduate School. This program of study must be followed throughout candidates’ program progression. Changes to the graduate committee and/or program of study must be approved prior to the change. Phase III: Program Completion Graduate candidates must apply for and successfully complete comprehensive examinations at the end of coursework for their respective programs. Candidates seeking a Ph.D. must also follow their program’s guidelines for composing, submitting, and defending a dissertation.

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Phase IV: Post-Program Completion Follow-Up Candidates who have successfully completed a graduate program in the College of Education are required to complete an exit survey as follow-up to their program completion. IX. Assessment of Unit Operations Every faculty member within the unit is expected to meet high standards of professional competence, integrity, and collegiality and to further the goals of the unit. For tenure track positions, a faculty member’s performance in teaching, research and/or creative achievement, and service is judged by the Promotion and Tenure Committee on the basis of specific criteria that are provided in written policy statements, developed by the appropriate academic departments, while instructors will be evaluated using the Lecturer Evaluation. The following table outlines the unit level operational assessment system: Table 7: Assessment of Unit Operations

Source Collected by Analyzed by

Level Time Frame

Review of COE Goals

Strategic Planning Committee and Faculty

Dean, Strategic Planning Committee, and Faculty

Unit Annually

Faculty Evaluations

Department Heads Department Heads, and Dean

Department Annually

Student Evaluations of Faculty

Office of Institutional Research

Faculty Members, Department Heads, Dean, and Provost

Unit Each semester

Standing Committee Reports

Dean Committee Members and Dean

Unit Annually

Institutional Effectiveness Survey

Office of Institutional Research and Evaluation

Office of Institutional Research and Evaluation and Dean

University Annually

Field Experience Evaluations

OCFBI OCFBI and Faculty Department Each semester

Major Field Assessments

Faculty Faculty and Program Coordinators

Department Each semester

Department Chair Evaluations

Dean Dean, and Provost Unit Annually

Dean Evaluations Provost Provost Unit Annually The Dean of the College of Education, who is head of the unit, has the responsibility to manage and coordinate the governance, budget, planning, facilities, and personnel within the unit.

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Feedback is welcomed and sought from the College’s Education Administrative Council, Faculty Council, Academic Department Heads, Teacher Education Council, External Advisory Board, the Graduate Education Advisory Council, and the Undergraduate Education Advisory Council. X. Fairness, Accuracy, Consistency, and Elimination of Bias The unit ensures that its key assessments are aligned with the unit’s conceptual framework, and that the InTASC, NBPTS, and SPA standards are reflected in syllabi and key assessments where applicable. Program and curriculum changes must be submitted for approval and follow established procedures. These changes or modifications are submitted by program level faculty to department level faculty and then to college level faculty (Box Council, and University Committee on Courses and Curricula). Program and curriculum changes to teacher education programs must also be approved the Mississippi Department of Education. A main purpose of these procedures is ensure that the changes maintain fairness, accuracy, consistency, and the elimination of bias. Initial candidates are informed of requirements in the education program when they meet with their advisors and before they submit their application for admission to the program. Orientations are provided for candidates regarding the requirements, policies, and procedures for programs and field experiences and clinical practice, and individual and group advising sessions are held. Advanced candidates are informed of the requirements in orientation sessions designed to explain procedures for program matriculation. Information about the conceptual framework, dispositions, and program requirements is available on the College of Education’s website and is also discussed with the candidates by their advisors and course instructors. Rubrics for the key program assessments are shared with candidates before they are used; thus, candidates know on what they will be assessed, what is expected of them, and the level of proficiency associated with each scoring decision. Rubrics that are used to assess candidates on the formative and summative internship evaluations and the TIAI are discussed by the director of the OCFBI with the candidates and university supervisors. Classroom mentor teachers may choose to participate in an online training session prior to supervising a candidate where the rubrics are presented to them or they may request training face-to-face or via telephone conference. Data are triangulated wherever possible to enhance the reliability of findings. Many of the same questions are asked on follow-up surveys for both the initial and advanced programs. The candidate, classroom mentor teacher, and university supervisor independently complete surveys at the end of the semester for the initial programs. XI. College of Education Assessment Committee The Assessment Committee is one of the standing committees in the College of Education. The Assessment Committee coordinates the assessment efforts within the unit and supports the needs of the unit.

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The specific responsibilities of the Assessment Committee include:

• Reviewing the Unit Assessment Handbook and making recommendations for improvements and changes, as needed;

• Centralizing and evaluating the process of data collection, analysis, and reporting; and • Reviewing the departmental Taskstream reports annually to identify successes within

each program, outline areas of improvement for each program, and address candidate learning.

The committee is comprised of:

• Faculty members who represent the departments within the College of Education on the initial and advanced levels,

• The Database Administrator, • The Program Coordinator for Assessment and Accreditation, and • The Associate Dean, NCATE/CAEP coordinator.

Acknowledgements: The College of Education Assessment Committee acknowledges and thanks faculty from Coastal Carolina University for sharing their Professional Education Unit Assessment Handbook, which served as an invaluable instrument and model for creating this handbook.

Documents

MISSISSIPPI STATE UNIVERSITY COLLEGE OF …3 I. College of Education Mission As a land grant institution founded in 1878, Mississippi State University has a rich and distinguished