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NEBRASKA DEPARTMENT OF EDUCATION Teacher Preparation Content Program Review

Institution: Creighton University Date Completed: DECEMBER 2010 Contact Person: Dr. Lynne E. Houtz, Accreditation Coordinator Office Phone: 402-280-2247 Cell Phone: 402-598-9033 Fax: 402-280-1117 Email: lhoutz@creighton.edu Content Group/Area _____________________________________________________________________ and/or

Endorsements and Grade Level ENGLISH 7-12 ______________________________________________ Program Level __X__ Initial _______ Advanced Is the program offered at more than one site? _____ Yes ___X__ No If yes, list the sites at which the program is offered ______________________________________ __________________________________________________________________________________ Type of Certificate _X_Teaching ___ Administrative ___Special Services Accreditation Status: _X_ NCATE ___ State ___ TEAC ___ Regional Specialty Program Area Recognition (if applicable) ___________________________________________ Program Report Status ___ Initial Review ___ Rejoinder __X_ Response to Condition

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Section 1: Contextual Information 1a. Description of the institution, the unit, and the college/school/division in which the content program resides. The Institution Creighton University, founded in 1878, is coeducational, independent, and one of 28 Jesuit colleges and universities in the United States sponsored by the Society of Jesus. Founded by St. Ignatius of Loyola in the 16th century as a Catholic religious order of men, the Jesuits (Society of Jesus) are widely known throughout the world for being outstanding educators. Creighton University, located in Omaha, shares the educational legacy of the Jesuits that began more than 450 years ago, which includes academic excellence and service to others in a Catholic context. The University provides its 4,200 undergraduate and 2,900 professional and graduate students an atmosphere that challenges them academically and professionally, and supports and inspires them individually. In addition to the College of Arts and Sciences, which enrolls 37 percent of the University’s students, Creighton has the College of Business, School of Dentistry, the Graduate School, and the Schools of Law, Medicine, Nursing, Pharmacy and Health Professions and University College. No other institution of its size offers as broad a range of undergraduate, graduate and professional degree programs. The College The Graduate School is a separate division of Creighton University, conducted under the administration of the Dean and Board of Graduate Studies. Candidates seeking initial certification through a masters program or seeking advanced degrees enter the institution through the Graduate School. However, courses are offered through the Creighton University College of Arts and Sciences, which is both the largest and the oldest of Creighton’s nine colleges and schools. The college offers majors in more than 50 fields. Robert J. Lueger, Ph. D., began serving as the dean in July 2008. More than 200 full-time faculty teach in the college, with the majority holding the highest degrees in their fields. The Unit The Education Department of Creighton University is one of seventeen higher education institutions in Nebraska that prepares teachers for P-12 educational settings. The unit is one of twenty-one departments within the Creighton College of Arts and Sciences. Continuing the Jesuit tradition, the Department of Education at Creighton University strives to produce teacher leaders who serve public, Catholic, and other private schools throughout the world community. The Education Department develops “effective leaders in the Jesuit tradition” who will work toward the optimal learning of every student. The programs integrate Jesuit charisms,

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technology, cultural issues, and authentic assessments. These teacher leaders bring distinctive gifts – charisms – that are rooted in the Ignatian vision of the world and humanity to their school communities. Primary among the charisms that guide the formation of teacher education candidates at Creighton University are cura personalis (care of the individual), magis (striving for excellence), men and women for and with others, and contemplation in action. The ten Interstate New Teacher Assessment and Support Consortium (INTASC) Principles, an outcome based on International Society for Technology in Education (ISTE) Educational Technology Standards and Performance Indicators for All Teachers, and these charisms provide the framework for standards and outcomes for teacher education programs. The standards for graduate preparation programs for school principals are established by the Educational Leadership Constituent Council (ELCC), NCATE, and the principal endorsement standards of the Nebraska Department of Education. They are termed the Interstate School Leaders Licensure Consortium Standards (ISLLCS). Counseling program standards are based on those of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The Education Department has seven programs and several certificates that teacher education candidates can add to initial teaching endorsements. Elementary Education is the department’s only major. This major leads to a field endorsement and certification for teaching grades P-6 (P-8 in self-contained classroom). Secondary Education is a co-major, which requires a major in an academic subject area or field in addition to course content in professional education. This endorsement is designed for teacher education candidates interested in teaching middle school, junior or senior high school grades. Special Education and English as a Second Language are supplemental endorsements that are added to an initial certification in elementary or secondary teaching. At the Graduate level, the Education Department has programs that offer initial certification in Secondary Education and graduate endorsements in Counseling and School Administration. The Master’s of Education in Secondary Teaching requires that a teacher education candidate has completed a bachelor’s degree and coursework needed for a content area teaching endorsement. The graduate degree then focuses on professional education coursework and experiences. The Magis Catholic Teacher Corps Program for initial certification in Secondary Education requires a minimum of a bachelor’s degree in an endorsement area and a commitment to work and serve in Catholic schools. The new Master’s of Education in Elementary Teaching started its first cohort in May 2009. This master’s degree program is a 43-hour graduate program of study designed for a person with a bachelor’s degree, but without teaching licensure, who wishes to prepare for service as an elementary school teacher. The Counseling Program offers tracks in Elementary School Counseling, Secondary School Counseling, Community Counseling, and College Counseling/Student Development Services. The Administration Program offers Master’s of Science Degrees with Majors in Elementary School Administration and Secondary School Administration, and certification programs for Elementary and Secondary School Principals. The Masters in Teacher Leadership gives knowledge and skills needed by department chairs, team leaders and teacher leaders in schools, but does not lead to an additional endorsement.

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1b. Describe the standards for admission, retention, and exit from the program, including required GPAs and minimum

grade requirements for the content courses accepted by the program.

Authority for selection and retention of students in the Education Department rests with the Selection and Retention Committee. Policies are formulated through the involvement of all members of the Education Department in accordance with Graduate School and College of Arts & Sciences policies. Students are notified in writing regarding admission status once the Committee has reviewed their applications.

ADMISSIONS CRITERIA

1. Minimum GPA (2.5 UG/3.0 Grad) 2. Complete on campus interview (Grad only) 3. Successfully complete EDU 103, 207 or 208, and 210 and practicum (Grade of C or higher) (UG only) 4. Submit documented evidence of successful experience working with children or young adults (UG only) 5. Complete the self-rating, “Fitness for Teaching Scale” (UG only) 6. Submit notarized Felony Convictions/Mental Capacity Statements 7. Submit passing scores on the Pre-Professional Skills Test (PPST) 8. Submit application 9. Submit two writing samples 10. Submit three letters of recommendation 11. Submit all college and university transcripts 12. To be accepted for credit, content courses must have a grade of C or higher.

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ONGOING STUDENT ASSESSMENT AND REPORTING REQUIREMENTS

Notarized Felony Convictions/Mental Capacity Statements These statements are collected three times during a candidate’s program: during the initial course in undergraduate education, prior to admission, and prior to student teaching or internship. Candidates are informed in all course syllabi that should their status change, they are charged with the responsibility of notifying the Certification Officer and the Director of Field Experiences. Minimum 2.5/3.0 QPA Candidates overall coursework must meet the minimum grade point requirements. All professional education coursework must receive a grade of “C” or above to be accepted. GPA is checked periodically by advisors and before student teaching. LiveText Portfolio Students who intend to continue as teacher candidates must purchase access to LiveText, a web-based data management service. Portfolio submissions are identified and rubrics are supplied to each potential candidate. Field Experience Work Samples Candidates submit work samples from field experience sites that demonstrate work with students. Samples would include, but not be limited to, description of the students and learning styles, lesson plans and adaptations, evaluations of learning, student progress, and dispositions, and reflections regarding how to improve the teaching process in the future. Some of these work samples are included in the LiveText Exit Portfolio and used for program assessment. Key Assessment Points Level I Graduate students are admitted to Level 1 of the program. They move to Level II after successful completion of three courses and a field experience. Undergraduate students complete level one by obtaining a grade of C or higher in EDU 103, 207 or 208, and 210, and successfully completing the practicum experience. Level II Graduate students are admitted to Level II after they successfully complete EDU 503, 510 and 583. The program director checks to see that students have obtained a grade of C or higher in these courses and that their cumulative GPA in these courses is at least a 3.0. Graduate students must also submit a field experience evaluation completed by the on-site supervisor. This evaluation details activity

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undertaken in the field experience, verifies the number of hours of aiding within the classroom, and offers a rubric for determining student performance. Undergraduate students are admitted to the department in level two after their application has been considered by the selection and retention committee. Level III The Selection and Retention Committee of the Education Department reviews all information submitted by potential candidates for admittance to Student Teaching within the Education Department. Candidates must have maintained satisfactory progress throughout all education coursework and field experiences. A minimum of a 2.5/3.00 QPA and a completed student teaching application are required. In addition, the candidate must submit work samples from field experience sites that demonstrate work with students and describe students and their learning styles, lesson plans and adaptations, evaluations of learning and student progress, dispositions, and reflections regarding how to improve the teaching process in the future. Rubrics for each of the portfolio components are supplied to the candidate prior to submission. Level IV The Selection and Retention Committee of the unit reviews all information submitted by potential candidates for recommendation of graduation and authorization for certification. Candidates are required to submit evidence of successful completion of course work and field experiences. A minimum of a 2.5/3.00 QPA is required. In addition, portfolio submissions of candidate performance are reviewed and evaluated. Electronic Portfolio Presentation and Critique Candidates submit a portfolio for review and critique. Items included are pre-determined and described in the course syllabi. Rubrics for each part of the portfolio are included so that the candidate understands the minimum satisfactory requirements of each piece of the portfolio. Level V (Post-Graduate Information/Program Evaluation) Follow-up Studies: Follow-up studies to match current assessments of candidate performance and student learning were developed and piloted. These surveys request evaluation of competence following NCATE, INTASC, and ISTE standards.

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Supervisor/Employer Surveys: Supervisor/Employer surveys to match the revised programs, and follow-up studies are sent to graduates. These surveys request verification of demonstrated competence following NCATE, INTASC, and ISTE standards. Advisory Committees: Advisory Committees provide insight regarding revision and change within the unit based on feedback from the above named sources. Teacher Education Advisory Committee: This committee, consisting of representatives across departments and divisions of the institution, provides insight regarding revision and change within the unit based on feedback from the above named sources. 1c. Major Transition points and key assessments in the program: Table 1.1 TEACHER EDUCATION ASSESSMENT PLAN

Level 1

Level 2

Level 3 Admission to Student

Teaching

Level 4 Completion of Program

Level 5 After Program

Completion Undergraduates Successful completion of EDU 103, 207 or 208, & 210 & practicum

Undergraduates Application reviewed by selection & retention committee and accepted to the department

Student Teaching Application reviewed by selection and retention committee: GPA check, felony convictions and mental capacity check, portfolio check, course completion check, practicum completion check, back ground check

Selection and retention committee reviews graduation/certification application: Successful completion of all coursework and requirements for certification and degree program.

Follow-up studies with graduates

Graduate Students Application reviewed by selection & retention committee and accepted to the department

Graduate Students Successful completion of EDU 503, 510 & 583 & practicum

Supervisor/employer surveys

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Advisory Committees Teacher Education

Advisory Committee 1 d. Table 1.2. Key Program Assessments

Candidate Proficiencies Attachments Pedagogical

& Professional

Assessment Type or Form of Assessment

When the Assessment is Administered

Content Knowle

dge K S D

P-12 Learni

ng

Assessments &

Scoring Guides

Data Tables

1 Student Teaching Evaluations, Section I

Summative Rubric Evaluation

Completion of Student Teaching Semester

X X X D1 Sect 3

2 GPA Content Knowledge Standard Calculation Continuous X D2 Sect 3

3 Lesson/Unit Plans Formative Rubric Eval on LiveText 7

Prescribed Methods Courses and Student Teaching

X X D3 Sect 3

4 Student Teaching Evaluations Summative Rubric Evaluation

Completion of Student Teaching X X X X X D4 Sect 3

5 Assessment Report Rubric Evaluation on LiveText 8

Methods Class and Student Teaching

X X X D5 Sect 3

6 Charisms Summative Rubric Evaluation

During Student Teaching Semester X D6 Sect 3

7 ePortfolio Artifacts Criterion Referenced Continuous X X X X X LiveText Rubrics

Links to LiveText

K = Knowledge S = Skills D = Disposition

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1D1 Content Knowledge: The first section of the Student Teaching Evaluation consists of three items assessing the assesses the teacher candidate’s understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and whether the candidate can create learning experiences that make these aspects of subject matter meaningful for students. (The full Student Teacher Evaluation Form is the Appendices. Section I items are included in the data table below.) Summative evaluation scores by the cooperating teacher are used to develop Table 3.1b. 1D2 Content Knowledge: Cumulative GPA Student’s content knowledge is demonstrated by their cumulative grade point average. Student grade point average is monitored, and students must maintain a cumulative grade point average of 2.5undergrad/3.0grad. 1D3 Lesson/Unit Plans The development of critical pedagogical and professional knowledge and skills in lesson planning is introduced and reinforced during initial course work, developed in the 300- and 500-level methods classes, and mastery is demonstrated in student teaching unit plans. The Secondary Education Program Committee developed lesson plan templates and instructors throughout the program are encouraged to incorporate this template. See Attachment D for the Lesson Plan Template. However, flexibility is also encouraged to incorporate variations required by different content areas and for lesson planning requirements candidates encounter in field experiences in different districts. Artifacts and rubrics that provide evidence of an elementary/secondary candidate’s ability to plan are viewable under LiveText standards 3, 4, and 7. 1D4 Student Teaching Evaluation (Content Knowledge, Pedagogical and Professional Knowledge, Skills, Dispositions, and Impact on Student Learning) The Student Teacher Performance Evaluation assesses candidates in the following areas: Knowledge (content knowledge and professional knowledge), Skills (basic skills, instructional skills, assessment skills, and classroom management skills), Dispositions (professional relationships and professional responsibilities), Charisms (Department Jesuit Core Values), and Effects on P-12 Student Learning. The competencies measured within these areas align with the Department standards, based on INTASC principles, NDE standards, and ISTE. The university supervisor and the cooperating teacher complete midterm and final evaluations. In addition, the candidate completes a self-assessment using the same tool at the midterm and at the end of the student teaching experience.

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The same items are found on both the candidate’s and the cooperating teacher’s forms of the evaluation tool at each administration. This allows for comparison across the versions and administration times. The evaluation is completed by both the cooperating teacher and the teacher candidate as a midterm formative evaluation and at the end of the student teaching experience as a summative evaluation. See Attachment D for the Student Teaching Performance Evaluation and Rubric. Summative evaluation scores by the cooperating teacher are used to develop Tables 3.6 and 3.8. 1D5 Assessment Report (Pedagogical and Professional Knowledge and Skills and Effects on P-12 Student Learning) As part of their teacher preparation program, candidates plan, prepare, present and assess units of instruction that include a variety of formal and informal formative and summative assessment strategies. These expectations occur during their field experience placement in the EDU 576-579 Secondary Special Methods and EDU 341/551 Secondary General Methods class, and to an even greater extent during student teaching. Candidates are required to post their assessment strategy or instrument and to report and reflect on their teaching effectiveness in terms of their impact on student learning in their teaching settings. Student artifacts and rubrics can be viewed in LiveText portfolios, Standard 8 Assessment. Results are detailed in table 3.7. 1D6 Charisms Beyond the INTASC 10 principles, the unit includes as their 11th Standard these Ignatian/Jesuit Charisms: The teacher candidate understands, values, and brings to teaching the following faith-based gifts and ideals: education of the whole person, cura personalis (“care of the person”), magis (excellence), men and women for and with others, and contemplation in action. Definitions of the Charisms follow Section 4. Instructors model and teach the charisms throughout the program. Ignatian/Jesuit Charisms are assessed as Section XI of the student teacher final evaluation. See Appendix D6, Section XI, for the tool and rubrics. Table 3.8 below reveals the results. 1D7 LiveText e-Portfolio Artifacts The candidate e-Portfolio on LiveText is a dynamic structure created for supporting candidates’ learning throughout their preparation program. The e-Portfolio provides a system for storing artifacts related to candidates’ coursework and for tracking mastery of competencies related to the department standards. The selected artifacts document that candidates have acquired the proficiencies related to pedagogical and professional knowledge, skills, dispositions, charisms, and effects on P-12 student learning to meet

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standards for certification by the Nebraska Department of Education. Several examples of artifacts have been provided as links in Section 3, Table 3.9 below. At the completion of their program, candidates have the option to compile information from the e-Portfolio into a marketing/professional portfolio for employment purposes. 1E Required Field/Clinical Experiences As part of Creighton University’s dynamic secondary education program, the pre-service teacher has a wide range of opportunities to demonstrate and practice the knowledge, skills, dispositions and values associated with a career as an educator. In EDU 210/510, the candidate aids for 35 hours in a middle school with racial, cultural and socioeconomic diversity. During EDU 341/551, candidates observe, then plan, prepare, present, and assess lessons in a local secondary school for a minimum of 25 hours. For Special Methods, candidates complete an additional 25 hours. For EDU 525 Procedures for Including Students with Mild/Moderate Disabilities in the Regular Classroom, students complete a 15 – 20 hour practicum under the supervision of a special education teacher and help teach students with special needs. Other professional courses in the program offer opportunities to perform a variety of educational tasks in various community classrooms. Prior to student teaching, secondary candidates will have had experiences in middle and senior high grades, public and parochial schools, and in multiple settings with diverse student populations. The program provides for 16 weeks of all-day student teaching. Secondary teacher candidates in the Magis program complete their 100 field experience hours during the summer and fall of their first year in the program. In the summer, the Magis students complete 35 field experience hours in EDU 510. Having completed all of their endorsement courses prior to admission to the program, and half of their certification courses in the summer, the Magis students then obtain a provisional teaching certificate. In the fall, the Magis students complete 65 field experience hours while teaching in a school under the supervision of the school principal and a professor and staff member from Creighton University. For all field experiences, the student is responsible for having on-site supervisors complete the evaluation forms indicating that activities and hours required for student preparation were fulfilled. Without a verified form identifying the hours spent at a school, the student will not be credited with the necessary field experience hours needed for completion of the specific Education course. Grades will not be issued if the student does not complete the experience during the professional methods courses. 1F. Program Specific Assessments In addition to the key program assessments used in the unit, each endorsement area utilizes additional course-level assessment activities as noted in the Rule 24 Matrix. These assessments provide formative and summative measures of the candidates’ progress

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in specific courses and across the courses in the endorsement preparation sequence. Faculty use these assessments to determine individual progress, as well as to shape instructional strategies and to identify areas for program improvement. Section 2: Alignment of Standards and Assessments See Attachment A for the Rule 24 Matrix and the Endorsement Worksheet. Section 3: Key Program Assessments and Findings Assessment data for students earning secondary endorsements in undergraduate, post-baccalaureate and graduate programs are aggregated because the courses are essentially the same. If the data were disaggregated by program path and by year, student anonymity could not be maintained. Table 3.1 Key Program Assessment 1a Secondary: Final Student Teacher Evaluation Section I

KNOWLEDGE OF SUBJECT MATTER

The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

TARGET ACCEPTABLE UNACCEPTABLE 4.0 3.5 3.0 2.5 2.0 1.5 1.0 .5

1. Knowledge Of Schooling Incorporates knowledge of the

moral, social and political dimensions of classrooms, teaching and school law and policy in all interactions.

Shows a working knowledge of the moral, social and political dimensions of classrooms, teaching, and school law and policy in most interactions.

Seems to understand, but rarely incorporates knowledge of the moral, social and political dimensions of classrooms, teaching and school law and policy.

Does not show an understanding of the moral, social and political dimensions of classrooms, teaching and school law and policy.

2007-2008 100%

2008-2009 87.5% 12.5%

2009-2010 100%

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2. Organization of Subject Matter Subject matter is well organized;

presents lessons in well-structured sequence; is creative.

Presents lessons in well-ordered sequence; prepares class for work required; states directions clearly.

Lessons and subject matter readily understood by majority of students.

Needs considerable help in organizing subject matter.

2007-2008 100%

2008-2009 75% 12.5% 12.5%

2009-2010 100%

3. Mastery of Subject Matter and Pedagogical Strategies Has excellent background in the

central concepts, content, tools of inquiry, and structures of the disciplines and uses initiative to keep ahead of his/her subject. Can enrich content to be learned.

Shows evidence of good subject matter background. Uses text and related material as sources of information.

Knowledge is sufficient for most situations. Favors topic s/he knows best. Needs greater depth and breadth.

Makes errors of facts; has inadequate background. Lacks depth and breadth.

2007-2008 75% 25%

2008-2009 75% 25%

2009-2010 100%

Key Program Assessment #2: Endorsement Area Content Knowledge Endorsement area knowledge of our completers was assessed by comparing the mean cumulative grade point average of teacher candidates with the mean cumulative grade point average of other students in that discipline. Findings are reported in tables below. Table 3.3. English Endorsement Mean GPA Compared to English Major Mean GPA.

Academic Year No. Of Completers

Mean GPA English Endorsement

Mean GPA English Degree

2006-2007 3.50 3.14

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2007-2008 4 3.66 3.46 2008-2009 7 (4 M Ed; 3 UG) 3.85 3.57 2009-2010 7 (4 M Ed; 1 PB; 2 UG) 3.73 3.57

Teacher Candidates’ GPA is continuously monitored, including at the time of application to student teach. Assessment #3: Ability to Plan Instruction, Lesson/Unit Plans – LiveText Standard 7 INTASC 7 Student develop and teach unit plans and lesson plans throughout the program, particularly I Special Methods and in Student Teaching. These are assessed by course instructors using a three-point rubric. Students post their unit plans and lesson plans into their LiveText e-portfolio. The e-portfolio is used as one of the summative program assessments. Unit Plans or Series of Lessons Developed in Secondary Special Methods Courses (EDU 576 – 579)

Table 3.4. EDU 577 Humanities Unit Plan: Percentage of Students Obtaining Score Academic Year Target

(3 pts) Acceptable

(2 pts) Unacceptable

(1 pt) 2007-2008 97% 3% 0% 2008-2009 100% 0% 0% 2009-2010 43% 57% 0%

Table 3.5. Student Unit Plans Created During Student Teaching Academic Year Target

(3 pts) Acceptable

(2 pts) Unacceptable

(1 pt) 2007-2008 81.2% 19.8% 0%

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2008-2009 100% 0% 0% Collection of this data as a key assessment was discontinued in December, 2009. Key Assessment #4: Ability to Teach These data were collected from the final ratings by the cooperating teacher in Student Teaching. Data from two important criteria in this evaluation are reported that demonstrate whether the student teacher had a positive effect on student learning and whether they were considered to be an effective teacher. Table 3.6. Ability to Teach – Final Ratings by Cooperating Teacher of Student Teacher English

Evaluation Prompt Academic Year

Superior 4.0-3.5

Average 3.4-2.5

Fair/Weak 2.4 – 0

Has a positive effect on student learning.

2007-2008 100% 0% 0%

2008-2009 75% 25% 0% 2009-2010 89% 11% 0% Effective teaching. 2007-2008 100% 0% 0% 2008-2009 75% 25% 0% 2009-2010 89% 11% 0% Key Assessment #5: Ability to Assess Student Learning-LiveText Standard 8 INTASC 8 Students are required to teach lessons and units and assess student learning as a result of their teaching. Student assessment plans are evaluated using a rubric. The overall evaluation score for ability to assess student learning is reported for graduate (EDU 551) and undergraduate (EDU 341) General Methods courses. Table 3.7 Ability to Assess Student Learning English

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Academic Year Target (3 pts)

Acceptable (2 pts)

Unacceptable (1 pt)

2007-2008 100% 0% 0% 2008-2009 100% 0% 0% 2009-2010 100% 0% 0%

Key Assessment #6: Charisms Creighton University Education Department Ignatian/Jesuit Charisms from Final Student Teacher Evaluation completed by Cooperating Teacher. Table 3.8. Charisms.

English Endorsement Prompt Academic Year Superior

4.0-3.5 Average 3.4 – 2.5

Fair/Weak 2.4 - 0

Cura Personalis –Care of the Individual 2007-2008 100% 0% 0% 2008-2009 75% 25% 0% 2009-2010 89% 11% 0% Magis –Striving for Excellence 2007-2008 100% 0% 0% 2008-2009 100% 0% 0% 2009-2010 89% 11% 0% Men and Women for and with Others 2007-2008 90% 0% 10% 2008-2009 100% 0% 0% 2009-2010 89% 11% 0% Contemplation in Action 2007-2008 90% 0% 10% 2008-2009 100% 0% 0% 2009-2010 89% 11% 0%

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Table 3.9 Key Program Assessment #7: LiveText ePortfolio Artifacts Secondary Education/P-12

Department Standard Course Number and Title ePortfolio Artifact Examples

Content Knowledge (INTASC 1) Content Coursework Coursework grid EDU 341/551 Methods of Instruction for

Secondary Teaching Interdisciplinary unit plan

Human Development (INTASC 2) EDU 210/510 Childhood and Adolescent Development

Paper on identity and learning in adolescence

Diverse Learners (INTASC 3) EDU 525 Procedures for Including Students with Mild/Moderate Disabilities in the Regular Classroom

Special Education Case Study

EDU 548 Reading in the Content Area Differentiation Lesson Plan EDU 591 Student Teaching Two-Week Unit Plan Instructional Strategies (INTASC 4) Student Choice Additional Lesson Plan EDU 591 Student Teaching Two-Week Unit Plan Classroom Motivation & Management (INTASC 5)

EDU 591 Student Teaching Behavior Management Plan and Critique

Communication Skills (INTASC 6) EDU 207 Educational Psychology (discontinued in 2009)

Lesson Plan

EDU 576-579 Special Methods for Teaching Art/Humanities/Mathematics and Science/Religion

Student Choice (Example: EDU 578 Standards Presentation & Plan)

Planning Skills (INTASC 7) EDU 576-579 Special Methods Content-specific unit plan EDU 591 Student Teaching Two-Week Unit Plan Assessment (INTASC 8) EDU 593 Student Teaching Assessment instruments and report of

results Reflection & Development (INTASC 9) EDU 103/503 American Education and the

Interactive Process Philosophy of Education paper

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EDU 591 Student Teaching Journal Entries Student Choice Evidence of Professional Development Partnerships (INTASC 10) Student Choice Evidence of fostering partnerships Ignatian/Jesuit Charisms Student Choice Student Choice EDU 591 Student Teaching Journal Entry EDU 592 Student Teaching Seminar Magis Reflection Paper Technology (ISTE) EDU 342/552 Computer Related

Technologies in Education Instructor’s Choice

Summary of Findings Data to inform decisions about program improvements were collected from seven key assessments. Analyses of these data indicated both strengths and areas for program improvement. Listed below is a summary of the findings from the key assessments and the improvements that were made based on these findings. Key Assessment 1 – Content Knowledge: The data for this assessment comes from the first section of the Cooperating Teacher’s final student teaching evaluation that is completed at the end of the candidate’s student teaching experience. Results reveal that teacher candidates not only have a strong or even excellent mastery of their content, but they can also effectively organize and share their content knowledge with their students. Key Assessment 2 – Cumulative GPA: Data confirmed that our candidates in Teacher Preparation maintain a minimum cumulative GPA of 2.5 in undergraduate programs and 3.0 in graduate programs at identified transition points throughout the program. English education candidates compared significantly better than English graduates outside teacher education. Key Assessment 3 - Lesson/Unit Plans: Pedagogical knowledge and skills are monitored throughout the program. In addition to faculty ratings, our candidates’ expertise in lesson planning was measured by feedback from cooperating teachers, university supervisors, employers, and the candidates. Triangulation of data from Key Assessments 3, 4, 5 and 7 indicated that lesson planning is a strength in the program. Key Assessment 4 – Student Teaching Evaluation. Data from student teaching evaluations indicated that 100% of our candidates were rated as Superior or Satisfactory with regard to program standards.

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Key Assessment 5 – Assessment Report. 100% of the candidates scored Acceptable or Target. However, triangulation of data from other key assessments indicated that assessment might be less developed than other skills. This newer program expectation will need further opportunities for candidates to practice this skill. Key Assessment 6 – Charisms. Data indicates nearly 100% of Creighton candidates for whom this was assessed exemplify Jesuit Core Values in the Satisfactory or Target/Outstanding range. As a response to one student sliding through with low disposition scores on his student teaching evaluation, the department formed a committee across initial and advanced programs to develop and implement a Dispositions Inventory that can be completed by instructors, cooperating teachers, administrators and supervisors in field experiences to address issues that cannot always be quantified in graded course outcomes. This document can be viewed as Attachment D6a. Key Assessment 7 – ePortfolio Artifacts. The artifacts provided evidence of developmental growth through the program and mastery of program standards. Section 4: Program Improvements

Based on results of key assessments including artifacts and reflective paragraphs in the e-Portfolios, advisory board input, follow-up surveys and student comments, the secondary education program at Creighton has continued to implement new teaching and learning strategies. For example, faculty continued to identify student artifacts to include in the e-portfolio that demonstrated that students were meeting and exceeding the INTASC, ISTE, and Creighton Education Department Charism standards. The e-portfolio is now an integrated component of our course and program assessment process.

We also migrated our post-baccalaureate teacher certification program to the Graduate School. Students can now complete the

first segment of the master’s in secondary school teaching and obtain their teaching certificate, and then return at a later time (within six years of their first class) and complete the master’s degree. We found that students wanted this flexibility for a number of reasons. We implemented this change in the fall of 2007.

We decided to offer an instructional technology elective course in the summers for graduate students. Students and members of the secondary advisory board requested this new offering. This course gives students an opportunity to study more deeply how to use new technologies to teach students. The course was offered in summers 2008, and 2009.

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One elective requirement was dropped from the M Ed program so students could complete the program in 14 months. This makes our program competitive with area programs, and better addresses the needs of our adult learners. As a result of seminars faculty attended and input from our graduates, we decided to expand the professional etiquette component of our new student orientation programs. We added more information on web etiquette necessary for professionals in the teaching profession. This information was added to our orientation programs in the summer of 2008. Along these lines, we continue to strengthen the incorporation of charisms in our program because we believe these values will help students become competent professionals of sound character. The Magis program, a track within the graduate teacher certification program, offers students a unique way to learn and live these charisms in Catholic schools. Faculty in the Department of Education attend seminars, workshops, and professional conferences in order to add new content to courses, participate in scholarship, and to identify needed programmatic changes. Recent examples include: International Conference on Learning Disabilities (Doyle, Houtz) National Science Teacher’s Association (Houtz) International Conference on Learning (Doyle, Houtz, Ponec) Higher Education Assessment and Retention Conference (Houtz) How to Teach Online (Brock, Cook, Houtz, and others) Seminar on Higher Education Leadership (Simonds) National Conference on School Law (Simonds) Nebraska State Counseling Association Convention (Dickel, Simonds) National Technology and Social Science Conference (Doyle, Houtz) National Council of Professors of Educational Administration (Brock) American Educational Research Association (Brock) American Association for Employment in Education Annual Conference (Bartee) Women in Educational Leadership (Brock) National Catholic Educational Association Conference (Cook, Ponec, Simonds) Carnegie Institute on the Scholarship of Teaching and Learning (Brock, Ponec, Simonds) Regional Meeting for Secondary Division of the National Catholic Educational Association (Cook, Simonds) Seminars and workshops offered at Creighton University have also been important means for faculty professional development and program improvement. These have included:

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• Workshops on how to use Blue Line web based learning site • Presentations about assessment • A workshop on how to conduct peer reviews of teaching (Office of Academic • Excellence and Assessment, fall 2007) • Participation in an online teaching workgroup (Office of Academic Excellence • and Assessment, spring and fall 2007) • Department sponsored faculty retreats to help faculty grow in their understanding of the department charisms (Fall 2006, Fall

2007, Fall 2008, Fall 2009) Additional program change resulted from student feedback about graduate requirements. Students wanted a greater variety of graduate level assessments, so we implemented a research poster project in place of a research paper in two of the fourteen graduate courses. By completing the research poster, students learn how to conduct a literature review on a topic in education and compose a workable research question. The best research posters are selected by professors for entrance in a research poster fair held each spring here at Creighton University. This new assessment method was implemented in summer 2008. One of our students won best graduate student poster for his work in March, 2009. The secondary program at Creighton University recently made two program changes for the future. Based on student feedback and experiences in local schools during course practicum experiences, additional content in diversity was added. In listening to prospective graduate students, we realized that students often want a high level of flexibility in course delivery when they return to graduate school, often to begin a second career in teaching. Therefore, we are considering models that would provide for excellent pedagogy, opportunities for rolling admission, and student employment while taking courses. Special Methods courses are being changed as a part of this process. Most likely we will move to an apprentice model in which students spend more hours at the school site while maintaining an on-campus seminar component. Attachments A. Program/Endorsement Sheets B. Table of candidates and completers (By endorsement area) C. Program Faculty and Expertise

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D. Key Program Assessment Instruments (Copies and Descriptions) Definitions Content Knowledge: The specific subject matter that teachers are being prepared to teach at the elementary, middle level, and/or secondary levels. Content also refers to the professional field of study such as special education, administration, and counseling. Pedagogical Knowledge: The general concepts, theories, and research about effective teaching regardless of the content area. Professional Knowledge: The historical, economic, sociological, philosophical, and psychological understandings of schooling and education. It also includes knowledge about learning, diversity, technology, professional ethics, legal and policy issues, pedagogy, and the rules and responsibilities of the profession of teaching. Skills: The ability to use content, professional, and pedagogical knowledge effectively and readily in diverse teaching settings in a manner that ensures that all students are learning. Dispositions: The professional behaviors educators are expected to demonstrate in their interactions with students, families, colleagues, and communities. Such behaviors support student learning and development and are consistent with the ideas of fairness (striving to meet the educational needs of all students in a caring, non-discriminatory, and equitable manner) and the belief that all students can learn. Based on their mission, professional education units may determine additional professional dispositions they want candidates to develop. Institutions assess professional dispositions based on observable behavior in educational settings. P-12 Learning: Candidates’ evaluations of students’ academic achievement as well as their social and physical development. Charisms, drawn from Ignatian core values, are defined as special gifts of the Holy Spirit, or God-given graces, which characterize a person or group and are used to contribute to the common good and glorify God in the Church and world. There are several ways to envision charisms. They can be viewed as faith-based core values; individual or group gifts freely given by God to be used for the good of others, not for personal good; found in the Church and the secular world; and used as a means to glorify God. The charisms adopted by the Education Department are based on an Ignatian vision and Jesuit Educational Tradition. The charisms selected for inclusion within the curriculum and educational experiences are: Cura Personalis, Magis, Men and Women for and with Others, and Contemplation in Action.

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Cura personalis refers to personal concern for the individual. Education takes place within the context of caring relationships – relationships between students and teachers, teachers and parents, families and professional school communities. Students are instilled with an “Ethic of Care” which promotes human dignity, individual differences, and personal relationships. Personal concern for the individual can be related to the desire to educate the whole person – intellectually, socially, emotionally, physically, and spiritually/ethically/morally. Magis is the term that St. Ignatius and the Jesuit Order use for seeking “the more” or the greater good. Magis can be demonstrated in many ways: striving toward excellence, developing high expectations and standards, fulfilling one’s potential by developing gifts and talents, focusing on continuous school improvement and professional development. The purpose behind this striving would be to serve God and do all things – Ad Majorem Dei Gloriam – for the “greater glory of God”. Men and Women For and With Others offers a means by which one can share his/her gifts for the benefit of others. It promotes the building of inclusive classroom and school communities where equality, equity, human rights and responsibilities, and human dignity are fostered. Men and Women For and With Others also leads to service-learning activities and the promotion of social justice within education and society.

Contemplation in Action promotes prayerful reflection and ethical decision making. It fosters the process of examining one’s life – personal and professional – and advocates mindfulness as opposed to mindlessness. Discernment – a faith-based process of decision making that is prayerful and includes the moral and ethical dimension – leads to an action orientation advocated by the Creighton University Education Department in building Effective Leaders in the Jesuit Tradition.