UNC Charlotte Student Learning Outcomes … 2/10/12 UNC Charlotte Student Learning Outcomes Assessment Plan and Report 2011-2012 Annual Report (Document student learning outcomes assessment

Revised 2/10/12

UNC Charlotte

Student Learning Outcomes Assessment Plan and Report

2011-2012 Annual Report

(Document student learning outcomes assessment plans and data for each undergraduate and

graduate educational program offered by the college)

College: College of Education

Department: MDSK

Degree Program: Teaching – Graduate Certificate

Licensure Area: K-12 Dance

The University of North Carolina at Charlotte offers 2 pathways to the Initial Teacher Licensure

required to teach in North Carolina. Due to state regulations both must have the exact same

student learning outcomes. Those pathways are a traditional BA degree Dance Education or a

Graduate Certificate that is earned after completing an approved BA degree.

Reflection on the Continuous Improvement of Student Learning 1. List the changes and improvements your program planned to implement as a result of last year’s student learning

outcomes assessment data.

2. Were all of the changes implemented? If not, please explain.

3. What impact did the changes have on student learning?

There were no changes implemented. All performance standards were met.

Student Learning Outcome 1

(knowledge, skill or ability to be assessed)

Initial teacher licensure candidates demonstrate knowledge of the important principles and

concepts of the content they teach.

Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the

assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology

and Performance Outcome) for this student learning outcome since your last report was submitted, briefly

summarize the changes made and the rationale for the changes.

The state of North Carolina required revisioning of all teacher education programs. New measures were

developed to address new state standards and are used in the assessment plan to address Student Learning

Outcomes. For Student Learning Outcome 1 two additional Effectiveness Measures are now also being

used:

1. A Juried Dance Performance

2. An Instructional Unit Plan (IUP)

Revised 2/10/12 2

After careful analysis of the Student Teaching Assessment Rubric (STAR) we have decided to reduce the

number of elements in the rubric used to assess SLO2 from six to four. We feel these four elements

closely align with SLO2.

The College of Education Exit Evaluation is no longer being used as a measure of SLO2. This evaluation

instrument is a summative rating of the candidate’s performance on the Student Teaching Assessment

Rubric (STAR), which is still being used as a measure of SLO2. To include both STAR and Exit

Evaluation ratings would be duplicative. With the addition of new measures for SLO2 we no longer feel

the inclusion of the Exit Evaluation is necessary.

Methodology and Performance Outcomes have been updated to reflect these changes.

Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will

be used to gauge acquisition of this student learning outcome and explain how it assesses the desired

knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated

with this student learning outcome are to be submitted electronically to the designated folder on the

designated shared drive and hyperlinked to the Effectiveness Measure.

A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with

every student teacher at the end of his or her academic program. The final administration of the

STAR instrument is used specifically to measure the SLO. The University Supervisor (US)

observes the teacher candidate using the rubric. The rubric has a 4-point scale. Three elements

included on the STAR rubric are used to measure SLO #1 (1A: Demonstrates Knowledge of

Content, 1B: Implements Interdisciplinary approaches and multiple perspectives for teaching

content, 7A: Bases Purposeful Learning Activities on Essential Skills and District Curriculum).

A Juried Dance Performance is required in DANC2402 Performance Practicum that

demonstrates depth of content knowledge. The juried dance performance requires students to

audition, to be cast and to successfully perform in a dance concert. It is evaluated by the

choreographer or the instructor of record using criteria described in the Content Knowledge

Rubric. The rubric has a 3-point scale. One element included on the Content Knowledge Rubric

relates specifically to Content Knowledge and is therefore used to measure SLO1 (3b.1:

Demonstrates appropriate level of content knowledge in specialty).

An Instructional Unit Plan (IUP) for is required in the DANC5257 Dance Education Methods II

methodology course. The IUP assignment gives the candidates an opportunity to apply the

various skills and knowledge they have developed in the program. The IUP is evaluated by the

instructor of record who uses criteria described in the common assessment instrument, the

Instructional Unit Rubric. The rubric has a 3-point scale. Two elements included on the

Instructional Unit Rubric relate specifically to Content Knowledge and are therefore used to

measure SLO1 (3a.1: Develops and applies lessons from the North Carolina Standard Course of

Study, 3c.1: Demonstrates links by relating content to other disciplines).

Revised 2/10/12 3

Methodology: Describe when, where and how the assessment of this student learning outcome will be

administered and evaluated. Describe the process the department will use to collect, analyze and

disseminate the assessment data to program faculty and to decide the changes/improvements to make on

the basis of the assessment data.

In DANC 5400 Internship in Dance the instructor of record will administer and assess this student

learning outcome each semester the course is taught. The Student Teaching Assessment Rubric (STAR)

is used during the DANC 5400 course; the final semester a teacher candidate is in the program, to

evaluate a student’s work and teaching. The University Supervisor (US) observes the student teacher in a

school setting. The final administration of the instrument is collected and used to measure SLO #1.

The Juried Dance Performance is implemented in DANC2402 Production Practicum. The instructor of

record or the choreographer will administer and assess this student learning outcome each semester the

course is taught. It is evaluated by the choreographer or the instructor using criteria described in the

Content Knowledge Rubric.

The Instructional Unit Plan (IUP) assignment is implemented in DANC5257 Dance Education Methods

II methodology course. Students are provided a Unit Plan assignment which includes a unit overview and

at least 4 lesson plans. The IUP assignment gives the candidates an opportunity to apply the various skills

and knowledge they have developed in the program. The IUP is evaluated by the instructor of record who

uses criteria described in the common assessment instrument, the Instructional Unit Rubric. DANC5257

Dance Education Methods II is a required course for all teacher-candidates in the Dance Program. The

instructor of record will administer and assess this student learning outcome each semester the course is

taught. The IUP gives the candidates the opportunity to apply the knowledge and skills they have

developed in their program. The IUP is evaluated by the instructor of DANC5257 using the IUP Rubric.

All scores are collected using a data management system, TaskStream, and are analyzed at the college

and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated

findings are reported by semester at three levels (College, Program and Licensure Area). Once a year

results from all assessments administered by the programs are disseminated to the faculty in the College

of Education. The data is discussed during a final faculty meeting and next steps determined to address

any needs identified. All strategies determined during this closing the loop discussion are implemented

during the next academic year. All data reports created by the College of Education are housed on a

secure website which is accessible to all faculty within the College of Education.

Within the College of Arts & Architecture and the Department of Dance, the data are shared with the

Chair of the Department of Dance as well as the Director of Academic Advising and Assessment.

Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate

proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the

students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring

Rubric (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance,

is to be submitted electronically to the designated folder on the designated shared drive and hyperlinked

to the Effectiveness Measure above for each student learning outcome.)

The program expects 80% of its teacher candidates to score “3” or better (target/exemplary or

proficient/accomplished) on a 4 point scale. [Student Teaching Assessment Rubric (STAR)]

The program expects 80% of its students to score “2” or better (proficient or accomplished) on a 3-point

scale on the IUP Rubric. (EE3)


scale on the Content Knowledge Rubric. (EE2)

Revised 2/10/12 4

2009-10 Assessment Data

(Results can be shown by year or

by semester)



by semester)


(Results can be shown by

year or by semester)

Program DANC DANC DANC DANC DANC DANC

Semester

Spring

2009

Fall

2009

Spring

2010

Fall

2010

Spring

2011

Fall

2011

Count 1 0 1 1 4 2

STAR (US): 1A Demonstrates Knowledge of Content

100% 100% 100% 100%

100%

STAR (US): 1B Implements Interdisciplinary Approaches

and Multiple Perspectives for Teaching Content 100% 100% 100% 100% 100%

STAR (US): 7A Bases Purposeful Learning Activities on

Essential Skills and District Curriculum 100% 100% 100% 100% 100%

Plans for 2012-13: Based upon the assessment data included in this annual report, what

changes/improvements will the program implement during the next academic year to improve

performance on this student learning outcome?

All performance standards were met. No changes will be made.


(knowledge, skill or ability to be assessed) Initial teacher licensure candidates demonstrate thorough understanding of the relationship between clear,

meaningful presentation of content and content-specific pedagogy through the appropriate use of multiple

explanations, instructional strategies, and technologies.







Outcomes. For Student Learning Outcome 2, two additional Effectiveness Measures are now also being

used:


2. An Impact on Student Learning Project (ISL)






Revised 2/10/12 5













observes the teacher candidate using the rubric. The rubric has a 4-point scale. Four elements

included on the STAR rubric are used to measure SLO #2 (1C: Makes Content Relevant to

Learners, 4A: Selects Multiple Teaching Strategies, 6A Demonstrates Effective Oral and Written

Language, 6D: Utilizes Media and Technology).

An Instructional Unit Plan (IUP) is required in the DANC5257 Dance Education Methods II

methodology course. The IUP assignment gives the candidates an opportunity to apply the

various skills and knowledge they have developed in the program. The IUP is evaluated by the

instructor of record who uses criteria described in the common assessment instrument, the

Instructional Unit Rubric. The rubric has a 3-point scale. Five elements included on the

Instructional Unit Rubric relate specifically to demonstrate thorough understanding of the

relationship between clear, meaningful presentation of content and content-specific pedagogy

through the appropriate use of multiple explanations, instructional strategies, and technologies

and are therefore used to measure SLO2 (3d.1: Integrates 21st century skills in instruction; 4d.1:

Integrates technology into instruction; 4e.1: Integrates instruction that promotes critical thinking

skills; 4f.1: Organizes teams for cooperation, collaboration and leadership; and 5c.1: Uses

approaches to improve teaching and learning).

An Impact on Student Learning Project (ISL) is required in the DANC5400 Internship in Dance

course . The ISL is designed to document a student’s ability to develop a project and demonstrate

the impact of the candidate’s teaching on the learning of P-12 students. In addition, the ISL

Project is also a means to provide evidence of a student’s mastery of the College of Education’s

Conceptual Framework and NCPTS standards. The ISL is evaluated by the instructor of record

using criteria described in the ISL Rubric. The rubric has a 3-point scale. One element included in

the ISL Rubric relates specifically to demonstrating thorough understanding of the relationship

between clear, meaningful presentation of content and content-specific pedagogy through the

appropriate use of multiple explanations, instructional strategies, and technologies and is

therefore used to measure SLO2 (4a.2: Assesses and uses resources)

Revised 2/10/12 6





In DANC 5400 Internship in Dance the instructor of record will administer and assess this student

learning outcome each semester the course is taught. The Student Teaching Assessment Rubric (STAR)

is used during the DANC 5400 course; the final semester a teacher candidate is in the program, to

evaluate a student’s work and teaching. The University Supervisor (US) observes the student teacher in a

school setting. The final administration of the instrument is collected and used to measure SLO #2.

In DANC5400 Internship in Dance, candidates are given the ISL Project guidelines. The ISL Project will

be submitted to and graded by the instructor of record. A common rubric based on the North Carolina

Professional Teaching Standards (NCPTS) for pre-teaching candidates will be used to grade each of the

eight sections of the ISL Project. In addition, the grammar and mechanics of the Project are evaluated.

The instructor of record will administer and assess this student learning outcome each semester the

course is taught using the ISL common rubric.






















students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric

(Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be

submitted electronically to the designated folder on the designated shared drive and hyperlinked to the

Effectiveness Measure above for each student learning outcome.)


proficient/accomplished) on a 4 point scale. [Student Teaching Assessment Rubric (STAR).


scale on the IUP Rubric. (EE 3)


scale on the ISL Rubric. (EE 5)

Revised 2/10/12 7



by semester)



by semester)





Semester Spring 2009

Fall

2009

Spring

2010

Fall

2010

Spring

2011

Fall

2011

Count 1 0 1 1 4 2

STAR (US): 2A Demonstrates Understanding

of Learner Developmental Traits 100% 100% 100% 100% 100%

STAR (US): 3A Individualizes the

Instructional Environment 100% 100% 100% 100% 100%

STAR (US): 3B Meets the Range of

Individual Needs 100% 100% 100% 100% 100%

STAR (US): 3C Sets Expectations for

Learning and Achievement 100% 100% 100% 100% 100%

STAR (US): 4A Selects Multiple Teaching

Strategies 100% 100% 100% 100% 100%

STAR (US): 6D Utilizes Media and

Technology 100% 100% 100% 100% 100%

Count 1 0 1 1 4 2

Exit Eval: 1. Content Pedagogy 100.0% 100% 100% 100% 100%

Exit Eval: 4. Instructional Strategies 100.0% 100% 100% 100% 100%

Exit Eval: 6. Communication and Technology 100.0% 100% 100% 100% 100%

Exit Eval: 7. Planning 100.0% 100% 100% 100% 100%




All performance outcomes were met.


(knowledge, skill or ability to be assessed) Initial teacher licensure candidates apply their knowledge of how students learn to facilitate meaningful

and accessible learning for all students, while considering family, community, and real world issues,

reflecting on their practice, and making necessary adjustments to enhance student learning.







Revised 2/10/12 8

Outcomes. For Student Learning Outcome 3, three additional Effectiveness Measures are now also being

used:



3. Artifacts for Electronic Evidence #6 (EE6)
















every student teacher at the end of his or her academic program. The final (fourth)

administration of the STAR instrument is used specifically to measure the SLO. The University

Supervisor (US) observes the teacher candidate using the rubric. The rubric has a 4-point scale.

Ten elements included on the STAR rubric are used to measure SLO #3 (2A: Demonstrates

Understanding of Learner Developmental Traits; 2B: Stimulates Reflection to Connect Prior

Knowledge to New Concepts; 4A: Selects Multiple Teaching Strategies; 5A: Establishes and

Maintains a Positive Climate; 7A: Bases purposeful Learning Activities on Essential Skills and

District Curriculum; 7C: Monitors and Adjusts Lesson Plans; 9A: Self-evaluates Teaching and

the Professional Role; 10A Communicates with Families; 10B: Utilizes School and Community

Resources).

DANC5400 Internship in Dance course is required for every teacher candidate. A common

assessment instrument, The Leadership and Collaboration Rubric (LAC) is used with every

student teacher candidate at the end of his or her academic program. The rubric is used

specifically to measure the SLO 3. The rubric is a 3 –point scale. One element included on the

Leadership and Collaboration Rubric relates specifically to knowledge of how students learn to

facilitate meaningful and accessible learning for all students, while considering family, community, and

real-world issues, reflecting on their practice, and making necessary adjustments to enhance student

learning and are therefore used for SLO3. (2e.1: Communicates and collaborates with home and

community). The University Supervisor (US) observes the student teacher working, speaks with

the cooperating teacher and assesses the artifacts submitted to EE6 using the rubric.

The Instructional Unit Plan (IUP) assignment is implemented in DANC5257 Dance Education

Methods II methodology course. Students are provided a Unit Plan assignment which includes a

unit overview and at least 4 lesson plans. The IUP assignment gives the candidates an

Revised 2/10/12 9

opportunity to apply the various skills and knowledge they have developed in the program. The

IUP is evaluated by the instructor of record who uses criteria described in the common

assessment instrument, the Instructional Unit Rubric. DANC5257 Dance Education Methods II

is a required course for all teacher-candidates in the Dance Program. The instructor of record will

administer and assess this student learning outcome each semester the course is taught. The IUP

gives teacher candidates opportunities to apply their knowledge of how students learn to facilitate

meaningful and accessible learning for all students, while considering family, community, and real-world

issues, reflecting on their practice, and making necessary adjustments to enhance student learning. The

IUP is evaluated by the instructor of DANC5257 using the IUP Rubric. The rubric is a 3 –point

scale. Seven elements included on the Instructional Unit Rubric relate specifically to knowledge

of how students learn to facilitate meaningful and accessible learning for all students, while considering

family, community, and real-world issues, reflecting on their practice, and making necessary adjustments

to enhance student learning and are therefore used for SLO3. (1a.2: Draws data to develop plans; 2b.3:

Understands diversity and incorporates in instruction; 4a.1: Identifies and plans for student level; 4c.1:

Uses appropriate methods and materials; 4e.1: Integrates instruction to develop student critical thinking

skills; 4f.1: Organizes teams for cooperation, collaboration and leadership; 5c.1: Uses approaches to

improve teaching and learning).






using criteria described in the ISL Rubric. The rubric has a 3-point scale. Two elements included

in the ISL Rubric relates specifically to knowledge of how students learn to facilitate meaningful and

accessible learning for all students, while considering family, community, and real-world issues, reflecting

on their practice, and making necessary adjustments to enhance student learning and are therefore used for

SLO3. (2d.1: Cooperates with specialists and uses resources; 4b.1: Collaborates with colleagues

on student performance and to respond to cultural differences)

Revised 2/10/12 10





DANC5400 Internship in Dance course is required for every teacher candidate. In DANC 5400

Internship in Dance the instructor of record will administer and assess this student learning outcome each

semester the course is taught. The Student Teaching Assessment Rubric (STAR) and the Leadership and

Collaboration Rubric (LAC) are used during the DANC 5400 course; the final semester a teacher

candidate is in the program, to evaluate a student’s work and teaching. The University Supervisor (US)

observes the student teacher in a school setting. The final administration of the instruments are collected

and used to measure SLO #3.

In DANC5400 Internship in Dance, candidates are given the ISL Project guidelines. The ISL Project will

be submitted to and graded by the instructor of record. A common rubric based on the North Carolina

Professional Teaching Standards (NCPTS) for pre-teaching candidates will be used to grade each of the

eight sections of the ISL Project. In addition, the grammar and mechanics of the Project are evaluated.

The instructor of record will administer and assess this student learning outcome each semester the

course is taught using the ISL common rubric.






























Revised 2/10/12 11







by semester)



by semester)





Semester

Spring

2009

Fall

2009

Spring

2010

Fall

2010

Spring

2011

Fall

2011

Count 1 0 1 1 4 2

STAR (US): 1C Makes Content Relevant to

Learners 100.0% 100.0% 100% 100% 100%

STAR (US): 2B Stimulates Reflection to Connect

Prior Knowledge to New Concepts 100.0% 100.0% 100% 100% 100%

STAR (US): 4B Utilizes a Variety of Materials and

Resources 100.0% 100.0% 100% 100% 100%

STAR (US): 5A Establishes and Maintains a

Positive Climate 100.0% 100.0% 100% 100% 100%

STAR (US): 7B Develops Short- and Long-Term

Planning 100.0% 100.0% 100% 100% 100%

STAR (US): 7C Monitors and Adjusts Lesson

Plans 100.0% 100.0% 100% 100% 100%

Count 1 0 1 1 4 2

Exit Eval: 2. Student Development 100.0% 100% 100% 100% 100%

Exit Eval: 3. Diverse Learners 100.0% 100% 100% 100% 100%

Exit Eval: 5. Motivation and Management 100.0% 100% 100% 100% 100%

Exit Eval: 10. School and Community Relations 100.0% 100% 100% 100% 100%







Initial teacher licensure candidates demonstrate classroom behaviors consistent with fairness and the

belief that all students can learn, including creating caring, supportive learning environments,

encouraging student-directed learning, and making adjustments to their own professional dispositions

when necessary.

Revised 2/10/12 12







Outcomes. For Student Learning Outcome 4, one additional Effectiveness Measures is now also being

used:

1. The Dispositions Assessment Rubric


















observes the teacher candidate using the rubric. The rubric has a 4-point scale. Five elements

included on the STAR rubric are used to measure SLO #4 (3c: Sets Expectations for Learning

and Achievement; 5A: Establishes and Maintains a Positive Climate; 9A; Self-evaluates

Teaching and the Professional Role; 9B: Assumes the Professional Rle; 10A: Communicates with

Families).

The College of Education Dispositions Assessment Rubric (DAR-ST) is completed on every

teacher candidate at the end of student teaching by the University Supervisor. This evaluation

instrument looks at all aspects of professional behavior and serves as a summative, rating the

candidate’s performance and readiness for independent teaching in a classroom.

The rubric has a 4-point scale. Seven elements included on the DAR-ST specifically relate to

teacher licensure candidates demonstration of classroom behaviors consistent with fairness and

the belief that students can learn, including creating caring, supportive learning environments,

encouraging student-directed learning, and making adjustments to their own professional

dispositions when necessary. Therefor the DAR-St is used to measure SLO #4 (P5: Initiative; TE

Revised 2/10/12 13

2: Flexibility; TE 6: Diversity; R2 Feedback; R3: Rapport; O3: Affirms Diverse Students; 04

Promotes Student Success).







semester the course is taught. The Student Teaching Assessment Rubric (STAR) and the Dispositions

Assessment Rubric (DAR) are used during the DANC 5400 course the final semester a teacher candidate

is in the program, to evaluate a student’s work and teaching. The University Supervisor (US) or teacher

of record observes the student teacher in a school setting. The final administration of the instruments are

collected and used to measure SLO #4.

All scores are collected using the College’s electronic data management system and are analyzed at the

college and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated
















proficient/accomplished) on a 4 point scale. [Student Teaching Assessment Rubric (STAR) and the

Dispositions Assessment Rubric (DAR).



by semester)



by semester)





Semester Spring

2009

Fall

2009

Spring

2010

Fall

2010

Spring

2011

Fall

2011

Count 1 0 1 1 4 2

Revised 2/10/12 14

STAR (US): 2C Provides Opportunities for

Student Involvement and Responsibility for

Learning 100% 100% 100% 100%

100%

STAR (US): 5A Establishes and Maintains

a Positive Climate 100% 100% 100% 100%

100%

STAR (US): 9A Self-evaluates Teaching

and the Professional Role 100% 100% 100% 100%

100%

Count 1 0 1 1 4 2

Exit Eval: 9. Professional Growth

100.0% 100% 100% 100%

100%







Initial teacher licensure candidates demonstrate a positive impact on student learning by

assessing/analyzing student learning, adjusting instruction, monitoring progress, and reflecting on the

effects of their instruction.







Outcomes. For Student Learning Outcome 5, three additional Effectiveness Measures are now also being

used:



3. The School Improvement Plan (SIP)










Revised 2/10/12 15







every student teacher at the end of his or her academic program. The final (fourth)

administration of the STAR instrument is used specifically to measure the SLO. The University

Supervisor (US)/teacher of record observes the teacher candidate using the rubric. The rubric has

a 4-point scale. Three elements included on the STAR rubric are used to measure SLO #5 (7C:

Monitors and Adjusts Lesson Plans; 8A: Uses a Variety of Formal and Informal Assessment

Strategies; 8C: Monitors and Records Assessment Data).

The Instructional Unit Plan (IUP) assignment is implemented in DANC5257 Dance Education

Methods II methodology course. Students are provided a Unit Plan assignment which includes a

unit overview and at least 4 lesson plans. The IUP assignment gives the candidates an

opportunity to apply the various skills and knowledge they have developed in the program. The

IUP is evaluated by the instructor of record who uses criteria described in the common

assessment instrument, the Instructional Unit Rubric. DANC5257 Dance Education Methods II

is a required course for all teacher-candidates in the Dance Program. The instructor of record will

administer and assess this student learning outcome each semester the course is taught. The IUP

gives teacher candidates opportunities to demonstrate a positive impact on learning by assessing/

analyzing student learning, adjusting instruction, monitoring progress, and reflecting on the

effects of their instruction. The IUP is evaluated by the instructor of DANC5257 using the IUP

Rubric. The rubric is a 3 –point scale. Six elements included on the Instructional Unit Rubric

relate specifically to demonstrating a positive impact on student learning and are therefore used for

SLO5. (1a.2: Draws on data to develop plans; 2b.3: Understands diversity and incorporates in

instruction; 3c.2: Relates Global Awareness to Subject; 4a.1: Identifies and Plans for Student Level; 4b.1:

Collaborates with Colleagues on Student Performance and to Respond to Cultural Differences; 4c.1. Uses

Appropriate Methods and Material).






using criteria described in the ISL Rubric. The rubric has a 3-point scale. Five elements included

in the ISL Rubric relates specifically to demonstrating a positive impact in student learning and

are therefore used for SLO5. (1a.1 Evaluates progress using goals; 1a.2 Draws on data to develop

plans; 4h.1 Uses indicators to monitor and evaluate student progress; 4h.2 Provides evidence for

student attainment of 21st century skills; 5a.1: Uses data to make suggestions on student

learning).

The School Improvement Plan (SIP) is required in the DANC5400 Internship in Dance course.

Revised 2/10/12 16

All teacher candidates are required to take this course in their final semester. All teacher

candidates are expected to participate in the development of a school improvement plan (SIP)

and to align their own professional development with components of the plan. To meet these

expectations, teacher candidates must show leadership in their classrooms and schools,

participate in collaborative activities with colleagues, families and communities, and advocate on

behalf of their students for positive school change. The SIP is evaluated by the teacher of record

instructor using criteria described in the Leadership and Collaboration Rubric (LAC) for

Electronic Evidence 6 (EE6). The rubric has a 3-point scale. One element included on the SIP

Project Rubric relates specifically to SLO5 (1b.3 Uses data to identify areas of need for School

Improvement Plan) and is therefore used for assessment.

Revised 2/10/12 17







semester the course is taught. The Student Teaching Assessment Rubric (STAR), the Impact on Student

Learning project rubric (ISL) and the leadership and Collaboration rubric (LAC) are used during the

DANC 5400 course to evaluate a student’s work and teaching the final semester a teacher candidate is in

the program. The University Supervisor (US) or teacher of record observes the student teacher in a

school setting, assess the ISL project and the SIP. The final administration of the instruments are

collected and used to measure SLO #5.









developed in their program. The IUP is evaluated by the instructor of record for DANC5257 using the

IUP Rubric.

All scores are collected using the College’s electronic data management system and are analyzed at the

college and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated





















Revised 2/10/12 18





by semester)



by semester)





Semester

Spring

2009

Fall

2009

Spring

2010

Fall

2010

Spring

2011

Fall

2011

Count 1 0 1 1 4 2

STAR (US): 8A Uses a Variety of Formal and

Informal Assessment Strategies 100% 100% 100% 100% 100%

STAR (US): 8B Establishes Criteria and

Provides Assessment Feedback 100% 100% 100% 100% 100%

STAR (US): 8C Monitors and Records

Assessment Data 100% 100% 100% 100% 100%

Count 1 0 1 1 4 2

Exit Eval: 8. Assessment 100.0% 100% 100% 100% 100%





Documents

UNC Charlotte Student Learning Outcomes … 2/10/12 UNC Charlotte Student Learning Outcomes Assessment Plan and Report 2011-2012 Annual Report (Document student learning outcomes assessment