NATIONAL COUNCIL FOR ACCREDITATION OF …ualr.edu/cehp/files/2014/05/MCED-MED_Initial.docx · Web viewRespond to all six parts following the “Degree Program Assessment Progress

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

Graduate Degree Program Assessment Progress Report Cover Sheet:

Degree: __MCED MEd_Initial_______ For Calendar Year:__ ______

(Date submitted to college committee: _July 31, 2013_By: __Dr. Betty Wood___)

(Date posted on college assessment website:__________)

Overall Rating:__________________________________

Respond to all six parts following the Degree Program Assessment Progress Report Instructions. (NOTE: Parts 1 through 4 can be copied from the relevant sections of your assessment plan.) Attach additional pages as needed.

(1) Student learning goal(s) addressed this year:

(2) Learning outcomes/objectives for those goals addressed this year:

(3) Courses & activities where assessed:

(4) Methods used:

(5) What are the assessment findings? How did you analyze them?

(6) What conclusions were drawn and what decisions were made as a result? How were stakeholder groups involved?

Program Report for the

Initial Preparation of Middle Level Educators

Association for Middle Level Education (AMLE)

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

C O V E R S H E E T

Institution University of Arkansas at Little Rock _________State AR

Date submitted July 31, 2013

Name of Preparer Dr. Betty Wood

Phone # 501-569-3224Email [email protected]

Program documented in this report:

Name of institutions program (s) Middle Childhood Education

Grade levels for which candidates are being prepared Grades 4-8

Degree or award level MEd

Is this program offered at more than one site? Yesx No

If yes, list the sites at which the program is offered

Title of the state license for which candidates are prepared

Middle Childhood Education Grades 4-8

Program report status:

Initial Review

Response to a Not Recognized Decision

Response to National Recognition With Conditions

Response to a Deferred Decision

State licensure requirement for national recognition:

NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test?

X Yes No

SECTION ICONTEXT

1. The Middle Childhood Education Program (MCED) which leads to an initial license in middle childhood began at the University of Arkansas at Little Rock (UALR) in the fall of 2005. One candidate had taken classes in MCED while enrolled in another masters program and was ready to graduate in the spring of 2006. There were no graduates in 2006-2007 but the program grew quickly. There is a high need for middle childhood teachers in the state of Arkansas and that is reflected in our enrollment.

The State of Arkansas has grades 4-8 licensure. Licensure in Middle Childhood Education is in mathematics, science, social studies, and language arts in grades 4-8. The State of Arkansas requires that each candidate be highly qualified in all areas of licensure, so candidates are required to have at least 12-15 hours in three of the content areas and at least 15-18 hours in the fourth content area. Also, candidates must pass Praxis I (general knowledge/skill in mathematics, reading, and writing). The minimum allowed by the State is 172 in reading, 173 in writing, and 171 in mathematics. Upon graduation candidates receive an initial license that allows them to teach math, science, language arts, and/or social studies in a self-contained or departmentalized setting. Until the fall of 2011, to receive a standard teaching license, initial licensed teachers must pass the Praxis III assessment within three years of receiving the initial license. Graduate students in the Initial Licensure Program now receive a standard license when they apply for the license after graduation. Additionally, the State of Arkansas requires that all licensure programs receive endorsement from the Specialized Professional Associations.

There are several exciting, rewarding, and meaningful assessments that take place in the MCED program which are not part of the key assessments. One of these assessments is a brochure which addresses an issue in middle childhood. Topics may range from homework tips to teenage pregnancy. The stakeholders may be young adolescent, parents, colleagues, or community members. M these stakeholders gather in November each year to review the accomplishments of the MCED program and to offer suggestions for improvements to program. Another is an analysis of survey given to teachers, administrators, and parents of young adolescents based on Keys to Reengaging Families in the Education of Young Adolescents by Loucks & Waggoner.

The faculty teaching in the MCED program are those with terminal degrees. They have taught in the middle school setting before coming to the university setting and they still stay involved in some manner in the public schools in the area.

2. The University of Arkansas at Little Rock (UALR) follows all state policies regarding teacher licensure. The UALR College of Education (COE) provides professional course work for pre-service and in-service teachers and other personnel. The Middle Childhood Education (MCED) program requires field observations. These are embedded in three courses. There is a clinical experience during one semester of the program. The description is as follows:

MCED 7319 Internship

Prerequisites: admission to middle childhood education program. Classroom observation and participation in classroom routines with gradual assumption of complete middle school classroom teaching responsibilities. Candidates plan, teach, and reflect on the total experience. Candidates make accommodations for young adolescents with special needs. All of the school resources are used, and competence in using technology is required. This is a 12 week internship in a diverse middle school (grades 4-8) setting.

The candidates also observe in middle school classrooms for assignments in three other courses. There is no set time requirement. The candidates observe in a middle level setting as long as it takes to complete the assignment with a minimum of about 14 hours. The course descriptions follow:

MCED 7312 Development of Young Adolescents

This course is a study of the developmental and environmental influences on the physical, intellectual, emotional, and social development of young adolescents. This course is also a study of the cultural, social, emotional, and intellectual differences as well as learning and problem-solving processes, self-esteem, and motivation as they apply to young adolescents. This course supports middle school principles expressed in This We Believe and in Turning Points 2000. Five to six hours of observation in a middle level (grades 4-8) setting is required. It is expected that students be professional, self-motivated learners who assume responsibility for their professional learning and growth and application of learning to their professional settings.

MCED 7313 Middle Level Reflective Teaching

This course presents the history, philosophy, and major concepts of middle level education. This course supports middle school principles expressed in This We Believe and in Turning Points 2000. The organizational components of middle level schools; current issues and trends in middle level education; current research in reflective practice; and diversity in family structures are studied in depth. Relationships between schools and community organizations, between schools and families, and between schools and a diverse society are discussed; strategies are presented for working with families, state agencies, and community organizations, and for linking early adolescent learning to community resources. Assessment and evaluation of practice in middle level settings is conducted. Five to six hours of observation in a middle level (grades 4-8) setting is required. It is expected that students be professional, self-motivated learners who assume responsibility for their professional learning and growth and application of learning to their professional settings.

MCED 7318 Classroom Management for the Middle Level Teacher

This course covers fundamental principles underlying middle childhood developmental programs in grades 4-8. It includes creating and fostering classroom management techniques. It also includes strategies for the design of environments which provide a safe place for teaching and learning. Connecting the community to the school for effective discipline and parental support and involvement is included.

3. Admission, Retention, Exit

Admissions Requirements

Regular Admission

Baccalaureate degree from a regionally accredited institution, with a cumulative grade point average of at least 2.75 (4.0 scale)

or

Grade point average of at least 3.0 for the last 60 hours of undergraduate courses

or

Masters degree from a regionally accredited institution with a cumulative GPA of at least 3.0

and in addition to the required GPA, applicants must have:

Passed Praxis I

Conditional Admission

Baccalaureate degree from a regionally accredited institution, a cumulative undergraduate GPA of no lower than 2.5 and a Graduate Record Exam (GRE) score of at least 144 on the Verbal Scale, 141 on the Quantitative Scale, and 3.5 on the Analytical Writing Scale

or

Completion of at least 12 semester hours of graduate coursework in another UALR graduate program or graduate program from another regionally accredited college or university with a cumulative GPA of at least 3.0 and no grade lower than a B

Retention Requirements

Once admitted, candidates are required to maintain a 3.0 GPA, with at least a grade of B in all Middle Childhood (MCED) courses (this includes all courses associated with the licensure/degree plan).

In addition, candidates professional behavior, content knowledge, and classroom performance will be evaluated throughout the program.

Successful completion of the licensure program is not based solely on the number of course credits, but requires demonstration of specified professional knowledge, skills, behaviors, and dispositions.

Once the candidate has begun the program, periodic evaluations will assess progress. Failure to progress satisfactorily is cause for a concerns conference. At this conference, concerns and steps toward improvement are documented. If no improvement is shown, this might result in a candidate being removed from the program.

While a candidate may require additional time to meet some performance expectations, the faculty may limit that time and reserves the right to drop a candidate from the licensure program should appropriate progress not be demonstrated.

Graduation Requirements

Cumulative GPA of at least 3.0 on an approved program of study as outlined above, and

Successful completion and defense of a portfolio, and

Pass both Praxis II tests (5141 and 0623), and

Successful completions of all Chalk and Wire requirements

4. Relation to Conceptual Framework

The COE is committed to the preparation of teachers, counselors, administrators, interpreters for the deaf, rehabilitation professionals, and professionals in higher education as lifelong learners in their respective fields of specialization. The mission of the University of Arkansas at Little Rock College of Education is to promote and strengthen the professional development of individuals concerned with education and human resource development in a variety of settings such as schools, colleges and universities, private and corporate organizations, and government agencies. We strive to develop professionals who use state of the art methodologies and technologies. The Conceptual Framework: Leaders in Learning demonstrate Communication, Specialized Expertise, Professional development and a strong commitment to diversity in competency, disposition and behavior.

A primary goal of the COE is to offer professional training in various education fields.

The teacher education programs prepare highly qualified individuals for careers as professional educators. To do this UALR prepares teacher candidates to acquire the knowledge, dispositions and skills identified by national specialized professional associations such as the National Middle School Association and those related to Arkansas principles of licensure for teachers. The Arkansas Principles for Beginning Licensure for Teachers correlate with the AMLE standards and are integrated and assessed throughout the MCED program.

The MCED Program operates within the unit conceptual framework and represents the three major outcomes of teacher preparation knowledge, dispositions, and performance - and is addressed by the curricula of the MCED Program. It is informed by the AMLE performance standards and Praxis III domains, as well as the Arkansas Principles for Beginning Licensure for Teachers. These are integrated and assessed throughout the MCED program to ensure that candidates are developing the knowledge, skills, and dispositions expected by the profession, state, and institution. The AMLE standards were used as benchmarks in making decisions about the desired candidate proficiencies and assessment for the MCED Program.

The MCED conceptual framework relates to the Units conceptual framework.

The MCED program relates to the four areas the COEs conceptual framework identifies as those in which its graduates should demonstrate proficiency in order to become Leaders in Learning. Those four areas are (1) communication, (2) specialized expertise, (3) professional development, and (4) a strong commitment to diversity in competency, disposition and behavior.

Communication

The program expects graduates from the MCED initial licensure program to use knowledge, skills, dispositions, and technology to communicate effectively in a variety of ways and settings with diverse populations, including middle level students, parents, and other professionals.

Specialized Expertise

The program requires graduates from the MCED initial licensure program to demonstrate competencies in knowledge, skills, and dispositions of (1) content and pedagogy, (2) early adolescent development, (3) diverse learners, (4) multiple instructional strategies, (5) motivation and management, (6) communication and technology, (7) planning, (8) assessment, (9) reflective practice and professional development, and (10) school and community involvement.

Professional Development

The program expects graduates from the MCED initial licensure program to use their knowledge, skills, and dispositions in research and technology to stay abreast of the latest developments in middle level methodologies and strategies, to implement what they have learned in their classrooms, and to share new knowledge with colleagues through modeling and mentoring.

Diversity

The program expects graduates from the MCED initial licensure program to have the knowledge, skills, and dispositions to work in diverse settings and with diverse populations of middle level students. The program requires all candidates to have diverse field and clinical experiences. In addition, diversity is a strand that runs throughout all MCED courses.

5. Program assessments and their relationship to the units assessment system

The assessments used for the MCED program are informed by the units assessments of the COE as they are linked together in a way that informs, supports, and reflects growth and change in each other. The key assessments of the MCED program feed into the Units assessment system by providing information on how the teacher candidates are achieving Unit and program goals. In turn, as the Unit collects data on assessments through the various programs, we refine our assessments to capture the experiences of our candidates as they progress through the program. This progress is measured through performance-based and standardized program assessments.

SECTION II LIST OF ASSESSMENTS

March 2008

March 2008

March 2008

Program Report TemplateAMLE Initial87

2Program Report TemplateAMLE Initial

Program Report TemplateAMLE Initial2

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).]

1

[Licensure assessment, or other content-based assessment]

Praxis II Middle Level Content Knowledge

Praxis II Principles of Learning and Teaching

State Licensure Tests

Praxis II Middle Level Content Knowledge (0146) Before graduation or provisional licensure

Praxis II Principles of Learning and Teaching (0523) Before Graduation

2

[Assessment of content knowledge in middle level education] Philosophy of Education

Essays

MCED 7313 Middle Level Reflective Teaching

3

[Assessment of candidate ability to plan instruction] Planning for the Classroom

Curriculum Unit Project

MCED 7315 Curriculum and Pedagogy

4

[Assessment of student teaching]

Pathwise Plus Observations

Field Observations


5

[Assessment of candidate effect on student learning] Pre/Post Student Learning

Assessment

Teacher Work Sample


6

Additional assessment that addresses AMLE standards (required) ] PowerPoint Project

Presentation

MCED 7314 Teaching the Middle Level Exceptional Child in the Inclusive Classroom

7

Additional assessment that addresses AMLE standards (optional) ] Case Study

Essays

MCED 7312 Young Adolescent Development

8

Additional assessment that addresses AMLE standards (optional)

SECTION IIIRELATIONSHIP OF ASSESSMENT TO STANDARDS

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 the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning.

|X|#1 |X|#2 |X|#3 |_|#4

|_|#5 |X|#6 |X|#7 |_|#8

*2. 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, and they work successfully within these organizational components.

|_|#1 |X|#2 |X|#3 |_|#4

|_|#5 |_|#6 |X|#7 |_|#8

3. Middle Level Curriculum and Assessment. Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice.

|_|#1 |_|#2 |X|#3 |X|#4

|X|#5 |_|#6 |_|#7 |_|#8

4. Middle Level Teaching Fields. Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents competence in subject matter and skills.

|X|#1 |_|#2 |X|#3 |X|#4

|_|#5 |X|#6 |_|#7 |_|#8

5. Middle Level Instruction and Assessment. Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents.

|_|#1 |_|#2 |X|#3 |X|#4

|X|#5 |_|#6 |_|#7 |_|#8

6. Family and Community Involvement. Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents.

|_|#1 |X|#2 |_|#3 |X|#4

|_|#5 |X|#6 |_|#7 |_|#8

7. Middle Level Professional Roles. Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals.

|_|#1 |X|#2 |_|#3 |X|#4

|_|#5 |_|#6 |_|#7 |_|#8

*Additional information which addresses Standard 2 is included at the end of this document.

SECTION IVEVIDENCE FOR MEETING STANDARDS

Assessment 1: Praxis Tests

1. The required licensure tests are Praxis II Middle Level Content Knowledge (0146) and Praxis II Principles of Learning and Teaching (0523)). The PLT test changed to 0623 in mid 2011 and the Middle Level Content Know test changed to 5141 in 2013. Praxis II Middle Level Content Knowledge (CK) measures knowledge in mathematics, science, language arts, and social studies. This test includes multiple-choice and constructed-response items. Middle childhood candidates take Praxis II Principles of Learning and Teaching (PLT) for grades 5 through 9. This test assesses general pedagogical knowledge and uses a case study approach as well as constructed-response and multiple-choice items. Candidates are required to pass both tests to be licensed in the state of Arkansas. Candidates are also required to pass both tests to complete a portfolio requirement. Passing for the PLT is 164 and passing for CK is 144. Analysis of the results indicates areas where candidates may need to improve their skills and the Middle Childhood Education Program may need to focus more attention.

2.Candidates are required to make appropriate scores on the Praxis II Middle Level Content Knowledge. This test supports Standard 4 (Middle Level Teaching Fields) to insure that the candidates have sound, in-depth knowledge in their content fields. As a reliable test that has been validated by content experts in their field, this test determines whether the candidates have a content background that is deep enough to instruct in grades 4-8 whether it be a self-contained or departmentalized teaching assignment.

The Praxis II Principles of Learning and Teaching test is also aligned with Standard 1 (Young Adolescent Development) because of its concentration on the theories of middle childhood concepts, major theorists, philosophy, curriculum, assessment and the cognitive development of the middle childhood learner. This exam is a reliable, valid measure of the candidates content knowledge with regard to these vital concepts in young adolescent development and the way in which middle schools are organized, created and managed.

3.Passing score in Arkansas for Praxis II Middle Level Content Knowledge is 139. The passing score for Praxis II Principles of Learning and Teaching ((0523) is164. Two candidates did not have their Content Knowledge scores sent to the licensure office so they were not available. Two other candidates took the Multiple Subjects test (5142, 5143, 5144, and 5145). Of these two candidates, no math (5143) scores were reported for one candidate. The cutoff scores for these are 150 (5142), 143 (5143), 142 (5144), and 143 (5145). There scores are reported separately in 2013. 100% of candidates completing the program have made acceptable passing scores on all required Praxis tests.

Praxis II Tests

Praxis II: Content Knowledge (5141)

Praxis II: Principles of Learning and Teaching (0623)*

N

Mean Score

SD

Range

N

Mean Score

SD

Range

2013

5

23.8

NA

9

13.64

NA

Praxis II: Content Knowledge (5142, 5143, 5144, 5145)


N

Mean Score

SD

Range

N

Mean Score

SD

Range

2013

5

23.8

NA

9

13.64

NA


N

Mean Score

SD

Range

11

172.33

20

Praxis II: Content Knowledge (0146)

Praxis II: Principles of Learning and Teaching (0523)

N

Mean Score

SD

Range

N

Mean Score

SD

Range

2012

14

161.93

46

2

168.5

5

2011

17

158.47

11.25

33

17

174.12

5.09

15

2013

Completers

Praxis II Principles of Learning and Teaching (0623)*

N

Mean

Range

I. Students as learners: Development, diverse learners, motivation, environment

10

16

13-20

II. Instruction Process

9

17

5

III. Assessment

9

10.67

8

IV. Professional Development

9

11.44

13

V. Analysis of Instructional Scenarios

9

13.11

5

Praxis II Content Knowledge (5141)

I. Literature

5

24.6

8

II. Mathematics

5

22.4

13

III. History/Social studies

5

22.6

6

IV. Science

5

25.6

5

2013

Completers

Praxis II Content Knowledge English (5142)

Language Study

2

8

1

Literature and Informational Text

2

19.5

1

Composition and Rhetroic

Praxis II Content Knowledge Math (5143)

Geometry, Measurement, and Data

1

13

NA

Numbers, Operations, and Algebra

1

10

NA

Praxis II Content Knowledge Social Studies (5144)

World History

2

6.5

1

Government, Civics, and Political Science

2

8.5

1

Economics

2

7

2

US History

2

11.8

1

Geography

2

8

2

Praxis II Content Knowledge Science (5145)

Science Inquiry and Methods

2

10.5

4

Physical Science

2

7

0

Life Science

2

11

2

Earth Science

2

9

2

2012

Completers

Praxis II Principles of Learning and Teaching (0623)*

N

Mean

Range

VI. Students as learners: Development, diverse learners, motivation, environment

11

16.09

8

VII. Instruction Process

11

15.73

7

VIII. Assessment

11

11.82

3

IX. Professional Development

11

9.55

3

X. Analysis of Instructional Scenarios

11

10.73

8

Praxis II Content Knowledge

V. Literature

13

20.31

13

VI. Mathematics

13

21.08

16

VII. History/Social studies

13

17.23

10

VIII. Science

13

19.08

14

2012

Completers

Praxis II Principles of Learning and Teaching (523)

N

Mean

Range

I. Students as learners: Development, diverse learners, motivation, environment

2

6.5

1

II. Instruction and assessment: Instructional/assessment strategies, planning

2

7.0

0

III. Teacher professionalism: Reflective practitioner, larger community

2

6.5

1

IV. Students as learners: Case histories/short-answer questions

2

11

2

V. Instruction and assessment: Case histories/short-answer questions

2

6

0

VI. Communication techniques: Case histories/short-answer questions

2

4

4

VII. Teacher professionalism: Case histories/short-answer questions

2

6

4

2011

Completers


N

Mean

Range

VIII. Students as learners: Development, diverse learners, motivation, environment

15

6.2

4

IX. Instruction and assessment: Instructional/assessment strategies, planning

15

6.0

4

X. Teacher professionalism: Reflective practitioner, larger community

15

6.27

4

XI. Students as learners: Case histories/short-answer questions

15

11.60

4

XII. Instruction and assessment: Case histories/short-answer questions

15

10

6

XIII. Communication techniques: Case histories/short-answer questions

15

5.33

4

XIV. Teacher professionalism: Case histories/short-answer questions

15

5.87

6


IX. Literature

15

20.20

11

X. Mathematics

15

20.06

9

XI. History/Social studies

15

16.20

13

XII. Science

15

19.67

10

2010

Completers


N

Mean

Range

XV. Students as learners: Development, diverse learners, motivation, environment

18

5.94

3-8

XVI. Instruction and assessment: Instructional/assessment strategies, planning

18

5.83

3-8

XVII. Teacher professionalism: Reflective practitioner, larger community

18

6.22

4-8

XVIII. Students as learners: Case histories/short-answer questions

18

11.78

10-14

XIX. Instruction and assessment: Case histories/short-answer questions

18

10.78

6-14

XX. Communication techniques: Case histories/short-answer questions

18

5.44

4-8

XXI. Teacher professionalism: Case histories/short-answer questions

18

6.00

2-8


XIII. Literature

16

20.06

13-25

XIV. Mathematics

16

19.50

13-24

XV. History/Social studies

16

16.06

8-25

XVI. Science

16

19.44

11-25

4. Data from candidates passing scores on the Praxis II tests provide evidence that our candidates demonstrate a comprehensive knowledge of their content areas to provide appropriate learning experiences that are rigorous yet developmentally appropriate for the middle childhood learner.

The Praxis II Middle Level Content Knowledge (5141) test assesses the candidates content knowledge. This assessment demonstrates candidates

breath and depth of knowledge in four content areas that are broad and multidisciplinary (Standard 4)

by scoring at the acceptable level according to the Arkansas Department of Education.

The Praxis II Principles of Learning and Teaching (0623) test assesses the candidates knowledge of pedagogy and how students learn. This assessment demonstrates candidates

comprehensive knowledge of the concepts, principles, theories, and research about young adolescent development

ability to use this knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous (Standard 1)

with scores that are at the acceptable level according to Arkansas State Department of Education.

5. See Attachment D for the Praxis II assessment tool used in the electronic portfolio.

Assessment 2: Philosophy of Education

Due to GPA no longer being the best measure of Assessment II, the philosophy of education is a better measure of this assessment.

1. Two times, first during the initial course, Middle Level Reflective Teaching, and second, at the end of their course of study in their exit portfolio, candidates submit a philosophy of education statement. The dual submissions allow the program to document candidate growth over time. More importantly, faculty in the MCED program addresses the relationships between candidate's beliefs, classroom practice and philosophy. Therefore, throughout the MCED program, candidates are engaged in the examination of personally held educational beliefs and philosophies.

2. The philosophy of education essays statements align to AMLE standards 1 (Young Adolescent Development), 2 (Middle Level Philosophy and School Organization), 6 (Family and Community Involvement), and 7 (Middle Level Professional Roles). Students are required to write to these standards in terms of their beliefs and practices.

3. The rubric used for reporting is on a 3 point scale. Data for 2008-2012 reveal that all candidates are scoring at acceptable levels for this assessment.

Philosophy of Education

2013

Percent Scoring at Each Performance Level

N

Mean

1

2

3

SD

Standard 1: Young Adolescent Development I

9

3

0

0

100

0

Standard 1: Young Adolescent Development II

9

3

0

0

100

0

Standard 1: Young Adolescent Development III

9

2.9

0

11

89

.31

Standard 2: Middle Level Philosophy and School Organization I

9

2.8

0

22

78

.41

Standard 2: Middle Level Philosophy and School Organization II

9

2.8

0

22

78

.41

Standard 2: Middle Level Philosophy and School Organization III

9

2.9

0

11

89

.31

Standard 6: Family and Community Involvement I

9

2.6

0

44

56

.49

Standard 6: Family and Community Involvement II

9

2.6

0

44

56

.49

Standard 6: Family and Community Involvement III

9

2.5

0

56

44

.50

Standard 7: Middle Level Professional Roles I

9

2.9

0

11

89

.31

Standard 7: Middle Level Professional Roles II

9

2.6

0

44

56

.50

Standard 7: Middle Level Professional Roles III

9

2.7

0

33

77

.47

Standard 7: Middle Level Professional Roles IV

9

2.7

0

33

77

.47

Standard 7: Middle Level Professional Roles V

9

2.7

0

33

77

.47

Standard 7: Middle Level Professional Roles VI

9

2.9

0

11

89

.31

Standard 7: Middle Level Professional Roles VII

9

2.9

0

11

89

.31

1= Unacceptable, 2=Acceptable, 3=Target

Philosophy of Education

2012


N

Mean

1

2

3

SD


14

2.5

0

50

50

.5


14

2.7

0

29

71

.45


14

2.7

0

29

71

.45


14

2.3

7

57

36

.59


14

2.4

7

50

43

.61


14

2.4

0

64

36

.48


14

2.3

7

57

36

.59


14

2.2

14

50

36

.67


14

2.3

7

50

43

.61


14

2.7

0

29

71

.45


14

2.4

0

64

36

.48


14

2.4

14

36

50

.72


14

2.2

7

64

29

.56


14

2.3

7

64

29

.59


14

2.7

0

29

71

.45


14

2.6

0

36

64

.48


2011


N

Mean

1

2

3

SD


32

2.5

0

50

50

.5


32

2.9

0

13

87

.3


32

2.8

0

22

78

.4


32

2.4

6

44

50

.6


32

2.4

6

50

44

.6


32

2.7

0

31

69

.5


32

2.4

3

56

41

.5


32

2.5

3

44

53

.6


32

2.7

0

31

69

.5


32

2.7

0

31

69

.5


32

2.3

3

59

38

.5


32

2.4

3

50

47

.6


32

2.4

3

53

44

.6


32

2.6

3

38

59

.6


32

2.8

0

16

84

.4


32

2.6

0

41

59

.5


4. Data indicate the extent to which middle level candidates assimilate the middle childhood level philosophy.

Candidates espouse beliefs that they desire to

demonstrate a comprehensive knowledge of the concepts, principles, theories and research about young adolescent development,

respond positively to the diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction, and

develop close, mutually respectful relationships with all young adolescents that support their intellectual, ethical, and social growth,

support standard 1, regarding young adolescent development.

Candidates espouse beliefs indicating that they understand and apply

the philosophical and historical foundations of developmentally responsive middle level programs and schools, and

developmentally responsive practices, such as, teaming, advisory, extra-curricular, and service learning, and are

committed to developmentally responsive organizational structures that foster socially equitable educational practices,

are more likely to incorporate practices that address standard 2, middle level philosophy and school organization.

Candidates espouse beliefs indicating that they desire to

work collaboratively with family and community members,

address the challenges that families may encounter in contemporary society and subsequently use available support services and other resources regardless of family circumstances, community environment, health, and/or economic conditions

are more likely to address issues regarding standard 6, involving family and community involvement.

Standard 7, regarding middle level professional roles, is addressed in the electronic rubric. The written philosophy statements characterize the roles candidates take during field experiences and internships. These roles include:

working as successful members of interdisciplinary teams,

taking service related responsibilities to school reform and the greater community,

advocating for and serving as mentors of young adolescents in various settings, and more importantly,

modeling high professional standards and modeling appropriate behaviors.

5.The guidelines for the case study project are in Attachment W and the rubric used in the electronic portfolio is in Attachment Y.

Assessment 3: Planning for the Classroom Curriculum Unit

1. An interdisciplinary curriculum unit is submitted for key assessment #3 to provide evidence for candidates pedagogical and professional knowledge, skills, and dispositions. This is an assignment in the candidates curriculum course and is used to help determine their grades as well as a key assessment. The assignment is to work as a three or four member team to develop an integrated/interdisciplinary thematic unit with 9 to 12 individual lessons. Each member of the team chooses a different content area and develops three lesson plans using direct instruction and/or the constructivist approach in that content. They are given a lesson plan format (see Attachment F), guidelines for completing the assignment (see Attachment G), and the rubric used for determining their grade (see Attachment H). Individual candidates are responsible for creating the lessons on their chosen content resulting in an interdisciplinary curriculum unit. They work as a team to develop a title page, an introduction/overview, a concept map of the unit, a matrix indicating levels of Blooms Taxonomy were used in each lesson, and another matrix indicating which of Gardners list of multiple intelligences were used in each lesson. Each member of the team is responsible for creating a rubric to assess student mastery of objectives for at least one lesson. The team then puts their individual parts together in a binder to be turned in as a complete unit. Candidates also present a lesson to the class from their unit.

2. This artifact is aligned to AMLE standards 1 (Young Adolescent Development), 2 (Middle Level Philosophy and School Organization), 3 (Middle Level Curriculum and Assessment), 4 (Middle Level Teaching Fields), and 5 (Middle Level Teaching Fields). The curriculum unit is designed in a manner that requires candidates to collaborate to plan and organize developmentally appropriate standards-based instructional units for middle school students. Candidates must develop plans which respond positively to the diversity found in classrooms and activities related to various adolescent responsibilities. These units reflect the middle level philosophy of developmentally responsive curriculum which engages young adolescents in activities related to the community. The unit is based on Arkansas Curriculum Frameworks and is integrative, challenging, and grounded in the ideas, interests, and experiences of all young adolescents. Candidates create units which provide meaningful learning experiences that develop student competence in subject matter. The units created also employ a variety of teaching and assessment strategies to meet the varying abilities and learning styles of young adolescents. Candidates are required to work in teams to design the unit and present the unit as a team in a micro-teach situation thereby practicing crucial middle level concepts.

3. Overall, candidates who have completed this assessment are scoring at acceptable levels on this artifact. Scores reflect that these candidates are able to successfully complete this authentic assessment.

Planning for the Classroom

2013


N

Mean

1

2

3

SD


9

3

0

0

100

0


9

3

0

0

100

0


9

2.59

0

10

89

.31


9

3

0

0

100

0


9

3

0

0

100

0

Standard 3: Middle Level Curriculum and Assessment I

9

2.89

0

11

89

.31

Standard 3: Middle Level Curriculum and Assessment II

9

2.89

0

11

89

.31

Standard 4: Middle Level Teaching Fields I

9

2.89

0

11

89

.31

Standard 4: Middle Level Teaching Fields II

9

2.56

0

33

67

.50

Standard 4: Middle Level Teaching Fields III

9

2.56

0

33

67

.50

Standard 4: Middle Level Teaching Fields IV

9

2.78

0

22

89

.41

Standard 4: Middle Level Teaching Fields V

9

2.56

0

44

56

.59

Standard 5: Middle Level Instruction and Assessment I

9

2.89

0

11

89

.31

Standard 5: Middle Level Instruction and Assessment II

9

3

0

0

100

0

Standard 5: Middle Level Instruction and Assessment III

9

3

0

0

100

0


Planning for the Classroom

2012


N

Mean

1

2

3

SD


14

3.0

0

0

100

0


14

3

0

0

14

0


14

2.9

0

7

93

.26


14

2.8

0

21

79

.41


14

2.9

0

7

93

.26


14

2.9

0

7

93

.26


14

2.9

0

14

86

.35


14

2.9

0

7

93

.26


14

2.5

0

50

50

.5


14

2.8

0

21

79

.41


14

2.9

0

14

86

.35


14

2.5

0

50

50

.5


14

2.8

0

21

79

.41


14

2.9

0

14

86

.35


14

3.0

0

0

100

0


2011


N

Mean

1

2

3

SD


34

3.0

0

3

97

0.2


34

2.9

0

6

94

.02


34

2.8

0

24

76

.4


34

2.9

0

15

85

.4


34

2.9

0

9

91

.3


34

2.9

0

6

94

.2


34

2.8

0

18

82

.4


34

2.9

0

15

85

.4


34

2.9

0

12

88

.3


34

3.0

0

0

100

0


34

2.8

0

21

79

.4


34

2.8

0

24

76

.4


34

2.9

0

12

88

.3


34

2.9

0

15

85

.4


34

2.9

0

6

94

.2


4. This is a comprehensive authentic assessment that demonstrates candidates abilities to apply middle level concepts in a developmentally appropriate manner. Candidates must use/apply their content expertise to work in interdisciplinary teams, address Arkansas Curriculum Frameworks, plan appropriate goals and objectives, write engaging developmentally appropriate standards-based lesson plans, and develop various assessments of learning.

This assessment demonstrates candidates knowledge of or ability to

concepts, principles, theories and research about young adolescent development

provide all young adolescents with learning opportunities that developmentally responsive, socially equitable, and academically rigorous

create and maintain supportive learning environments

respond positively to diversity and use that diversity to plan instruction

engage young adolescents in activities related to interpersonal, community, and societal responsibilities (Standard 1)

by creating curriculum units which address each of these issues.

This assessment demonstrates candidates ability to

effectively articulate and implement developmentally responsive practices

understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on the reasons

understand the significance of their actions on student learning (Standard 2)

by working in teams to develop the curriculum and present the unit in a micro-teach situation.


analyze local and state curriculum standards based on knowledge of content and early adolescent development

design curriculum and select materials that are integrative, challenging, and grounded in the ideas, interest, and experiences of young adolescents (Standard 3)

by aligning standards with activities and objectives in the unit and selecting activities which meet the standards set in the rubric.


use specific content teaching and assessment strategies and integrate state-of-the-art technologies and literacy in their teaching fields

teach in engaging ways

incorporate content knowledge with ideas, interests, and experiences of students

take leadership roles in promoting and participating in activities designed to extend knowledge in their teaching fields (Standard 4)

by meeting the standards set in the rubric, by collaborating with members of their team, and by presenting the unit in a micro-teach situation.


actively engage students in independent and collaborative inquiry

select instructional strategies that are challenging, culturally sensitive, and developmentally responsive

create equitable, caring, and productive learning environments

link and array of formal and informal assessments to instruction

use this information to adjust future lesson plans

initiate and value collaboration with others to improve instruction and assessment (Standard 5)

by meeting the standards set in the rubric on engaging activities, assessments, and reflection and revision and by presenting the unit in a micro-teach situation with feedback from their colleagues. The findings suggest that candidates display an acceptable ability to plan effectively for the classroom.

5. Attachment F is the lesson plan format that candidates are required to use. Attachment G is a description of the curriculum unit assignment. Attachment H is the assessment tool used to grade the curriculum unit for the course. The electronic rubric is Attachment J.

Assessment 4:

Bottom of Form

Pathwise Plus Observations

1. The Pathwise Plus is an observation instrument used by university supervisors to assess candidates classroom teaching. The adapted assessment is based on the Praxis III which is required for licensure in Arkansas. The instrument includes four principle domains (1) Domain A - Planning, (2) Domain B - Learning Environment and Guidance Strategies, (3) Domain C - Teaching, and (4) Domain D - Professionalism. The four domains are subdivided into 34 criteria which are applicable to the instruction given by middle school teachers. This instrument reflects all the AMLE Standards which are indicated on the form itself. By using this instrument, not only are candidates are prepared to face the challenge of Praxis III after they begin their teaching career but the Middle Childhood Education Program uses the results to determine if any changes need to be made in the program or courses to increase candidate performance or more fully meet the AMLE Standards. A score of 4 or 5 on a 5-point scale is the target and a score of 3 is acceptable. This assessment is used by the Middle Childhood Education Program to determine if candidates are able to function adequately in the classroom and in what areas the program might need to add emphasis.

2. This assessment has been aligned to standards 3 (Middle Level Curriculum and Assessment), 4 (Middle Level Teaching Fields), 5 (Middle Level Instruction and Assessment), 6 (Family and Community Involvement), and 7 (Middle Level Professional Roles) in the electronic portfolio rubric. The Pathwise Plus observations of candidates classroom teaching produce data in the areas of planning for instruction and assessment, producing a healthy learning environment, effective instructional applications, and professional dispositions.

3. The data indicates that the candidates who have completed the program are scoring at acceptable levels on this assessment.

Pathwise Plus

2013


N

Mean

1

2

3

SD


9

3

0

0

100

0


9

3

0

0

100

0


9

2.75

0

22

78

.43


9

2.85

0

11

89

.33


9

3

0

0

100

0


9

2.85

0

11

89

.33


9

3

0

0

100

0


9

3

0

0

100

0


9

3

0

0

100

0


9

3

0

0

100

0


9

2.85

0

11

89

.33


9

3

0

0

0


Pathwise Plus

2012


N

Mean

1

2

3

SD


14

3.0

0

0

100

0


14

3.0

0

0

100

0


14

2.7

0

29

71

.45


14

2.9

0

14

86

.35


14

2.9

0

7

93

.26


14

2.6

0

36

64

48


14

2.7

0

29

71

.45


14

2.9

0

7

93

.26


14

3.0

0

0

100

0


14

2.4

0

57

43

.49


14

2.7

0

29

71

.45


14

3.0

0

0

100

0


2011


N

Mean

1

2

3

SD


19

3.0

0

0

100

0.0


19

3.0

0

0

100

0.0


19

2.9

0

11

89

.3


19

2.9

0

11

89

.3


19

2.8

0

16

84

.4


19

2.8

0

21

79

.4


19

2.8

0

21

79

.4


19

2.9

0

11

89

.3


19

3.0

0

0

100

0.0


19

2.4

0

63

37

.5


19

2.7

0

32

68

.5


19

3.0

0

0

100

0.0


4. Candidates are observed in their internship by a university supervisor (US) and their cooperating teacher (CT). The Pathwise Plus Observation Form is used in each observation. The first and last observation from the US and CT are submitted to Chalk and Wire.


analyze local and state curriculum standards based on knowledge of content and early adolescent development

design curriculum and select materials that are integrative, challenging, and grounded in the ideas, interest, and experiences of young adolescents

assess students achievement using multiple strategies that focus on the key concepts found within the critical knowledge base

articulate their criteria for strategy selection (Standard 3)

by selecting strategies and activities which meet the standards set in Domain A of the Pathwise Plus Observation Form.


use specific content teaching and assessment strategies and integrate state-of-the-art technologies and literacy in their teaching fields

teach in engaging ways

incorporate content knowledge with ideas, interests, and experiences of students

take leadership roles in promoting and participating in activities designed to extend knowledge in their teaching fields (Standard 4)

by meeting the standards set in Domain B of the Pathwise Plus Observation Form, by collaborating with members of their internship team.


actively engage students in independent and collaborative inquiry

select instructional strategies that are challenging, culturally sensitive, and developmentally responsive

create equitable, caring, and productive learning environments

link and array of formal and informal assessments to instruction

use this information to adjust future lesson plans

initiate and value collaboration with others to improve instruction and assessment (Standard 5)

by meeting the standards set in Domain C the Pathwise Plus Observation Form on engaging activities, assessments, and reflection and revision and by presenting the lesson in the classroom situation with feedback from their US or CT.


serve as advocates for young adolescents

engage in activities that help parents and community members understand the nature of young adolescents and the implications for parenting, teaching, and learning

plan and execute successful parent conferences

thoughtfully engage in other school and community activities (Standard 6)

by meeting the standards in Domain D of the Pathwise Plus Observation Form.


understand teaming/collaborative theories and processes and the relationships and interdependencies among various professionals that serve young adolescents

work as successful members of interdisciplinary teams

model high standards of ethical behavior and professional competence and collegiality (Standard 7)

by meeting the standards in Domain D of the Pathwise Plus Observation From.

5. The Pathwise Plus Observation Form is in Attachment K. The electronic rubric is Attachment M.

Assessment 5: Pre/Post Student Learning Assessment

1. Candidates are required to submit authentic, direct evidence of their impact on middle level student pre and post learning for this key assessment. This assessment is not a course assignment but is part of their exit portfolios. Candidates are required to give their students a pre-test on content they will teach. They are now required to teach the content, conduct formative evaluations, give the students a post-test, create a table listing each objective and standard met, and analyze their effect on student learning. They are to do this type of assessing several times during their internship.

2. The Pre/Post Student Learning Assessment address Standard 3 (Middle Level Curriculum and Assessment) and Standard 5 (Middle Level Instruction and Assessment). Assessment of student learning is essential in a standards-driven assessment educational climate. MCED students must be able to document how their lesson planning, instruction, assessments and lesson reflection impacts young adolescent learning.

3. Candidates overall perform acceptably on this assessment. Scores from the past years indicate that improvement is needed in both areas of assessment.

Pre/Post Student Learning

2013


N

Mean

1

2

3

SD


10

2.78

0

22

78

.42

Middle Level Instruction and Assessment I

10

2.78

0

22

78

.42


Pre/Post Student Learning

2012


N

Mean

1

2

3

SD


14

2.7

0

29

71

.45


14

2.5

14

36

50

.63


2011


N

Mean

1

2

3

SD


21

2.5

5

43

52

.6


21

2.5

5

38

57

.6


4. By documenting their impact on young adolescent student learning, MCED candidates are able to demonstrate the effectiveness of their planning and instruction and the ability to provide a supportive learning environment for young adolescents.

This assessment demonstrates that candidates understand

assessing student achievement using multiple strategies that focus on key concepts found within the critical knowledge base, and can

articulate their criteria for teaching and assessment strategy selection, and

create equitable, caring, and productive learning environments (Standard 3)

by designing lesson plans with objectives that are assessable and address various cognitive levels.

This assessment also demonstrates that candidates are capable of

linking an array of formal and informal assessments to instruction, and

using this information to adjust future lesson plans (Standard 5)

These competencies show directly how candidates create a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents teaching and learning.

5.The guidelines for the assignment are in Attachment N. Attachment O is the electronic rubric used for assessing the pre/post student learning assessment.

Assessment 6: PowerPoint Project

1. MCED candidates create a PowerPoint presentation on a specific exceptionality. The presentation must address the definition/classification, characteristics, causation/prevention, and educational interventions of their assigned exceptionality. The presentation must also include a reference list of where the reader can get additional information and of resources available in the community.

2. Standards addressed through the PowerPoint are standards 1 (Young Adolescent Development), 4 (Middle Level Teaching Fields, and 6 (Family and Community Involvement). This assessment effectively measures candidates ability to articulate and apply their understanding and advocacy of middle level students with exceptionalities as they relate to the classroom, curriculum, and family/community involvement.

3. Data revealed that candidates who completed the program scored at proficient or better.

PowerPoint Special Needs

2013


N

Mean

1

2

3

SD


9

2.7

11

11

78

.67


9

2.8

0

22

78

.41


9

2.7

11

11

78

.67


9

2.9

0

11

89

.31


9

2.9

0

11

89

.31


9

2.6

10

20

70

.68


9

2.5

11

33

56

.68


10

2.6

11

22

67

.68


PowerPoint Special Needs

2012


N

Mean

1

2

3

SD


14

2.9

0

7

93

.26


14

3.0

0

0

100

0


14

2.5

0

50

50

.5


14

2.9

0

7

93

.26


14

3.0

0

0

100

0


14

2.2

7

64

29

.56


14

2.5

0

50

50

.5


14

2.5

0

50

50

.5


2011


N

Mean

1

2

3

SD


22

2.7

5

23

72

.6


22

2.9

0

14

86

.3


22

2.8

5

14

81

.5


22

2.5

5

45

50

.6


22

2.8

5

14

81

.5


22

2.4

9

41

50

.7


22

2.4

9

41

50

.7


22

2.6

5

32

63

.6


4. The data showed that candidates who completed the program were able to use technology effectively and that they understand the exceptionalities they will encounter in the classroom. Additionally, they were able to prepare themselves to facilitate the learning of middle level students with exceptionalities and locate resources to aid this facilitation.

5. The data show that candidates are scoring at proficient levels.

This assessment demonstrates candidates knowledge of

concepts, principles, theories and research about young adolescent development

that they respond positively to diversity in the planning of instruction (Standard 1)

by the research done to prepare and the information given through the PowerPoint and by reporting educational interventions needed.

This assessment demonstrates that candidates:

integrate state-of-the-art technology in their teaching fields, and

teach in engaging ways that maximize student learning (Standard 4).

by designing intricate and engaging presentations.

It also demonstrates that candidates

understand working collaboratively with family and community members and they effectively use this knowledge to maximize the learning of all young adolescents

understand the relationships between schools and community organizations

comprehend the challenges that families may encounter in society

use available support services and other resources

value and appreciate all young adolescents (Standard 6)

by highlighting the resources and services available to the stakeholders.

5.The guidelines for the PowerPoint Project are in Attachment P and the scoring guide used for the classroom grading purposes is in Attachment Q. The electronic rubric is Attachment S.

Assessment 7: Case Studies

1. Each MCED candidate is required to complete two comprehensive case studies during their program of study. One case study must document a middle level student who is typical and another middle level student who is a-typical. The student who is atypical can be either a student with special needs or who is gifted and talented. They observe middle level students in their own classes or students in the classes of colleagues. There is no personal contact with students; the case study is based only on observation. Candidates taking the course in the summer may be given a prepared scenario from which to prepare the case study.

2.This assessment is aligned to standards 1 (Young Adolescent Development) and

2 (Middle Level Philosophy and School Organization). In the case study, candidates must demonstrate an understanding of the cognitive, social, emotional, and physical development of young adolescents as well as developmentally appropriate instructional and motivational strategies.

3.Data reveal that candidates are scoring at acceptable levels for this assessment.

Case Studies

2013


N

Mean

1

2

3

SD


9

2.89

0

11

89

.31


9

2.67

0

22

78

.47


9

2.89

0

11

89

.31


Case Studies

2012


N

Mean

1

2

3

SD


14

2.9

0

21

79

.35


14

2.9

0

21

79

.35


14

2.6

0

43

57

.49


2011


N

Mean

1

2

3

SD


17

2.9

0

16

94

.2


17

2.7

0

29

71

.5


17

2.3

0

71

29

.5


4.The case study assessments not only demonstrate candidates understanding of adolescent development, they also reveal candidates abilities to apply theory to practice in typical and diverse situations.

This assessment demonstrates candidates knowledge of

concepts, principles, theories and research about young adolescent development (Standard 1)

by reporting aspects of development using theories of development in essays.


understand concepts, principles, theories and research underlying the philosophical and historical foundations of developmentally responsive middle level programs and schools

effectively articulate developmentally responsive practices

understand the reasons the practices work to foster adolescent development academically, socially, emotionally, and physically (Standard 2)

by meeting the standards set in the rubric.

5. The guidelines for the assignment are in Attachment T and the rubric used for assessment in the electronic portfolio is in Attachment V.

SECTION VUSE OF ASSESSMENT RESULTS TO IMPROVE

CANDIDATE AND PROGRAM PERFORMANCE

The Initial Licensure Track of the Middle Childhood Education Program at the University of Arkansas at Little Rock began in the fall of 2005. During that time, the assessment results for the Middle Childhood Program at the University of Arkansas at Little Rock have been analyzed and reflected upon. This analysis and reflection revealed several areas within the program which were areas of strength as well as areas that needed improvement. As a result of this continual assessment, there has been much revision and improvement. This section will discuss those areas around the (1) content knowledge, (2) pedagogical and professional knowledge, skills, and dispositions, and (3) effect on student learning.

Content Knowledge

Data on content knowledge is derived from a transcript analysis and from the candidates Praxis II results. Data show that UALR MCED candidates have the content knowledge to teach the subject areas for which they will be licensed. Candidates are required to meet GPA requirements throughout their program and it is checked at entry, after 12 hours, at 24 hours, and at graduation. An analysis of the transcripts at the beginning of their program also determines whether the candidates demonstrate content knowledge by the completion of content hours. Each candidate must have completed at least 12-15 hours in the content areas of mathematics, science, social studies, and language arts. Candidates must also complete Arkansas history and 6 hours of reading. The transcript analysis has been in place from the beginning and has proven to be effective in assessing content knowledge.

Candidates also demonstrate content knowledge through the completion of the exit portfolio. In addition, application of content knowledge is required for successful completion of each key artifact. The exit portfolio, not one of the key assessments, is full of extensive information on content knowledge but it is not easily separated for analysis. After analyzing and reflecting on the key assessments, it was decided that this was an area that should be revised for easier accessibility to the data. The exit portfolio, which now contains 6 of the key assessments, clearly aligns to the AMLE Standards and provides easily accessible data for program assessment.

Praxis II is a State mandated assessment of content knowledge. The Praxis II assesses knowledge in mathematics, science, social studies, and language arts. Although candidates from the Middle Childhood Education Program have been successful in passing this assessment, it does reveal valuable information on which content the candidate may need remediation. There are additional content courses available if the candidate needs additional instruction.

Pedagogical and Professional Knowledge, Skills, and Dispositions

While candidates demonstrate they have the professional and pedagogical knowledge, skill, and dispositions through the key assessments, it must be noted that many of the rubrics did not directly address AMLE standards. To improve clear alignment, all rubrics have been rewritten to directly reflect artifacts relationships to the AMLE standards and have been put together to form the candidates exit portfolio. This was a significant change as INTASC Standards were the foundation for the rubrics. While rewriting the rubrics, several gaps were identified. For example, family and community issues and application in assessments was lacking. In order to improve this, family and community components were strengthened in key assessments.

Through meetings of the MCED faculty over the last two years for writing this document and because of the recommendations of an external evaluator, the evaluation of the assessment revealed a need for improvement was where a rubric for assessment did not measure what it was intended to measure. Because of this evaluation, the PowerPoint project itself was revised and the rubric was changed completely to assess the AMLE standards which the project encompassed. The curriculum unit was revised extensively and other revisions will be made in the near future. Rubrics and guidelines for assessments which are course assignments have been clarified and cleaned up, and now indicate clear alignment with AMLE standards.

Effect on Student Learning

Other gaps identified were the lack of Standard 7 (professional roles) documentation and student learning documentation. To strengthen these areas the leadership project was then made a required key assessment. Before this decision, candidates had choices as to a leadership project they could do; however, now they are required to make a research-based instructional change in their instruction and, after collecting pre and post data on its impact, share with colleagues.

Steps to Improve the Program and Program Assessment

This analysis of the MCED program and the guidelines and assessment has proven to be extremely helpful. Most of the rubrics that were being used did not effectively measure the AMLE standards. As a result, each key assessment was studied and analyzed and revised to reflect the standards it was intended to measure. At the point of revision, it became evident that the guidelines for the assignments we inadequate and did not define and explain to the candidates exactly what was needed to successfully meet each of the standards. So, most of the guidelines were revised to accurately reflect the expectations.

Evidence that we believed we were collecting (and were in practice) were not as easily available for analysis as others were. For example, the initial and exit philosophy of education were collected. The initial philosophy was part of a course assignment as was the exit philosophy. When candidates were instructed to upload these to their portfolio, the initial licensure candidates had only one place to upload. They uploaded one into the electronic portfolio that is for all initial licensure candidates. A final revised philosophy was included in their exit portfolio but assessment information on that piece could not be easily extracted. With the new exit portfolio which is aligned to AMLE standards, this has been corrected.

Another problem discovered is that while the rubrics in the electronic portfolio were extensive and detailed, they were much too cumbersome. Much of what was being collected was not needed to meet AMLE standards. Rubrics in the electronic portfolio looked much like the rubrics used for grade assessment. For example, many things assessed for a grade (title page, submitting on time, etc.) are not needed as part of the key assessment. With the creation of the new exit portfolio, this problem is eliminated. Our courses, which have always been aligned to AMLE standards, can now clearly reflect that alignment.

ATTACHMENT A

Candidate Information

Program: MCED G Initial

Academic Year

# of Candidates Enrolled in the Program

# of Program Completers

2011

73

15

2012

60

14

2013

58

9

ATTACHMENT B

Faculty Information

Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program.

Faculty Member Name

Highest

Degree, Field, & University[footnoteRef:4] [4: e.g., PhD in Curriculum & Instruction, University of Nebraska]

Assignment: Indicate the role of the faculty member[footnoteRef:5] [5: e.g., faculty, clinical supervisor, department chair, administrator]

Faculty Rank[footnoteRef:6] [6: e.g., professor, associate professor, assistant professor, adjunct professor, instructor]

Tenure Track (Yes/

No)

Scholarship,[footnoteRef:7] Leadership in Professional Associations, and Service: [footnoteRef:8] List up to 3 major contributions in the past 3 years [footnoteRef:9] [7: Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of ones work for professional review and evaluation.] [8: Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and units mission.] [9: e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program]

Teaching or other professional experience in

P-12 schools[footnoteRef:10] [10: Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.]

Betty Wood

PhD, Educational Psychology w/ Gifted Education emphasis, Purdue University

Full-time MCED Faculty & MCED graduate coordinator

Associate Professor

Yes

Sedivy-Benton, A.L., Hunt, A.L., Hunt, T.L., Fetterly, J.M., & Wood, B.K. (2013). Emergence of Successful Online Courses: Faculty and Student Shift. In S. Mukerji & P. Tripathi (Eds.), Handbook of Research on Transnational Higher Education Management. Hershey, PA: IGI Global.

Wood. B., & Wood, L. (November, 2012). Creating a photo collage. A presentation at the National Association for Gifted Children (NAGC) 59th Annual Conference. Denver, CO.

Wood, B., & Fetterly, J. (Arkansas Department of Education). (2013). Understanding Fractions. iTunes U Arkansas. A collection of videos designed to help students gain a basic understanding of fractions.

UALRs Graduate Council (2007-present)

Secondary Mathematics teacher in Benton, Knobel, Piggot, Brinkley, Scott, Little Rock public schools for 12 years. Mathematics, social studies, business education, science, and 3-4 grade self-contained for 4 years.

Andy Hunt

Ph.D., University of Arkansas, Fayetteville

Department Chair

Faculty

Associate Professor

Yes

Book Chapter (refereed):

Warrick, P. L., & Hunt, A. L. (2004). Anywhere, anytime: Handy, enhanced handheld technology. In S. M. Powers & K. Janz (Eds.), Ubiquitous and Pervasive Computing in Higher Education (pp. 5-18). Indiana: Curriculum Research and Development Center.

Articles (refereed):

Hunt, A. L. & Grable, C. R. (2007). Digital field experience in teacher preparation: Virtually possible. Society for Information Technology and Teacher Education, 2007 (1), 358-359.

Hunt, A. L., Wood, B. K., Terell, M. K., & Isom, J. D. (2005). Digital portfolios: Software selection for student manipulation. Annual Editions Special Issue of Computers in Education, 23(1/2), 139-147.

Shiloh Christian School grades 7 9 & 12, faculty, social studies

Pulaski Academy grades 7-9, 11 & 12, faculty social studies

Rita Chappell

MSE

University of Arkansas

Adjunct

Supervisor

NA

Amy Sedivy-Benton

PhD Research Methodology, L

Documents

NATIONAL COUNCIL FOR ACCREDITATION OF …ualr.edu/cehp/files/2014/05/MCED-MED_Initial.docx · Web viewRespond to all six parts following the “Degree Program Assessment Progress