R EPOR T RESUMESED 011 011 SP 000 822CASE STUDY, THE EVALUATION OF FIRST-YEAR TEACHER GRADUATES OFMADONNA COLLEGE.

BY- LAURIANA, SISTER M.MADONNA COLL., LIVONIA: MICH.

PUB DATE 2,0 NOV 65EDRS PRICE MF-$0.09 HC-$0.76 19P.

DESCRIPTORS- *BEGINNING TEACHER: *TEACHER EVALUATION, LIVONIA

TO DETERMINE THE: EFFECTIVENESS OF ITS TEACHER EDUCATIONPROGRAM, MADONNA COLLEGE COLLECTED INFORMATION ON THE FIRSTYEAR OF TEACHING OF 86 OF ITS 101 STUDENTS WOO WERERECOMMENDED FOR CERTiFICATION CURING THE FAST 6 YEARS. THEPRINCIPALS EMPLOYING THESE rfnAMATES COMPLETED AN EIGHT-ITEMOPEN -ENDED QUESTIONNAIRE ON HIGH AND LOW POINTS OFPERFORMANC. AND FREFARAT1OM: AND RATED THE TEACHER (VIACHECKLIST) gS A FERWN: A PROFESSIONAL WD ER: AND A MEMBEROF THE COMMUNITY. TiE RATINGS SHOWED MOST CF THE TEACHERS TOBE GROWING NORMALLY OR BETTER IN PROFESSIONAL COMPETENCE.TWENTY-EIGHT PERCENT OF THE ADMINISTRATORS MACERECOMMENDATIONS FCR PERFORMANCE IMPROVEMENT (24 PERCENT FORSTRONGER DISCIPLIKII AND 15 PERCENT FOR PREPARATIONIMPROVEMENT. NINE'Y-ONE PERCENT INDICATED THAT IT WAS NOTNECESSARY FJR THE COLLEGE SUPERVISOR TO VISIT THE TEACHER.ALL BUT ONE OF THU TEACHERS WERE INVITED TO RETURN TO THESCHOOL SYSTEM. AT LEAST 90 PERCENT OF THE TEACHERS WERE RATEDFAVORABLE OR BETTER ON RELATIONSHIPS WITH PUPILS, PARENTS,FACULTY, AND COMMUNITY. IN OVERALL EVALUATION, FIVE-SIXTHS OFTHE TEACHERS WERE RATED ABOVE "AVERAGE" (59 PERCENT *GOOD"AND 23 PERCENT "SUPERIOR"! :LC:,

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LS. DEPARDENT OF ISLE, Eff.EATION & WELFARE

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THIS OMIT HAS BE II EPNIHICII EMUS AS DEM HON THE

PERSON OD OIMANIZATION 0116INATE6 IT. POINTS tE r Ot OPIII0i5

STATED DO NOT SLY PEPTENT WWI OFFICE OF ENCABO!!

POSITION OR POKY.

THE LIMITATION OF FIRST.-YEAR TEACISR GRADUATES

of

MADONNA, COLLEGIt

44a43

Subxitted to

AACTE DISTINGUISHED AC}IIEVEllEirr AJARD..-1966

Washington, DQC 0

by

Sister /411.3.I.7 CSSP9 PhoDo

Chairman of the Depart-vent of Education

November 309 1965

FEB 23 1967

coo 821

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SWAM'

%dorm College, a four-year liberal aria college, has a total insti-

tutional commitmeat to teacher education. Its entire faculty is involved

in the teacher education program which is designed to qualify students for

a hadheloeis degree, with a major in a specific subject areas and -a

teaching certificate on the elementary or secondary /eve/.

To determine the effectiveness of the program, the Education Depart-

ment conducted a self-evaluation study in 1959 end 'a curricular appraisal

study in 19040 The findings of both studies indicated tha the pre-service

program for teachers vas adequate?

In 1965 another appraisii study of the Madonna College teacher

education program was initiated. The purpose of the study, described in

this report, was to assess the performance of Madonna graduates in their

first year of teaching. Mbst educators believe that the real test of the

. effectiveness of a teacher education program lies ultimately in the kinds

of teachers who enter the profession0

For the past six:years appraisal forms for first-year Madonna teacher

graduates have been filled out by echcol principals and filed in the

Deants Office. During this period (19591964), 101 lay students and 119

religious have been recomended by Madonna College Pr. provisional

certification. Of the 101 lay students, 86, or 85.15 per cent, had forms

available on file; the remaining 15 students were either out of state, in

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liEgartmautal Evaluation, Madonna College, Livoria, Michigan, 1959.

A 1 2SiRe of the Teacher Education Curriculum at %dorm

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volunteer service york, in graduate study, iot teachings or did not have

their forge returned* For comparative purposes the same appraisal form

was not available for the religious teachers since the Community school

supervisor assumes responsibility for their in-service training.

The data obtained on the evaluation forme were tabulated and

interpreted in percentages. In the over-all evaluation, e2056 per cent of

the teachers were rated "above averages, of whom 23026 per cent were in

the soperiors group and 59030 per cent in the 'goods category; 11063

Der cent were considered "average"; 3049 of sdoubtfuls quality, and 1016

Der cent (one student) was of sundesirablO quality02

On the basis of the findings of this study, the Madonna Teacher

Education repartment concluded that 94019 per cent of its teacher

graduates entering the profession had average or above- average professional

competency in curricular and disciplinary areas and those of interpersonal

relations.

2The principal recommended that this teacher transfer frontalsommdiulrto the eltmenterylewolo

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WiDOM COLLEGEpErminwrz magroN

Self-StudyUSED ON THE EVALUATION OF lipST.YEAR MGM GRADUATES

INTROIVOTIM

Wenn& College is a four-year Merit arts college which aine to

form intelligent, dynamic, cultured women who think and act consiatently

in accordance with Christian principle80 Since its inception in 1937

as Presentation Junior College and its establishment in l97 as a

senior colleges, Madonma College has had a total institutional commitzent

to teacher educiationo The Teacher Education Throgram, an integral part

of the liberal arts curriculum, involves the pirticipation of all its

faculty membered It is designed to qualify eleents for a bachelor's

degree, with a major Ina particular subject area, and a teething

certificate on the elementary or secondary level°

Since its first graduating class of lay stuoants in 1951, Madonna

College has recomended 472 stuients for provisional certification*

To determine the effectiveness of its program's, the Education Department

conducted a self-evaluation study in 1959 and a curricular appraisal

study in 19640 The findings of both studies indicated that its pre-service

program for teachers was adequateol

In 1965 anotheb appraisal study of the Won= College teacher

emotion programme initiated which aimed to evaluate the initial

performance of Madonna College teacher graduates° The present report

IDerartinnta svalustice Hadonm. College. Livonia, Michigan, 1959^of the Teaentsr awitsimion Curriculum at

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delineates the objectives, prooedure, findings, conclusions, and

istplications of the 1965 evaluation study.

OBJECTIVES

Meat educators amour that 'the real test of the effectiviroess of

era: educaticn program lies tustimately in the kinds of teachers who enter

the profeeeiCne The purpose of this study was to ascertain whether the

objectives of Madonna College as set forth by the Teacher Education

Derartisent are attained and implemented by the teacher graduates°

The apecific objeotivrea of the IL-parts:ant are:

lo To develop liberally educated women whose minds will be

disciplined in the art of clear thinking and valid reasoning°

20 To prepare teaohers who will possess a itinctional knowledge of

ands or-o teeter se in the subject areas they are to teacho

3a To help the stueent integrate her liberal education and pro-

fessional competence in such a way as to develop en effective teacher

who has

a) en widerstanding of children in the light of a true

Chrietiari philoaorby

b) a basic fledge of the principles governing human growth

and develogent with implicaLione for teaching

st. knowledge of the principlee of learning and the

scientific, rothod of teaching

d) an understanding of the problems, responsibilities, and

privileges of teaohing*

PROCEDURE

Eight or nine auntie After a beginning teacher is in her classroom

the College requests the sdhool principal to complete a form evaluating

3

the-teacberss perforsenee During the pat six years Hadar= College

oollectsd information on 86 of its la students iiho were recommended

for certifioation0 Data were not available for the remaining 15

because they were either in grath ate work, in volunteer services in

another'state, not teaching, or did iy:it hare forms completed by the

nrincipals For comae ratite purnoees the MVO appraisal form was not

available for the 119 rtligieue recommended for certification since the

Covanynytty school supervisor, resnonsible for their guidanoa, fellows a

different type of evaluating procedure°

The evaluation form (Appendix: I) sent to the prinoipals for Madonna

College teacher graduates consists of three components: a letter to the

principal explaining the purpose of the follow -up program, a onspage

questionnaire with onen.emded questions concerning the teacher's perform.

=cep and a rating check list for determining the effectiveaess of the

teacher as a person, a professional worker, and as a citizen of the

community°

Data obtained from the 86 evaluation forms were categorised,

tabulated, and interpreted in percentages (Appendix 11)0

FINDINGS

The findings of this study are complimentary to the 1959.1964

teacher graduates and the faculty of Madonna College° The following

findings were considered valid and reliable as related to the participants

Involved in this at u dy0

2The five open.ended questions and an anaiysis of the resnonses to

them ere .as follows:

10 In what ways have the services of This teacher been especially5

coteminda.blel Of the 1 O cements by the school administrators, 3638 per

4

eel, were related to the teacher's personal qualities, 37050 per cent to

her professional competence, and 28.12 per cent to her relationships

with students.

20 In that ways amild the services of this teacher have been more

satisfactory? Twenty-four per cent of the administrators indicated that

the teacher could hive saintained stronger discipline. Four per cent

presented varied recosmendations. Seveztpbtwo per cent of the admin-

istrators wade no recommendations for irprovements.

30 In what ways could our institution have provided this teacher

with better preparation for her work? Only 15 per cent of the adminis-

trators responded: in their recommendations for improving the prospective

teacher's preservice program/ no pattern emerged°

40 As things stand at !resent, is it probable that this teacher will

be invited to return to your staff next year? All teachers ware invited

to return to the school erten except one0

5 Would you advise that we observe this teacher in the classroom

and consult with you personally before raking a recommendation for a

pertenellt certificate? Of the 86 admluistratora9 90070 per cent indicated

that it was not necessary to. visit the teacher (some of these, however9

indicated that the college supervisor would be most welcome to came);

2,32 per cent recomnisd that the college supervisor visit the neophyte

teacher; 6098 per cent did not respond.

Tables I and 71 indicate the administrators' responses to item

six and seven on the questiormaire02 The administrators rated the teachers

as follows: teacher .pupil relationships/ 10047 very favorable, 80023 per oent

2Appendix II

5

Womble, 8,14 per cent unfavorable, 1.16 per cent Do response; teacher

parent relationahips, 1047 per cent very favorable, 80023 per cent favor

able, 4665 per cent unfavorable, 4065 per cent no response; teacherfe-culty

relationships, 17.44 per cent very favorable, 76074 per cant favorable,

3049 per cent unfavorable, 2133 ner cent no response; teachercommunity

relationships, 6.98 per cent very favorable, 69069 per cent favorable;

5081 per cent unfavorabl,, and 17044 per cent no resnonse0

In the everall evaluation, 82056 per cent of the teachers were rated

nabove average, of whom 23026 pet cent were in the "superior" group and

59430 ner cent in the "good" category; 11063 per cent were considered

"average"; 3049 of "doubtful" quality mad 1016 per (sent (one student) was

of "undesirable cuality13

The administrators, resnonses on the check list rating indicated that

the first year teachere were shoving growth in their professional competency

while teachings Data in Tat le III of Appendix II confirir this statement,

CONCLUSIONS

An evaluation of the findings warranted tho following conclusions vith

respect to the teacher graduates involved in this investigation.

le Madonna College adequately prepares prospective teachers to integrate

liberal education and professional competence in such a way as to develop

en effective classroom teacher since school administrators rated 23026 i'ver

cent of the firstyear teachers "cuperior," 59.,30 ner cent "goody" and

11036 pear cent "average,"

20 Malonna College prepares teachers who possess a functional knowledge

of and a competence in the subject areas they teach since no administrator

indicated that the teacher graduates were deficient in the knowledge of

sib jest latter*

The prinolpel rlcoosendod that WA teacher transfer from the secondary

to the elementarylevelo

6

30 Some of the liadosakCollege teadher graduates during their first

year of teaching experience encountered difficulty with class control as

indicated by 24.00 per cent of the school administratora. All except three

administrators stated that progress in this area would come with experience°

Ito According to the findings of this study Madonna College teacher.

graduates are growing professionally butt aesistanw in improving their

teaching methods in making classroom rlutine a part of the learning

experiences of pupils, in communicating effectively with children, and in

actively participating as oitisens in the community.

IMPLICATIONS

The following implications signified by the findings and conclusions of

this investigation have a direct bearing on many current problem related to

preservice and inservice training of teachers,

1. Evidence based on the findings of this study attest to the importance

of preparing prospective teachers to know "how to live" as well as to kw,/

"what and how to teach." It is presumed that through liberal education, a

college leads the prospective teacher to personal development and a wide

knowledge of mmny fields. Through professional education and specialization

in subject matter area, the college prepares the teacher for the art of teach

ing. The question facing oollegii administrators is: %hat proportion of a

student's program should be devoted-to Moral education, to subject matter

specialisation and to professional preparation. By careful evaluation of the

performance of beginning teacher graduates9 colleges would be able to determine

to some degree the relative effectiveness of their teacher education program s°

2. As evidenced in this study the professional growth of the teacher

must expand throughout life in general education, subject matter, and skill

of teadhiag. To assure maximum professional growth in the shortest period of

tinse college and school systems should develop inservios programs of

continued education.

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ma graduated from it -vv college in 19and received a provisional certificate..Our records indicate that this person has.now taught years.under your sapCr.vision in grades and 'subjectsWill you please assist nal: in collecting information regarding'the relative success or non-suceese of this teacher so thatwe might help her to grow profeosionally and likewise haveobjective data for recommending her for permanent certification?

Although a completion of page two would meet the minimumcertification requirerents, it is recommended that you fillout page three as a means of acedastaishing the continuousprofessional growth of your teachers. Fs eention of pagethree will enable you to make a carefa analysis of theratings Upon which on have based your conclusions, and rillfurnish a basis for the recommnding c,Jilage to assist youin securing the professional growth of yorr teachers.

Your cooperation in returning the enclosed forms, at yourearliest convenience, .411 be greatly appreciated. Thankrra.for your assistance.

Sincerely yours,

Sister Nary Laurians, CSSF.Coordinator of Teacher Lineation

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as skill in techniquesfor increasing his

understanding of the coemunitg resources

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and teaching profession inthe cosinsity.

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it we Iwo the vertices Of ihie teacher tom impeodialy ounalsodeble

'29 In Tint yip could the swim of this teacher. have been care satistextolyi

)9 In *at few mild our Institutim bays modified thls Umber wit& betterpreparation fa* bar IWO

L oo....t.w e.o.m's risu., sa 4-=b-s...4,0 tfts ta sin beinvited to return to year staff next year?

5. Would you attics that.iii observe this towbar In tbs o2ollegreal Sad 001101itwith you porsonally before asking s -r000mendation for 4 peruses*certificate

69 Indketor beer, favorableo tusfuvonble* or both types of Instances thereinthe Moving relations of the teacher have been bravest to ptre Atiteations

Tescher-popli relaticeshipst

Teaoheraperent relationships

Teacherfaoulty relationshipss

ssuif masitic6it.spi

7. juttaent is that tb1 teacher rates u isliosted below (Meek one, )Soparior Good ....krarsge Doubtful Undsatraps

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TABLE I .

AEMINISTRATORSI RESPONSES INDICATING THE TYPE OF FIRST-YEAR TEACHIgaRELATIONSHIPS OF 86 Il&ralltA COLLEGE TEACHER GRAMTES

=..V4try.

Favorable

Teacher -papil 10047

Teaoher.parent 10047

Teacher.faculty 1744

Teacher -malty 6098

FavorableNo

Unfavorable Reply

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80.23 8.4 1016

80*23 4065 14.65

76 074 '1.49 2.33

6949 5081 17,114

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TABLE II

ADMINISTRATORS* RESPONSES RATING THE QUALITY OF THE FIRST.-YEARPERFORMANCE OF 86 MADOMA COLLEGE TEACOR GRADUATES

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Per cont

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Superior

Good

Average

23,26

99030

11036

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Per cent

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Doubtful 3049

Undesirable 1016

No reply 1016

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IMICENISTRATORS/ RESPONSES RAMC Me DEGREE OP ATIMEMINT

Or /TIES MATED TO Raw sloat nom030 86 KO WA COMO TAMER minus

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Per Cent

Mildly Growing Should Seriously NaSuperior Dorsally Remedy Deficient Reply

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to The tither *otitis as a person:A. Vorks isith a growing lidless.

phy of life that contributesto the ivpr-orekent of har- ownlife and the lives of others°

B:, Liver a rich personal life°C. Deve/oria, and veintaine gmd

social ralatiailshipsoD. ExhibEte v3hysical fitness and

attracttivre persOnal appear.apes

110 The teacher as a professionalworker:Ao Is guided by an tduoaticual

philosophy basic to thepreparation of good citistenstext a democracy.

Bo Persists in gaining and Train.taining a functional comrsandof his subject°

Co Uses elcillfully a vide varietyof teaching Methods°

D. Is a student of child growthand hums development.

Pao lialoso classroom routine a partof the learning oxperivrneasof cupils..

Po Plans carefully his work andmaims adequate preparationfor it,Practices democracy constantly°

H. Develops and maintains con.struotive teadher.pumilreltionship3.

I0 Participates in establishingand maintaining coonerativeand constructive relationehtpcwith other teachers andadministratoka0

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Per Cent

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Eval-uates, ixrpil grolith ifairly°K. Participates aotxely in matters

affecting bin own growth.

26.75'

30.23

68.6o

62.79

3;49

2033 4.65

Le The teacher as a citizen of theco=anity:

A. Shawn by Ma conduct an under..standing of tha comitybackgrounds, interests andneeds° 2907 60.46 349 6.98

B.' Has skill in tschniquee forincreasing, has understandingof the comimmity rescp/sceiend needs. 19.77 63.95 6098 9.30

C. Actively participates incomaraity betterment° 22.09 53049 9030 15.3.2

D. Is en effective exponent ofthe school and teachingprofession in the commanity. 26.75 580 5.8i 2.32 6..14. 98