NCE Annual Program Assessment Information, Template and Rubric

2011-2012 NCE Program Assessment Report Template 4/12 1

2011-2012

NCE Annual Program Assessment Information, Template and Rubric

Purpose: The purpose of annual assessment reporting by programs is to demonstrate how we are monitoring candidate learning in order to demonstrate the extent to which candidates are achieving the goals that we have set for them. Program annual assessment reports provide information that allows faculty to make decisions about candidate learning needs and our own pedagogical effectiveness in order to be able to make appropriate changes. As per its constitutional charge, the NCE Assessment Council’s role in reviewing NCE program assessment reports is to provide feedback and support to programs on their assessment processes and to encourage continuous improvement in moving their candidates and programs forward. Directions: This document includes the 2011-12 Annual NCE program assessment template and rubric that NCE programs will use in completing this year’s report. NCE Program Assessment Report Template (2011-2012): Although the same overall format is used as in previous year’s reports, the language and directions of the template have been revised to provide more detail to better assist you in including comprehensive information and data related to your candidates and your program. It is recommended that you use the template as it is designed as the framework for writing your report. NCE 2011-2012 Rubric for Reviewing Program Assessment Reports: The rubric is used by NCE Assessment Council reviewers in reviewing annual assessment reports as the means for providing written feedback to programs. It is highly recommended that programs use the rubric while writing annual assessment reports as a guide for incorporating an appropriate amount and level of detail and completeness so that outside reviewers can fully understand the program and its assessment system. In addition to revisions to the language of this year’s rubric as a means to ensure a more direct alignment to the report template, there is one new additional category that provides feedback on the overall organization and writing of the report. You will find it as the last component of the rubric – Report Writing and Organization. Due Date: Program assessment reports must be completed and emailed as a .doc or (.docx) file to Daniel Sloyan ([email protected]) no later than June 30, 2012 to assist in our NCATE visit that is scheduled for early fall 2012. Need Further Assistance? If you have questions regarding the process, the template or accompanying rubric, please contact your department’s NCE Assessment Council representative or the co-chairs of the Council for assistance.


NCE Program Assessment Report Template (2011-2012)

Program Master of Arts in Teaching: Secondary Education, English Language Arts Assessment Report Writers Katherine S. McKnight, Ph.D.

Section I: Program Overview This section provides an overview into your programs’ candidates and completers. The data needed to complete this chart will be provided to your program’s identified contact person from the Office of Institutional Research by June 15, 2012.

2011-2012 (September 1, 2011 – December 31, 2012) Number of Students:

Undergraduate Graduate Alternative Programs (AUSL, TFA, etc.)

Online

Number of Students Admitted to the Program

N/A 17 9 (AUSL) 10 (TFA)

N/A/

Number of Students Enrolled in the Program

N/A No Data was Provided

No Data was Provided N/A

The Master of Arts in Teaching (MAT) in Secondary Education program at National Louis University is designed for aspiring middle and secondary school teachers. MAT Secondary Education students typically earn their secondary school teacher certification. Students then continue coursework for two or three additional quarters and earn their MAT degree. Teacher preparation is unique at NLU since it is situated in a cluster program: candidates go through the entire program with the same group of 12-20 students. Overall, successful graduates may earn:

Professional Certification in Secondary Education (Type 9, grades 6-12) Endorsements in Science, Social Science, English, Mathematics and/or a Type 10

(K-12) in Foreign Language from the Illinois State Board of Education, Endorsement to teach in Middle Schools from the Illinois State Board of Education, or

endorsements in Reading or Special Education. A Master of Arts in Teaching (MAT) Degree from the National College of Education at

NationalLouis University

Certification standards for Illinois public school teachers are set forth by the Illinois State Board of Education. To be certified as a 9-12 classroom teacher, the Illinois education code requires that 1) all candidates have a degree in education and all candidates maintain a grade point average (GPA) at or above 2.5 to stay in the teacher preparation program. The Secondary Education Department at National Louis University has developed admission/retention policies and procedures for English Teacher candidates. All English Teacher candidates need (1) to hold a Baccalaureate degree from a Regionally Accredited Institution; (2) complete the Miller Analogies Test (MAT) or the General Aptitude section of the Graduate Record Exam (GRE); (3) Receive passing scores on the Illinois Basic Skills Test and the Content


Area Test (Test 111 for English Teachers); (4) Complete 32 required semester hours with no grade less than a C in an area of specialization on an official transcript(s); (5) Earn a GPA of 2.5 or better in the area of certification; (6) Earn a GPA of 3.0 in the last 60 hours of coursework for full admission: GPA's between 2.5 and 2.9 are considered for provisional admission on an individual basis.

EARLY FIELD EXPERIENCES The NLU Secondary Education English Program requires that a minimum of 100 clock hours of observation be completed prior to Student Teaching. Classroom observations are designed to provide students with opportunities to develop and refine teaching skills. Four courses required for certification in Secondary Education incorporate observation hours into the requirements of the classes. Those courses are SEC502 – Methods and Materials for Teaching at the Secondary Level; SPE500 – Introduction to Exceptional Children and Adolescents/Special Education; SEC512 – Teaching English in the Secondary School; and EPS511 – Human Learning and Development in Instructional Contexts. During the first quarter of the certification portion of the program candidates will participate in two field experiences. One, candidates are enrolled in SEC 502 – Methods and Materials for Teaching at the Secondary Level. This course requires a total of 35 observation hours. Two or three full days of observation are pre-arranged at schools in various geographic locations. These schools are chosen primarily for their constructivist philosophies and learner-centered approaches. Candidates meet weekly as a class with their instructor to explore issues and trends affecting teaching at the secondary level, curriculum development and integration, community building and maintenance, and construction of disciplinary knowledge. In addition, candidates examine reform mandates and assessments as well as discuss, critique, and practice a variety of instructional models. The second experience, SPE 500- Introduction to Exceptional Children and Adolescents/Special Education provides candidates with experiences in classrooms serving students with special needs. Candidates spend a total of 15 hours in a special education setting, where they complete observation tasks. As in SEC 502, candidates meet weekly as a class with their instructor to share their observations of the setting and to discuss historical, legal, philosophical, and instructional issues pertaining to the education of students with disabilities. During the second quarter of the certification process, NLU English Teacher candidates are enrolled in SEC512 – Teaching English in the Secondary School. This course requires a total of 50 observation hours in English 6-12 class settings. During this experience students are asked to observe English content specifics including: textbook usage, technological resources, room arrangements, content specific assessment, small group discussions, end of lesson/day routines, and homework. Often this observation time can be spent working with students where the lead teacher allows for interaction with students. During this course students are strongly encouraged to engage, when possible, with students around content specific needs. Candidates complete an observation log in conjunction with each course. An important part of this process is to help candidates focus their observations in a way that assists them to make connections between theory and practice, draw conclusions about what seems to work in classroom settings, and practice a repertoire of strategies and approaches to classroom instruction. If feasible, candidates are instructed to participate in any tutoring or other classroom work that brings them in contact with students. STUDENT TEACHING EXPERIENCE Student Teaching is the culminating experience prior to certification. All candidates complete a minimum of a ten-week, full-day teaching experience in a selected classroom. Student teaching


placements are made with licensed English Teachers in the school districts and are supervised by individuals with 9-12 teaching certification. Student teaching is a transitional period during which there is a change in roles from a student learning about teaching to experiencing being a teacher. The student teaching internship consists of a gradual assumption of teaching responsibilities. Ultimately, a student is expected to assume full responsibility for preparing and teaching the same number of classes as a certified teacher in the assigned placement. This includes teaching five courses (with up to three different class preparations). In a school with a block schedule, typically a student teacher would assume responsibility for teaching three courses (with two different class preparations). It is recommended, wherever possible, that the student teacher begin to assume the responsibility of teaching the classes as soon as possible to experience teaching on her/his own. In the end, the student must complete, minimally, six of the ten weeks with full responsibility for all classes. In addition to these responsibilities, student teachers are encouraged to participate in as many activities at the placement school as are allowed and as their time will permit. We encourage student teachers to attend faculty meetings, parent meetings, professional development activities, and school-related community or local governance meetings. Student teachers should take on the non-teaching duties of their cooperating teacher and participate in extracurricular activities as much as possible and as the cooperating teacher deems relevant. However, none of these responsibilities should interfere with the designated five mandatory NLU seminar classes. Placements are made in schools where both principals and cooperating teachers welcome the new teacher as a future member of a dedicated profession of learners. This is also an opportunity for seasoned cooperating teachers to share their own insights and expertise to the student. During the ten weeks, the classroom teacher and the university supervisor collaborate in mentoring and evaluating the student teacher. Student teachers are assigned to exemplary cooperating and supervising teachers. The cooperating teacher(s), mentor the student teacher on a daily basis. NLU supervisors also assess the student teacher throughout her/his student teaching experience. All students are assigned an NLU supervisor. Supervisors come to NLU with varied backgrounds including many years of teaching and sometimes administrative experience in middle/high schools in urban/rural areas throughout the United States. The supervisor will visit a minimum of three observations and will be available for additional visits and counsel by phone and e-mail. Supervisors assess the goals, daily lesson plans, and classroom management styles of the individual student teacher. Student teachers and supervisors need to communicate with each other on a weekly basis.

ADMISSION TO THE PROGRAM The following documents must be on file in the Office of Admissions prior to consideration for admission to the program: 1) A completed application form. 2) Application fee. 3) Official transcripts from all institutions attended. Only credit from a regionally accredited institution is considered for transfer credit. Completion of a bachelor's degree from a regionally accredited institution must be verified and the candidates must show (s)he has broad-based experiences/courses in the discipline.


4) A list of three references from supervisors, employers, professors, or others who have known the applicant in a professional or academic capacity. 5) A written statement of academic and professional goals. 6) Students seeking admission into the NLU Secondary Education English Program are required to pass the Basic Skills Test along with the English Content Exam (Test 111) administered by the Illinois State Board of Education. 7) Students must take the Miller Analogies Test or the General Aptitude section of the Graduate Record Exam (waived for those already holding an advanced degree). 8) Students whose native language is other than English and/or whose college coursework was earned outside the United States must submit official scores from TOEFL test. The Language Institute Assessment test may be taken in lieu of the TOEFL. REQUIRED OVERALL GPA Applicants must hold a bachelor’s degree from a regionally accredited institution and show evidence in undergraduate work of the ability to pursue graduate study. This is interpreted to mean that the student in the junior and senior years of undergraduate study has achieved a GPA of 3.0 or better on a 4.0 scale. GPA's between 2.5 and 2.9 will be considered for provisional admission on an individual basis. Students holding a graduate degree from a regionally accredited institution will have only their GPA from that advanced degree count toward admission. Students must have a GPA of 2.5 or better in their English content courses. In addition to meeting all of the admission policies, all students must maintain a minimum 3.0 GPA and be in full standing in order to remain in the program. ADDITIONAL REQUIREMENTS Candidates for admission into the NLU Secondary Education English Program must have a Major in English from a regionally accredited institution or related coursework equaling 32 semester hours (including 9SH, upper level) for an Illinois Endorsement in English. The distribution requirements in the Major consist of 9 semester hours of composition and creative writing; and 3 SH each of literary criticism, American, British, and non-white, ethnic literature, Shakespeare, and poetry/young adult literature, with 9sh of those courses being at the upper level, for admission into the Secondary English Program. (See Transcript Review Document in Section 4 Assessment 2 for more detail) For those students who did not have a Major in English, these students can enter our MAT program. The candidates must take the Illinois Content Test in English and receive a passing score. Also they must have a total of 32 semester hours (including 9 semester hours of upper level courses) in the designated English and related coursework. The 32sh in English must consist of the distribution requirements for the English major listed in the paragraph prior. Each disciplinary requirement for admission is closely aligned to the NCTE Content Area Standards. If a candidate's English course work is more than five years old, we recommend that he or she take two or more current English courses before entering the program. If the course work is more than ten years old, we require that he or she take two or more current courses before entering the program. Some of our candidates are change-of-career students and often have many of the courses when they apply. For those who need additional content background, we offer these through our College Arts and Sciences.


Section 1 - Attachment 1 Clinical Observation Hour Course Distribution

Course Term Setting Observation Hours Total Hours SEC502 – Introduction to Secondary Education Methods

1 Middle or High School 25 100

SPE500 – Special Education 1 Flexible 10 EPS511 – Educational Psychology: Human Learning and Development

2 Middle or High School 15

SEC512 (English Methods) 2 Middle or High School

50


Section 1 – Attachment 2: Course Sequence Schedules for Fall, Winter, and Spring Starts

SECONDARY EDUCATION PROGRAM – MAT

FALL START CLUSTERS Fall SH FND 504 History and Philosophy of Education 2 SEC 502 Methods and Materials for Teaching at the Secondary Level 3 SPE 500 Introduction to Exceptional Children and Adolescents 3 Winter SEC 510* Teaching Biology in the Secondary School 3 SEC 512* Teaching English in the Secondary School 3 SEC 514* Teaching Mathematics in the Secondary School 3 SEC 516* Teaching Physical Science in the Secondary School 3 SEC 518* Teaching Social Studies in the Secondary School 3 SEC 522* Classical Language Methodology 3 SEC 524* Communicative Language Teaching in the Modern World Language

Classroom 3 (SEC 510-524 may change locations for some clusters and students from other Clusters will be combined.) EPS 511 Human Learning and Development in Instructional Contexts 3 Spring SEC 590 A* Student Teaching in the Secondary School Biological Science 6 SEC 590 B* Student Teaching in the Secondary School Language Arts/English 6 SEC 590 C* Student Teaching in the Secondary School Mathematics 6 SEC 590 D* Student Teaching in the Secondary School Physical Science 6 SEC 590 E* Student Teaching in the Secondary School Social Studies 6 SEC 590 F* Student Teaching K-12: Modern World Languages 6 (A required student teaching seminar meets a minimum of 5 times during student teaching.) *For the courses SEC510-524 and SEC590 A-F, each student will choose a content area, and take the corresponding course with the appropriate course number ONLY. To complete the MAT students must complete ESR514: Research in Action, SEC525: American Urban Education, and two courses from the following elective list within 6 years of completing the first course in the MAT program. Electives must be within one program area only - e.g. Special Education. Reading ESL Middle Level Special Ed** RLR 502 or CIL 500 MLE 500 SPE 501 RLR 503 and CIL 505 MLE 502 SPE 506 RLL 522* or RLL 528* *Students taking the 5 semester hours of Reading electives will need one extra semester hour, which they can fulfill either through a 1-s.h. workshop or by taking a 1-s.h. course by arrangement with their RLL professor. If taking a Course by Arrangement, students will need to obtain signatures from their Reading professor, advisor, and program coordinator, after which they need to send the form to the Associate Dean in Wheeling. **Students who take the 2 courses above from the Special Education program area, in addition to SPE 527, can apply for a Special Education approval from the state that is good for 3 years. If, in addition, they pass the LBSI test, students become eligible for a Special Education endorsement. For more information, contact Special Education administrative assistant Sandra Hilmert at [email protected]. Total Semester Hours: 32


COURSE SEQUENCE SECONDARY EDUCATION PROGRAM – MAT

MEETING DAYS: TBA WINTER START CLUSTERS

Winter SH SPE 500 Introduction to Exceptional Children and Adolescents 3 FND 504 History and Philosophy of Education 2 SEC 502 Methods and Materials for Teaching at the Secondary Level 3 Spring SEC 510* Teaching Biology in the Secondary School 3 SEC 512* Teaching English in the Secondary School 3 SEC 514* Teaching Mathematics in the Secondary School 3 SEC 516* Teaching Physical Science in the Secondary School 3 SEC 518* Teaching Social Studies in the Secondary School 3 SEC 522* Classical Language Methodology 3 SEC 524* Communicative Language Teaching in the Modern Language Classroom 3 (SEC 510-524 may change locations for some clusters and students from other clusters will be combined.) EPS 511 Human Learning and Development in Instructional Contexts 3 Fall SEC 590 A* Student Teaching in the Secondary School Biological Science 6 SEC 590 B* Student Teaching in the Secondary School Language Arts/English 6 SEC 590 C* Student Teaching in the Secondary School Mathematics 6 SEC 590 D* Student Teaching in the Secondary School Physical Science 6 SEC 590 E* Student Teaching in the Secondary School Social Studies 6 SEC 590 F* Student Teaching K-12: Modern World Languages 6 (A required student teaching seminar meets a minimum of 5 times during student teaching.) *For the courses SEC510-524 and SEC590 A-F, each student will choose a content area and take the corresponding course with the appropriate course number ONLY. To complete the MAT students must complete ESR514: Research in Action, SEC525: American Urban Education, and two courses from the following elective list within 6 years of completing the first course in the MAT program. Electives must be within one program area only - e.g. Special Education. Reading ESL Middle Level Special Ed** RLR 502 or CIL 500 MLE 500 SPE 501 RLR 503 and CIL 505 MLE 502 SPE 506 RLL 522* or RLL 528* *Students taking the 5 semester hours of Reading electives will need one extra semester hour, which they can fulfill either through a 1-s.h. workshop or by taking a 1-s.h. course by arrangement with their RLL professor. If taking a Course by Arrangement, students will need to obtain signatures from their Reading professor, advisor, and program coordinator, after which they need to send the form to the Associate Dean in Wheeling. **Students who take the 2 courses above from the Special Education program area, in addition to SPE 527, can apply for a Special Education approval from the state that is good for 3 years. If, in addition, they pass the LBSI test, students become eligible for a Special Education endorsement. For more information, contact Special Education administrative assistant Sandra Hilmert at [email protected]. Total Semester Hours: 32


COURSE SEQUENCE

SECONDARY EDUCATION PROGRAM – MAT MEETING DAYS: TBA

SPRING START CLUSTERS Spring SH SPE 500 Introduction to Exceptional Children and Adolescents 3 FND 504 History and Philosophy of Education 2 SEC 502 Methods and Materials for Teaching at the Secondary Level 3 Fall SEC 510* Teaching Biology in the Secondary School 3 SEC 512* Teaching English in the Secondary School 3 SEC 514* Teaching Mathematics in the Secondary School 3 SEC 516* Teaching Physical Science in the Secondary School 3 SEC 518* Teaching Social Studies in the Secondary School 3 SEC 522* Classical Language Methodology 3 SEC 524* Communicative Language Teaching in the Modern Language Classroom 3 (SEC 510-524 may change locations for some clusters and students from other clusters will be combined.) EPS 511 Human Learning and Development in Instructional Contexts 3 Winter SEC 590 A* Student Teaching in the Secondary School Biological Science 6 SEC 590 B* Student Teaching in the Secondary School Language Arts/English 6 SEC 590 C* Student Teaching in the Secondary School Mathematics 6 SEC 590 D* Student Teaching in the Secondary School Physical Science 6 SEC 590 E* Student Teaching in the Secondary School Social Studies 6 SEC 590 F* Student Teaching K-12: Modern World Languages 6 (A required student teaching seminar meets a minimum of 5 times during student teaching.) *For the courses SEC510-524 and SEC590 A-F, each student will choose a content area, and take the corresponding course with the appropriate course number ONLY. To complete the MAT students must complete ESR514: Research in Action, SEC525: American Urban Education, and two courses from the following elective list within 6 years of completing the first course in the MAT program. Electives must be within one program area only - e.g. Special Education. Reading ESL Middle Level Special Ed** RLR 502 or CIL 500 MLE 500 SPE 501 RLR 503 and CIL 505 MLE 502 SPE 506 RLL 522* or RLL 528* *Students taking the 5 semester hours of Reading electives will need one extra semester hour, which they can fulfill either through a 1-s.h. workshop or by taking a 1-s.h. course by arrangement with their RLL professor. If taking a Course by Arrangement, students will need to obtain signatures from their Reading professor, advisor, and program coordinator, after which they need to send the form to the Associate Dean in Wheeling. **Students who take the 2 courses above from the Special Education program area, in addition to SPE 527, can apply for a Special Education approval from the state that is good for 3 years. If, in addition, they pass the LBSI test, students become eligible for a Special Education endorsement. For more information, contact Special Education administrative assistant Sandra Hilmert at [email protected]. Total Semester Hours: 32


Section 1 – Attachment 3

English Program Candidate Completer Data Program: (NLU) English Teacher Program

Academic Year # of Candidates Enrolled in the Program

# of Program Completers

2011-2012 121 ***Data Not Available at time of report

2009-2010 67 67

2008-2009 103 103

2007-2008 46 46

Note: These numbers include more than one cohort and include fall, winter, and spring students enrolled for that academic year. In later sections of this report data will be tabulated by cohorts thus representing a smaller sample of students.


Section II: Relationship of Assessments to Program Outcomes and Standards

Alignment of Program Assessments to NCE Conceptual Framework/Outcomes

NCE Conceptual Framework/Outcomes

NCE Candidates:

Program Assessments

Envision, articulate and model democratic and progressive education

3,4,5,6

Design powerful learning environments that integrate appropriate technologies

3,4,5,6

Design powerful learning environments that utilize multiple meaningful assessments

3,4,5,6

Design powerful learning environments that enable self-directed learning

3,4,5,6

Work collaboratively in diverse communities and with diverse learners to achieve learning goals

3,4,5,6

Advocate for democratic values, equity, access and resources to assure educational success for all

3,4,5,6

Cultivate curiosity and excitement for learning in themselves and others

4

Respect and learn from other peoples, cultures, and points of view 4

Demonstrate a caring attitude in recognizing the needs of others and acting to promote their growth

4

Act with confidence and self-knowledge to assume professional leadership roles and responsibilities

4

Use information from self and others to continuously improve 4

Alignment of Program Assessments to Professional Standards and Program Outcomes

NCTE STANDARDS

APPLICABLE ASSESSMENTS

FROM SECTION II

Category 1.0 Structure of the Basic Program. Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for pre-service English language arts teachers.

Found in Section 1, Context

Category 2.0 Attitudes for English Language Arts. Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers.

2.1 Candidates create an inclusive and supportive learning environment in which all students can engage in learning.

4,5

2.2 Candidates use ELA to help their students become familiar with their own and others' cultures.

4

2.3 Candidates demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates.

5,6

2.4 Candidates use practices designed to assist students in developing habits of critical thinking and judgment.

4,5


2.5 Candidates make meaningful connections between the ELA curriculum and developments in culture, society, and education.

3,4,5

2.6 Candidates engage their students in activities that demonstrate the role of arts and humanities in learning.

4

Category 3.0 Knowledge of English Language Arts. Candidates are knowledgeable about language; literature; oral, visual, and written literacy; print and non-print media; technology; and research theory and findings.

3.1 Candidates demonstrate knowledge of, and skills in the use of, the English language.

1,2,5

3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy.

1,2,5

3.3 Candidates demonstrate their knowledge of reading processes. 1,2,5

3.4 Candidates demonstrate knowledge of different composing processes. 1,2,3,5

3.5 Candidates demonstrate knowledge of, and use for, an extensive range of literature.

1,2,3,5

3.6 Candidates demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture.

1,2,4,5

3.7 Candidates demonstrate knowledge of research theory and findings in English language arts.

1,5,6

Category 4.0 Pedagogy for English Language Arts. Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching.

4.1 Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts.

3,4,5

4.2 Candidates align curriculum goals and teaching strategies with organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.

3,4,5

4.3 Candidates integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students.

4

4.4 Candidates create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.

4,5

4.5 Candidates engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.

4,5

4.6 Candidates engage students in critical analysis of different media and communications technologies.

4,5

4.7 Candidates engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication.

4,5

4.8 Candidates engage students in making meaning from texts through personal response.

4

4.9 Candidates demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and non-print texts.

4

4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.

4,5


Section III: Key Program Assessments Using the chart below, indicate the name, type, and administration point for each of the assessments that the program uses to assess candidate learning and evaluate program effectiveness. Refer to the specific requirements of the program’s SPA (if any) to ensure that the program is meeting these standards. For non-SPA programs, only one content knowledge assessment domain is necessary. The following assessments meet the National Council of Teachers of English (NCTE) standards. Name of Assessment1 Type or Form of Assessment2 When the Assessment Is

Administered3

1. [Licensure assessment, or other content-bases assessment]

ICTS English language arts content test #111

Prior to admission

2. [Assessment of content knowledge in English]

Transcript Review Prior to admission

3. [Assessment of candidate ability to plan instruction]

English-Curriculum Development and Planning Assessment/Rubric

Term 2, English methods course SEC 512

4. [Assessment of student teaching] Student Teaching Evaluation Instrument

Term 3, SEC 590B, student teaching

5. [Assessment of candidate effect on student learning]

Portfolio – Impact on Student Learning

Term 3, SEC 590B, student teaching

6. [Additional assessment that addresses NCTE standards (required)]

Portfolio – Growth and Development Term 3, SEC 590B, student teaching

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


Section IV: Assessment Tools and Data Analysis

SECTION IV — Assessment #1 Illinois State Content Test #111 (English Content)

Assessment #1 - Data from licensure tests or professional examinations of content knowledge. Assessment Tool 1: Illinois State Content Exam a. A brief description of the assessment and its use in the program:

This assessment tool is the Illinois State English Content Area Examination administered by NES. It is used as an entrance requirement into the Secondary Education English MAT Program.

b. A description of how this assessment specifically aligns with the standards it is cited for in Section III. Cite SPA standards by number, title, and/or standard wording.

The information provided by the state about the content covered in each sub-section of this test enabled us to identify the NCTE standards addressed by each main area of the test. This assessment aligns to the following seven NCTE Standards: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, and 3.7 (See Attachment #1 S4-A1-A1: ISBE Content Exam Aligned to NCTE Standards Chart).

c. A brief analysis of the data findings; English teacher candidates are required to take and pass the Illinois State English Content Area Examination. NLU candidates perform well on the content area exam and possess strong content knowledge. The average composite score for NLU English teacher candidates is 25 points above the passing score of 240. The Illinois State English Content Area Examination shows that the candidates’ content knowledge, as required by NCTE, is at an acceptable level. 100% of NLU English Teacher Candidates pass the content exam. (See Attachment #2 S4-A1-A2, English Candidate Content Assessment Data)

d. An interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard wording;

After reviewing the ISBE test data, for the past three years, the data reveal that the average MAT English Teacher candidate composite score is 265, 25 points above the passing score. Candidates tend to excel in Speaking and Listening (Subtest Category Three) with the average score over the last years being around 271. The competency addressed in this content exam align with the NCTE SPA Standard 3.1(Candidates demonstrate knowledge of, and skills in the use of, the English Language) and Standard 3.2 (Candidates demonstrate knowledge of the practices of oral, visual, and written literacy). The THREE competency items in subtest-three that show alignment to NCTE SPA standards 3.1 and 3.2 include: 1) Demonstrate knowledge of oral communication components and strategies for constructing oral presentations. 2) Demonstrate knowledge of the communication process components for evaluating oral messages. 3) Understand that communication may influence and be influenced by people and their relationships with one another and by communication anxiety and understand the importance and ethical responsibilities of adapting communication to audience needs, the situation, and the setting.


The reading subtest of the English exam provides information on a candidate’s ability to “Demonstrate their knowledge of reading process.” (NCTE SPA Standard 3.3) The competencies assessed on the exam align to SPA standard 3.3. Those assessed competencies include a candidate’s ability to: 1) Understand the nature, development, and importance of reading in all content areas. 2) Demonstrate knowledge of selection and use of various materials to plan reading instruction appropriate to students' knowledge and abilities. 3) Demonstrate knowledge of strategies for teaching and assessing student knowledge of word identification and vocabulary. 4) Demonstrate knowledge of identifying and implementing appropriate strategies using oral language to help students develop reading skills.5) Demonstrate knowledge of strategies for teaching and assessing student reading comprehension.

Candidates tend to perform well in Writing and Research Subtest Two. Although there is no formal written portion on this exam, this data provides us with ample information on a candidate’s writing ability which satisfies NCTE SPA standard 3.2 (Candidates demonstrate knowledge of the practices of oral, visual and written literacy). Specifically, the assessment addresses the following FIVE writing competencies: 1) Recognizing and understanding various rhetorical strategies within writing processes. 2) Demonstrating knowledge of composition, including drafting strategies necessary for writing in various rhetorical situations (e.g., short stories, letters, essays, reports). 3) Demonstrate knowledge of strategies for revising, editing, and proofreading documents that address various rhetorical situations and know how to prepare various documents for publication. 4) Demonstrate knowledge of strategies for locating, analyzing, evaluating, and organizing information from print and electronic resources that express various perspectives. 5) Demonstrate knowledge of how to synthesize and apply acquired information, concepts, and ideas to communicate in a variety of formats for a variety of purposes.

The final subtest (Literature) on the English Content exam provides us with a candidate’s ability to, “demonstrate knowledge of, and use for, an extensive range of literature.”(NCTE SPA Standard 3.5), as well as a candidate’s ability to, “demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture.”(NCTE SPA Standard 3.6). The THREE competencies assessed in this Literature subtest, that align to NCTE SPA Standards 3.5 and 3.6, include:1) Recognize and analyze the distinctive features and historical development of various genres and recognize recurrent themes in all genres.2) Recognize and analyze literary elements and techniques and how they convey meaning in classic and contemporary literature from a variety of eras, cultures, traditions, genres, and media. 3) Understand general skills, strategies, and purposes for reading literature and know how to select and use literary materials appropriate to the age and developmental level of learners.

2. Assessment Documentation

e. The assessment tool itself or a rich description of the assessment (often the directions given to candidates);

The following materials are excerpted from the test information site and study guide (See Attachment #3: S4-A1-A3 INTC English Content Study Guide).


The content tests are designed to assess a candidate's knowledge of content in the specific teaching, school service personnel, or administrative field in which certification is sought. The tests are based on current and relevant expectations for teacher preparation students and for teachers in Illinois as defined by the Illinois Content Area Standards for Educators.

TESTSUBAREASANDOBJECTIVESTesting has been required of candidates seeking Illinois teaching, school service personnel, and administrative certificates since 1988. Legislation enacted at that time, Section 21-1a of the School Code of Illinois, established a testing program as part of the state's certification requirements. Subsequent legislation and the adoption of administrative rules by the Illinois State Board of Education (ISBE) provided additional requirements and information regarding the specific tests required of certification candidates, as well as when the tests must be taken and who must take the tests. Under the direction of ISBE, the Illinois Certification Testing System (ICTS) was custom designed and developed by the Evaluation Systems group of Pearson to meet Illinois needs and requirements relating to the preparation and certification of educators.

The ICTS tests are criterion referenced and objective based. A criterion-referenced test is designed to measure a candidate's knowledge and skills in relation to an established standard rather than in relation to the performance of other candidates. The explicit purpose of these tests is to help identify, for certification purposes, candidates who have demonstrated the level of knowledge required to perform satisfactorily in their fields of specialization. All the test standards and objectives developed for the ICTS were reviewed by committees of Illinois educators for relevance to the field of teaching and alignment with state and national standards. A content validation survey was then conducted in each field using practicing Illinois public school educators and educator preparation faculty. Each survey participant reviewed the standards/objectives in his or her field to ensure that only standards/objectives that are important to the job and that are used in Illinois classrooms were selected for testing. Test questions matched to each standard/objective were developed on the basis of textbooks, Illinois curriculum guides, and teacher education and certification standards. These questions were developed in consultation with committees of Illinois public school educators, educator preparation faculty, and other content specialists. Test questions are field-tested and then continually reviewed to ensure content is current and accurate. All tests within the ICTS periodically undergo a comprehensive review to ensure that the tests accurately reflect the knowledge and skills required of the Illinois public school educator.

The English Content Area Exam consists of 125 multiple-choice questions. There are four Subareas to the English Content exam. The areas include: 1) Reading, 2) Writing and Research, 3) Speaking and Listening, and 4) Literature. The four areas are broken down as such: Subarea – 1 Reading

Understand the nature, development, and importance of reading in all content areas.

Demonstrate knowledge of selection and use of various materials to plan reading instruction appropriate to students' knowledge and abilities.

Demonstrate knowledge of strategies for teaching and assessing student knowledge of word identification and vocabulary.

Demonstrate knowledge of identifying and implementing appropriate strategies using oral language to help students develop reading skills.

Demonstrate knowledge of strategies for teaching and assessing student reading comprehension.

Subarea 2 – Writing and Research Recognize and understand various rhetorical strategies within writing processes.

Demonstrate knowledge of composition, including drafting strategies, necessary for writing in various rhetorical situations (e.g., short stories, letters, essays, reports).


Demonstrate knowledge of strategies for revising, editing, and proofreading documents that address various rhetorical situations and know how to prepare various documents for publication.

Demonstrate knowledge of strategies for locating, analyzing, evaluating, and organizing information from print and electronic resources that express various perspectives.

Demonstrate knowledge of how to synthesize and apply acquired information, concepts, and

ideas to communicate in a variety of formats for a variety of purposes. Subarea 3 – Speaking and Listening

Demonstrate knowledge of oral communication components and strategies for constructing oral presentations.

Demonstrate knowledge of the communication process components for evaluating oral messages.

Understand that communication may influence and be influenced by people and their relationships with one another and by communication anxiety and understand the importance and ethical responsibilities of adapting communication to audience needs, the situation, and the setting.

Subarea 4 – Literature Recognize and analyze the distinctive features and historical development of various

genres and recognize recurrent themes in all genres.

Recognize and analyze literary elements and techniques and how they convey meaning in classic and contemporary literature from a variety of eras, cultures, traditions, genres, and media.

Understand general skills, strategies, and purposes for reading literature and know how to select and use literary materials appropriate to the age and developmental level of learners.

f. The scoring guide for the assessment;

Excerptedfromthe INTC Study Guide (See Attachment #3: S4-A1-A3 INTC English Content Study Guide).

OVERVIEW

The passing score for the English content-area test is designed to reflect the level of content knowledge and skills required to perform the job of an educator receiving an initial certificate in Illinois. The total test score is based on a candidate’s performance on the entire test, specifically the number of multiple-choice questions answered correctly. The English content area test contains 125 multiple-choice questions. Scores are reported on a scale of 100 to 300. A total test scaled score of 240 or above is required to pass.

Subarea scores are presented on the same scale as the total test score (100 to 300). Subarea scores contain different numbers of questions and are weighted differently in the computation of the total test score; therefore, the average of the subarea scaled scores generally will not equal the scaled total test score. Subarea scores help in assessing a candidate’s relative strength and weakness.

The score report indicates whether or not a candidate passed the test and how they performed on each test subarea. The passing scores for the Illinois Certification Testing System were established by the Illinois State Board of Education based on recommendations from panels of Illinois educators. The passing score for English content test is designed to reflect the level of content knowledge and skills required to perform the job of an educator receiving an initial certificate in Illinois. Passing Score


To pass the English content exam candidates must obtain a scaled total test score of 240 or above. Total Test Score The total test score is based on a candidate’s performance on the entire test, specifically the number of multiple-choice questions they answered correctly. Subarea Scores

��Subarea scores are presented on the same scale as the total test score. ��Subarea scores contain different numbers of questions and are weighted differently in the computation of the total test score; therefore, the average of the subarea scaled scores generally will not equal the scaled total test score. ��Subarea scores will help you assess your areas of relative strength and weakness.

g. Charts that provide candidate data derived from the assessment. (See Attachment #2 below, Table 2: English Candidate Content Assessment Data)


Section IV: Assessment 1 – Attachment 1

ISBE Content Exam Subtests Aligned to NCTE SPA Standards

Sub-Test Area

English Section Related NCTE Standards

I Reading 3.3

II Writing and Research 3.2, 3.4, 3.6, 3.7

III Speaking and Listening 3.1, 3.2

IV Literature 3.5, 3.6



TABLE 2: English Candidate ISBE Test - Three Year Assessment Data (Section 4, Assessment 2, Attachment 2)

Three Year Mean Data (240+ is Passing)

Date SPA Standard(s)

Addressed in this entire

Assessment

N NLU English Teacher Candidate Passing Rate

Subtest 1 Reading

Subtest 2 Writing

and Research

Subtest 3 Speaking

and Listening

Subtest 4 Literature

Composite (240+ = Passing)

2011-2012 3.1, 3.2, 3.3, 3.4,

3.5, 3.6, 3.7

24 100% 235 251 272 272 268

2009-2010 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7

67 100% 257 266 270 273 267

2008-2009 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7

103 100% 259 266 271 273 267

2007-2008 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7

46 100% 253 261 272 270 264


Section IV - ASSESSMENT 2

Transcript Review

1.A two page-narrative that includes the following: a. A brief description of the assessment and its use in the program

All MAT English Candidates must satisfy content background requirements that address the NCTE and state content standards. NLU performs a transcript analysis (transcript review) of all undergraduate and graduate content coursework in English and related areas prior to admission (See Attachment 1 –Transcript Review Form 1, S4-A2-A1). Acceptance into the NLU MAT English Teaching program requires 32 semester hours (including 9 SH upper level) with demonstrated competency in: Composition, Creative Writing, Introduction to Literary Criticism, American Literature, English literature, Non Western/Ethnic American Lit, Shakespeare, Adolescent Literature or Poetry, and 6 semester hours in another related field including literature, writing, speech, or journalism. These areas align to NCTE Content Area Standard 3.1 – 3.6 (See Attachment 2: Transcript Review Alignment Table). Students are required to have earned a grade of “B” or better in any coursework that is being used to meet proficiency standards. The entry requirements for the English language arts MAT program are designed to insure that students have a sufficient background in the myriad of information necessary to be a competent English language arts instructor.

b. A description of how this assessment specifically aligns with the standards it is cited for in Section III. Cite SPA standards by number, title, and or standard wording.

The transcript review ensures that NCTE content standards 3.1- 3.6 are met prior to admission. See Attachment 2 for more alignment detail. (Attachment Two: S4-A2-A2 Table 1 Transcript Review Aligned to NCTE Standards)

c. A brief analysis of the data findings

Table 2 attached (Attachment 3) shows data for three recent years of transcript review. 100 % of candidates meet or exceed the criteria on the Transcript Review Form (Attached). Data also indicate that a significant percentage of entering candidates exceed the minimum 2.5 GPA in English content courses needed for admission into the MAT English Program.

d. An interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, or standard wording

The transcript review is an integral part of our MAT acceptance process. Our aggressive English content review ensures that candidates entering the NLU English program satisfy a rigorous understanding of English content. Our transcript review does not assess the candidate’s actual undergraduate program, we strictly look for courses and GPA based on the individual level. As the transcripts are evaluated on an individual basis the reviewer keeps an open mind with respect to the range of experiences the candidates bring to the MAT program ensuring that any deficiencies in a candidate’s undergraduate record are addressed prior to being admitted into the program. It should be noted that many of our accepted students have GPAs at or above a 3.0 (out of 4.0) in the English Content area. Many of our students entering the NLU English MAT program have outstanding GPAs. We believe a candidates strong performance on previous English Content course work, as evidence on their transcript review and their GPAs (Attachment 2 Table 1: Transcript Review Aligned to NCTE Standards), in addition to the state exam (See Section 4 Assessment 1), is evidence of meeting NCTE standards 3.1 through 3.6.



e. The assessment tool itself (See Attachment 1: S4-A2-A1: English Transcript Review Form) Description: Applicants’ transcripts are analyzed by the NLU Admissions office and Transcript Evaluators, following an “Admission Criteria” checklist and using the transcript review form (attached). Applicants are either denied, admitted, or are advised to take undergraduate “deficiency” courses as a condition of admission.

f. The Scoring Guide for the assessment Candidates either have the necessary 32 hours in the English Field, with demonstrated competency, or they don’t. The transcript reviewer must complete an evaluation summary indicating requirements or deficiencies present. All requirements must be met prior to admission. Content GPA of each applicant is also recorded.

c. Charts that provide candidate data See Attachment 3: S4-A2-A3: Candidate Review Data




Section IV: Assessment 2

TABLE 1: Transcript Review Aligned to NCTE Standards (Section 4, Assessment 2, Attachment 2) NCTE Content Area Standard 3.1 – 3.6 Distribution Requirement for English

MAT/Transcript Review Items

3.1 Candidates demonstrate knowledge of language acquisition.

Composition, Shakespeare, Poetry

3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy.

Composition and Creative Writing, Poetry

3.3 Candidates demonstrate their knowledge of reading practices.

Introduction to Literary Criticism, Poetry

3.4 Candidates demonstrate their knowledge of composing processes.

Composition and Creative Writing, Speech

3.5 Candidates demonstrate their knowledge of, and uses for, a variety of literature.

American, English, and Ethnic Literature coursework, Shakespeare

3.6 Candidates demonstrate their knowledge of the range and influence of print and non-print media and technology in contemporary culture.

Literature and Journalism coursework in ‘other’ category



Table 2: Candidate Transcript Review Data Academic Year

# of Candidates Enrolled in the English MAT Program

Percent of Candidates meeting or exceeding Transcript review requirements

Minimum GPA Requirements(2.5-3.0) (Provisional Acceptance)

Target GPA Requirements (3.0-3.5)

Outstanding GPA Requirements (3.5+)

2007-2008 46 100% 4 (8.7%) 27 (58.7%) 15 (32.6%)

2008-2009 103 100% 9 (9%) 66 (64%) 28(27%)

2009-2010 67 100% 6 (9%) 51 (76%) 10 (15%)

2010-2011 At the time of this report, the on NCE server was for social studies and mathematics program, not ELA.

Section IV - ASSESSMENT #3

Candidates Ability to PLAN Instruction

Assessment Tool 3: English Curriculum-Development Assessment/Rubric 1. A Narrative that includes the following:

a. A brief description of the assessment and its use in the program The English-Curriculum Development Assessment Rubric is applied during a candidate’s second term in their English Methods Course (SEC512). It is given throughout the English content methods course and is based on a candidates ability to plan and design a rigorous English curriculum around nine key areas which include: 1) Language acquisition and development;2) Cultural, Economic, Political, and Social Environments; 3) Evolution of the English Language and Historical Influences; 4) English Grammar; 5) Strategies to comprehend, interpret, evaluate, and appreciate texts; 6) Writing Strategies; 7)Historical and Contemporary spectrum of world literature; 8) Literary Theory and Criticism; 9)Technology and print/non-print. b. A description of how this assessment specifically aligns with the standards it is cited for in Section III. (Cite SPA standards by number, title, and/or standard working. This English curriculum-development assessment aligns to the following Five SPA standards: Standard 2.5: Candidates make meaningful connections between the ELA curriculum and developments in culture, society, and education; Standard 3.4 Candidates demonstrate knowledge of different composing processes; Standard 3.5 Candidates demonstrate knowledge of, and use for, an extensive range of literature; Standard 4.1 Candidates examine and select resources for instruction such as textbooks, other print materials, videos, film, records, and software, appropriate for supporting the teaching of English language arts; and Standard 4.2 Candidates align curriculum goals and teaching strategies with organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.


Throughout the course candidates must demonstrate at least “proficiency” in all nine English curriculum development competencies stated on the rubric. Candidate unit plans and lesson plans are assessed using the rubric. The nine curriculum competencies were created to align with FIVE English SPA standards. The five SPA Standards (2.5, 3.4, 3.5, 4.1, and 4.2), which this Assessment speaks to, are aligned like so: Competency 2 on the rubric which is titled “Cultural, Economic, Political, and Social Environments” aligns specifically to SPA standard 2.5 (Candidates make meaningful connections between the ELA curriculum and developments in culture, society, and education) in that in order for students to score at least a proficiency rating they must, in at least one self designed unit plan, “demonstrate an awareness of the impact of social context on language, knows and respects diversity in language used across social contexts and accommodates such diversity in lesson design and teaching.” Competency 4 on the rubric titled, “English Grammar” on the rubric aligns specifically to SPA standard 3.4 (Candidates demonstrate knowledge of different composing processes) in that in order for students to score at least a proficiency rating they must, in at least one self designed unit plan, “use their knowledge of semantics, syntax, morphology, and phonology in curriculum design and in teaching students how to use written and oral forms of the language.” Competency 6 on the rubric, titled “Variety of Writing Strategies” also aligns specifically to SPA standard 3.4 (Candidates demonstrate knowledge of different composing processes) in that in order for candidates to score at least a proficiency rating they must, in at least one self designed unit plan, “draw upon knowledge of and ability to use a variety of writing strategies to generate meaning, produce different forms of written discourse and deepen students’ understanding of how that discourse can influence thought and action.” Competency 7 on the rubric, titled “Broad Historical and Contemporary Spectrum of World Literature” aligns specifically to SPA standard 3.5 (Candidates demonstrate knowledge of, and use for, an extensive range of literature) in that in order for candidates to score at least a proficiency rating they must, in at least one self designed unit plan, “demonstrate knowledge and use of varied teaching application for a variety of historical and contemporary works of western and non-western literature.” Competency 9 on the rubric, titled “Technology and print/nonprint” aligns specifically to SPA standard 4.l (Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts) in that in order for students to score at least a proficiency rating they must, in at least one unit plan, “demonstrate an ability to construct meaning from, enhance learning of, assess learning of, and use and respond to film, video, graphic, photographic, audio and multimedia texts and current technology, and incorporate this knowledge into his/her design plan.” c. A brief analysis of the data findings: Assessment three of our SPA allows us to identify candidate’s approach to English Curriculum planning and development. Without a core understanding of the following nine content specific competencies rigorous English instruction would not occur: 1) Language Acquisition, 2) Cultural and Social Environments, 3) Evolution of the English Language, 4) English Grammar, 5) Strategies to Comprehend, Interpret, Evaluate, and Appreciate texts, 6) Variety of Writing Strategies, 7) Broad Historical Spectrum of World Literature, 8) Literary Theory and Criticism, and 9) Technology and print/non-print. Of the nine competencies used in this assessment, five align best to the SPA standards (See Rubric Attached). Those five are: Competencies 2, 4, 6, 7, and 9. In competency four (English Grammar) we have noticed a decline over the past year from an average of 98% accomplished to 70% of the students exiting the course as accomplished in this area. As a reminder proficient in all nine is the minimum requirement. 100 percent of students over the last two years (three terms per year) have received a score of proficient or better.


Competency two (Cultural and Social Environments) continues to be our candidates’ weakness when planning English curriculum. Only 8.25 percent of students have scored an accomplished rating. This data also reveals that candidate technology planning, although on the rise, continues to remain a struggle for our candidates. Over the last four years, the accomplished percentage has remained slightly below 90%. Candidates, although proficient in technology and non-print, struggle with synthesizing the technology and content in their English curriculum planning. d. An interpretation of how the data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard wording. NCTE Standard 2.5 (Candidates make meaningful connections between the ELA curriculum and development in culture, society, and education) aligns with the second competency in this assessment. The second competency asks candidates to demonstrate an awareness of the impact of social context on language, know and respect diversity in language use across social context, and accommodate such diversity in lesson design and teaching. Without a candidate’s ability to make meaningful connection between English curriculums and culture, a score of proficient would not be possible. The data for the last two years has clearly shown that 100% of our candidates are able to, in their curriculum plans and lesson plans; demonstrate, at least at the proficient level, connections between ELA, culture, and society. Candidates are encouraged to explore the variety of ethnicities that live in and around various areas of Illinois and explore how teachers working in largely Latino, African American, or other diverse settings synthesize ELA and culture. Candidates must then demonstrate that they can create a curriculum which demonstrates meaningful connections between ELA curriculum, culture, society, and education. Thus we are able to confirm that all of our candidates meet or exceed NCTE SPA standard 2.5. NCTE Standard 3.4 (Candidates demonstrate knowledge of different composing processes) aligns with the fourth (English Grammar) and sixth competencies (Variety of Writing Strategies). The fourth competency asks candidates to demonstrate and incorporate in-depth knowledge of semantics, syntax, morphology, and phonology through modeling and curriculum design. The sixth competency asks candidates to exhibit, in their curriculum plans and lesson plans, in-depth knowledge of how to develop in students an ability to make appropriate selections from different forms of discourse and use a variety of writing strategies to generate meaning, and produce different forms of discourse. These two competencies clearly align with the NCTE SPA standard 3.4 in that students must, in their curriculum plans demonstrate knowledge of different composing processes. Without an understanding of different composing processes students will not be able to score “proficient” or “accomplished” on this task. The data over the last two years reveals that 100% of candidates have scored proficient or above in both the “English Grammar” competency and the “Variety of Writing Strategies” competency; we are thus able to confirm that all of our candidates meet or exceed SPA standard 3.4. Standard 3.5 (Candidates demonstrate knowledge of, and use for, an extensive range of literature) aligns with the seventh competency titled, “Broad Historical and Contemporary Spectrum of World Literature). This seventh competency in this assessment asks candidates to demonstrate, in their curriculum planning, an in-depth knowledge of, and an ability to use, varied teaching applications for a variety of historical contemporary works from Western and Non-western literature written in a wide variety of genres by female authors, authors of color, and for older and younger children. The ability to produce such a curriculum plan aligns specifically with standard 3.5 in that candidates must demonstrate knowledge and range of literature to successfully complete this task. Without this understanding students would not score a proficient or higher on the assessment. Over the last two years, four iterations of data have told us that 100% of our students are scoring at or above the proficient mark in this competency. With this we are able to confirm that our candidates meet or exceed the requirements of SPA standard 3.5. Standard 4.1 (Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts) aligns with this assessment’s ninth competency titled, “ Technology and Print/Non-Print.” The ninth competency asks candidates, in their curriculum planning, to design curricula, and posses personal knowledge of technology that reflects an understanding of how to help students to construct meaning from,


enhance learning of, assess learning of, use and respond to film, video, or other multimedia texts. Without the ability to possess technological knowledge candidates will not be able to utilize the myriad of English technologic products (i.e. Pathways), nor would they be able to teach their students the use of such technologies. Candidates must examine and use technological sources in at least one curriculum lesson plan. That plan is then assessed using competency nine in this assessment. Over the last two years we have noticed our students struggle to incorporate content specific technology in their lesson plans; however, 100% of candidates the last two years (at least four iterations worth of data) score at least a proficient or better; with this we are able to confirm that our candidates meet or exceed the requirements of NCTE SPA standard 4.1. 2. Assessment Documentation Students must demonstrate at least “proficiency” in each of the nine competency areas. Traditionally, students can design unit plans which specifically target one or more of the competencies. The unit plans are submitted throughout the term (designated times). The curriculum rubric is used to assess a candidate’s work on their unit plans and lessons, traditionally a unit plan (novel unit, technology unit, etc…) with several daily lesson plans that correspond with the unit plan. Excerpt from course syllabus: Unit Plans (Assessment Rubric will be posted on Live Text) You will develop unit plans using “backward design.” These plans will emphasize your understanding of content knowledge, differentiation, planning, and best practice pedagogy. It must make clear what students will learn and be able to do and how their understanding and skills will be assessed. The unit will consist of

Schedule and expectations Two-week’s worth (5 class sessions) of detailed lesson plans. Project-based assessment with assessment rubric Readings and any handouts that would be used

You will do a 10 minute oral presentation of your units in class. The unit plans must be posted on LiveText. The rubric that will be used to evaluate your portfolio is posted on Live Text. The scoring guide for the assessment See Attachment 1: English Curriculum Development Rubric Scoring Guide:

No Evidence – 0 points

Developing – 1 point

Proficient – 2 points

Accomplished – 3 points Charts that provide candidate data derived from the assessment See Attachment 2: Candidate Derived Data on Assessment 3



ENGLISH CURRICULUM-DEVELOPMENT RUBRIC/ASSESSMENT

CONTEXT Teacher candidates in the English education content area are assessed on their ability to plan rigorous English curriculum in 6-12 grade settings. ASSESSOR The assessor is the English language arts content methods instructor. RUBRIC COMPETENCY AREA

NO EVIDENCE DEVELOPING (1PT)

PROFICIENT (2PTS)

ACCOMPLISHED (3PTS)

1. LANGUAGE ACQUISITION & DEVELOPMENT NCTE Aligned N/A

No evidence present.

Teaching candidate exhibits limited knowledge of students’ language acquisition and development processes.

Teaching candidate considers and integrates students’ language acquisition and development when designing, implementing, and assessing instruction designed to promote student learning.

Teaching candidate integrates in-depth knowledge of students’ language and development into instruction and assessment designed to enhance students’ learning.

2. CULTURAL, ECONOMIC, POLITICAL, AND SOCIAL ENVIRONMENTS Aligned to NCTE SPA Standard 2.5 (Candidates make meaningful connections between the ELA curriculum and developments in culture, society, and education)

No evidence present

Teaching candidate demonstrates little knowledge of how to recognize the impact of social context on language, and of diversity as it relates to language.

Teaching candidate demonstrates an awareness of the impact of social context on language, knows and respects diversity in language use across social contexts, and accommodates such diversity in lesson design and teaching.

Teaching candidates’ deep knowledge of the impact of social context on language is demonstrated in how the candidate uses theory and practice to help students understand and respect how and why context varies and changes language.

3. EVOLUTION OF THE ENGLISH LANGUAGE AND HISTORICAL INFLUENCES NCTE NCTE Aligned N/A


Teaching candidate demonstrates little knowledge of the evolution of the English language and the historical influences on its various forms.

Teaching candidate demonstrates knowledge of the evolution of the English language and the historical influences on its various forms and uses this

Teaching candidate demonstrates in-depth knowledge of the evolution of the English language and the historical influences on its forms and how to integrate this knowledge into student learning.


knowledge in curricular design and teaching.

4. ENGLISH GRAMMARS NCTE Aligned to NCTE SPA Standard 3.4 (Candidates demonstrate knowledge of different composing processes.)


Teaching candidate exhibits a lack of knowledge of semantics, syntax, morphology, and phonology, and their application to teaching and curriculum design.

Teaching candidate uses knowledge of semantics, syntax, morphology, and phonology in curriculum design and in teaching students how to use written and oral forms of the language.

Teaching candidate demonstrates and incorporates an in-depth knowledge of semantics, syntax, morphology, and phonology, through modeling and curriculum design that empowers students to use written and oral language effectively.

5. STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, AND APPRECIATE TEXTS NCTE NCTE Aligned N/A


Teaching candidate uses a few strategies to comprehend, interpret, evaluate, and appreciate texts.

Teaching candidate engages in processes of discovery, interpretation, evaluation, and meaning-making, and works to design curricula and engage in practice that teaches students how to do this as well.

Teaching candidate designs a wide range of opportunities for students to use their own prior knowledge, demonstrate their abilities, and employ technical strategies to interpret, evaluate, and appreciate texts. In addition, candidate assesses the effectiveness of such strategies in promoting student learning.

6. VARIETY OF WRITING STRATEGIES Aligned to NCTE SPA Standard 3.4 (Candidates demonstrate knowledge of different composing processes.)


Teaching candidate’s curricular design and practice use a limited number of strategies to generate meaning, produce different forms of written discourse, and deepen students’ understanding of how that discourse can influence thought and action.

Teaching candidate’s curricular design and practice draw upon knowledge of and ability to use a variety of writing strategies to generate meaning, produce different forms of written discourse, and deepen students’ understanding of how that discourse can influence thought and action.

Teaching candidate exhibits in-depth knowledge of how to develop in students an ability to make appropriate selections from different forms of discourse and use those forms effectively, and to assess the effectiveness of their products in influencing thought and action.

7. BROAD HISTORICAL AND CONTEMPORARY SPECTRUM OF WORLD LITERATURE


Teaching candidate shows little knowledge and use of varied teaching applications for a variety of historical and contemporary works from Western and non-

Teaching candidate demonstrates a knowledge and use of varied teaching applications for a variety of historical and contemporary

Teaching candidate demonstrates an in-depth knowledge of, and an ability to use, varied teaching applications for a variety of historical and contemporary works from Western


Aligned to NCTE SPA Standard 3.5 (Candidates demonstrate knowledge of, and use for, an extensive range of literature.)

Western literature written in a wide variety of genres by female authors and authors of color for older children and younger adults.

literature, Western and non-Western.

and non-Western literature written in a wide variety of genres by female authors and authors of color for older and younger children.

8. LITERARY THEORY AND CRITICISM NCTE Aligned N/A


Teaching candidate demonstrates little knowledge of, or use of, a variety of teaching applications for a range of works of literary theory and criticism.

Teaching candidate knows and uses a variety of applications for a range of works of literary theory and criticism.

Teaching candidate demonstrates an in-depth knowledge of, and an ability to use, varied teaching applications for a range of works of literary theory and criticism, and an understanding of their effect on reading and interpretive approaches.

9. TECHNOLOGY AND PRINT/NONPRINT MEDIA Aligned to NCTE SPA Standard 4.1 (Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts.)


Teaching candidate demonstrates limited knowledge of how to construct meaning from, enhance learning of, asses learning of, and use and respond to film, video, graphic, photographic, audio and multimedia texts and current technology.

Teaching candidate demonstrates an ability to construct meaning from, enhance learning of , asses learning of, and use and respond to film, video, graphic, photographic, audio and multimedia texts and current technology, and incorporates this knowledge into his/her unit design and instruction.

Teaching candidate designs curricula and possesses personal knowledge that reflects an understanding of how to help students to construct meaning from, enhance learning of , asses learning of, and use and respond to film, video, graphic, photographic, audio and multimedia texts and current technology.


TABLE 1: Assessment Three - English Curriculum-Development Knowledge Rubric Student Outcome Data Compiled FINAL (End of Term) Rubric Data (Rounded to the Nearest Whole Number)

N Competency 2 (Cultural, Economic, Political, and Social Environments) Aligned to NCTE SPA 2.5

Competency 4 (English Grammar) Aligned to NCTE SPA 3.4

Competency 6 (Variety of Writing Strategies) Aligned to NCTE SPA 3.4

Competency 7 (Broad Historical Spectrum of Literature) Aligned to NCTE SPA 3.5

Competency 9 (Technology) Aligned to NCTE SPA 4.1

% Developing

% Proficient

% Accomplished

% Developing

% Proficient

% Accomplished

% Developing

% Proficient

% Accomplished

% Developing

% Proficient

% Accomplished

% Developing

% Proficient

% Accomplished

Winter 08-09

34*

0 94 6 0 3 97 0 0 100 0 9 91 0 12 88

Spring 08-09

33*

0 94 6 0 4 96 0 0 100 0 13 87 0 16 84

Winter 09-10

22*

0 90 10 0 23 77 0 5 95 0 19 81 0 10 90

Winter 09-10

24*

0 91 9 0 25 75 0 5 95 0 17 83 0 13 87

*Represents two or more student cohorts

Section IV - Assessment Four: Student Teaching Evaluation

a. A brief description of the assessment and its use in the program

The name of the tool is the Student Teaching Evaluation Instrument. During the third quarter of the candidate’s MAT program the candidate student-teaches for a minimum of ten weeks in a placement school assigned by the Office of School-College Relations at NLU. The student-teaching experience is a significant and integral phase of the program and completes the State of Illinois Certification process. Its primary objective is to provide an opportunity for students to become actively involved in the teaching/learning process while working directly with an experienced teacher who has three or more years of teaching experience. During the student teaching experience, a faculty/adjunct supervisor visits and evaluates the candidate an average of four times using the Student Teaching Evaluation Instrument. The supervisor has a conference with the candidate after each visit and works with the cooperating teacher to provide feedback and a final grade to the candidate.

The cooperating teacher and faculty supervisor at NLU use the evaluation instrument for assessing the knowledge, skills, and dispositions of student teachers across programs and within specific content areas. The cooperating teacher and faculty supervisors attend an orientation workshop prior to the student teaching experience. The orientation workshop is designed to guide supervisors and cooperating teachers through the student teaching


observation process and teach them how to complete the required documents. The instrument consists of three parts:

1. General background information: These items capture the candidate’s program profile and document the cooperating and supervising teachers’ names.

2. Teacher Education Outcomes: These are 7 principles that reflect the MAT program’s student learning outcomes and NLU’s Conceptual Framework. All seven of these principles have been aligned to NCATE/NCTE Standards (See Attachment #1Student Teaching Principles Aligned to NCTE Standards and Instrument Questions)

3. English language arts Content Standards: These are the 10 Standards identified by NCTE for the Initial Preparation of English Teachers.

In most instances the field supervisor and cooperating teacher meet for a pre and post observation. Both the cooperating teacher and field supervisor are responsible for filling out the evaluation form online. The online software used to house and collect student teaching evaluation data is LiveText.


There are 7 principles that reflect the English MAT Program’s student-teaching learning outcomes. These 7 principles are: 1) Professionalism, 2) Planning for Instruction, 3) Classroom Environment and Management, 4) Instruction and Assessment, 5) Core Language Arts, 6) Technology, and 7) Subject Area Performance. These seven principles are reflected in the student teaching evaluation and are aligned to meet the following 18 NCATE/NCTE standards: 1.2, 1.3, 2.1, 2.2, 2.4, 2.5, 2.6, 3.6, and 4.1 – 4.10. (See Attachment S4-A4-A1 Table 1: English Student Teaching Principles Aligned to Instrument Questions and NCATE/NCTE Standards) The Student Teaching Evaluation Instrument meets NCTE standards in the following detailed way: Principle #1 Professionalism is described as follows: The teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being. The teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. The teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well-being. This first principle can be found in the student teaching evaluation instrument, questions 25, 26, 49, 56, and 57. These questions specifically align to NCTE standards 1.2, 1.3, 2.4, and 2.5. Principle #2 Planning for Instruction is described as follows: The teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students. The teacher understands how students differ in their approaches to learning and creates instructional


opportunities that are adapted to diverse learners. The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals. This second principle can be found in the student teaching evaluation instrument, questions 27, 28, 42, 48, and 50. These questions specifically align to NCTE standards 2.2, 2.4, 2.5, 4.1, 4.2, 4.3, 4.4, 4.9, 4.10. Principle #3 Classroom Environment and Management is described as follows: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. This third principle can be found in the student teaching evaluation instrument, questions 29, 30, and 47. These questions specifically align to NCTE standards 4.2 and 4.4 Principle #4 Instruction and Assessment is described as follows: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students. This fourth principle can be found in the student teaching evaluation instrument, questions 31, 32, 40, 44, 45, 50, 51, 52, 53, 54, and 55. These questions specifically align to NCTE standards 2.1, 2.2, 2.4, 2.5, 2.6, 4.3, 4.4, 4.6, 4.8, and 4.10. Principle #5 Core Language Arts is described as follows: The teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. This fifth principle can be found in the student teaching evaluation instrument, questions 33, 34, and 41. These questions specifically align to NCTE standards 4.5 and 4.7 Principle #6 Technology is described as follows: Teachers routinely use technology to support classroom instruction. This sixth principle can be found in the student teaching evaluation instrument, questions 35, 36, 43, and 46. These questions specifically align to NCTE standards 3.6, 4.1, and 4.6 Principle #7 Subject Area Performance is described as follows: The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students. This seventh principle can be found in the student teaching evaluation instrument, questions 37, 38, and 59. These questions specifically align to NTCE standards 2.1, 2.6, and 4.4.


c. A brief analysis of the data findings;

The data shows a small but distinct growth within all evaluation items for the three iterations of data reported here (See Table 2, Table 3, and Table 4). Although the “developing” indicator on the assessment is acceptable it is our goal that each candidate achieve a standing of meeting or exceeding in each of the seven principles on their Final Student Teaching Evaluation assessment. In the fall of 2009, all candidates received meeting or exceeding marks in the following five principles: Principle 1 - Professionalism, Principle 2 - Planning for Instruction, Principle 3 – Classroom Environment and Management, Principle 5 – Core Language Arts, and Principle 7 – Subject Area Performance. Only 1 of 17 students received a final score of “Developing,” which were in the following two areas: Principle 4 – Instruction and Assessment and Principle 6 – Technology. (See Table 5, Attachment 5) In the fall of 2010 31 of 31 students received meeting or exceeding marks in the following four principles: Principle 1 - Professionalism, Principle 2 - Planning for Instruction, Principle 6 - Technology, and Principle 7 – Subject Area Performance. 3 of 31 candidates scored “developing” marks in Principle 3 – Classroom Environment and Management and Principle 4 – Instruction. 1 of 31 students scored at the “developing” mark in Principle 5 – Core Language Arts. (See Table 6, Attachment 6) In the Winter of 2010 16 of 16 students received meeting or exceeding marks in the following five principles: Principle 1 – Professionalism, Principle 3 – Classroom Environment and Management, Principle 5 – Core Language Arts, Principle 6 – Technology, and Principle 7 – Subject Area Performance. 1 of 16 students received “developing” marks in Principle 2 – Planning for Instruction and 2 of 16 students received “developing” marks in Principle 4 – Instruction and Assessment. (See Table 7, Attachment 7)

d. An interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard wording.

The data presented shows the combined scoring completed by field supervisors and cooperating teachers. The data collected and presented here offers multiple strengths. The assessment is based on actual classroom performance and is based on two iterations. In other words both cooperating teacher and field supervisor complete two evaluation reports, using the same instrument, throughout the ten week student teaching experience. The instrument is applied twice by both cooperating teacher and field supervisor. The assessment instrument is administered by faculty who has not taught the teaching candidate and therefore may offer a more unbiased assessment. Table 2, 3, and 4 (See Attachment 2, 3, and 4) represent an item analysis of the questions asked in the instrument. After reviewing each year’s data it can be seen that candidates are clearly growing in the seven principles during the student teaching term. The instrument used is clearly aligned to the following 18 NCTE standards: 1.2, 1.3, 2.1, 2.2, 2.4, 2.5, 2.6, 3.6, and 4.1 – 4.10. Table 5, 6, and 7 (Attached) as well as Table 1 (Attachment 1) show how the NCTE standards are aligned to the seven student teaching principles and the candidate’s ability to meet or exceed in those standards. In all iterations of data reported here student’s demonstrated capacity to meet or exceed standards. (See Attachment 1 for more detail)


e. The assessment tool itself or a rich description of the assessment.


Teacher candidates are assessed at the middle and end of their student teaching experience. See Student Teaching Evaluation Tool Attached. See Attachment 8: Student Teaching Evaluation Instrument f. The scoring guide for the assessment. The principles/competencies are assessed using the following scoring guide and are based on a scale of 0 to 4 (Exceeds = 4 points):

Exceeds: Demonstrates competency above and beyond the intern level

Meets: Demonstrates competency at the inter level

Developing: Needs some support to exhibit competency at the pre‐service teacher level

Does Not Meet: Even with substantial support, teacher candidate exhibits minimal or no competency at the pre‐service teaching level.

Does Not Apply: Not Applicable

g. Charts that provide candidate data derived from the assessment. See Table 2: Fall 2009 English Student Teaching Evaluation Item Analysis Data See Table 3: Fall 2010 English Student Teaching Evaluation Item Analysis Data See Table 4: Winter 2010 English Student Teaching Evaluation Item Analysis Data See Table 5: Fall 2009 Student Teaching Meets/Exceeds Percentage Final Eval Data See Table 6: Fall 2010 Student Teaching Meets/Exceeds Percentage Final Eval Data See Table 7: Winter 2010 Student Teaching Meets/Exceeds Percentage Final Eval Data

Section IV: Assessment 4 – Attachment 1 TABLE 1: English Student Teaching Principles Aligned to Instrument Questions and NCATE/NCTE Standards

Student Teaching Principles:

Aligned to Question Number on the Student Teaching Evaluation

Aligned to the NCATE/NCTE Standards

1. Professionalism The teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being. The teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. The teacher understands education as a profession, maintains standards of professional conduct, and provided leadership to improve student learning and well-being.

Questions 25, 49, 56, 57

Standards Met: 1.2, 1.3, 2.4, 2.5

2. Planning for Instruction The teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the

Questions 27, 42, 48, 50

Standards Met: 2.2, 2.4, 2.5, 4.1, 4.2, 4.3, 4.4, 4.9, 4.10


intellectual, social, and personal development of all students. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals. 3. Classroom Environment and Management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Questions 29, 47 Standards Met: 4.2, 4.4

4. Instruction/Assessment The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.

Questions 31, 32, 40, 44, 45, 50, 51, 52, 53, 54, 55

Standards Met: 2.1, 2.2, 2.4, 2.5, 2.6, 4.3, 4.4, 4.6, 4.8, 4.10

5. Core Language Arts The teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Questions 33, 41 Standards Met: 4.5, 4.7

6. Technology Teachers routinely use technology to support classroom instruction.

Questions 35, 43, 46 Standards Met: 3.6, 4.1, 4.6

7. Subject Area Performance The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.

Questions 37, 59 Standards Met: 2.1, 2.6, 4.4


Note: Questions 26, 28, 30, 32, 34, 36, 38, and 39 are free response questions on the instrument.


Section IV: Assessment 4 – Attachment 2 Table 2: Fall 2009 English Student Teaching Evaluation Item Analysis Data Fall 2009

Candidate Data

Student Teaching Principle

NCATE/NCTE Aligned Standards

N Evaluation Instrument Item

Candidate’s Average Score - Midterm

Candidate’s Average Score – Final

Growth

1 Professionalism

1.2, 1.3, 2.4, 2.5 17 25 3.73 3.80 + .07

49 3.06 3.27 + .21 56 3.66 3.73 + .07 57 3.66 3.73 + .07

2 Planning for Instruction

2.2, 2.4, 2.5, 4.1, 4.2, 4.3, 4.4, 4.9, 4.10.

17 27 3.43 3.63 +. 20 42 3.63 3.80 + .17 48 2.70 2.70 .00 50 3.56 3.63 + .07

3 Classroom Environment and Management

4.2, 4.4 17 29 3.46 3.66 + .20 47 3.80 3.80 .00

4 Instruction and Assessment

2.1, 2.2, 2.4, 2.5, 2.6, 4.3, 4.4, 4.6, 4.8, 4.10

17 31 3.30 3.66 + .36 40 3.63 3.66 +. 03 44 3.43 3.80 + .37 45 3.20 3.27 + .07 51 3.33 3.66 + .33 52 3.27 3.63 + .36 53 3.36 3.63 + .27 54 3.24 3.66 + .42 55 3.46 3.73 + .27

5 Core Language Arts

4.5, 4.7 17 33 3.66 3.80 + .14 41 3.46 3.73 + .27

6 Technology

3.6, 4.1, 4.6 17 35 3.23 3.66 + .43

46 2.60 2.70 + .10 43 3.36 3.73 + .37

7 Subject Area Performance

2.1, 2.6, 4.4 17 37 2.96 3.27 + .31

59 3.63 3.80 + .17 Note: Questions 26, 28, 30, 32, 34, 36, 38, and 39 are free response questions on the instrument.



Table 3: Fall 2010 English Student Teaching Evaluation Item Analysis Data Fall 2010

Candidate Data






Growth

1 Professionalism

1.2, 1.3, 2.4, 2.5 31 25 3.48 3.64 +. 16

49 3.18 3.25 + .07 56 3.49 3.50 + .01 57 3.44 3.45 + .01


2.2, 2.4, 2.5, 4.1, 4.2, 4.3, 4.4, 4.9, 4.10.

31 27 3.28 3.50 + .22

42 3.60 3.64 + .04 48 3.15 3.19 + .04 50 3.50 3.50 .00


4.2, 4.4 31 29 3.24 3.29 + .05

47 3.48 3.51 + .03


2.1, 2.2, 2.4, 2.5, 2.6, 4.3, 4.4, 4.6, 4.8, 4.10

31 31 3.18 3.39 + .21

40 3.56 3.48 - .08 44 3.21 3.33 + .12 45 3.35 3.23 - .12 51 3.47 3.50 + .03 52 3.25 3.48 + .23 53 3.39 3.48 + .09 54 3.27 3.48 + .21 55 3.46 3.50 + .04


4.5, 4.7 31 33 3.40 3.57 + .17

41 3.17 3.22 + .05

6 Technology

3.6, 4.1, 4.6 31 35 2.92 3.22 + .30

46 3.39 3.57 + .18 43 3.07 3.35 + .28


2.1, 2.6, 4.4 31 37 3.31 3.50 + .19

59 3.34 3.45 + .11




Table 4: Winter 2010 English Student Teaching Evaluation Item Analysis Winter 2010

Candidate Data






Growth

1 Professionalism

1.2, 1.3, 2.4, 2.5 16 25 3.44 3.61 + .17

49 3.08 3.36 + .28 56 3.52 3.70 + .18 57 3.52 3.63 + .11


2.2, 2.4, 2.5, 4.1, 4.2, 4.3, 4.4, 4.9, 4.10.

16 27 3.36 3.61 + .25

42 3.57 3.64 + .07 48 3.12 3.42 + .30 50 3.38 3.64 + .26


4.2, 4.4 16 29 3.16 3.57 + .41

47 3.57 3.66 + .09


2.1, 2.2, 2.4, 2.5, 2.6, 4.3, 4.4, 4.6, 4.8, 4.10

16 31 3.28 3.40 + .12

40 3.47 3.52 + .05 44 3.12 3.47 + .35 45 3.32 3.47 + .15 51 3.36 3.42 + .06 52 3.20 3.38 + .18 53 3.28 3.54 + .26 54 3.36 3.38 + .02 55 3.36 3.55 + .19


4.5, 4.7 16 33 3.40 3.57 + .17

41 3.52 3.66 + .14

6 Technology

3.6, 4.1, 4.6 16 35 2.80 3.42 + .62

46 3.24 3.66 + .42 43 3.28 3.61 + .33


2.1, 2.6, 4.4 16 37 3.28 3.52 + .24

59 3.52 3.61 + .09




Table 5: Fall 2009 Student Teaching Meets/Exceeds Percentage Final Evaluation Data Fall 2009

Candidate Final Student Teaching Evaluation Data



N % Not Meeting

% Developing

% Meeting

% Exceeding

1. Professionalism 1.2, 1.3, 2.4, 2.5 17 0 0 65 35

2. Planning for Instruction

2.2, 2.4, 2.5, 4.1, 4.2, 4.3, 4.4, 4.9, 4.10.

17 0 0 76 24

3. Classroom Environment and Management

4.2, 4.4 17 0 0 53 47

4. Instruction and Assessment

2.1, 2.2, 2.4, 2.5, 2.6, 4.3, 4.4, 4.6, 4.8, 4.10

17 0 5 64 31

5. Core Language Arts

4.5, 4.7 17 0 0 47 53

6. Technology 3.6, 4.1, 4.6 17 0 5 70 25

7. Subject Area Performance

2.1, 2.6, 4.4 17 0 0 36 64



Table 6: Fall 2010 Student Teaching Meets/Exceeds Percentage Data Fall 2010




N % Not Meeting

% Developing

% Meeting

% Exceeding



2.2, 2.4, 2.5, 4.1, 4.2, 4.3, 4.4, 4.9, 4.10.

31 0 0 42 58


4.2, 4.4 31 0 9 24 67


2.1, 2.2, 2.4, 2.5, 2.6, 4.3, 4.4, 4.6, 4.8, 4.10

31 0 9 49 42


4.5, 4.7 31 0 3 30 67

6. Technology 3.6, 4.1, 4.6 31 0 0 51 33


2.1, 2.6, 4.4 31 0 0 36 64



Table 7: Winter 2010 Student Teaching Meets/Exceeds Percentage Final Evaluation Data Winter 2010




N % Not Meeting

% Developing

% Meeting

% Exceeding



2.2, 2.4, 2.5, 4.1, 4.2, 4.3, 4.4, 4.9, 4.10.

16 0 6 62 32


4.2, 4.4 16 0 0 56 44


2.1, 2.2, 2.4, 2.5, 2.6, 4.3, 4.4, 4.6, 4.8, 4.10

16 0 12 62 26


4.5, 4.7 16 0 0 62 38

6. Technology 3.6, 4.1, 4.6 16 0 0 68 32


2.1, 2.6, 4.4 16 0 0 25 75

Section IV: Assessment 5 English Teaching Candidate Portfolio – Impact on Student Learning

a. A brief description of the assessment and its use in the program

Candidates in the Secondary Education English Certification program complete a Portfolio of work samples designed to measure the candidate’s impact on student learning. The portfolio is completed during the student teaching experience by all candidates. There are two parts to the portfolio. Part one of the portfolio specifically gages a teacher candidate’s effect on student learning. The 13 competencies and work samples used to assess a candidate’s affect on student learning include:

1. Content Knowledge and Pedagogy (i.e., unit plan lessons and/or lesson plans taught, guidelines for assignments/projects, samples of activities, etc.)

2. Student Engagement and Inquiry (i.e., unit plan lessons and/or lesson plans taught, guidelines for assignments/projects, samples of activities, etc.)


3. Integration of Technology (i.e., unit plan lessons and/or lesson plans taught, guidelines for assignments/projects, samples of activities, samples of students’ work, etc.)

4. Meeting the needs of individual students: Methods of Differentiation (i.e., unit plan lessons and/or lesson plans taught, guidelines for assignments/projects, samples of activities, samples of students’ work, etc.)

5. Two Best Lessons (i.e., unit plan lessons and/or lesson plans taught, guidelines for assignments/projects, samples of activities, etc.)

6. Performance‐Based Rubric (i.e., unit plan lessons and/or lesson plans taught, guidelines for assignments/projects, samples of activities, samples of students’ work, etc.)

7. Formative Assessment (i.e., quiz, performance‐based rubric, etc.) 8. Summative Assessment (i.e., quiz, performance‐based rubric, etc.) 9. Formative Assessment: Data/Results 10. Summative Assessment: Data/Results 11. Formative Assessment: Modifications 12. Summative Assessment: Modifications 13. Unit: Written Reflection

Reflection and self-analysis provide the candidate with the opportunities to share their insight into their practices and how practices impact student learning. For this assessment, data from all 13 parts of Part 1 in the candidate portfolio are collected, analyzed, and interpreted to demonstrate the candidates’ impact on student learning. The scoring guide for Part 1 of the portfolio used to assess impact on student learning is a detailed rubric in which candidate performance is scored as: No Evidence (0), Unsatisfactory (1), Needs Improvement (2), Competent (3), and Outstanding (4). Each of the 13 competencies has been aligned with NCTE standards. Candidates must score at the Competent or Outstanding level to successfully complete the Portfolio. A faculty member, who consults with the field supervisor and cooperating teacher, assesses the candidate’s portfolio work samples during the student teaching seminar course. (The student teaching seminar course runs the length of student teaching, ten weeks, and meets five times during the student teaching placement)


This assessment aligns to the following 18 NCTE Standards: 2.1, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, and 4.10. (See S4-A5-A1 Table 1 Attached)


Although the “competent” indicator on this assessment is acceptable it is our goal that each candidate strive to achieve an “outstanding” mark in all thirteen of the assessed competencies (see section A above for list of competencies or attachment 1 for NCTE alignment) In the fall of 2009, 16 of 17 students received scores at or about the competent mark (see Table 2 in Attachment 2). In the fall of 2010, 30 of 31 students received scores at or about the competent mark (see Table 3 in Attachment 3). In the winter of 2010, 16 of 16 students received scores at or about the competent mark (see Table 4 in Attachment 4). In all three iterations, 100% of candidates were competent to outstanding in their ability to select, write, and align student learning goals in each of their lesson plans. This information can be seen in the data reported for competency #1 - Content Knowledge and Pedagogy.


In all three iterations of data presented in this report 100% of candidates demonstrated competent to outstanding ability to create, write, plan, and use formative assessment data to improve the quality of instruction and increase student learning. This information is represented in the following three assessed competencies: #7 Formative Assessments, #9 Formative Assessments: Data/Results, and #11 Formative Assessments: Modifications. In all three iterations of data presented in this report, 100% of candidates demonstrated competent to outstanding ability to plan, write, and use summative assessment data to improve the quality of instruction and increase student learning. This information is represented in the following three assessed competencies: #8 Summative Assessments, #10 Summative Assessments: Data/Results, and #12 Summative Assessments: Modifications. Competencies #9, #10, #11, and #12 in this assessment are truly the evidence that candidates in our program positively impact student learning. In this section of the portfolio, candidates must analyze all of their planned and implemented assessments and determine students’ progress relative to the unit objectives. Candidates are required to attach clearly labeled charts, tables, artifacts, or other evidence that depict student performance for the entire class. For each item in the portfolio, candidates are required to provide descriptive narration that summarizes their analysis of student progress and achievement. 100% of our candidates, in the three iterations presented here, have scored at or about the competency level in all four of these competencies.

d. An interpretation of how the data provides evidence for meeting standards, indicating the specific SPA standards.

The Portfolio Assessment Part 1 Impact on Student Learning is completed during student teaching. Candidates select, plan, and implement a unit of instruction for a specific area of English that incorporates pre- and post- assessments to measure impact on student learning. The Portfolio is scored by faculty in the Secondary Education Department in the English Content Program. For each of the competencies in the Portfolio that were used to demonstrate impact on student learning, candidates scored in the competent to outstanding range. This evidence (as seen in Table 2, Table, 3, and Table 4 Attached) clearly indicates that candidates have met the NCTE standards addressed in this assessment (see Attachment 1). 2. Assessment Documentation

e. The assessment tool itself or a rich description of the assessment

The tool used to collect the candidate’s portfolio entries and artifacts is the Live Text online instrument. The directions given to the students can be found in Attachment 5. (See Attachment 5) Specific instructions in the directions pertaining to this assessment can be found in the student direction under the SEC590-592: Seminar Course: Portfolio Requirements Part I requirement.

f. The scoring guide for the assessment

The scoring guide/rubric for the candidates’ entries can be found in Attachment 6. (See Attachment 6)


g. Charts that provide candidate data derived from assessment.

See Attachment 2: Fall 2009 Part 1 Portfolio Data – Effects on Student Learning See Attachment 3: Fall 2010 Part 1 Portfolio Data – Effects on Student Learning See Attachment 4: Winter 2010 Part 1 Portfolio Data – Effects on Student Learning


Section IV: Assessment 5 – Attachment 1 Table 1: Part 1 Portfolio Assessment Aligned to NCTE Standards Part 1: Portfolio Competencies Assessed Aligned to NCTE Standards 1. Content Knowledge and Pedagogy 4.2 2. Student Engagement and Inquiry 2.1, 2.4, 2.5, 4.4, 4.7 3. Integration of Technology 3.6, 4.1, 4.5, 4.6 4. Meeting the needs of individual students: Methods

of Differentiation 2.1, 4.4

5. Two Best Lessons 2.1, 4.1, 4.2 6. Performance‐Based Rubric 4.10 7. Formative Assessment 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7*,

4.10 8. Summative Assessment 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7*

4.10 9. Formative Assessment: Data/Results 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7*

4.10 10. Summative Assessment: Data/Results 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7*

4.10 11. Formative Assessment: Modifications 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7*

4.10 12. Summative Assessment: Modifications 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7*

4.10 13. Unit: Written Reflection 2.3, 3.1, 3.2, 4.1, 4.2, 4.10

* Because the portfolio sample work is completed in an English Language Arts 6-12 classroom during student teaching, candidates select the area of English in cooperation with the cooperating teacher. Therefore, this assessment has been aligned to all knowledge of English/Language Arts and all Pedagogy standards since it is possible that a group of candidates may address several Knowledge of English/Language Arts and Pedagogy standards within a unit of study.


Section IV: Assessment 5 Table 2: 2011-2012 Portfolio Data – Effects on Student Learning 2011-2012 Data

Part 1: Portfolio Competencies Assessed

Aligned to NCTE Standards

N % Outstanding

% Competent

% Needs Improvement

% Unsatisfactory

1. Content Knowledge and Pedagogy

4.2 18 25 75 0 0

2. Student Engagement and Inquiry

2.1, 2.4, 2.5, 4.4, 4.7

18 19 76 4 0

3. Integration of Technology

3.6, 4.1, 4.5, 4.6

18 15 72 5 0

4. Meeting the needs of individual students: Methods of Differentiation

2.1, 4.4 18 17 65 10 0

5. Two Best Lessons 2.1, 4.1, 4.2 18 82 18 0 0

6. Performance‐Based Rubric

4.10 18 23 82 7 0

7. Formative Assessment

4.10 18 31 65 0 0

8. Summative Assessment

4.10 18 41 59 0 0

9. Formative Assessment: Data/Results

4.10 18 29 71 0 0

10. Summative Assessment: Data/Results

4.10 18 41 59 0 0

11. Formative Assessment: Modifications

4.10 18 24 76 0 0

12. Summative Assessment: Modifications

4.10 18 10 85 0 0

13. Unit: Written Reflection

2.3, 3.1, 3.2, 4.1, 4.2, 4.10

18 31 60 0 0



Directions Given To Candidates on the Live Text Portfolio Site

The faculty and staff in the Department of Secondary Education (SECED) will like to congratulate you on your acceptance into the English, Mathematics, Science, Social Studies, or Foreign Language Secondary Program. You will be using LiveText to create and develop a portfolio throughout the first year of your program.

This portfolio template include several pages with information about the benchmarks and portfolio requirements including information regarding the assessment and evaluation of the benchmarks and portfolio requirements. Please take the time to review each page.

Your portfolio should represent:

a window into your thinking, a means of understanding your journey in becoming a teacher;

convey your beliefs, attitudes, and values as a teacher; provide a complex and comprehensive view of your performance in a professional context;

and a purposeful, reflective collection of your work that exhibits efforts, progress, and

achievements in your professional program.

The following sections provide a list of the portfolio checklist and portfolio descriptions. Throughout the first year in your program, you are required to attach and/or place artifacts and documents in your portfolio that addresses all of the portfolio requirements listed below. For more information about how to manage your portfolio, please visit the portfolio support website at http://www.nl.edu/portfolios/steps.cfm. For more information about the Department of Secondary Education and its programs, please visit SECED's website at http://www.nl.edu/academics/nce/departments/SECED/.

Portfolio Checklist

FND 504/SEC 502

_____Resumé _____Autobiographical Reflection _____Philosophy of Education _____An annotated list, using the APA format, of 5 readings that have influenced your thinking about education as a profession, teaching, and learning; the list should be current and varied, including: websites, textbooks, journal articles, and books.


SEC 510-524

_____A unit plan that you created (in your SEC 502 and/or SEC 510-524 courses) utilizing the backward design (in which you start with the end in mind) *Any unit plans written to meet deficiencies are not eligible to complete requirements for the portfolio.* _____An annotated list, using the APA format, of 5 readings that have influenced your thinking about teaching and learning in your academic content; the list should be current and varied, including: websites, textbooks, journal articles, and books. _____Any academic content specific artifacts and documents as determined by your program

SEC 590-592

_____A unit plan that you have taught utilizing the backward design. (It needs to be a different unit plan you created in your methods course.) *Any unit plans written to meet deficiencies are not eligible to complete requirements for the portfolio.* _____A sample and written reflection on the two best lessons that you taught _____A sample and written reflection on two evolving (weakest) lessons that you have taught _____Rubric(s) created by the teacher and/or students, including the assignment and a written reflection _____A list of your three teaching goals, using the Teaching Goals Template; also include data/evidence showing that you met or attempted to meet these goals. _____A formative (pretest) and summative (post test) assessment from a unit, lesson, concept, and/or skill that was taught, including an accompanying lesson plan and a written reflection _____Reflections on changes to teaching based on samples of students' assessment data. _____Samples of student work from three different students, including a written reflection. _____Rubric(s) created by the teacher and/or students, including the assignment and a written reflection. _____Written reflection, including examples and samples of ways in which you adapted lesson plans to meet the needs of students (i.e. daily lesson plans, assessments, use of technology, etc.) _____An annotated list, using the APA format, of 5 readings that have influenced your thinking about teaching, learning, and your own practice; the list should be current and varied, including: websites, textbooks, journal articles, and books. _____A summary reflection about your teaching experience, including such topics as: what updates or revisions you would make to you philosophy of education, what you learned, what you did not learn that you wanted to, what was surprising, what was affirming, and what was expected; needs to be typed, double spaced, at least one page in length. (List with bullets is insufficient.) _____A written learning agenda (action plan) of professional teaching goals that you can use in your next teaching experience and in the next years as you pursue your educational career; be specific: do you want to read a particular book, participate in a specific workshop, enroll in certain graduate courses, etc. (List with bullets is insufficient.)

Portfolio Descriptions

FND 504/SEC 502 Resumé: You are responsible for developing this document in your SEC 502 course. (If you have revised this document, please include the original and updated versions in your final portfolio.)


Autobiographical Reflection: This autobiographical reflection should explore the teaching and learning experiences that have influenced your decision to become a teacher. These experiences might include past and/or current relationships with adults and adolescents, readings, memories of schooling and other life connections to teaching and learning. In addition, you should discuss what you bring from your previous life experiences that are applicable to education and/or will influence and enhance how you work with students, colleagues, your content area, etc. It should be no longer than two pages, double spaced! (You will create this document in your SEC502 course but may wish to revise it in your final portfolio. If you have revised this document, please include the original and updated versions in your final portfolio.) Philosophy of Education: Everyone has a philosophy of education. This philosophy may never be spoken, but teachers (and parents, other non-school educators, legislators and public policy makers, etc.) act on beliefs about what education is and how it should be conducted. Reflecting on and writing about these beliefs gives you the opportunity to explore what you believe about learners, curriculum, instruction, classroom management/discipline, parental involvement, and your own professional development. You should also explain why you have these beliefs and/or provide insight about why you teach in certain ways. Your first philosophy statement will be written as a requirement for your FND 504: History and Philosophy of Education course. Throughout your program you will have the opportunity to consider how your beliefs about teaching develop and change in light of what you actually see and do in the classroom; and these changes should be reflected in your teaching reflection or a revised philosophy statement during SEC 590-592 seminar course. You must revise this document based on your experiences from your first year of teaching, please include the original and updated versions in your final portfolio. -An annotated bibliography using the APA format of CURRENT readings (at least 5) that have influenced your thinking about education as a profession, teaching, and learning. Each annotation should include a) a single spaced paragraph that briefly summarizes the key points in the reading and b) a second single spaced paragraph that explains how you will utilize the knowledge from the reading in your own content area classroom. Sources cannot include required textbooks used in your courses or classrooms. Your bibliography can include an equitably variety of sources (i.e., articles, websites, novels, journals, etc.). You are required to add at least five sources to your annotated bibliography in the FND 504/SEC 502 course, SEC 510-514 methods course, and SEC 590-592 seminar course. SEC 510-524 -A unit that you created (in your SEC 502 and/or SEC 510-524 courses) utilizing the backwards design where you start with the end in mind (the assessments are determined and written before the actual content, skills, and activities). Included the grade level(s) for which the unit was designed, how you first chose the topic of the unit, how you determined the goals and objectives for this unit, the types of evaluation and assessment techniques you chose with a rationale for those choices, the reasoning behind the sequencing of the lessons, what you did to narrow this broad topic to the actual content and skills to be taught, and the activities for learning. All lesson plans must be based on the NLU Lesson Plan Template. -An annotated bibliography using the APA format of CURRENT readings (at least 5) that have influenced your thinking about teaching and learning in your academic content. Each annotation should include a) a single spaced paragraph that briefly summarizes the key points in the reading and b) a second single spaced paragraph that explains how you will utilize the knowledge from the reading in your own content area classroom. Sources cannot include required textbooks used in your


courses or classrooms. Your bibliography can include an equitably variety of sources (i.e., articles, websites, novels, journals, etc.). You are required to add at least five sources to your annotated bibliography in the FND 504/SEC 502 course, SEC 510-514 methods course, and SEC 590-592 seminar course. -Any academic content specific artifacts and documents as determined by your program SEC 590-592 -A formal unit plan that you have taught utilizing the backwards design. (It needs to be a different unit than the one above.) Provide a written reflection of the unit you taught by: a) providing information regarding the rationale for the unit and b) describing what occurred during the unit including changes you made during planning and implementation. Also discuss the evaluation instrument(s) you use with this unit including how it was used to gain student feedback and how you would consider their responses in revising the unit for future students. Overall, your written reflection should address what you felt was successful about the unit. What would you change if you taught this unit again? Why would you make these changes? All lesson plans must be based on the NLU Lesson Plan Template. NOTE: If the unit you taught was one week in length you must provide a copy of the lesson plans and material(s) you used to teach the unit. If the unit you taught was more than one week, you must provide: a) a copy (of your choice) of two lesson plans along with their material(s) for each week the unit was taught and b) a graphic organizer that highlights the objectives/standards and activity that were covered each day of the unit. -A sample and written reflection of the two best lessons that you taught. Show how these two lessons are aligned to the state standards and utilize the backward design. Written reflection needs to be formal: typed and double spaced in length. All lesson plans must be based on the NLU Lesson Plan Template. (HINT: You can choose two lesson plans from unit that you taught above.) -A sample and written reflection of two weakest (“evolving”) lessons that you have taught. Show how these two lessons are aligned to the state standards and utilize the backward design. Written reflection needs to be formal: typed and double spaced in length. All lesson plans must be based on the NLU Lesson Plan Template. (HINT: You can choose two lesson plans from unit that you taught above.) -A sample of a formative (pretest) and summative (posttest) assessment that you used to assess your students’ learning outcomes in regard to a series of lessons or a particular unit that you taught. The assessments should be relevant to each other or focused around the same set of objectives/standards. (HINT: You can use the formative and summative assessments from the unit you taught above.) In addition, you must provide a copy of at least one of the lesson plans (based on the NLU Lesson Plan Template) that you taught in association with the formative and summative assessments. Also, include a written reflection (at least one page and double spaced in length) of: a) what you learned from the formative assessment regarding your students’ prior knowledge and how your lessons (including a reference to the lesson plan that was provided) were adapted and developed to address weaknesses and strengths in your students’ prior knowledge; and b) what you learned from the summative assessment regarding what your students learned and how you plan to address any weaknesses that remain regarding your students’ learning.


-Show three sets/pairs (pre and post) of samples of students' performance on the assessments for three different students. Provide a one page, double spaced written reflection of the students’ level of progress/achievement based on the data/information provided by their performance on the formative and summative assessments. Include how you felt the lessons you taught may have contributed to or failed to contribute to their level of progress/achievement. (HINT: You can use samples of students’ performance on pre and post assessments provided above.) -Samples of students’ work, assignments, projects, etc. from your teaching with a written reflection (at least one page and double spaced in length) of what you learned from the samples and the projected changes in instruction to increase students’ success. Provide at least one sample for three different students. (Reminder: all student names must be eliminated, covered, or disguised). (HINT: You can choose samples of students’ work from the unit you taught above.) -Two samples of rubrics you developed with or without students and a formal written reflection (double spaced) of their effectiveness. Rubrics need to illustrate what is specifically expected from students. (Numerals without explanation are insufficient.) Illinois School Board of Education (ISBE) format preferred but not required. (HINT: You can choose samples of rubrics that you use to evaluate students’ work, projects, performance, etc. from the unit you taught above.) -Provide a copy of your three teaching goals using the Teaching Goals Template. Two of your student teaching goals should be short-termed instructional or teaching goals; and one of your goals should be a professional or service-oriented educational goal. You must provide data/evidence for each goal in order show that you met or attempted to meet your goals during your teaching experience. Needs of Individual Students: Examples of ways in which you adapted lessons (based on the NLU Lesson Plan Template), provided assignments, created projects, etc. to meet the needs of individual students including AP/honors, special education, second language, gifted, Title I, etc. Show at least one sample for three different students. Then provide a written reflection at least one page double spaced in length. -An annotated bibliography using the APA format of CURRENT readings (at least 5) that have influenced your thinking about teaching, learning, and your own practice. Each annotation should include a) a single spaced paragraph that briefly summarizes the key points in the reading and b) a second single spaced paragraph that explains how you will utilize the knowledge from the reading in your own content area classroom. Sources cannot include required textbooks used in your courses or classrooms. Your bibliography can include an equitably variety of sources (i.e., articles, websites, novels, journals, etc.). You are required to add at least five sources to your annotated bibliography in the FND 504/SEC 502 course, SEC 510-514 methods course, and SEC 590-592 seminar course. -A formal written reflection about your first year of teaching, including such topics as: what you learned, what you did not learn that you wanted to, what was surprising, what was affirming, and what was expected. It needs to be typed, double spaced, and at least one page in length. (List with bullets is insufficient.) (HINT: You can discuss what changes , revisions, extensions, or updates you would make to your Philosphy of Education as a result of your teaching experience.) -Create a formal written agenda (action plan) of professional and teaching goals that you can use in your second year of teaching and in the next years as you pursue your educational career. This needs to be an extended, thoughtful reflection detailing what and how you want to continue to learn and develop as a teacher. Be specific and thorough (i.e., want to read a particular book, want to


attend a specific workshop, want to take a particular graduate course, etc.). (List of bullets is insufficient.)

NCATE and IL-PTS Standards and SECED's Student Learning Outcomes

Introduction

The following standards and learning outcomes were used to determine the benchmarks for your program. You will be assessed on how well you meet the benchmarks that are designated for each course. The benchmarks and portfolio requirements are provided for each course. These requirements will be used to determine your performance regarding each benchmark.

National Council for Accrediation of Teacher Education (NCATE)

NCATE Standards NCATE.1.A Content Knowledge: Teacher candidates know the subject matter that they plan to teach and can explain important principles and concepts delineated in professional, state, and institutional standards. Eighty percent or more of the unitâs program completers pass the academic examinations in states that require examinations for licensure. NCATE.1.B Pedagogical Content Knowledge: Teacher candidates have a broad knowledge of instructional strategies that draws upon content and pedagogical knowledge and skills delineated in professional, state, and institutional standards to help all students learn. They facilitate student learning of the subject matter through presentation of the content in clear and meaningful ways and through the integration of technology. NCATE.1.C Professional and Pedagogical Knowledge and Skills: Teacher candidates can apply their professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning. They consider the school, family, and community contexts in which they work and the prior experience of students to develop meaningful learning experiences. NCATE.1.D Dispositions: Candidates are familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the dispositions delineated in professional, state, and institutional standards. NCATE.1.E Student Learning: Teacher candidates focus on student learning as shown in their assessment of student learning, use of assessments in instruction, and development of meaningful learning experiences for students based on their developmental levels and prior experience.

Illinois Professional Teaching Standards (IL-PTS)

IL-PTS.1 STANDARD: Content Knowledge: The competent teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students. IL-PTS.2 STANDARD: Human Development and Learning: The competent teacher understands how individuals grow, develop and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.


IL-PTS.3 STANDARD: Diversity: The competent teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. IL-PTS.4 STANDARD: Planning for Instruction: The competent teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals. IL-PTS.5 STANDARD: Learning Environment: The competent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. IL-PTS.6 STANDARD: Instructional Delivery: The competent teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. IL-PTS.8 STANDARD: Assessment: The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students. IL-PTS.10 STANDARD: Reflection and Professional Growth: The competent teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.

Secondary Education Department (SECED) Student Learning Outcomes (SLOs)

SECED-SLO.1 Teachers develop, practice, articulate, and maintain a philosophy of education based on critical self-reflection. SECED-SLO.2 Teachers apply their knowledge of how human development affects learning. SECED-SLO.3 Teachers differentiate instruction with respect to individual and cultural diversity. SECED-SLO.4 Teachers possess and demonstrate effective academic content knowledge and pedagogical skills. SECED-SLO.5 Teachers use assessment and research to guide planning, instruction, and modification of teaching practice. SECED-SLO.6 Teachers create and manage intellectually stimulating, inclusive, and safe learning environments. SECED-SLO.7 Teachers collaborate as partners with colleagues, parents, families, and/or the larger community to support student learning. SECED-SLO.8 Teachers exhibit professionalism, leadership, and ethical behavior. SECED-SLO.9 Teachers use current technology creatively and effectively to improve classroom instruction. SECED-SLO.10 Teachers continue their professional growth through a lifelong commitment to reflection and learning.

Teacher Candidate Portfolio Information

Introduction

Please refer to the following sections for information regarding the title of your portfolio for review and the completion of a profile survey. Your responses in the profile survey are anonymous and will be used by SECED for administrative purposes only.


Teacher Candidate Profile Survey

At the beginning of your program, please click on the following link and complete the profile survey once:

The Title of your Portfolio

If you have not titled your portfolio, please follow the steps below:

Teacher Candidates’ title to their portfolio should include: Cluster Number, Content Area (Abbreviated), Name of Candidate’s Portfolio.

Example: CH023 Eng John Doe's Portfolio The following abbreviations will be used for the content areas: FLang (Foreign Language) Biol ( Biology) SoSt (Social Studies) Eng (English) Mth (Math) PhyS (Physical Science) CLang (Classical Language)

If you have incorrectly titled your portfolio, follow the steps below to change the title of your portfolio.

1. Click on the title of your portfolio 2. Click on Edit Properties 3. Change the Title of your portfolio to the correct format

Example: CH023 Eng John Doe's Portfolio

4. Click Save

FND 504/SEC 502: Portfolio Requirements

Introduction: Benchmark(s)

The teacher candidate will be able to:


develop and articulate a competent philosophy of education based on the rubric and guidelines

understand the culture of teaching and learning as a result of informal interactions with schools, reflections, collegial and classroom experiences, and at least 25 logged hours of classroom observations

articulate and exhibit a positive and embracive but realistic understanding about education as a profession and the complexity of classroom dynamics through his/her autobiographical reflection and participation in classroom discussions

exhibit professional growth through classroom discussions and the creation of an annotated bibliography in APA format using five educational resources that illustrate the candidate’s capacity to reflect and understand the significance of educational sources in informing teaching and learning.

Resume

Attach or place your resume here. Refer to the Portfolio Descriptions and the Autobiographical Reflection Rubric and Resume Guidelines that is attached under Assessment and Evaluation of Portfolio Requirements for more guidance.

Autobiographical Reflection

Attach or place your autobiographical reflection here. Refer to the Portfolio Descriptions and the Autobiographical Reflection Rubric and Resume Guidelines that is attached under Assessment and Evaluation of Portfolio Requirements for more guidance.

Philosophy of Education

Attach or place your philosophy of education here. Refer to the Portfolio Descriptions and the Philosophy of Education Guidelines and Rubric that is attached under Assessment and Evaluation of Portfolio Requirements for more guidance.

Lifelong Learner: Annotated Bibliography

Attach or place your annotated bibliography (5 sources) here. Refer to the Portfolio Descriptions and the Annotated Bibliography Rubric that is attached under Assessment and Evaluation of Portfolio Requirements for more guidance.

Additional Artifact(s)

Attach or place additional artifacts here that are relevant to the benchmark(s) for these courses.

Course Evaluation

During the last class meeting of the FND 504/SEC 502 courses, click on the following link to complete a course evaluation. Your responses are confidential and anonymous.

https://c1.livetext.com/misk5/formz/public/34040/tWcrfkGVy2

SEC 510-524: Methods Course: Portfolio Requirements




apply his/her philosophy of education through the planning and development of a unit plan and lesson plans.

apply teaching and learning strategies and techniques in the planning of instructions based on his/her understanding of how human development affects learning, various teaching and learning styles, and with respect to individual and cultural diversity.

apply his/her academic content knowledge and pedagogical skills using the backward design when planning and developing unit plans, lesson plans, activities/projects, and assessments.

develop a critical understanding of the teaching and learning community in regards to effective classroom practices and student learning that is based on informal interactions with schools, reflections, collegial and classroom experiences, and at least 45 logged hours of classroom observations.

exhibit a dedicated attitude to teaching and learning as a profession as well as demonstrate an understanding (through academic content specific activities/projects and classroom discussions) of the significance of professional conduct, planning and instruction, and students well-being and motivation, regardless of ethnicity, race, gender, ability, or socioeconomic status, in developing stimulating, inclusive, and safe learning environments.

plan and develop a unit plan, lesson plans, and activities/projects that integrate technology software and/or the Internet into his/her academic content.

exhibit professional growth through classroom discussions and the creation of an annotated bibliography in APA format with five educational resources that illustrate the candidate’s capacity to reflect and understand the significance of certain educational sources in informing teaching and learning in his/her academic content.

REMINDER: Please complete all necessary academic content specific requirements on or before the first SEC 510-524 class meeting (see section on Academic Content Specific Artifact(s)).

Unit Plan

Attach or place your unit plan here. Refer to the Portfolio Descriptions, NLU Lesson Plan Template and Guidelines, and any information associated with the unit plan for your academic content (if available) that are attached under Assessment and Evaluation of Portfolio Requirements for more guidance.


Attach or place your annotated bibliography (5 sources) here. Refer to the Portfolio Descriptions and the Annotated Bibliography Rubric that is attached under Assessment and Evaluation of Portfolio Requirements for more guidance.

Academic Content Specific Artifact(s)

Attach and place all required academic content specific portfolio artifacts here. Please refer to the table below for information regarding other academic content specific requirements. If rubric(s) and/or guidelines for relevant academic content specific portfolio artifacts are not provided under Assessment and Evaluation of Portfolio Requirements, your SEC 510-524 instructor will provide you with the necessary information for these portfolio requirements.


Attach or place additional artifacts here that are relevant to the benchmark(s) for this course.


Course Evaluation

During the last class meeting of the SEC 510-524 course, click on the following link to complete a course evaluation. Your responses are confidential and anonymous.

SEC 590-592: Seminar Course: Portfolio Requirements Part I



practice and maintain his/her philosophy of education based on the demands the teaching and the needs of his/her students.

apply teaching and learning strategies and techniques in planning and instruction that target various teaching and learning styles, address the demands and needs of students, and respect individual and cultural diversity.

apply his/her academic content knowledge and pedagogical skills by developing and implementing a unit plan, lesson plans, activities/projects, and assessments that address the targeted standards/objectives and are appropriate the age/grade level of the students.

to develop and utilize rubrics and assessment data to evaluate students’ performance and to guide modifications in instruction and inform teaching practices which is illustrated through classroom discussions, critical reflections, and an analysis of assessment data.

develop informal and formal relationships within a teaching and learning community that is based on collaborations with students, colleagues, and parents as well as services provided to the school and/or within the larger community.

exhibit development and flexibility as a teacher, engage in professional and ethical conduct, as well as demonstrate leadership in improving his/her students learning and well-being through his/her unit plan taught, critical reflections on teaching practices, and classroom discussions.

develop and implement a unit plan, lesson plans, and activities/projects that integrate technology software and/or the Internet into his/her academic content.

exhibit professional growth through classroom discussions and the creation of an annotated bibliography in APA format with five educational resources that illustrate the candidate’s capacity to reflect and understand the significance of educational sources in informing his/her classroom practices and professional development as a teacher.

NOTE: Refer to the Student Teaching Manual (located at http://www.nl.edu/academics/nce/departments/SECED/studentteaching.cfm) for important information regarding your first year of teaching.

Unit Plan Taught

Attach or place unit plan taught and written reflection here. Refer to the Portfolio Descriptions, NLU Lesson Plan Template and Guidelines, and the Unit Plan Rubric and Guidelines for your academic content (if available) that are attached under Assessment and Evaluation of Portfolio Requirements for more guidance.

Two Best Lessons

Attach or place lesson plans for two best lessons taught and written reflection here. Refer to the Portfolio Descriptions and the NLU Lesson Plan Template and Guidelines that is attached under Assessment and Evaluation of Portfolio Requirements for more guidance.


Two "Evolving" (Weakest) Lessons

Attach or place lesson plans for two weakest lessons taught and written reflection here. Refer to the Portfolio Descriptions and the NLU Lesson Plan Template and Guidelines that is attached under Assessment and Evaluation of Portfolio Requirements for more guidance.

Meeting Needs of Individual Students

Attach or place lesson plans or examples of meeting the needs of individual students and written reflection here. Refer to the Portfolio Descriptions and the NLU Lesson Plan Template that is attached under Assessment and Evaluation of Portfolio Requirements for more guidance.

Formative and Summative Assessments

Attach or place sample of formative and summative assessments along with lesson plan and written reflection here. Refer to the Portfolio Descriptions and the NLU Lesson Plan Template and Guidelines that is attached under Assessment and Evaluation of Portfolio Requirements for more guidance.

Formative and Summative Assessments: Students' Samples

Attach or place samples of students' performance on the formative and summative assessments along with a written reflection here. Refer to the Portfolio Descriptions for guidance.

SEC 590-592: Seminar Course: Portfolio Requirements Part II

Samples of Students' Work

Attach or place samples of students' work and written reflection here. Refer to the Portfolio Descriptions for guidance.

Rubric(s)

Attach or place samples of rubrics and written reflection(s) here. Refer to the Portfolio Descriptions for guidance.

Teaching Goals and Evidence

Attach or place teaching goals along with evidence of meeting goals here. Refer to the Portfolio Descriptions and the Teaching Goals Template that is attached under Assessment and Evaluation of Portfolio Requirements for guidance.


Attach or place your annotated bibliography here. Refer to the Portfolio Descriptions and the Annotated Bibliography Rubric that is attached under Assessment and Evaluation of Portfolio Requirements for more guidance.

Teaching Reflection

Attach or place written reflection of teaching experience here. Refer to the Portfolio Descriptions for guidance.

Action Plan: Learning Agenda

Attach or place action plan here. Refer to the Portfolio Descriptions for guidance.




Course Evaluation

During the last class meeting of the SEC 590-592 seminar course, click on the following link to complete a course evaluation. Your responses are confidential and anonymous.

REMINDER: Please complete all necessary academic content specific post self-assessments (go to http://www.nl.edu/sesa) on or before your last SEC 590-592 class meeting.

Assessment and Evaluation of Portfolio Requirements

Introduction

The following sections provide rubrics, guidelines, and/or templates that may be used by your instructors to assess and evaluate porfolio artifact(s) and documents. Also the rubrics for the assessment that your instructors will complete to evaluate your performance and portfolio in meeting the benchmarks for your program are attached. All rubrics, guidelines, and templates are provided to you for information and guidance.

FND 504/SEC 502

The following attachments are of rubrics, guidelines, and templates that may be used by your FND 504/SEC 502 instructor to assess the portfolio requirements for these courses. Also, your FND 504/SEC 502 instructor will assess your portfolio and overall performance in regards to the benchmarks (see FND 504/SEC 502 Portfolio Assessment Rubric).

REMINDER: Please complete all necessary academic content specific requirements on or before the first FND 504/SEC 502 class meeting (see section on Academic Content Specific Artifact(s)).

Attachments Autobiographical_Ref...esume_Guidelines.pdf,

Annotated_Bibliography_Rubric.doc, FND_504_SEC_502_Port...ssessment_Rubric.doc, Philosophy_of_Educat...lines_and_Rubric.doc

SEC 510-524 Part I

The following attachments in Parts I and II are of rubrics, guidelines, and templates that may be used by your SEC 510-524 instructor to assess the portfolio requirements for these courses. Also, your SEC 510-524 instructor will assess your portfolio and overall performance in regards to the benchmarks (see SEC 510-524 Portfolio Assessment Rubric).


SEC 510-524 Part II Attachments SEC_510_524_Methods_...ssessment_Rubric.doc,

Math_Technology_Inte...lines_and_Rubric.doc, Math_Unit_Plan_Guidelines_and_Rubric.doc


SEC 590-592

The following attachments are of rubrics, guidelines, and templates that may be used by your SEC 590-592 instructor to assess the portfolio requirements for these courses. Also, your SEC 590-592 instructor will assess your portfolio and overall performance in regards to the benchmarks (see SEC 590-592 Portfolio Assessment Rubric).

REMINDER: Please complete all necessary academic content specific requirements on or before the last SEC 590-592 class meeting (see section on Academic Content Specific Artifact(s)).



Effects on Student Learning Rubric

Purpose

The following two rubrics represent the portfolio assessment for Term III which is administered by seminar course instructors. This assessment is based on artifacts and documents that teacher candidates' developed and utilized during their student teaching experience.

The portfolio assessment for Term III consists of TWO parts. Part one focuses on teacher candidates' effects on student learning in regard to the following five categories: 1) lesson planning and preparation, 2) instruction, 3) assessing learning, 4) analyzing assessment results, and 5) reflections and modifications. Part two of Term III portfolio assessment focuses on teacher candidates' growth and development.

PART I: Teacher Candidate's Effects on Student Learning


Outstanding

(4 pts) Competent

(3 pts)

Need Improvement

(2 pts)

Unsatisfactory (1 pt)

No Evidence

1.Content Knowledge and Pedagogy (i.e., unit plan lessons and/or lesson plans taught, guidelines for assignments/projects, samples of activities, etc.) NCTE: 4.2

Standard(s) and objective(s) are clearly and appropriately aligned in each lesson plan AND Principles, concepts, and/or topics for each lesson plan are clear, subject and age appropriate, and comprehensive AND Activities and procedures in

Standard(s) and objective(s) are clearly and appropriately aligned in each lesson plan AND Principles, concepts, and/or topics for each lesson plan are clear, subject and age appropriate, and comprehensive OR Activities and procedures in

Standard(s) and objective(s) are clearly and/or appropriately aligned in only two to three lesson plans AND/OR Principles, concepts, and/or topics are clear, subject and/or age appropriate, and comprehensive in only two to three lesson plans

Standard(s) and objective(s) are not clearly and appropriately aligned in two or more lesson plans AND/OR Principles, concepts, and/or topics are not clear, subject or age appropriate, and comprehensive in two or more lesson plans AND/OR

Insufficient or no evidence provided



Outstanding

(4 pts) Competent

(3 pts)

Need Improvement

(2 pts)


No Evidence

each lesson plan clearly and appropriately target lesson’s standard(s) and objective(s)

each lesson plan clearly and appropriately target lesson’s standard(s) and objective(s)

AND/OR Activities and procedures clearly and/or appropriately target lesson’s standard(s) and objective(s) in only two to three lesson plans

Activities and procedures do not clearly and appropriately target lesson’s standard(s) and objective(s) in two or more lesson plans

2Student Engagement and Inquiry (i.e., unit

plan lessons and/or lesson plans taught,

guidelines for assignments/projects

, samples of activities, etc.)

NCTE: 2.1, 2.4, 2.5, 4.4, 4.7

Candidate provides exemplary lesson plans that include multiple authentic and creative inquiry-based examples, activities, and procedures to ensure that students are: a) participating in their learning, b) asking questions, c) working independently and collaboratively, AND d) given opportunities connect principles, concepts, and/or topics to their lives and/or the world

Candidate provides multiple inquiry-based examples, activities, and procedures to ensure that students are: a) participating in their learning, b) asking questions, c) working independently and collaboratively, AND d) given opportunities connect principles, concepts, and/or topics to their lives and/or the world

Candidate provides only three to four inquiry-based examples, activities, and/or procedures to ensure that students are: a) participating in their learning, b) asking questions, c) working independently and collaboratively, AND/OR d) given opportunities connect principles, concepts, and/or topics to their lives and/or the world

Candidate provides less than three inquiry-based examples, activities, and/or procedures to ensure that students are: a) participating in their learning, b) asking questions, c) working independently and collaboratively, AND/OR d) given opportunities connect principles, concepts, and/or topics to their lives and/or the world


3 Integration of Technology (i.e., unit

Candidate provides

Candidate provides

Candidate provides only

Candidate provides less

Insufficient or no



Outstanding

(4 pts) Competent

(3 pts)

Need Improvement

(2 pts)


No Evidence



, samples of activities, samples of students’ work, etc.) NCTE: 3.6, 4.1, 4.5, 4.6

exemplary lesson plans that include multiple and creative examples, activities, and procedures (i.e., blogs, wikis, web 2.0, etc.) for students to gain information AND represent and apply their learning using technology

multiple examples, activities, and procedures (i.e., blogs, wikis, web 2.0, etc.) in unit plan and/or lessons for students to gain information AND represent and apply their learning using technology

three to four examples, activities, and/or procedures (i.e., blogs, wikis, web 2.0, etc.) in unit plan and/or lessons for students to gain information AND/OR represent and apply their learning using technology

than three examples, activities, and/or procedures (i.e., blogs, wikis, web 2.0, etc.) in unit plan and/or lessons for students to gain information AND/OR represent and apply their learning using technology

evidence provided

4 Meeting the needs of individual

students: Methods of Differentiation (i.e.,

unit plan lessons and/or lesson plans taught, guidelines

for assignments/projects

, samples of activities, samples of students’ work, etc.) NCTE: 2.1, 4.4

Candidate utilizes multiple strategies and activities, instructional tools, AND resources in each lesson plan to clearly reflect his/her consideration of individual students’ needs AND understanding of how to effectively use methods of differentiation in each lesson

Candidate provides multiple strategies and activities, instructional tools, AND/OR resources that clearly reflect his/her consideration of individual students’ needs AND understanding of how to effectively use methods of differentiation in each lesson

Candidate provides only three to four strategies and activities, instructional tools, AND/OR resources that clearly reflect his/her consideration of individual students’ needs AND/OR understanding of how to effectively use methods of differentiation in each lesson

Candidate provides less than three strategies and activities, instructional tools, AND/OR resources that clearly reflect his/her consideration of individual students’ needs AND/OR understanding of how to effectively use methods of differentiation in each lesson


Two Best Lessons (i.e., unit plan

lessons and/or lesson plans taught, guidelines for

assignments/projects, samples of

Candidate provides a sample of two exemplary lesson plans that contain clear and

Candidate provides two samples of exemplary activities and procedures that are organized

Candidate provides a two samples of activities and/or procedures but both or one

Candidate provides only one sample of activities and/or procedures




Outstanding

(4 pts) Competent

(3 pts)

Need Improvement

(2 pts)


No Evidence

activities, etc.) NCTE: 2.1, 4.1, 4.2

appropriate activities and procedures that are organized and clearly target students’ understanding, participation, AND progress from the beginning to the end of the lessons

and clearly target students’ understanding, participation, AND progress from the beginning to the end of the lessons

does not clearly target students’ understanding, participation, AND/OR progress from the beginning to the end of the lessons

Performance-Based Rubric (i.e., unit



, samples of activities, samples of students’ work, etc.) NCTE: 4.10

Candidate provides multiple exemplary lesson plans that appropriately demonstrates the utilization of a performance-based rubric to evaluate students’ performance AND Candidate provides a sample of performance-based rubrics

Candidate provides multiple samples that appropriately demonstrate the utilization of a performance-based rubric to evaluate students’ performance AND Candidate provides a sample of performance-based rubrics

Candidate provides only one sample that demonstrate the utilization of a performance-based rubric to evaluate students’ performance AND/OR Candidate provides a sample of performance-based rubric(s)

Candidate provides sample(s) that does not appropriately demonstrate the utilization of a performance-based rubric to evaluate students’ performance AND/OR Candidate does not provide a sample of performance-based rubric(s)


Formative Assessment (i.e.,

quiz, performance-based rubric, etc.)

NCTE: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7*, 4.10

Candidate provides an exemplary lesson plan(s) that demonstrates the appropriate utilization of formative assessments to

Candidate provides a sample of an exemplary formative assessment that clearly and appropriately checks students’

Candidate provides a sample of a formative assessment that is unclear and/or inappropriate to check for students’

Candidate provides a sample of an assessment that is not clearly formative and/or cannot be used to appropriately check for




Outstanding

(4 pts) Competent

(3 pts)

Need Improvement

(2 pts)


No Evidence

check for students’ understanding and comprehension during AND following the lesson

understanding and comprehension during OR following the lesson

understanding and comprehension during and/or following the lesson

students’ understanding and comprehension during and/or following the lesson

Summative Assessment (i.e.,

quiz, performance-based rubric, etc.)

NCTE: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7*, 4.10

Candidate provides an exemplary lesson plan(s) that demonstrates the appropriate utilization of a summative assessment that was used to assess students’ achievement of targeted standards and objectives in the middle or at the end of unit AND Candidate provides sample of summative assessment

Candidate provides a sample of an exemplary summative assessment that clearly and appropriately assesses students’ achievement of targeted standards and objectives in the middle or at the end of unit

Candidate provides a sample of a summative assessment that is unclear and/or inappropriate to assess students’ achievement of targeted standards and objectives in the middle or at the end of unit

Candidate provides a sample of an assessment that is not clearly summative and/or cannot be used to appropriately assess students’ achievement of targeted standards and objectives in the middle or at the end of unit


Formative Assessment: Data/Results

NCTE: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7*, 4.10

Candidate provides a data sample or the results for at least one class AND Candidate provides a

Candidate provides a data sample or the results for at least one class AND Candidate provides a

Candidate provides a data sample or the results for at least one class AND Candidate does not provide a

Candidate does not provide the complete data sample or all of the results for at least one class AND/OR




Outstanding

(4 pts) Competent

(3 pts)

Need Improvement

(2 pts)


No Evidence

clear and appropriate interpretation of students’ understanding based on his/her analysis of the data and with particular focus on students strong AND weak areas of understanding and comprehension

clear and appropriate interpretation of students’ understanding based on his/her analysis of the data and with particular focus on students strong OR weak areas of understanding and comprehension

clear interpretation of students’ understanding based on his/her analysis of the data and with particular focus on students strong AND/OR weak areas of understanding and comprehension

Candidate does not provide an interpretation of students’ understanding based on his/her analysis of the data and with particular focus on students strong AND/OR weak areas of understanding and comprehension

Summative Assessment: Data/Results

NCTE: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7*, 4.10

Candidate provides a data sample or the results for at least one class AND Candidate provides a clear and appropriate interpretation of students’ performance based on his/her analysis of the data and with particular focus on students high AND low areas of achievement

Candidate provides a data sample or the results for at least one class AND Candidate provides a clear and appropriate interpretation of students’ performance based on his/her analysis of the data and with particular focus on students high OR low areas of achievement

Candidate provides a data sample or the results for at least one class AND Candidate does not provide a clear and/or appropriate interpretation of students’ performance based on his/her analysis of the data and with particular focus on students high AND/OR low areas of achievement

Candidate does not provide a complete data sample or all of the results for at least one class AND/OR Candidate does not provide an interpretation of students’ performance based on his/her analysis of the data and with particular focus on students high AND/OR low areas of achievement


Formative Assessment:

Modifications NCTE: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7*, 4.10

Based on the data, candidate provides a clear rationale for modifications

Based on the data, candidate provides a clear rationale for modifications

Based on the data, candidate provides a rationale with modifications that are unclear

Candidate does not provide a clear and/or appropriate rationale for modifications




Outstanding

(4 pts) Competent

(3 pts)

Need Improvement

(2 pts)


No Evidence

to the lesson AND assessment with particular reference to how modifications would improve students’ understanding and comprehension AND Candidate provides a revised sample of relevant lesson plan AND assessment which include appropriate modifications to increase students’ understanding and comprehension

to the assessment with particular reference to how modifications would improve students’ understanding and comprehension AND Candidate provides a revised sample of relevant lesson plan OR assessment which includes appropriate modifications to increase students’ understanding and comprehension

and/or inappropriate for the assessment and/or for improving students’ understanding and comprehension AND/OR Candidate provides a revised sample of lesson plan and/or assessment that does not include clear and/or appropriate modifications to increase students’ understanding and comprehension

to assessment to improve students’ understanding and comprehension AND/OR Candidate does not provide a clear and/or appropriate revised sample of lesson plan and/or assessment to increase students’ understanding and comprehension

Summative Assessment:

Modifications NCTE: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7*, 4.10

Based on the data, candidate provides a rationale for making modifications to lesson plans throughout unit with particular reference to how modifications would increase students’ achievement

Based on the data, candidate provides a rationale for making modifications to lesson plans throughout unit with particular reference to how modifications would increase students’ achievement

Based on the data, candidate provides a rationale that is unclear and/or inappropriate for making modifications to lesson plans throughout unit with particular reference to how modifications would increase students’

Candidate does not provide a clear and/or appropriate rationale for making modifications to lesson plans throughout unit with particular reference to how modifications would increase students’ achievement




Outstanding

(4 pts) Competent

(3 pts)

Need Improvement

(2 pts)


No Evidence

AND Candidate provides a revised sample of assessment which should reflect appropriate modifications that would be made throughout unit to increase students’ achievement

AND Candidate provides a revised sample of assessment which should reflect appropriate modifications that would be made throughout unit to increase students’ achievement

achievement AND/OR Candidate provides a revised sample of assessment that does not reflect appropriate modifications that should be made throughout unit to increase students’ achievement

AND/OR Candidate does not provide a revised sample of assessment which should reflect appropriate modifications that would be made throughout unit to increase students’ achievement

Unit: Written Reflection

NCTE: 2.3, 3.1, 3.2, 4.1, 4.2, 4.10

Candidate provides an exemplary written reflection on the overall strengths AND weaknesses of unit with particular focus on a) planning and preparation, b) instruction, c) assessments, AND d) students’ performance

Candidate provides a clear written reflection on the overall strengths OR weaknesses of unit with particular focus on a) planning and preparation, b) instruction, c) assessments, AND d) students’ performance

Candidate provides a written reflection on the strengths OR weaknesses of unit with particular focus on a) planning and preparation, b) instruction, c) assessments, AND/OR d) students’ performance

Candidate does not provide a clear and/or appropriate written reflection on the strengths OR weaknesses of unit with particular focus on a) planning and preparation, b) instruction, c) assessments, AND/OR d) students’ performance



Assessment 6 – Portfolio Assessment Assessment of English Teacher Candidate's

Reflection on their own Growth and Development

a. A brief description of the assessment and its use in the program (one sentence may be sufficient)

Candidates in the Secondary Education English Certification program complete a Portfolio of student work samples designed to measure the candidate’s impact on student learning, and of teaching work samples designed to measure the candidate’s reflection on their own growth and development. The portfolio is completed during the student teaching experience by all candidates. There are two parts to the portfolio. Part one of the portfolio specifically gauges a teacher candidate’s effect on student learning. Part two of the portfolio gauges a teacher candidate’s growth and development in three specific areas: 1) Teaching Goals and Evidence, 2) Teaching Experience: Written Reflection, and 3) Life-Long Learner: Staying Current in the Field.

b. A description of how this assessment specifically aligns with the standards it cited for in Section III. Cite SPA standards by number, title, and/or standard wording.

Part Two of the Portfolio Assessment specifically aligns to the following TWO NCTE standards: 2.3, which states, “Candidates demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates.” and standard 3.7, which states, “Candidates demonstrate knowledge of research theory and findings in English language arts.” (See Attachment 1)


Although the “competent” indicator on this assessment is acceptable it is our goal that each candidate strive to achieve an “outstanding” mark in all three of the assessed competencies: 1) Teaching Goals and Evidence, 2) Teaching Experience: Written Reflection, and 3) Life-Long Learner: Staying Current in the Field. In the fall of 2009, of the 17 candidates, ALL candidates received a mark of competent or better in all three of the competencies assessed. (See Table 2, Attachment 2) In the fall of 2010, of the 31 candidates, ALL candidates received a mark of competent or better in all three of the competencies assessed. (See Table 3, Attachment 3) In the winter of 2010, of the 16 candidates, ALL received a mark of competent or better in all three of the competencies assessed. (See Table 4, Attachment 4)

d. An interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard wording

The portfolio assessment PART TWO is an assessment of an English teacher candidate’s reflection of their own teaching growth and development. This assessment specifically aligns to NCTE standard 2.3 which states that candidates will, “Use the results of reflective practice not only to adapt instruction and behavior to assist all students to learn but also to design a well-conceived plan for professional development that features collaboration with the academic community, professional organizations, and others.”


This assessment is also aligned to NCTE Standard 3.7 which states that candidates will “Reflect on their own teaching performances in light of research on, and theories of, how students compose and respond to text and make adjustments in their teaching as appropriate” and states that candidates will “Use teacher-researcher models of classroom inquiry to analyze their own teaching practices so they can better understand what enables students to speak, listen, write, read, enact, and view effectively in varying learning situations.”

The data received from this assessment clearly indicate that ALL students, in the three iterations shown, met or exceeded standard 2.3 and 3.7. Each of the three competencies presented in the assessment align to both of these standards as candidates, in order to receive a mark of “competent” or better, must provide artifacts of establishing and meeting self created teaching goals (which range from lesson planning improvements to classroom management), provide evidence of a clear, written reflection on the overall experience with particular focus on how they have grown AND not grown pedagogically and professionally as a result of the experience, and finally candidates must provide evidence of a clear two-year action plan stating how they will continue to stay abreast to issues, changes, and developments in the English content area. (See Portfolio Rubric Attached)


e. The assessment tool itself or a rich description of the assessment

The tool used to collect the candidate’s portfolio entries and artifacts is the Live Text online instrument. The directions given to the students can be found in Attachment 5. (See Attachment 5)

f. The scoring guide for the assessment

The scoring guide/rubric for the candidates’ entries can be found in Attachment 6. (See Attachment 6)

g. Charts that provide candidate data derived from the assessment

See Attachment 2: Portfolio Part Two Assessment Data – Fall 2009 See Attachment 3: Portfolio Part Two Assessment Data – Fall 2010 See Attachment 4: Portfolio Part Two Assessment Data – Winter 2010


Table 1: Portfolio Assessment PART TWO Aligned to NCTE Standards PART TWO: Assessed Competencies NCTE Standards


1. Teaching Goals and Evidence 2.3 and 3.7

2. Teaching Experience: Written Reflection 2.3 and 3.7

3. Life‐Long Learner: Staying Current in the Field 2.3 and 3.7


Section IV: Assessment 6 Table 2: Portfolio Part Two Assessment Data – 2011-2012 2011-2012 Data

Part 1: Portfolio Competencies Assessed

Aligned to NCTE Standards

N % Outstanding

% Competent

% Needs Improvement

% Unsatisfactory

14. Teaching Goals and Evidence

2.3, 3.7 18 85 15 0 0

15. Teaching Experience: Written Reflection

2.3, 3.7 18 92 8 0 0

16. Life‐Long Learner: Staying Current in the Field

2.3, 3.7 18 80 20 0 0


SEC 590-592: Seminar Course: Portfolio Requirements Part II

Samples of Students' Work

Attach or place samples of students' work and written reflection here. Refer to the Portfolio Descriptions for guidance.

Rubric(s)

Attach or place samples of rubrics and written reflection(s) here. Refer to the Portfolio Descriptions for guidance.


Attach or place teaching goals along with evidence of meeting goals here. Refer to the Portfolio Descriptions and the Teaching Goals Template that is attached under Assessment and Evaluation of Portfolio Requirements for guidance.


Attach or place your annotated bibliography here. Refer to the Portfolio Descriptions and the Annotated Bibliography Rubric that is attached under Assessment and Evaluation of Portfolio Requirements for more guidance.

Teaching Reflection

Attach or place written reflection of teaching experience here. Refer to the Portfolio Descriptions for guidance.

Action Plan: Learning Agenda

Attach or place action plan here. Refer to the Portfolio Descriptions for guidance.



Course Evaluation

During the last class meeting of the SEC 590-592 seminar course, click on the following link to complete a course evaluation. Your responses are confidential and anonymous.

REMINDER: Please complete all necessary academic content specific post self-assessments (go to http://www.nl.edu/sesa) on or before your last SEC 590-592 class meeting.

Assessment and Evaluation of Portfolio Requirements

Introduction


The following sections provide rubrics, guidelines, and/or templates that may be used by your instructors to assess and evaluate porfolio artifact(s) and documents. Also the rubrics for the assessment that your instructors will complete to evaluate your performance and portfolio in meeting the benchmarks for your program are attached. All rubrics, guidelines, and templates are provided to you for information and guidance.

FND 504/SEC 502

The following attachments are of rubrics, guidelines, and templates that may be used by your FND 504/SEC 502 instructor to assess the portfolio requirements for these courses. Also, your FND 504/SEC 502 instructor will assess your portfolio and overall performance in regards to the benchmarks (see FND 504/SEC 502 Portfolio Assessment Rubric).

REMINDER: Please complete all necessary academic content specific requirements on or before the first FND 504/SEC 502 class meeting (see section on Academic Content Specific Artifact(s)).

Attachments Autobiographical_Ref...esume_Guidelines.pdf,

Annotated_Bibliography_Rubric.doc, FND_504_SEC_502_Port...ssessment_Rubric.doc, Philosophy_of_Educat...lines_and_Rubric.doc

SEC 510-524 Part I

The following attachments in Parts I and II are of rubrics, guidelines, and templates that may be used by your SEC 510-524 instructor to assess the portfolio requirements for these courses. Also, your SEC 510-524 instructor will assess your portfolio and overall performance in regards to the benchmarks (see SEC 510-524 Portfolio Assessment Rubric).


Attachments Social_Studies_Conte...Knowledge_Rubric.doc,

NLU_Lesson_Plan_Temp...e_and_Guidelines.doc, Annotated_Bibliography_Rubric.doc, Philosophy_of_Educat...lines_and_Rubric.doc, Social_Studies_Planning_Rubric.doc, Teaching_Goals_Template.doc

SEC 510-524 Part II

Attachments SEC_510_524_Methods_...ssessment_Rubric.doc,

Math_Technology_Inte...lines_and_Rubric.doc, Math_Unit_Plan_Guidelines_and_Rubric.doc

SEC 590-592

The following attachments are of rubrics, guidelines, and templates that may be used by your SEC 590-592 instructor to assess the portfolio requirements for these courses. Also, your SEC 590-592 instructor will assess your portfolio and overall performance in regards to the benchmarks (see SEC 590-592 Portfolio Assessment Rubric).


REMINDER: Please complete all necessary academic content specific requirements on or before the last SEC 590-592 class meeting (see section on Academic Content Specific Artifact(s)).



PART II: Teacher Candidate's Growth and Development Rubric

PART II: Teacher Candidate's Growth and Development

Outstanding

(4 pts) Competent

(3 pts)

Need Improvement

(2 pts)


No Evidence


Candidate provides at least three appropriate teaching goals that clearly target: a) his/her instruction, b) student achievement or improvement, AND c) professional development AND Candidate provides exemplary evidence of addressing AND meeting each goal

Candidate provides three appropriate teaching goals that clearly target: a) his/her instruction, b) student achievement or improvement, AND c) professional development AND Candidate provides adequate evidence of addressing OR meeting each goal

Candidate provides three teaching goals that does not clearly and/or inappropriately target: a) his/her instruction, b) student achievement or improvement, AND/OR c) professional development AND/OR Candidate provides unclear and/or inappropriate evidence of addressing AND/OR meeting each goal

Candidate does not provide three teaching goals that targets: a) his/her instruction, b) student achievement or improvement, AND/OR c) professional development AND/OR Candidate does not provide evidence of addressing AND/OR meeting each goal


Teaching Experience:

Written Reflection

Candidate provides an exemplary written reflection on overall experience as a teacher with particular focus on a) how (s)he have grown AND not grown as a result of this experience; AND b) how this

Candidate provides a clear written reflection on overall experience as a teacher with particular focus on a) how (s)he have grown AND not grown as a result of this experience; OR b) how this experience has

Candidate provides written reflection on experience as a teacher with particular focus on a) how (s)he have grown OR not grown as a result of this experience; AND/OR b) how this experience has impacted

Candidate provides an unclear and/or inappropriate written reflection on the experience as a teacher with particular focus on a) how (s)he have grown AND/OR not grown as a result of this experience;




Outstanding

(4 pts) Competent

(3 pts)

Need Improvement

(2 pts)


No Evidence

experience has impacted her/his understanding about teaching and learning in a secondary classroom

impacted her/his understanding about teaching and learning in a secondary classroom

her/his understanding about teaching and learning in a secondary classroom

AND/OR b) how this experience has impacted her/his understanding about teaching and learning in a secondary classroom

Life-Long Learner: Staying

Current in Field

Candidate provides an exemplary two-years action plan for staying abreast of issues, debates, changes, and/or developments in his/her content area AND the educational field AND Candidate includes an appropriate annotated bibliography in APA format of at least 5 current and appropriate sources consisting of research, webinars, workshops, journals, books, professional organizations, conferences, websites, technology tools/software, and/or courses that will

Candidate provides a clear two-years action plan for staying abreast of issues, debates, changes, and/or developments in his/her content area OR the educational field AND Candidate includes an appropriate annotated bibliography mostly in APA format of 5 current and appropriate sources consisting of research, webinars, workshops, journals, books, professional organizations, conferences, websites, technology tools/software, and/or courses that will

Candidate provides an action plan for staying abreast of issues, debates, changes, and/or developments in his/her content area OR the educational field AND/OR Candidate includes an annotated bibliography of 5 sources consisting of research, webinars, workshops, journals, books, professional organizations, conferences, websites, technology tools/software, and/or courses

Candidate does not provides an unclear and/or inappropriate action plan AND/OR Candidate does not include an annotated bibliography of at least 5 various sources




Outstanding

(4 pts) Competent

(3 pts)

Need Improvement

(2 pts)


No Evidence

effectively support candidate in pursuing his/her action plan

effectively support candidate in pursuing his/her action plan


Section V: Use of Assessment Results to Improve Candidate and Program Performance

Section V – Use of Assessment Results to Improve Program In order to use the data from the assessments to inform programmatic and course refinements, the full-time faculty agreed on the following course of action:

(1) Take time in one regularly scheduled program meeting each month to review candidates’ work, align that work to the assessments and accompanying rubrics, and generate recommendations for refinements in course content, programmatic activities, and field experiences for candidates. The program faculty meets each week for one hour for ongoing discussions of the coursework, program activities, and candidates’’ learning.

(2) Continue scheduling faculty retreats once a year where the agenda focuses on discussion and refinement of course and program activities as assessment and candidates work are reviewed and analyzed. During the winter of 2010‐2011 the faculty held a two day retreat in which we discussed a series of concerns in content delivered and assessment instruments used.

While content knowledge is strong for English candidates entering the program, since this is a graduate program and the candidates have an undergraduate degree in English, the data tells us that we need much more deliberate and sustained experiences in developing English curriculum that focuses on a) differentiated instruction, b) technology integration, and c) culture and diversity. a) Using the student teaching evaluation data, three iterations of the data tells us that on

average only 38% of students received an exceeding mark in the student teaching principle number 2 – Planning for Instruction (See Section IV Assessment 4 Attachment 1), which states that, “The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.” The same instrument tells us that on average only 33% of students receive an exceeding mark in the student teaching principle number 4 – Instruction and Assessment, which states that, “The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.”

Differentiating instruction seems to be a concern for us and our students. As our program continues we will be working closely with the special education department to increase the resources, strategies, literature, and research on differentiating instruction not only in our methods course during term two but also in the special education course that is a requirement for the program.

b) Using the English Curriculum‐Development Rubric (Section IV: Assessment 3) we’ve been able

to identify that only 87% of students (in the winter term) were receiving and “accomplished” score in integrating technology in their curriculum. As a correlation we noted that only 32% of students (See Section IV Assessment 4 Attachment 7) were exceeding in the use of technology during their student teaching experience. In other words students during the methods course maybe cognizant of the integration of technology with English language arts, but clearly, in practice, students are coming up short.

Since learning of this deficiency with technology integration we have increased the planning and teaching of Media Literacy in taught in the methods course, English


teacher candidates must now use their Live Text portfolio to be shared with field supervisors and potential employers, and NCTE’s online professional platform, Pathways is required in the methods course during term two. As consumers and users of media teacher candidates can develop a greater understanding of the roles of technology and media in the instruction of English/language arts at the adolescent level.

c) Using the English Curriculum‐Development Rubric (Section IV: Assessment 3) we’ve been able to identify, that in three iterations of data on average only 7.75% of students receive an accomplished score in competency 2, which deals with the candidates ability to use theory and practice to help students understand and respect how and why context varies and changes language in connection to cultural, economic, political, and social environments. Students in our program understand the need for culturally responsive teaching, but are still in not sure how to make it applicable to their pedagogy.

In an effort to address the need of diversity, dispositions, and cultural responsiveness all English teacher candidates accepted into the program, during Term 1 review the English Teacher policy on dispositions which states: The Department of Secondary Education believes that in order to be a successful educator, one must possess certain skills, abilities, and dispositions. Teacher candidate dispositions are assessed as part of this course. The assessment of these dispositions is embedded in the course requirements, assignments, and grading. The following dispositions will be monitored throughout the course and may contribute to the final grade and/or successful completion of the program. These dispositions include being: dedicated, principled, creative, proactive, strategic, inquisitive, courageous, empathetic, enthusiastic, equitable, open-minded, culturally responsive, and respectful. Please see the attached disposition list and related behaviors for a description of the expected behaviors. Additionally in the introduction to methods course take during Term 1 candidates will also be introduced to Culturally Responsive Teaching needs using texts like, Culturally Responsive Teaching: Theory Research, and Practice by Geneva Gay. Three other areas of program improvement, which the faculty has been researching and understanding as the landscape of the teaching profession shifts, include: a) the use of data driven instruction in the English classroom, b) the increased knowledge of young adult literature and, c) the appropriate uses of graphic novels. The department is currently in discussion to investigate these ideas formally and implement a plan of action for integration into the English Teaching program.

(3) The final course of action based on the review of data and program discussion involves the shifting of certain program assessment tools, specifically the English Curriculum Planning Rubric and the Student Teaching Evaluation Instrument. As an entire Secondary Education department with five programs included, we have agreed to align much of our assessment work to the Danielson Performance Framework. The changes in the instruments used will take place over a period of a year beginning with the complete redesign, discussion, and implementation of a new English Student Teaching Competency Appraisal Instrument (See the Draft Appraisal Instrument, Section V – Attachment 1).

Although the current student teaching instrument as it is runs provides nice input into the work our student teachers do, it does not give insight into the quality of work we can specifically help them and intervene with. The tool also does not carry with it a “quality control” piece for our evaluators to reflect on or with. The current tool also does not align


with current teacher performance evaluation trends across the country. With support and advice from the secondary education advisory committee, which is made up of several current school principals, district officials, faculty, and the dean of the National College of Education we are confident that this new assessment tool will provide our students with more professionally aligned experiences and will provide our field supervisors with much more knowledge on specific areas in which our teachers show pedagogical performance deficiencies. The instrument attached is only a draft. This fall, 2011, the full time faculty will continue to revise and edit the document, with the goal of training our field supervisors in the new instrument during the early winter of 2011-2012. We hope to have first iteration of data, on the appraisal by the end of spring 2012.


National College of Education 2011-2012 Rubric for Reviewing Program Assessment Reports

I. Program Overview ___ Student data table from section I is complete Section II. Relationship of Assessments to Program Outcomes and Standards No Evidence Some Evidence Acceptance Evidence

Relationship to Standards

The report does not communicate the relationship between program outcomes, NCE conceptual framework, and all relevant professional standards. The report does not show the alignment between the major program assessments and professional standards.

The report partially communicates the relationship between program outcomes, NCE conceptual framework, and relevant professional standards. The report does not show the full alignment between the major program assessments and professional standards.

The report clearly and fully communicates the relationship between program outcomes, NCE conceptual framework, and relevant professional standards. The report shows full alignment between the major program assessments and professionals standards.

Narrative Feedback: Section III: Key Program Assessments No description Insufficient description Sufficient description Description of key program assessments

The report does not describe the key assessments (name, type of assessment, and administration procedures) that align with each assessment domain.

The report partially describes the key assessments (name, type of assessment, and administration procedures) that align with each assessment domain.

The report fully describes key assessments (name, type of assessment, and administration procedures) that align with each assessment domain.

Narrative Feedback: Section IV. Assessment Tools and Data

Assessment of Content Knowledge (Note: Non SPA programs do not have state licensure tests.) No evidence Some evidence Acceptable evidence Strong evidence

Content Knowledge

There is no evidence for assessing candidates’ content knowledge.

There are some, but insufficient evidence for assessing candidates’ content knowledge.

The assessment tool(s) and data provide acceptable evidence for assessing all aspects of candidates’ content knowledge.

The assessment tool(s) and data show multiple kinds of evidence and/or data collection points for assessing all aspects of candidates’ content knowledge.


Narrative Feedback: Assessment of Professional Knowledge: Pedagogical Content Knowledge No evidence Some evidence Acceptable evidence Strong evidence

Professional Knowledge

There is no evidence for assessing candidates’ pedagogical content knowledge and professional skills required by the state and national standards.

There are some, but insufficient evidence for assessing candidates’ pedagogical knowledge and professional skills required by the state and national standards.

The assessment tool(s) and data show acceptable evidence for assessing candidates’ mastery of pedagogical content knowledge in subjects and context and professional skills in working with students, families, and professional communities.

The assessment tool(s) and data show multiple kinds of evidence and/or data points for assessing candidates’ mastery of pedagogical content knowledge in subjects and context and professional skills in working with students, families, and professional communities.

Narrative Feedback: Assessment of Field Experiences No evidence Some evidence Acceptable evidence Strong evidence

Field Assessment

There is no evidence for assessing candidates’ field experience and practice.

There is some, but insufficient evidence for assessing candidates’ field experience and practice.

The assessment tool(s) and data show acceptable evidence for assessing candidates’ field experience and their professional skills in designing, assessing, implementing lessons, and self-reflections.

The assessment tool(s) and data show multiple kinds of evidence and/or data points for assessing candidates’ field experience and their professional skills in designing, assessing, implementing lessons, and self-reflections.

Narrative Feedback: Assessment of Candidate Impact on Student Learning No evidence Some evidence Acceptable evidence Strong evidence

Impact on Student Learning

There is no evidence for assessing candidates’ impact on P-12 student learning.

There is some, but insufficient evidence for assessing candidates’ impact on P-12 student learning.

The assessment tool(s) and data show acceptable evidence for assessing candidates’ ability to use assessment techniques and data to document P-12 student learning and use data to differentiate teaching and instructions.

The assessment tool(s) and data show multiple kinds of evidence and/or data points or assessing candidates’ ability to use assessment techniques and data to document P-12 student learning and use data to differentiate teaching and instruction.

Narrative Feedback:


Assessment of Candidate Dispositions No evidence Some evidence Acceptable evidence Strong evidence

Dispositions

There is no evidence for assessing candidates’ professional dispositions.

There is some, but insufficient evidence for assessing candidates’ professional dispositions.

The assessment tool(s) and data show acceptable evidence for assessing candidates’ professional dispositions in various areas and settings.

The assessment tool(s) and data show multiple kinds of evidence and/or data points for assessing candidates’ professional dispositions in various areas and settings.

Narrative Feedback: Assessment of Candidate Diversity Proficiencies No evidence Some evidence Acceptable evidence Strong evidence

Diversity

There is no evidence for assessing candidates’ diversity proficiencies

There is some, but insufficient evidence for assessing candidates’ diversity proficiencies.

The assessment tool(s) and data show acceptable evidence for assessing candidates’ understanding of diverse learners, diverse contexts, as well as proficiency in confronting issues of diversity that affect teaching and student learning.

The assessment tool(s) and data show multiple kinds of evidence and/or data points for assessing candidates’ understanding of diverse learners, diverse contexts, as well as proficiency in confronting issues of diversity that affect teaching and student learning.

Narrative Feedback: Assessment of Candidate Technology Proficiencies No evidence Some evidence Acceptable evidence Strong evidence Technology There is no evidence

for assessing candidates’ technology proficiencies

There is some, but insufficient evidence for assessing candidates’ technology proficiencies.

The assessment tool(s) and data show acceptable evidence for assessing candidates’ use of technologies to support teaching and professional development as well as candidates’ reflection on social, ethical, and legal Issues of using technologies.

The assessment tool(s) and data show multiple kinds of evidence and/or data points for assessing candidates’ use of technologies to support teaching and professional development as well as candidates’ reflection on social, ethical, and legal Issues of using technologies.

Narrative Feedback:


Section IV. Assessment Tools and Data Analysis Quality of Assessment Tools Low quality Medium quality High quality

Quality of Assessment Tools

All or some assessment tools are not reflective of the target program outcomes. The tools lack variety, and there is no information on the assessment reliability and validity.

Most assessment tools are reflective of the target program outcomes. A few different assessment tools are involved and there is some but limited reliability and validity information.

All assessment tools are reflective of the target program outcomes. A variety of assessment tools were used and there are good indications of assessment reliability and validity.

Narrative Feedback: Data Analysis and Presentation Low quality Medium quality High quality

Data Analysis and Presentation

Data analysis is not appropriate or efficient and data presentation is disorganized.

Data analysis is generally appropriate and the data presentation is relatively efficient.

Data analysis is sufficient in understanding all aspects of collected information and data presentation is organized, clean, and easy to follow.

Narrative Feedback: Section V. Use of Assessment Results to Improve Candidate and Program Performance Low quality Medium quality High quality Use of Assessment Data

Interpretation of the assessment data is not included or limited. It is not clear how the program use assessment data to support its improvement in curriculum and services.

Interpretation of the assessment data is relatively efficient and the assessment data has been used somewhat to plan for program improvement in curriculum and services.

Interpretation of assessment data is fairly efficient and the assessment data has been used meaningfully to plan for program improvement in curriculum and services.

Narrative Feedback: Low quality Medium quality High quality Use of Assessment Data Related to NCE Conceptual Framework/ Outcomes

Interpretation of the assessment data related to the NCE Conceptual Framework/Outcomes is not included or limited. It is not clear how the program uses assessment data to assess candidates are meeting the NCE Conceptual

There is some interpretation of the candidate assessment data related to the NCE Conceptual Framework/ Outcomes that demonstrates how candidates are meeting the NCE Conceptual Framework Outcomes.

The program has meaningfully described how it interprets the candidate assessment data related to the NCE Conceptual Framework/Outcomes. There is a plan for program improvement related to the NCE Conceptual Framework/Outcomes explicitly outlined in the narrative.


Framework/Outcomes. Narrative Feedback: Section VI. Report Writing and Organization Low quality Medium quality High quality Writing and Organization

The report’s overall writing needs improvement. The organization of the report is not efficient (e.g., sections are not clearly labeled; the assessment description, data presentation, and data interpretation are not well organized.

The report’s overall writing is clear, but the organization needs further improvement.

The report is well written and organized. All information is clearly specified and labeled.

Narrative Feedback: Notes from Reviewers:

Documents

NCE Annual Program Assessment Information, Template and Rubric