- English & Foreign Language
- Social Sciences
- Political Science, History & International Studies
- Sociology & Criminal Justice
- Sports Science & Wellness
Students are encouraged to conduct research and present at local and national professional conferences with faculty advisors. Teacher Education candidates are also evaluated on research and assessment and document effective use of research for planning, implementing, evaluating P-12 students’ progress, and modifying instruction based on student data, and inform their professional practice during clinical experiences. On the Formal Observation of Student Teaching Evaluation, Domain 6: Assessment- assess and provide evidence for planning, implementing, evaluating learning experiences and the use of data literacy for reflection and improvement of teaching. Candidates utilize formative and summative assessment data to inform instruction and to measure their students’ progress. Candidates scored Proficient or Exemplary within this category. The overall Mean for Fall 2015, Spring 2016, and Fall 2016 ranged from 10.83 – 15.67.
To demonstrate using research and assessment and to document effective use of research to inform professional learning, the Department of Education used Portfolio Assessment. Completed summaries of student surveys are assessed to demonstrate candidates’ ability to use student data for planning, improve P-12 learning, and modify instruction based on assessment of student data. Candidates also demonstrate the use of research skills and assessment to document effective use of research, learning experiences that teach candidates the importance of research, and developing an understanding of the teaching profession. Table 1 disaggregated by instruments and specific criterion that demonstrate use of research and assessment for student and professional learning:
Table 1: Disaggregated Instrument Measures for Research and Assessment for Professional Learning
Measures/Instruments and Item Numbers used for analysis
Providers ensure that candidates use research and evidence to develop an understanding of the teaching profession.
Overall course grades for EDU 300, EDU 301, EDU 315, EDU 314, and EDU 623; Exhibit 3 RVE; Exhibit 12 Portfolio Binder (Overall); Exhibit 13 Video Analysis (Overall); Exhibit 16 Completer Impact Study (Professional Knowledge)
Providers ensure that candidates that candidates can use research and evidence for planning, to assess their P-12 students, and to modify instruction based on student data.
Exhibit 11 Formal Observation (Standard 6); Exhibit 12 Portfolio Binder (6. Assessment and 7. Planning for Instruction); Exhibit 13 Video Analysis (Planning and Assessment); Exhibit 14 Lesson Plan Data (Section 6 Modifications and Accommodations); Exhibit 16 Completer Impact Study (Instructional Planning and Assessment of and for Student Learning); Exhibit 32 Cooperating Teacher Survey (5a, 6e,6f,6g,7a,9d, 9f); Exhibit 33 Student Teacher Survey (5a, 6e,6f,6g,7a,9d, 9f); Exhibit 34 Employer Survey (5a, 6e, 6f, 6g, 7a, 9d, 9f); Exhibit 35 First Year Teacher (5a, 6e, 6f,6g,7a,9d, 9f);
Providers ensure that candidates use to measure and reflect on their own professional practice with performance at or above acceptable levels on rubric indicators.
Exhibit 12 Portfolio Binder (9.Reflection and Continuous Growth and Reflective Practice); Exhibit 13 Video Analysis (Reflection); Exhibit 14 Lesson Plan Data (Section 9 Reflection and Involvement); Exhibit 16 Completer Impact Study (Student Academic Progress)
The Department of Education summarized data for three cycles (Fall 2015, Spring 2016, and Fall 2016). Summary results from the criterion that measured candidate’s ability to use research and evidence to develop an understanding of the teaching profession to inform their own professional practice ranged from Acceptable to Target, Moderately Effective to Highly Effective, and in the majority of the cases candidates exceeded expectation.