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					                        MOREHEAD STATE UNIVERSITY
                               Program Review for
Bachelor of Business Administration: Business & Information Technology Education
       Business and Marketing Education Grades 5-12 Teacher Certification

                       Department of Information Systems
                              ………………………..
                                 July 1, 2002
                          December 4, 2002 (Revised)




                        Prepared for Consideration to:
                   Educational Professional Standards Board
                             Marilyn Troupe, Director
                        Allison Bell, Program Consultant




                                 Prepared By:

                                Donna R. Everett
                     Associate Professor, Business Education
                               College of Business




                                       1
                                                                      TABLE OF CONTENTS


I. CONCEPTUAL FRAMEWORK ............................................................................................................................................. 3
Unit Overview ............................................................................................................................................................................ 3
Program Links To the Unit’s Conceptual Framework ............................................................................................................... 4
Professional Education Core and Links to the Conceptual Framework.................................................................................... 5

II. PROGRAM EXPERIENCES ................................................................................................................................................. 5
Matrix 1. Professional Education Required Coursework and Links to the New Teacher Standards ........................................ 7
Matrix 2. Business and Marketing Education 5 – 12 Program Specific Required Courses and Links to New Teacher
Standards .................................................................................................................................................................................. 9
Matrix 3. National Association for Business Teacher Education and Business and Marketing Education 5-12 Program
Required Coursework ............................................................................................................................................................... 11
Matrix 4. International Society for Technology in Education National Educational Technology Standards and Business and
Marketing Education 5-12 Program Required Coursework ...................................................................................................... 12
Matrix 5. Marketing Education Association Standards and Business and Marketing Education 5-12 Business Core
Required Coursework ............................................................................................................................................................... 12
Matrix 6. KERA Initiatives and Links to BITE Program Coursework ......................................................................................... 13
Matrix 7. Professional Education Core and Links to the KERA Initiatives ................................................................................ 13
Matrix 8. Business and Marketing Education Grade 5-12 Program Field and Clinical Experiences ........................................ 14
Content Courses in the Business & Information Technology Education, Business Core Courses, and the BIS 499C,
Teaching Methods in Business & Information Technology Education, Syllabus ...................................................................... 14
SYLLABUS: BIS 499C: Teaching Methods in Business & Information Technology Education, Fall 2002 ............................... 17

III. NCATE and EPSB Themes
Matrix 9. NCATE Themes and Program Coursework ............................................................................................................... 31
Matrix 10. NCATE Themes and Relationship to Professional Education Courses ................................................................... 31
Matrix 11. EPSB Themes and BITE Program Coursework ...................................................................................................... 32

IV. Assessment Strategies and Business and Marketing Education Grades 5-12 Certification ..................................... 32
Assessment of the Candidate ................................................................................................................................................... 33
Ongoing Program Assessment Strategies ................................................................................................................................ 33
Undergraduate Transition Points Document ............................................................................................................................. 35

V. BITE Professional Education Program Faculty ............................................................................................................... 35
   Secondary Professional Education Core Course Faculty…………………………………………………………………… 36

VI. Curriculum Contract/Guidesheet ..................................................................................................................................... 37
SUGGESTED SCHEDULE FOR COMPLETION OF CLASSES IN THE BITE PROGRAM .................................................... 40

APPENDIX A ............................................................................................................................................................................ 41
2001-2002 BITE Program Assessment Document




                                                                                            2
                                              Morehead State University
                         Business and Marketing Education Grades 5-12 Teacher Certification
                           (Program Name: Business & Information Technology Education)


I. CONCEPTUAL FRAMEWORK
Unit Overview

The general aim of the Professional Education unit at Morehead State University is to prepare educators who are able to
perform effectively in school based settings. More specifically, graduates must demonstrate the knowledge, skills, and
dispositions that are essential if they are to successfully fulfill the role of new or experienced teacher, school counselor, or
administrator. The theoretical framework that undergirds the program is articulated in the unit’s conceptual framework; the
theme is “Educators as Architects: Designing Environments Where Students Construct Knowledge and Develop Skills.”

The architect metaphor is used for three reasons:

1)       It strikes a balance between the educator as key actor in the traditional classroom, and the educator as passive
         observer in the romanticized classroom. It also implies that the educator is central to the planning and preparation
         of classroom activities but the student is the active doer of the work of learning (Blythe, Allen, Schieffelin, 1997).
2)       It suggests that educators are not merely the implementers of canned learning materials created by others. They
         are the artists, creating environments specific to the needs of their students, at a particular point in time, and
         using a variety of materials as appropriate (Tomlinson, Callahan, 1997).
3)       Constructivist theory says that “learners construct their own knowledge by testing ideas and approaches based on
         their prior knowledge and experience, applying these to a new situation, and integrating the knowledge gained
         with pre-existing intellectual constructs” (Piaget, 1952).

Educators, therefore, are responsible for constructing authentic learning environments to engage teacher candidates in
activities that are inherently interesting and meaningful. Through the use of the “Educator as Architect” metaphor and its
constructivist epistemology, the following themes and activities are expected to serve as building blocks and recur
throughout the content and methodology of the educator preparation programs:

     1. Engaging teacher candidates in a comprehensive and multifaceted knowledge and skills base that can be applied
        and used in multiple contexts
     2. Acknowledging the belief that learning is an active and on-going process (Piaget, 1952)
     3. Providing teacher candidates with direct experiences so that they can use and process information while seeking
        solutions (Piaget, 1969)
     4. Placing teacher candidates in authentic or “real” world settings so that learning has the potential to be meaningful
        (http://www.coe.uh.edu/~9chen/ebook/EFITT/cognitive.htm)
     5. Encouraging teacher candidates to extend their ability to process and learn from reflecting on their own
        experiences so that they can develop more informed and sophisticated teaching practices (professional
        development) (Dewey, 1959; Reiman, 1999)
     6. Providing teacher candidates with opportunities to understand the impact that dispositions, attitudes, values, and
        beliefs have on student learning and development (Richardson, 1966)
     7. Assessing teacher candidates and faculty by using a variety of quantitative and qualitative measures, including
        authentic performance-based projects and action-research
        (http://curriculum.calstatela.edu/faculty/pssparks/theorists/501/consti.htm)
     8. Encouraging faculty and public school practitioners to fulfill the role of facilitators of learning by constructing
        experiences in environments that stimulate students and provide thought, action, and reflection (Richardson,
        1999; Miller, Wilkes, Sheetham and Goodwin, 1993)
     9. Assessing student abilities in and demonstrating an awareness of and ability to account for learner diversity,
        including gender, race, ethnicity, cultural, and exceptionality in all aspects of the educational setting (Darling-
        Hammond, 2000)




                                                               3
    10. Extending graduate’s ability to communicate effectively with students, parents, professionals, peers, and
        members of the community. The intention is to enhance the spirit of collaboration in an effort to evaluate and
        enhance the ability of the school to fulfill state and local educational objectives (Dewey, 1938/1959).
    11. Preparing pre-professionals and faculty who are able to effectively integrate technology into all aspects of the
        educational process in order to improve communication, teaching, learning, and assessment
    12. Monitoring the extent to which each teacher education preparation program fulfills its goals and commitment to
        preparing graduates to demonstrate performance standards, as well as the system each uses to produce positive
        change (NCATE, 2000)

The entire Morehead State Conceptual Framework document is available on line at www.msucoe.org.

Program Links To the Unit’s Conceptual Framework

The BBA degree in Business & Information Technology Education (Business and Marketing Education Grades 5-12
teaching certification) is linked to the conceptual framework and its theme “Educators as Architects: Designing
Environments Where Students Construct Knowledge and Develop Skills” in a number of ways. The Business and
Marketing Education teacher preparation program is designed to prepare exemplary teachers of business, computers,
and marketing and to provide graduates with the knowledge, skills, and dispositions that are linked to successful teaching.

Business (a broad term which encompasses marketing and information technology) is dynamic and ever changing.
Increased use of multiple technologies, expanded international trade, increased value of information as an asset, and a
growing number of small business ventures are just some of the major developments that have occurred. Principles
undergirding business are being juxtaposed in new and different ways; new concepts and procedures are being added to
the discipline of business and marketing as new technologies evolve and new business frontiers are explored. Computer
skills, as well as understanding how businesses operate, the functions of the entrepreneur, the role of international trade,
the global impact of personal and social financial decisions, and the interrelationships of business and economic functions
illustrate the general education foci of business education that are receiving increased attention at all levels of education.
In addition to technical skills, today’s workforce must be able to solve problems, make decisions, interact effectively with
co-workers, work in a team environment, apply knowledge, communicate using emerging technologies, and adapt to a
changing workplace. Learning to solve problems in authentic settings will enrich the potential meaning of the teacher
candidates' academic experience and best prepare them to be effective teachers.

Accountability in the area of designing, planning, and implementing learning activities appropriate for diverse learners is
reinforced through reading, coursework, awareness of the new teacher performance standards, learner goals and
expectations, and Core Content for Assessment/Commonwealth Accountability Testing System. Practice in refining the
teaching skills and dispositions needed to support teacher effectiveness in these areas will occur through a variety of
supervised clinical and field practice activities.

Information technology skills and basic business education form the basis for the Business and Marketing Education
teacher certification program and are developed and applied in a variety of ways throughout the program. The intention is
to prepare teacher candidates to use and teach a variety of technological and information resources. By preparing teacher
candidates to be on the cutting edge of technology, they stand a better chance of making a significant contribution during
the professional semester and as a practicing business and information technology education professional.

Reflection plays a key role in the teacher candidates’ professional development because it is designed to get them
involved in self-evaluation, accepting personal responsibility for, and ultimately refining, their teaching. Input from the MSU
faculty supervisors and public school practitioners further enhances the quality of student reflection and therefore the
extent to which it contributes to his/her ability to construct environments that provoke thought and action in the classroom
(Reiman, 1999). Learning to identify meaningful professional development activities is an extension of the self-evaluation
and teaching refinement process.

Collaboration with public school teachers, and administrators increases as teacher candidates move through the four-
tiered clinical and field experience sequence that undergirds the teacher education program. This program is designed to
prepare quality Business, Marketing, and Information Technology Education teachers who can design learning
environments and situations that have a positive impact on the education of children throughout eastern Kentucky.




                                                              4
Professional Education Core and Links to the Conceptual Framework

The core courses are required for all Secondary Teacher Education Preparation Candidates. The content and
experiences aligned with these courses are linked to the conceptual framework and its theme “Educators as Architects:
Designing Environments Where Students Construct Knowledge and Develop Skills” in a number of ways. The core
courses are designed to prepare graduates with the knowledge, skills, and dispositions that are essential for new
teachers.

More specifically, the coursework required to complete this aspect of the preparation program is presented sequentially to
best ensure that candidates are ready to use and apply essential knowledge, skills, and dispositions in their chosen
field of study (content area). Engaging teacher candidates in education content and in a variety of learning
experiences (including; but not limited to, direct learning, problem solving, application, and practice activities) are an
important aspect of this part of the secondary teacher preparation program. Where appropriate, teacher candidates are
placed in authentic settings so that the meaning of learning and practice is increased.

The nature of teacher candidate accountability varies a great deal because the core includes both introductory and exit
coursework. Demonstrating an understanding of such things as the New Teacher Standards, Core Content, Learner
Goals and Expectations, and the characteristics of learners (including diversity and exceptionality) is expected. The ability
to effectively apply this knowledge is required during the student teaching semester.

Technology skill (computer, video camera use, and media support equipment) and use are developed and used in a
variety of ways throughout the Professional Development and content core courses. The intention is to challenge teacher
candidates to use a variety of technological resources effectively as part of the planning, teaching, assessment, and
communication aspects of teaching.

Reflection is a skill that is introduced in the Professional Core and refined in the academic discipline and embedded in
the student teaching semester. The intent is to support the teacher candidates’ ability to self-evaluate, accept
responsibility for, and ultimately to improve, their teaching. Input from classroom instructors, MSU supervisors and public
school teachers further refines the teacher candidates’ ability to construct environments that provoke thought and action in
the classroom (Reiman, 1999). Learning to identify meaningful professional activities is an extension of the self-evaluation
and teaching improvement process.

The concept of collaboration is introduced early in the Professional Development Core and the ability to effectively
collaborate is required during student teaching experience (the last required Professional Core course). Collaboration is
an important component of teacher and school effectiveness because it is the key to unifying the people who work to
promote quality educational experiences for the children and youth in eastern Kentucky.

* Concepts from the Conceptual Framework are highlighted.


II. PROGRAM EXPERIENCES
Business & Information Technology Education (Business and Marketing Education Grades 5-12 Teacher
Certification)

In this section of the program review, several matrices will be presented to demonstrate BITE program congruence with
various elements in the teacher preparation program:

            A) Professional Education Coursework and New Teacher Standards (see Matrix 1)
            B) BITE Program Coursework and New Teacher Standards (see Matrix 2)
            C) NABTE Standards and Links to BITE Program’s Required Coursework (see Matrix 3)
            D) ISTE National Educational Technology Standards and Links to BITE Program’s Required Coursework,
               and Marketing Education Association (see Matrix 4)
            E) MEA Standards and Links to BITE Program’s Required Coursework (see Matrix 5)
            F) KERA Initiatives and Links to Business and Marketing Education 5-12 Program of Studies (see Matrix 6)



                                                              5
            G) KERA Initiatives and Links to Professional Education Coursework (see Matrix 7)
            H) Clinical and Field Experiences Description
               BITE Field and Clinical Experiences (see Matrix 8)
            I) Catalog course descriptions of the content courses in the Business & Information Technology Education
               emphasis and the full syllabus from the BIS 499C, Teaching Methods in Business & Information
               Technology Education course

A. Professional Education Coursework and New Teacher Standards

Matrix 1 illustrates the introduction and eventual immersion that teacher candidates in the Business & Information
Technology Education major (Business and Marketing Education 5-12 teacher certification program) obtain through
professional education coursework. The movement from the introductory courses to the field experiences and finally into
the professional semester indicates steady growth. Business and Marketing Education 5-12 teacher certification teacher
candidates enter the professional education courses with demonstrated competency in technology that enhances
coursework.




                                                           6
                                                                        Matrix 1.
                                   Professional Education Required Coursework and Links to the New Teacher Standards


                                                                      Initial Teacher Preparation Program
                  NTS I              NTS II               NTS III           NTS IV              NTS V            NTS VI         NTS VII           NTS VIII         NTS IX
COURSES         Designs/           Creates/            Implements/          Assess/            Evaluates       Collaborates   Professional        Content        Implements
                  Plans            Maintains             Manages          Communicat           Teaching/                      Development        Knowledge       Technology
               Instruction         Learning             Instruction            e               Learning
                                    Climate                                Learning
                                                                            Results
           I      D       S    I       D       S   I       D     S       I    D    S       I       D       S   I    D     S   I    D     S   I      D    S   I       D    S
EDF
           X                   X                   X                                                                X                        X                       X
207
EDF
                     X                 X                   X                  X                    X                X                        X                       X
211
EDF
                     X                 X                   X                  X                    X                X         X                     X                X
311
EDMG 306   X                   X                   X                     X                 X                        X         X              X                       X
EDSP
           X                   X                           X             X                 X                   X              X              X                       X
332
EDSE
                     X                 X                   X             X                 X                   X                                         X           X
333
EDSE
                     X                 X                   X                  X            X                   X                   X                     X                X
499C
EDSE
416                       X                    X                 X                 X               X                X         X                          X                X

BIS
499C             X                     X                   X                  X                    X                X              X                     X                X




           NOTE:
                         I-    Introduction: the standard indicator is presented on a very introductory level
                         D-    Development: the standard indicator is thoroughly implemented
                         S-    Skill: the standard indicator is demonstrated proficiently
                         NA:   Not Applicable




                                                                                       7
B. BITE Program Coursework and New Teacher Standards. Matrix 2 illustrates the connections between the Business
& Information Technology Education coursework and the New Teacher Standards. To provide a strong educational
foundation, teacher candidates are required to complete 49 hours in General Education courses, include 2 courses in
Economics. The content area preparation provides 25 hours in core and general business courses. The heart of the
Business & Information Technology Education program is the required 24 hours of intense subject matter content. The 49
hours in general business and information technology coursework, as well as the professional education coursework,
provides the basis for successful completion of the Methods of Teaching Business & Information Technology Education
course.




                                                          8
                                                                  Matrix 2.
                Business and Marketing Education 5 – 12 Program Specific Required Courses and Links to New Teacher Standards
                                                Business & Information Technology Education


                                                           Initial Teacher Preparation Program:
  BITE             NTS I            NTS II           NTS III          NTS IV                 NTS V            NTS VI             NTS VII           NTS VIII     NTS IX
COURSEWO         Designs/         Creates/        Implements/        Assess/                Evaluates       Collaborates       Professional        Content    Implements
   RK              Plans          Maintains         Manages       Communicate               Teaching/                          Development        Knowledge   Technology
                Instruction       Learning         Instruction   Learning Results           Learning
                                   Climate


            I       D     S   I      D    S   I       D      S   I     D      S         I      D        S   I    D     S   I       D     S    I      D    S   I   D   S
BIS 117     X                                                                                                              X                  X               X
BIS 320     X                 X                                                                                  X         X                         X        X   X
BIS 350     X                 X               X                                                                  X         X                         X            X
BIS 420             X                X                X                                                          X         X                         X            X
BIS 425             X                X                X          X                      X                        X         X                         X            X
BIS 440             X                                                                                            X                 X                 X            X
CIS 211             X                X                                                                           X                 X                      X       X
CIS 440     X                 X               X                                                                  X         X                         X            X
CIS 442     X                 X               X                                                                  X         X                         X            X
BIS 499C                  X               X                  X                X                         X              X                 X                X           X

           NOTE:
                     I-       Introduction: the standard indicator is presented on a very introductory level
                     D-       Development: the standard indicator is thoroughly implemented
                     S-       Skill: the standard indicator is demonstrated proficiently
                     NA:      Not Applicable




                                                                                    9
C. National Association for Business Teacher Education (NABTE). Matrix 3 points up the importance of learned
society standards and guidelines for Business and Marketing Education 5-12 teacher preparation. The essential mission
of the National Association for Business Teacher Education is to encourage continuous improvement in the initial and
advanced preparation of business teachers. The national standards were developed in cooperation with the National
Business Education Association (NBEA). The business teacher education curriculum standards reflect the competencies
                 st
needed in the 21 century. Business teachers are expected to demonstrate specific skills, apply knowledge, and possess
professional qualities as a result of their preparation. Preparing teachers to instruct students with diverse needs who can
meet society’s demands for high performance has created a new agenda for teacher educators and policymakers. The
focus on student performance has yielded a teacher education curriculum that emphasizes monitoring teacher candidate’s
progress throughout the program and requires specific outcomes—assessed through a variety of performance
measures—for program completion.

Matrix 3 reflects the standards, practices and strategies that correlate with the content specific coursework in the Business
and Marketing Education 5-12 teacher education preparation program at Morehead State University. Teacher candidates
in the Business & Information Technology Education teacher certification program are expected to incorporate the NBEA
standards in their lesson plans.




                                                             10
                                                             Matrix 3.
   National Association for Business Teacher Education and Business and Marketing Education 5-12 Program Required Coursework


   BITE    Professionalism    Curriculum   Instruction   Assessment   Management     Student        Professional   Publics      Career       Subject
 COURSE                      Development                                           Organizations   Communication             Development   Competencies
  WORK
BIS 117                                                                                                                          X              X
BIS 320                          X                                                                                   X           X              X
BIS 350                          X             X                                                                     X           X              X
BIS 420                          X             X                          X             X               X            X           X              X
BIS 425          X               X             X             X            X                             X            X           X              X
BIS 440                          X                                                                                               X              X
CIS 211                          X                                                                                                              X
CIS 440                          X                                                                                                              X
CIS 442                          X                                                                                                              X
BIS 499C         X               X             X             X            X             X               X            X           X              X




                                                                        11
D. International Society for Technology in Education. Complementing the NABTE standards for entry-level teacher
preparation are the International Society for Technology in Education (ISTE) National Educational Technology Standards
(NETS) for teachers as shown in Matrix 4. The ISTE NETS for teachers focus on teacher candidates and define the
fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. The Business &
Information Technology Education specialty for Business and Marketing Education 5-12 teacher preparation program
supports and endorses the NETS for teachers. The teacher candidates in the Business & Information Technology
Education program also incorporate the ISTE student standards where appropriate into their lesson plans.

                                                    Matrix 4.
        International Society for Technology in Education National Educational Technology Standards and
                      Business and Marketing Education 5-12 Program Required Coursework


    BITE           Technology         Planning and        Teaching,        Assessment and   Productivity and   Social, Ethical,
COURSE WORK       Operations and        Designing      Learning, and the     Evaluation       Professional       Legal, and
                    Concepts            Learning          Curriculum                            Practice       Human Issues
                                      Environments
                                     and Experiences
BIS 117                   X                                     X                                  X                  X
BIS 320                   X                                                                        X                  X
BIS 350                   X                 X                   X                                  X                  X
BIS 420                   X                 X                   X                X                 X                  X
BIS 425                   X                 X                   X                X                 X                  X
BIS 440                   X                                                                        X                  X
CIS 211                   X                                                                        X                  X
CIS 440                   X                                                                        X
CIS 442                   X                                                                        X
BIS 499C                  X                 X                   X                X                 X                  X


E. Marketing Education Association. The Marketing Education Association (MEA) standards and their relation to the
program coursework in the Business and Marketing Education 5-12 Certification are illustrated in Matrix 5. The specific
courses provide a solid foundation for teaching basic business and marketing courses.


                                                  Matrix 5.
     Marketing Education Association Standards and Business and Marketing Education 5-12 Business Core
                                           Required Coursework

    BITE         Academic          Technology         Business,            Communications      Economics       Professional
  Business       Concepts          Applications     Management,                  and                           Development
    Core                                          Entrepreneurship          Interpersonal
  Courses                                                                       Skills
ACCT 281              X                                     X                                          X               X
ACCT 282              X                                     X
BIS 321               X                 X                                         X                                    X
BIS 421               X                 X                                         X                                    X
ECON 201              X                                                                                X
ECON 202              X                                                                                X
FIN 264               X                                                                                                X
MKT 304               X                                     X                     X
MKT Elective          X                                     X                     X
CIS 311               X                 X                   X
MNGT 261              X                                     X
MSU 400               X                 X                                         X                                    X



                                                                12
F. KERA Initiatives and Links to Business and Marketing Education 5-12 Program of Studies. Matrix 6 highlights
and underscores the connections between the Business and Marketing Education Grades 5-12 teacher preparation
coursework and KY learning goals and academic expectations, and the Core Content for Assessment/Commonwealth
Accountability Testing System.


                                                      Matrix 6.
                              KERA Initiatives and Links to BITE Program Coursework

        BITE              Learner Goals and Academic             Program of Studies          Core Content for
   COURSEWORK                    Expectations                          5-12                   Assessment
BIS 117                                X                                 X                          X
BIS 320                                                                  X                          X
BIS 350                                                                  X
BIS 420                                    X                             X                            X
BIS 425                                    X                             X                            X
BIS 440                                    X                             X                            X
CIS 211                                    X                             X                            X
CIS 440                                                                  X
CIS 442                                                                  X
BIS 499C                                   X                             X                            X


G. KERA Initiatives and Links to Professional Education Coursework. Matrix 7 focuses on the links between KY
learning goals and academic expectations, and the Core Content for Assessment/Commonwealth Accountability Testing
System.

                                                    Matrix 7.
                           Professional Education Core and Links to the KERA Initiatives

   COURSES                     Learner Goals and                       Program of Studies                 Core Content for
                          Academic Expectations                              5-12                          Assessment
EDF 207                                X
EDF 211
EDF 311                                X                                    X                                X
EDSP 332                               X                                    X                                X
EDSE 333                               X                                    X                                X
EDSE 499C                              X                                    X                                X
EDSE 416                              X                                     X                                X


H. Clinical and Field Experiences. Clinical and field experiences clearly are an integral part of professional education
coursework and are designed to provide candidates with an opportunity to develop knowledge, skills, and dispositions
consistent with the unit’s standards and the New Teacher Standards and to demonstrate these in a classroom or through
the completion of a variety of written and/or hands-on assignments. The intention is to provide a candidate with the
opportunity to observe, analyze, practice, implement a variety of teaching/learning techniques, and to be able to locate
and use essential professional resources: 1) Learner Goals and Academic Expectations, 2) Business and Marketing
Education Programs of Studies, and 3) Core Content for Assessment/Commonwealth Accountability Testing System.
Specific assignments have been designed by the faculty who deliver the courses in this program to ensure that teacher
candidates are engaged in developmentally appropriate ways as they move through the four tiered field experience
structure. Self-reflection will be integrated throughout all aspects of the clinical and field experiences so that teacher
candidates extend their ability to make more informed decisions and select and use effective teaching practices.



                                                            13
Student teaching is the capstone clinical experience and KTIP standards frame the student performance expectations. A
department affiliated University Supervisor works closely with a Cooperating Teacher in a public school to ensure that
each candidate is progressing at an acceptable rate and level. Observation, dialogue, and written assessment and
portfolio artifacts are used as the means for student evaluation. Matrix 8 illustrates the field and clinical experiences for
Business and Marketing Education Grades 5-12 teacher candidates.


                                                      Matrix 8.
                                Business and Marketing Education Grade 5-12 Program
                                           Field and Clinical Experiences

          Level           Courses         Field Hours                       Expected                          Actual
                                           Required                       Experiences                         Hours
             I            EDF 207              16         General Observation:
                                                          Diversity and Exceptionality                          12
                                                          School Board Meeting or site based                     2
                                                          council                                                2
             I            EDF 211              16         Diversity                                              4
                                                          Exceptionality                                        12
             I            EDF 311              16         Support Roles:
                                                          Management, Grading, etc.                            12
                                                          Individual tutoring                                   4
             I                                                                                               48 total
             II          EDSP 332              10         Observations:
                                                          Exceptionality                                         5
                                                          One on One                                             5
             II         EDSE 333               30         Content area observations, support, and
                        EDMG 306                          hands-on:
                                                          100% Field-based in middle and secondary              50
                                                          classrooms
             II                                                                                              60 total
            III          Student              261         Observation                                           20
                        Teaching:                         Teaching                                             135
                           Dual                           Assessment                                            30
                        Placement                         Participation                                         30
                                                          Conferences                                           36
                                                          Collaboration                                         10
            III                                                                                                261
                                                                                                              Total


I. Content Courses in the Business & Information Technology Education, Business Core Courses, and the BIS
499C, Teaching Methods in Business & Information Technology Education, Syllabus

Presented below are short descriptions of the courses required in the Business & Information Technology Education
(Business and Marketing Education 5-12 certification)—both content and basic business foundation courses.

ACCT 281. Principles of Financial Accounting. (3-0-3); I, II. An introduction to financial accounting and financial reporting
for business. Topics covered include how decision makers use balance sheets, income statements, and other information
found within financial statement; the accounting cycle; accounting and reporting of balance sheet accounts and their
articulated income statement accounts.

ACCT 282. Principles of Managerial Accounting. (3-0-3); I, II. Prerequisite: ACCT 281. An introduction to managerial
accounting and decision-making. Topics covered include job order costing, process costing, activity-based costing, cost-
volume-profit relationships, the statement of cash flows, and financial statement analysis.


                                                              14
BIS 117. Advanced Document Processing. (3-0-3); I, II. BIS 116 or equivalent or CIS 101, or consent of instructor. This
course will focus on the advanced features of word processing software to design and create business publications.
Students will become familiar with desktop publishing techniques, macros, form design, and other advanced concepts.

BIS 320. Web Design and Multimedia Applications. (3-0-3); I. Prerequisite: CIS 101. This course introduces the student to
Internet and web design concepts using web editors and multimedia application tools. The course also provides an
introduction to the hypertext markup language (HTML). Emphasis will be placed upon the planning, design,
implementation, and evaluation of websites as an informational and communication medium .

BIS 321. BIS 321. Business Communication. (3-0-3). I, II, III. Prerequisites: ENG 200 and computer literacy. This course
introduces upper-division students to current principles and theories of business communication that stress human
relations, ethics, demographic diversity, and global and cross-cultural communications. Attention will be given to planning,
composing, evaluating, and analyzing business letters, short documents, memoranda, electronic messages, resumes,
and informal reports. Emphasis is on techniques for achieving clarity, brevity, and effectiveness in written business
communication.

BIS 350. Computer Systems Support. (3-0-3); on demand. Prerequisites: CIS 101 and CIS311. This course introduces
advanced concepts and terminology related to the operation and support of state-of-the art computer systems hardware
and software. It provides hands-on practice with the installation, configuration, troubleshooting, and life-cycle support of
computer equipment. Other topics include an introduction to contracting, staffing, outsourcing, help-desk administration,
and computerized customer support.

BIS 420. Collaborative Technologies. (3-0-3); on demand. Prerequisites: CIS 311 and Senior Standing. This course is
designed to provide the senior-level business student with an introduction to group support systems (GSS), electronic
meeting management, and other collaborative technologies and groupware applications. Students will be introduced to
concepts fundamental to an understanding of groupware tools and various collaborative technologies for enhancing group
processes and computer mediated communication in the business environment. The course addresses a wide range of
topics on group decision support systems, including implementation, design, electronic facilitation, and enabling
technology in business process re-engineering.

BIS 421. Business and Technical Presentations. (3-0-3); I, II. Prerequisites: Admission to the College of Business Upper
Division Core Program; senior standing; and BIS 321. Provides practical strategies for creating and presenting business
and technical presentations supported by emerging desktop presentation software. This course will include researching,
creating, and presenting business plans, financial audit and accounting reports, marketing and economic data analyses,
as well as research and technical information. Negotiating and selling skills also will be an integral part of the course.

BIS 425. Training and Development for Industry. (3-0-3); On demand. Prerequisite: BIS 421; Recommended Prerequisite:
MNGT 301. Study of the relevant theories, issues, trends, and methods in training and developing adult learners in work
organizations; includes program design, needs and task analysis, delivery methods, working with consultants, and
program evaluation.

BIS 440. End-User Information Systems. (3-0-3); II. Prerequisites: CIS 211, CIS 311, and Junior/Senior Standing. This
course emphasizes critical issues, analysis, and problem solving by today’s end-user professional. The course consists
of an overview and critical analysis of the role and importance of end-user computing in today’s organization. Emerging
information technologies and associated behavioral issues will be investigated using the case approach.

BIS 499C. Teaching Methods in Business and Information Technology Education. (3-0-3); I. Prerequisites: Senior
standing and formal admission to Teacher Education Program. Application and integration of teaching and learning
approaches to create objectives, lesson plans, skill building techniques; use of methods, materials, technology, teaching
aids, testing, measurement, and grading for the preparation and certification of Business and Marketing Education
teachers in grades 5-12. This course satisfies the integrative component for General Education only in the Business and
Information Technology Education degree program.

CIS 101. Computers for Learning. (3-0-3); I, II, III. Students will learn effective strategies for learning and applying
microcomputer software including word processing, spreadsheet, presentation and database management. The course


                                                             15
introduces concepts, terminology, and tools of the microcomputer software operating and application system environment.
Introduction to the effective utilization of networking for communication, research, and information downloading is also
incorporated in the course. Emphasis is upon preparing the student to use computer technology effectively in the
education and work environment. This course satisfies the required core computer competency for general education.
Note: This course is listed here only because it is a prerequisite for many of the courses in the Business &
Information Technology Education teacher preparation program.

CIS 211. Advanced Microcomputer Applications. (3-0-3); I, II. Prerequisite: CIS 101. This course prepares students to be
proficient in both Microsoft Access and Microsoft Excel. In addition, students gain experience with microcomputer
hardware, operating systems, and printer and disk file management. This course is intended for students in the CIS or BIS
Option.

CIS 311. Management Information Systems. (3-0-3); I, II. Prerequisites: CIS 101, and either ACCT 281 or ECON 202. A
study of fundamental information systems concepts and terminology. Intended to prepare future managers for the
successful implementation and effective use of information technology in globally networked organizations. This course
emphasizes the strategic role of information systems in developing business solutions and transforming enterprises for e-
business and e-commerce.

CIS 440. Telecommunications and Networking. (3-0-3); I, II. Prerequisite: CIS 200 or CIS 311 or MATH 170. This course
introduces fundamental concepts of digital networks and telecommunications technologies in a global environment. The
course covers analysis, applications, and administration of computer networks and a broad range of current hardware and
software topics.

CIS 442. Network Administration. (3-0-3); I, II. Prerequisite: CIS 440; or concurrent enrollment in CIS 440 and permission
of instructor. This course provides a foundation in the concepts and terminology of computer communications and
networking. Students gain hands-on experience in managing, operating, and troubleshooting various local area networks
and communications hardware and software.

ECON 201. Principles of Macroeconomics. (3-0-3); I, II. An examination of what determines the total output of goods and
services, the rate of unemployment, the price level, the rate of inflation, rates of interest, and foreign exchange rates
within a mixed price-market economic system.

ECON 202. Principles of Microeconomics. (3-0-3); I, II. A study of the principles of consumer and firm behavior within a
capitalistic price-market system. It examines the manner of production, factor markets, and degrees of competition. Also,
the effects of government regulation and market intervention are analyzed.

FIN 264. Personal Finance. (3-0-3); I, II. Planning personal finance, financial statements, budgeting, managing financial
and non-financial assets, taxes, insurance, and estate planning.

MKT 304. Marketing. (3-0-3); I, II. The basic principles of marketing and the impact of globalization, diversity, ethics, and
small business marketing. An understanding of how the elements of the marketing mix (product, price, place, and
promotion) are used to create superior value for customers and achieve organizational objectives.

MNGT 261. The Legal Environment of Business Organizations. (3-0-3); I, II. The forms of business organizations,
including sole proprietorships, partnerships, and profit and nonprofit corporations. The regulatory environment and legal
constraints on organizations; the relationship between business and government in policy formation; and basic legal
concepts.

MSU 400. The World of Work. (3-0-3); I, II. Prerequisite: Limited to students with senior standing, or with permission of the
instructor. Development of skills in self-assessment, researching companies, locating job opportunities, writing job search
documents, and conducting a personalized job campaign.

For a listing and descriptions of the professional education courses that teacher candidates in the Business & Information
Technology Education program must take, please refer to the College of Education website at www.msucoe.org.




                                                              16
The complete syllabus for BIS 449C, Teaching Methods in Business & Information Technology Education, is included
here:

                                               SYLLABUS
                BIS 499C: Teaching Methods in Business & Information Technology Education
                                                Fall 2002

Dr. Donna R. Everett
320D Combs
Voicemail:    606-783-2718
Email:        d.everett@moreheadstate.edu
Web page:     http://people.morehead-st.edu/fs/d.everett
ICQ:          39874072
FAX:          606-783-5025
Office hours: Posted on door. Always available via email or telephone.

Course Description: Teaching Methods in Business and Information Technology Education. Prerequisites: Senior
standing and formal admission to Teacher Education Program. Application and integration of teaching and learning
approaches to create objectives, lesson plans, skill building techniques; use of methods, materials, technology,
teaching aids, testing, measurement, and grading for the preparation and certification of Business and Marketing
Education teachers in grades 5-12. This course satisfies the integrative component for General Education only in the Business and
Information Technology Education degree program.

Course Rationale: This course prepares prospective business and marketing education teachers to teach the
following skills developed by KY for Business and Marketing Education teachers:

   Appropriately apply the accounting cycle for sole proprietorships, partnerships, and corporations
   Use current technology to input, manipulate, present, and disseminate information
   Analyze and interpret the legal system as it affects consumers, producers, and/or entrepreneurs
   Plan, organize, control, and lead in the business environment
   Analyze and apply how financial institutions operate and support economic growth
   Apply economic concepts
   Apply marketing functions as they relate to products and services
   Communicate effectively both orally and in writing in a business setting
   Describe the interrelationships of different functional areas of business and marketing
   Develop the ability to participate in business and marketing transactions in domestic and international areas
   Use technology appropriately, including evaluate Web-based information

Course Objectives: After completion of this course, teacher candidates should be able to:

   Formulate objectives, courses of study, and evaluation criteria for a business and marketing education
    curriculum in grades 5-12.
   Demonstrate the ability to use a variety of teaching methods and effective classroom management techniques in
    the business and marketing education classroom.




                                                               17
   Infuse technology effectively into course content in the business and marketing education classroom and
    courses.

Course Emphasis: The emphasis in this course is on materials, methods, technology, and assessment strategies for
teacher candidates in business and marketing education. Kentucky's New Teacher Standards, NABTE, ISTE NETS,
MEA standards, the SCANS competencies, and Morehead State University's conceptual framework of Educators
as Architects form the foundations for this course.

Instructional Methods include, but are not limited, to:
        Lecture/discussion                                Videos
        Demonstrations                                    Scenario Development
        Guest speakers                                    Internet
        Active learning                                   Mini-Lessons
        Bulletin boards                                   Simulations
        Team teaching                                     100% use of technology
        Critical thinking                                 Portfolio enhancement
        Open-response                                     Rubric development

                                                      TEXTBOOKS

Marketing Education Resource Packet
The Business Education Profession: Principles and Practices, Wanda L. Stitt-Gohdes
Technology, Methodology, and Business Education, 2002 NBEA Yearbook
Assessment in Business Education, NBEA 2000 Yearbook

                                               COURSE EVALUATION

Item                                           Total possible points
        Mini-lessons (4)                              80 points
        Lesson plans (6)                              60
        Classroom management plan (including
                discipline)                           20
        Unit plan                                     20
        Bulletin board (2)                            40
        Resource Facilities Report                    100
        Resource box                                  100
        Personal philosophy of teaching               50
        Professional memberships                      15 (NBEA, KBEA, PBL)
        Digital (Web) Teaching Portfolio              100
        Voice Recognition exercises                   50
                         Total Possible Points        635 points

        Grading Scale Points Earned               Course Grade
        571-635                                   A (10%)
        508-570                                   B (20%)
        444-507                                   C (30%)
        381-443                                   D (40%)


                                                             18
       442 and below                      E

                                          COURSE OUTLINE

                  Module 1: New Teacher Standard I: Designs/Plans Instruction
                                (Conceptual Framework [CF] 1)

Introduction to the course and you
 Sign into Blackboard
 Print resources (syllabus)
 Compile KDE resource notebooks, composed of the following information:
     Program of Studies Manual for Business Education
     Program of Studies Manual for Marketing Education
     Core Assessment of Content
     KY Skills Standards
     Career Clusters
     SCANS
     KY Learner Goals and Academic Expectations
     Higher Order Thinking Skills
     How to Develop a Standards-Based Unit of Study
 Textbooks
 Introduction to Business and Marketing Education
 Procedures for Class
 Professionalism (including feedback from cooperating teachers)
 Short history of Business and Marketing Education
 Demonstrate your KDE resource notebooks*
 Show www.classpage.com or Web pages created by teachers.
 Lesson plan format
 Join: NBEA, KBEA, PBL*
 Philosophy of Teaching*
 Module* items due: September 5, 2002

                       Module 2: New Teacher Standard VIII: Content Knowledge
                                        (CF 1, 3, 4, 5, 11, 12)

Teaching Keyboarding

Create and teach 1 lesson; prepare one lesson plan.
1.     Appropriate content
2.     Skill-building principles
3.     Objectives for each grade level
4.     Teaching methods
       a.      keyboard
       b.      correct techniques



                                                      19
         c.      production keyboarding OR
         d.      software manipulation skills?
5.       Measuring and evaluating teacher candidates' keyboarding skills (scoring guides)
6.       Student learning activities
7.       Speed measures
8.       Proofreading techniques
9.       Instructional plans (access plan in AskERIC or other Web sites)
         a.      technique development
         b.      speed development
         c.      accuracy development
         d.      diagnosing student behaviors and errors which hinder keyboarding ability
10.      Exceptionality students
11.      Developing lesson plans
12.      Keyboarding mini-teaching demonstrations required
13.      Mini-lesson taught by: September 19, 2002

Teaching Computer Literacy/Information Processing/Information Technology

1.        Components of Computer Literacy/Information Processing
2.        Instructional units: create 4 lesson plans--all different; must include technology and multimedia.
          Teach one mini-lesson. One lesson plan will be the lesson you teach.
          a. Exploratory Computers
          b. Computer Applications
          c. Advanced Computer Applications
          d. Business Technology
          e. Word Processing
          f. Electronic office
          g. Multi-Media Publishing
          h. Medical Office
          i. Legal Office
3.        Concepts versus functions/commands
4.        Information cycle
5.        Evaluation and selection of software/hardware
6.        Student learning activities
7.        Developing lesson plans
8.        Problems encountered in the teaching of computers in a school environment
      Computer mini-teaching demonstrations
      Curriculum Guide (new from KDE)
      Career Clusters
      Skills Standards
      Mini-lesson taught by: October 3, 2002

Purposes And Present Status Of Basic Business Subjects

1. Contribution to general education and career and technical education--business literacy and competencies
2. Basic Business subjects
       a.     Business Economics (interdisciplinary course)
       b.     Business and Marketing Career Exploration


                                                         20
         c.     Advanced Finance and Credit
         d.     Mathematics for Business and Industry
         e.     Business Principles and Applications
         f.     Financial Services I and II
         g.     Business Law
3.   Business Management
4.   Entrepreneurship
5.   Business Communication
6.   International Business

Teaching Basic Business Subjects

1.      Planning a Basic Business curriculum: Create 2 lesson plans; one lesson plan will be the one you teach.
        a.      sequence of courses
        b.      course objectives and content
        c.      guidance features of Basic Business subjects
2.      Student learning activities
        a.      discussion, debate, panel presentations
        b.      role playing, dramatizations, case study, problem solving, simulations
        c.      cooperative/active learning, committees, group work, team building
        d.      oral and written reports
        e.      projects, interviews, surveys
        f.      field trips, guest speakers
3.      Providing for individual differences
        a.      supplementary lessons and materials
        b.      differentiated assignments
        c.      programmed materials
        d.      computer software--medium of instruction
4.      Instructional materials in Basic Business subjects
        a.      textbooks for the various subjects
        b.      library materials
        c.      supplementary materials
        d.      community resources
5.      Developing a resource unit plan in Basic Business subjects

Teaching Accounting

Create 2 lesson plans; infuse technology; teach one mini-lesson; one lesson plan will be the one you teach.

1.      Levels of Accounting instruction
2.      Approaches to Accounting instruction
3.      Goals and objectives of Accounting instruction
4.      Strategies for teaching Accounting
        a.      introducing the course
        b.      debit and credit
        c.      accounting equation
        d.      journals and ledgers
        e.      worksheets, adjusting and closing entries


                                                            21
       f.      financial statements
       g.      bad debts and depreciation
       h.       vocabulary
5.     Resources for Accounting instruction
6.     Individualizing instruction
7.     Integrating computerized accounting
   Measuring and evaluating learning outcomes
   Basic Business or Accounting mini-teaching demonstrations
   Mini-lesson taught by: October 24, 2002

Teaching Marketing Subjects

Create 1 lesson plan; infuse technology.

1.    Goals and objectives: Marketing subjects
           Business Economics (interdisciplinary course)
           Business and Marketing Career Exploration
           Business Principles and Applications
           Principles of Marketing
           Salesmanship
           Introduction to Hospitality
           Travel and Tourism Marketing
           International Marketing
           Sports and Entertainment Marketing
           Entrepreneurship
           Advertising/Promotion I and II
           Fashion Marketing I and II
           Financial Services I and II
           Advanced Finance Credit
           Retail Marketing
           Retail Services I and II
           Marketing Communications
           Marketing Dynamics
           Market Research and Statistics
           Marketing Management
           Advanced Marketing
2. Mini-lesson taught by: November 7, 2002

              Module 3: New Teacher Standard II: Creates/Maintains Learning Climate
                                         (CF 2, 5, 10)

Administering Business And Marketing Programs/The Business And Marketing Education Professions

1.      Roles of the Business and Marketing Educator
2.      Developing and updating curriculum
3.      Classroom management techniques; classroom management rules due September 12, 2002
4.      Promoting education for business
5.      Develop classroom management rules


                                                       22
6.   Begin group work on facilities report

            Module 4: New Teacher Standard III: Implements/Manages Instruction
                                         (CF 8)

1.   Teach 3 mini-lessons
2.   Develop one integrated lesson plan (part of the 10 required lesson plans for the course)

        Module 5: New Teacher Standard IV: Assess/Communicate Learning Results
                                        (CF 7, 9)

1.   Develop assessment instruments for each of the 10 lesson plans
2.   Must have at least:
     a. One scoring guide
     b. One open-ended response question for each lesson
     c. One higher order thinking activity for each lesson
3.   Scenario Development

               Module 6: New Teacher Standard V: Evaluates Teaching/Learning
                                          (CF 5)

1.   Completed lesson plans must include reflection and follow-up statements before they are inserted into the
     digital portfolio

                         Module 7: New Teacher Standard VI: Collaborates
                                           (CF 4, 8)

1.   One lesson plan must be an integrated lesson plan: an academic area and a career and technical education
     area.
2.   Reflection will include how valuable this will be for student learning.

                Module 8: New Teacher Standard VII: Professional Development
                                          (CF 10)

1.   Field experiences are scheduled for teacher candidates in business, computer, and/or marketing classrooms
     in the MSU service region. The focus of the field experiences is to observe teachers who are modeling the
     implementation of methodology, KY learner goals, program of studies, and core assessment in an actual
     content area classroom. This experience should enhance the content of this Methods course and assist
     teacher candidates to develop an initial professional development plan.
2.   The student’s role in the field experience is to become involved in the life of the classrooms in which he or
     she will be assigned. This will include learning students’ names, grading, teaching, preparing instructional
     materials, researching, and completing other duties as assigned by the teachers.
3.   Teacher candidates will abide by the procedures and guidelines outlined by the Educational Service Unit at
     MSU.
4.   Completion of Professional Growth Plan
5.   Due: November 21, 2002



                                                      23
                     Module 9: New Teacher Standard IX: Implements Technology
                                              (CF 11)

1.       Review and reflect on assistive products, materials, and resources.
2.       Review and reflect on ethical guidelines for computer and multimedia use and copyrights.
3.       Put into KDE Resource Manual
4.       Due: November 26, 2002

Final:          December 5: Presentation of Resource Boxes and Facilities Report




                                                         24
                                         ASSIGNMENT DETAILS

1.   Read and complete the assignments.

6.   Prepare and present four mini-lessons.
7.   EVERY student will present a keyboarding lesson that includes introducing new material and
     demonstration.
     a. One mini-lesson will be from a computer area; a third mini-lesson will be from the Accounting area.
     b. A fourth mini-lesson will be from the Marketing area.
     c. To avoid duplication, the instructor must approve each mini-lesson topic.

3.   In addition, the following requirements also apply to the mini-lessons:
     d. one mini-lesson will include integration with an academic area
     e. one mini-lesson will be team taught
     f. all mini-lessons will include diversity, assessment instruments, open-response question, and a higher
         order thinking question
     g. all mini-lessons will have a completed Reflection section before it is turned in or inserted in the
         portfolio.
     h. Technology also must be infused in each lesson.             (NTS 1, 3, 4, 6, 8, 9)

     Total presentation time will vary from 10 minutes to 75 minutes. A detailed lesson plan for a 75-minute
     class, including accompanying teaching materials, will be handed out to the instructor at the time of
     presentation. (Teaching materials will include the lesson plan; PowerPoint slides, assessment instruments,
     attention to diversity issues, technology, an open-ended response question, and a higher order critical
     thinking question.)

     High school textbooks are available in the Library; other materials are available in the cabinets in 302
     Combs.

4    Your other 6 lesson plans will include the same materials as in #2 above for a total of 10 lesson plans.

5.   Prepare two bulletin board ideas. Patterns, directions, etc. will be helpful to fellow teachers. One idea will
     be displayed on a bulletin board in Combs. Attach a card with your name to the display. The display should
     be reusable, i.e., for use in your own classroom. Bulletin boards should teach as well as be aesthetically
     pleasing. Creativity is encouraged. Fellow teachers will evaluate the displays. The digital camera will be
     available to prepare your handout.       (NTS 2, 3, 8)

6.   Each student teacher will use PowerPoint and the SmartBoard--as a minimum. Originality and professional
     quality are encouraged. Visuals should be presented as part of the mini-lessons. Include them or paper
     copies of the slides with the lesson plan turned in at the time of the mini-lessons or with your other 6 lesson
     plans.           (NTS 2, 9)

7.   Other activities: Completion of an accounting simulation, boning up your database skills, and voice
     recognition exercises. Other assignments as stated in the modules. (NTS 3, 8, 9)

8.   Prepare a unit plan to represent at least one week's instruction. The unit plan does not need to include
     detailed lesson plans, but should capitalize on the unit overview, including unit objectives and a variety of



                                                       25
      related and alternative activities/strategies from which to choose. Use the KDE document, How to Develop a
      Standards-Based Unit of Study. (NTS 1, 8)

9.    Teacher candidates will work in groups to develop a Facilities Report for a business or marketing education
      classroom. The plan will be presented to the class at the last day of class.  (NTS 2, 6, 9)

10.   Start a resource box of information and resources that will be helpful to you when you begin teaching. A
      suggested organization plan might look like this:     (NTS 3, 8)

             Table of Contents
             Philosophy of Teaching
             Articles
             National Standards (NBEA, SCANS, EQW, etc.)
             Semester, unit, and lesson plans
             Motivational devices, drills, bulletin board ideas, etc.
             Integration activities
             Learning activities (active, cooperative, team ideas, Internet)
             Assessment instruments
             Other (bibliographies, equipment, etc.)

      The resource box is one aspect of your final examination. Bring to class on the day of the final,
      December 5, 2002. You must have a minimum of 40 sources. The textbooks for the course do not count
      in the 40 items.

12.   Each student will prepare a digital (Web) teaching portfolio that should include (but should not be limited
      to) the following:        (NTS 2, 6, 7, 8, 9)
      a.       his/her own personal philosophy of teaching. A series of "I Believe" statements may provide the
               starting point for your philosophy. Also include your philosophy of education you completed for the
               TEP.
      b.       A copy of your "best" or representative daily and unit plans (with reflection statements)
      c.       Your classroom management rules (with discipline plan)
      d.       Your résumé
      e.       A letter of introduction
      f.       A short videotape of one of your mini-lessons (if appropriate)
      g.       Professional Development plan
      h.       Examples of collaboration with other classmates (facilities report)
      i.       Other materials that "paint" the best picture of you as a prospective business or marketing education
               teacher to a principal or a superintendent
      j.       For portability, you may prepare a CD-ROM.

13.   Teacher candidates are required to join NBEA ($35.00), KBEA (free), and PBL ($15.00). The instructor will
      provide membership forms. (NTS 7)




                                                        26
                                  MINI-TEACHING DEMONSTRATIONS

The following information may be helpful when preparing your micro-lessons:

1.     The mini-lessons should be planned for 75 minutes in length. You will be stopped after 10 minutes but you
       will not be penalized for not finishing. Your 75-minute lesson should take the whole class period.

2.     Choose your lesson topics from keyboarding, a computer topic, a Basic Business course or Accounting, and
       a marketing course. Dates and topics will be reviewed during a specific class period in order to assure that
       there are no duplications.

3.     You will teach four (4) mini-lessons in this course and each will count 20 points. If you are totally
       disappointed with your effort, you may arrange to reteach to improve your grade.

5.     You will be given the KTIP Observation Instrument to evaluate your lesson. I will complete one, and you
       should use the same instrument to evaluate yourself. The class also will critique each mini-lesson and these
       will be given to you.

6.     Prepare your lessons and teach the classes as if we were middle or high school students. You must prepare a
       75-minute lesson plan for all of the mini-lessons. A unit plan for one of the mini-lessons should be
       prepared and turned in, also. A copy of the lesson plan and the materials for each mini-lesson will be given
       to me and to the class, as appropriate.

7.     A resource library of materials is available in 302 Combs. You are welcome to use these materials.
       REMEMBER to return them. If you wish to check to see if you are on the right track with your plans,
       come by and visit or email a copy to me.

8.     Each lesson plan will include one critical thinking question and one open-response question, a rubric,
       and/or alternative assessment (fill in the blank, true/false, short answer, etc.).

9.     Before turning in your final lesson plan for evaluation, add the reflective statement at the end.

10.    Lesson plans MUST include the following elements: diversity, exceptionality, integration, technology
       (required in ALL lesson plans), real life application, forward-looking, global issues, and ethics. Not every
       lesson will have all elements, but you must use them at least once in your 10 lesson plans.

GOOD LUCK! and have fun!!!




                                                         27
                                                RESOURCE BOXES

A resource box is required in this course. This file is not required solely as a grading exercise; but because it should
be helpful to you when you student teach and as you begin your teaching career. Therefore, it should be put
together with the idea that it will be useful in the future. The following information may be helpful when working
on your notebook:

1.      Include up-to-date materials for all topics of the course, not just keyboarding; e.g., testing/ evaluation,
        marketing ideas, technology, drills, etc. Everything is fair game for your box: bulletin boards, pages
        from magazines, links, etc.

2.      Send for materials from sources such as banks, insurance companies, publishing companies, computer and
        software vendors, advertisements, TV, Government Printing Offices, etc. Get in the habit of reading
        journal advertisements.

3.      Use the suggested format, if appropriate.

4.      Organization of the notebook is very important. It should include divider tabs, perhaps color coding, and a
        table of contents. Start with a box; you'll fill it up in no time. A crate from Wal-Mart that has the hanging
        folders is a good start.

5.      Don't include such things as entire magazines, books, or newspapers unless the entire issue or item pertains
        to a specific course. Otherwise, only include the articles, pictures, etc., from these publications.

6.      Be sure to include all handouts that will be given to you in class from the instructor and your fellow
        teachers.

7.      If you know a secondary business or marketing education teacher, perhaps he/she will be willing to share
        some of his/her materials with you.

8.      The following categories will be included on an evaluation form that will be used to evaluate the notebook:

        a.      Overall organization: Will it be functional in the future?
        b.      Does the notebook reflect a variety of materials, i.e., something for all areas of business and
                marketing education?
        c.      What unique materials are included in the notebook?
        d.      Were any extraordinary efforts made to secure the materials?

9.      Word of wisdom: If you only include the items that are handed out in class, this will not enhance your
        ending points for this assignment. I am looking for what you provided for your resource book, not for what
        I provided.




                                                           28
                                  SCENARIO FOR FACILITIES REPORT

You have been placed in a team of career and technical education teachers at your school to determine an upgrade
of computer and peripheral facilities for your department. Your team will be focusing on upgrades in equipment
and peripherals for a Business and Marketing classroom. You have been asked to submit a written and oral report
of your plans to your department chair, other department members, and to the principal. Your plans should include
the following:

Use the KY Department of Education written guidelines and the KY Department of Education Web site to
       determine KETS requirements: www.kde.state.ky.us. See For Districts.

General description of your current facilities
       1.      Number and types of rooms, laboratories, computers, work area/offices
       2.      Number of teachers who will use the facilities
       3.      Courses to be taught in each room (that requires technology)
       4.      Types of teaching-learning and work experience activities
       5.      Storage space for student supplies and instructional materials
       6.      State recommended square feet needed
       7.      Furniture and equipment to be purchases

Keyboarding classroom
      8.      List of equipment and furniture to be purchased; include vendor and price
      9.      Scaled layout (1/4 inch = 1 foot): the room is 32 ft x 32 ft

Computer Applications classroom
     10.    List of equipment and furniture to be purchased; include vendor and price
     11.    Scaled layout (1/4 inch = 1 foot): the room is 32 ft x 32 ft

Retail Marketing classroom
        12.    List of equipment and furniture to be purchased should be based on recommendations from KY
               Department of Education.
        13.    Scaled layout (1/4 inch = 1 foot): the room is 1,500 sq. ft.

Present your written report to the class (department members, department chair, and principal) on the last day of
       class; use PowerPoint slides to make your presentation.




                                                        29
                         CREATING A TEACHING DIGITAL (WEB) PORTFOLIO

                                                    Be Reflective

YOUR PERSONAL/PROFESSIONAL INFORMATION
                   Letter of application and introduction to the portfolio
                   Résumé or vita, including professional goals
                   Philosophy of teaching
                   Letters of reference/recommendation
                   Discipline/classroom management plan

                                                     Be Selective

YOUR COURSE PLANNING/PREPARATION
                  Lesson/unit plans (your best!)
  Syllabus (if appropriate)

YOUR ACTUAL TEACHING
               Videotape of your teaching a class; use the digital editing equipment
               Letters of support from colleagues, professors, administrators, cooperative teacher
               Evaluations from colleagues, principal, cooperative teacher, etc.
               Copies of lecture notes which reflect your thinking
               Journal notes

YOUR EVALUATION INSTRUMENTS FOR STUDENT LEARNING
               Examples of tests and/or scoring guides
               Examples of your feedback to students

                                                     Be Creative

YOUR FORMAT AND PRESENTATION
              Web page

                                                   Be Professional

KNOW YOUR SUBJECT, THE CONTENT, AND YOURSELF

To complete your portfolio, you will have had to write, think, reflect, plan, organize, create, present or demonstrate,
choose, decide, and ultimately, make the transition from student to teacher--your chosen profession.




                                                          30
III. NCATE AND EPSB THEMES

Matrix 9 below shows the integration of the NCATE themes into the Business & Information Technology Education
coursework as part of the Business and Marketing Education 5-12 teacher preparation program. Matrix 10 offers the
connections between the professional education core courses and the NCATE Themes.


                                                       Matrix 9.
                                            NCATE Themes and Program Coursework

     COURSES      Conceptual        Diversity     Intellectual       Technology    Professional   Evaluation   Performance
                  Framework                         Vitality                       Community                   Assessment
     ACCT 281                                           X
     ACCT 282                                           X
     BIS 117           X                X                                  X                                        X
     BIS 320                                                               X                           X            X
     BIS 321           X                                                   X                                        X
     BIS 350                                            X                  X                           X
     BIS 420                                            X                  X                                        X
     BIS 421           X                                                   X                                        X
     BIS 425           X                X               X                  X                           X            X
     BIS 440           X                X               X                  X
     BIS 499C          X                X               X                  X               X           X            X
     CIS 211           X                                                   X                           X            X
     CIS 311           X                                X                  X               X
     CIS 440           X                                                   X                                        X
     CIS 442           X                                                   X                                        X
     ECON 201          X                                X
     ECON 202          X                                X
     FIN 264           X
     MKT 304           X                                                   X               X
     MKT               X                                                   X
     Elective
     MNGT 261          X                                X
     MSU 400           X                                                   X               X                        X


                                                 Matrix 10.
                       NCATE Themes and Relationship to Professional Education Courses

Courses/    Conceptual      Diversity         Intellectual       Technology       Professional    Evaluation   Performance
 NCATE      Framework                                Vitality                     Community                    Assessment
EDF 207          I              I                  I                   I               I                           I
EDF 211          I              D                  I                   I               I              I            I
EDF 311          D              D                  D                   D               D              D            D
EDSP 332         D              D                  I                   I               D              I            D
EDSE 333         D              D                  S                   D               I              D            D
EDSE 499c        S                                                                     D              D            D
EDSE 416         S              S                  S                   S               S              S            S

       NOTE:
               I-      Introduction: the standard indicator is presented on a very introductory level;
               D-      Development: the standard indicator is thoroughly implemented
               S-      Skill: the standard indicator is demonstrated proficiently
               NA:     Not Applicable



                                                                31
Note related to Matrix 10: The Professional Education Core has been revised and the proposal is currently moving
through the curriculum committee structures at Morehead State University. The course requirements and required course
content has changed. Examples of the kinds of changes that are being proposed include: EDF 211 will fulfill a General
Education Requirement. EDF 311 will include a section on Student Assessment. EDSE 333 has been eliminated and the
academic disciplines are now responsible for developing and delivering their own methods and clinical and field
experiences. A new course has been added and it focuses on classroom management and discipline. The new core was
not presented because it will not be implemented until fall 2003.

Alignment With EPSB Themes

Matrix 11 connects the courses in the Business & Information Technology Education teacher preparation program to the
EPSB themes.

                                                  Matrix 11.
                                     EPSB Themes and BITE Program Coursework

     COURSES     Diversity   Technology   Collaboration      Field       Economic    Environmental     School    Literacy
                                                          Experiences    Education     Education       Safety   Education
     ACCT 281                                   X                           X
     ACCT 282                                   X                           X
     BIS 117                     X
     BIS 320                     X
     BIS 321        X            X              X                                                                    X
     BIS 350                     X              X
     BIS 420                     X              X
     BIS 421        X            X              X
     BIS 425                     X              X
     BIS 440                     X              X
     BIS 499C       X            X              X               X            X                           X           X
     CIS 211                     X
     CIS 311                     X              X
     CIS 440                     X
     CIS 442                     X
     ECON 201                                                                X                                       X
     ECON 202                                                                X                                       X
     FIN 264                                                                 X                                       X
     MKT 304        X                           X                            X
     MKT            X                           X                            X
     Elective
     MNGT 261       X                                                        X                           X
     MSU 400                     X                                           X



IV. ASSESSMENT STRATEGIES IN BUSINESS AND MARKETING EDUCATION GRADES 5-12
CERTIFICATION
   As teacher candidates progress through their content courses, they are exposed to a variety of assessment
   strategies. When teacher candidates enter the pre-service Methods course (BIS 499C)—the beginning of their
   professional careers—teacher candidates will be expected to build upon their experiences with assessment
   strategies. The transition from student to teacher is an appropriate movement for these teacher candidates in the
   Methods course where the focus is on using KY skills standards, nationally accredited skills standards, learner goals
   and academic expectations, and Core Content for Assessment/Commonwealth Accountability Testing System to
   develop effective assessment strategies for their students in their classrooms. These strategies might include multiple
   choice, higher-order thinking, open response, problem solving and decision-making, scenario development,
   performance assessment, and other tools for use in their classrooms. The syllabus for the BIS 499C presented in the
   previous section, Teaching Methods in Business & Information Technology Education, also illustrates the strong
   connection with New Teacher Standard IV.


                                                           32
    A. Assessment of the Candidate

                                     Teacher Education Program (TEP) Admission Criteria

           Successful completion of 45 semester hours
           Minimum GPA of 2.5 (documented by official transcript)
           Three recommendations, at least two from university faculty, citing student’s disposition for teaching
           Minimum of 21 on ACT with minimum subtest scores of 10 or ACT of 18 with minimum subtest scores of 10
            and PPSI scores of 173 Reading, 172 Math, or Computer Format reading 320, writing, 318, math 318, or
            1200 GRE, or SAT 990.
           Successful completion EDF 207, EDF 211, PSY 154, CMSP 108—all with a minimum grade of C.
           Proficiency on oral and written communication: ENG 100 and ENG 200—with a minimum grade of “C” in
            each.
           Demonstrate moral, ethical, and social behavior commensurate with the standards of the school community at
            large.
           Successful completion of interviews by the Department Admissions Interview Committee.
           Transfer students who are admitted to a teacher education program may provide evidence of admission in
            lieu of an interview if they are applying for admission to the same program/major. Transfer students must fulfill
            all program requirements listed above.
           All students applying to the TEP must sign a declaration affirming: 1) a commitment to upholding the
            Professional Code of Ethics for Kentucky, 2) knowledge of the TEP Handbook, 3) requirements for
            certification, and 4) no felony convictions.

B. Ongoing Program Assessment Strategies

A strong assessment program has been instituted by the university as a whole as suggested by SACS. In the College of
Business, each program area has been required to develop, implement, and monitor its own assessment goals, with
feedback from the college-wide evaluation committee. The following goals and strategies have been developed for
monitoring and meeting the goals for the Business & Information Technology Education program for Business and
Marketing Education 5-12 teacher certification. The implementation of this program, the identification of goals and
strategies, and the resulting feedback have contributed to the program’s ongoing assessment, improvement, and control
of course content, delivery, and pre-service student preparation and have provided a 360-degree view of our teacher
candidates’ preparation.

   Goal 1. Teacher candidates completing the BBA program in Business and Marketing Education 5-12 teacher
    preparation will be prepared to receive the Recommendation for Eligibility letter (TC-1) in order to apply for their first
    teaching position in the grades 5-12 public school classroom. (NTS 7,8; CF-1, 8, 10, 12)
         o Means of Program Assessment & Criteria for Success: Teacher candidates will score at or above the 584
             state of KY cut-off score on the PRAXIS II content area test for Business Education. (Test administered in
             Fall, Spring, and Summers.) Official results are not available until fall semesters for previous testing periods.
         o Means of Program Assessment & Criteria for Success: On the Undergraduate Student Survey for
             Business and Marketing Education majors, teacher candidates will self report their feedback on instruction
             and faculty, satisfaction with quality of teaching in core area course work, skill development, and satisfaction
             with Business & Marketing Education option courses. Survey is administered during the fall semesters.
         o Means of Program Assessment & Criteria for Success: Survey cooperating teachers following the student
             teaching semester to receive feedback (from 100% of the cooperating teachers) on the preparation of our
             Business and Marketing Education teacher candidates in the areas of assessment, communication,
             collaboration, classroom management, technology, and student interaction.
   Goal 2. Teacher candidates will demonstrate effective skill development in curriculum planning, teaching strategies,
    and evaluation techniques in courses they are qualified to teach in Business and Marketing Education. (NTS 1, 2, 3,
    4, 5, 9; CF-2, 3, 4, 5, 6, 9, 11)
         o Means of Program Assessment & Criteria for Success: Teacher candidates will develop a digital Teaching
             Portfolio that focuses on benchmarks in the 9 KERA New Teacher Standards. These benchmarks will include
             designing and planning instruction, knowledge of content, creating and maintaining a learning climate,
             implementing and managing instruction, communicating learning results, reflecting and evaluating teaching



                                                             33
            and learning, collaboration, setting up a professional development plan, and using technology. A score of
            80% or above must be earned on the digital Teaching Portfolio Rubric. Teacher candidates will turn in
            portfolios in November; the COB Teacher Education Committee members will evaluate portfolios by
            December 10.
        o Means of Program Assessment & Criteria for Success: Observe Business and Marketing Education
            teacher candidates during their student teaching semester. All teacher candidates must meet or exceed the
            College of Education standards for student teachers.
   Goal 3. Teacher candidates will demonstrate basic concepts of and skills in information technologies that they will
    incorporate into the Business and Marketing Education classrooms. (NTS 9; CF-11)
        o Means of Program Assessment & Criteria for Success: As part of the capstone course in the Business
            and Marketing Education program, teacher candidates will use information technologies (e.g., computers,
            World Wide Web, Internet, and appropriate software) to prepare 100% of lesson plans and ancillary materials
            for three mini-lessons. All teacher candidates will receive a score of 80% or above on the digital Teaching
            Portfolio rubric to demonstrate this outcome. Completed by December 10 each fall semester.
        o Means of Program Assessment & Criteria for Success: Teacher candidates in Business and Marketing
            Education program will report their training in and use of technology on the Undergraduate Student Survey by
            showing a rating of 6.0/7.0 for this question.

Since the adoption of these goals and assessments for the Business and Marketing Education 5-12 teacher preparation
program, the following goals have been accomplished:

   Roughly 90% of the teacher candidates who have exited the Business and Marketing Education 5-12 teacher
    preparation program have met or exceeded the state standard cut-off score of 584 on the Business Education 0100
    PRAXIS test.
   All teacher candidates (100%) have reported positive feedback on the exit survey about the quality of the teachers
    and instruction in the Business and Marketing Education 5-12 teacher preparation program.
   Feedback from cooperating teachers has figured prominently in improving the content of the BIS 499C, Teaching
    Methods in Business & Information Technology Education, course. Careful attention is paid each semester to the
    feedback. Anecdotal comments from cooperating teachers during visits with student teachers has been
    overwhelmingly positive in reinforcing the content of the program and the preparation of the teacher candidates for the
    classroom.
   Observations of the teacher candidates during the professional semester have been conducted by faculty in the
    College of Business, Information Systems Department, since Fall 2000.
   95% of the teacher candidates in the capstone course, BIS 499C, have scored at 80% or higher on their electronic
    teaching portfolios as evaluated by the Teacher Education Committee in the College of Business.
   All teacher candidates in Business and Marketing Education program have reported their training in and use of
    technology on the Undergraduate Student Survey at a level of 6.0/7.0 or higher.

A copy of the 2001-2002 Program Assessment Document is included in Appendix A.

In addition, an Undergraduate Transition Points chart is presented here so that the organization of Teacher Candidate
Assessment is clear.




                                                            34
                                         Undergraduate Transition Points Document

  Transition Point               Assessment Data                 Decision Maker(s)                             Outcome
1) Admission to            ACT, PPST, or GRE Score(s)           Teacher Education              Department/Program Committee
TEP                        Writing Sample Score                  Council                         recommends students for admission to
                           Recommendation Forms                                                  Program.
                           Initial Dispositions                                                 Director of Educational Service Unit
                           Overall GPA (2.5)                                                     compiles lists from each program and
                           Successful completion ENG                                             presents whole list to Teacher
                            100, 200, PSY 154, CMAP                                               Education Council
                            1018, EDF 207, and EDF 211                                           Teacher Education Council
                           Department Interview Results                                          approves or does not approve
                                                                                                  recommendation made and students
                                                                                                  informed in writing of admission
                                                                                                  recommendation
2) Prior to Student        GPA (2.5), in all areas              Director of                    Eligible or not eligible for Enrollment in
  Teaching                 Completion of Required                Educational Services            Student Teaching and Placement in
                            Coursework                            Unit (DESU)                     Public School
                           Completion of required                                               Candidates informed in writing, by
                            PRAXIS Exam(s)                                                        DESU. When ineligible, deficiencies
                                                                                                  described in writing
3) Student                  KTIP or Other Observation           MSU Supervisor                 Successful completion of Student
  Teaching                   Feedback                            Cooperating Teacher             Teaching and Capstone
  Evaluation            Portfolio documents which address
                        each New Teacher Standard
4) Program                  Fulfilled all program               Office of the                  Eligible for graduation, diploma,
Completion                   requirements Transcript              Registrar                       informed in writing if ineligible for
                                                                                                  graduation.

                           Fulfilled all certification          Certification Officer          Notified, in writing at last meeting of
                            eligibility requirements              (ESU) tracks and                499c classes of any deficiencies that
                                                                  recommends to state             need to be handled before being
                                                                                                  recommended for certification.

                                                                 State                          Letter of eligibility stating certification
                                                                                                  area(s)
* Portfolio Evaluation Scores and Disposition Scores will be added to categories 2 and 3 when the rubrics and
score sheets have been determined to be reliable/valid (Spring, summer 2003).


V. PROFESSIONAL EDUCATION PROGRAM FACULTY
    Name              Highest            Area of           Responsibilities        Full-Time               Full-Time            Part-Time
                      Degree          Specialization       in the Program            MSU                     MSU                  MSU
                                                                                   Full-Time               Part-Time            Part-Time
                                                                                   Program                 Program              Program
Ali Ahmadi      Ph.D.                Economics            Teaching: ECON                                       X
                                                          201, ECON 202
Thomas          Ph.D.                Ph.D.                Teaching: ECON                                         X
Creahan                                                   201, ECON 202
Terry Elliott   M.S.A.               Accounting           Teaching: ACCT                                         X
                                                          281, ACCT 282
Donna R.        Ed.D.                Business             Teaching and                    X
Everett                              Education            Administration:
                                                          BIS 321, BIS 421,
                                                          BIS/MNGT 425,
                                                          MSU 400, BIS
                                                          499C



                                                                 35
Connie          MBA               Business Admin      Teaching: CIS                         X
Grimes                                                101, CIS 211
G. Edward       Ph.D.             Business            Teaching: CIS                         X
Harris                            Information         101, BIS 320
                                  Systems
Michael         J.D               Law                 Teaching: MNGT                        X
Harford                                               261
Kenneth         Ph.D.             Marketing           Teaching: MKT                         X
Henderson                                             304 plus MKT
                                                      elective
Ishapa Hullur   Ph.D.             Economics           Teaching: ECON                        X
                                                      201, ECON 202
C. Steven       Ed.D.             Information         Teaching: BIS                         X
Hunt                              Systems             420, CIS 311
Darla Hunt      MBE               Business            Teaching: CIS                         X
                                  Information         101, BIS 117
                                  Systems
Hilary O. Iwu   Ph.D.             Business            Teaching: CIS              X
                                  Education           101, BIS 321, BIS
                                                      421
George          Ph.D.             Systems             Teaching: BIS                         X
Kelley                            Engineering         320, BIS 350
Donna M.        Ed.D              Business            Teaching: BIS                         X
Kizzier                           Information         440, BIS 421
                                  Systems
Michelle Kunz   Ph.D.             Marketing           Teaching: MKT                         X
                                                      304, MKT
                                                      elective
Randall         Ed.D.             Computer            Teaching: CIS                         X
McCoy                             Information         440, CIS 442
                                  Systems
Keith Moore     MBA               Finance               Teaching: FIN                       X
                                                        264
Karen Pierce    MBA                Accounting           Teaching: ACCT                      X
                                                        281, ACCT 282
Janet Ratliff   MBA                Finance              Teaching: FIN                       X
                                                        264
James Turner Ph.D.                 Human                Teaching:                           X
                                   Resources            BIS/MNGT 425
Sharon          MBA, CPA           Accounting           Teaching: ACCT                      X
Walters                                                 281, ACCT 282
Scott Wymer     Ph.D.              Engineering          Teaching: BIS                       X
                                   Mechanics            320, BIS 350
Faculty workload forms are on file in the Provost’s office, 205 Howell-McDowell Building.

Secondary Professional Education Core Course Faculty




                                                            36
                                       Professional        Full-time   Full-time   Part-
Faculty    Highest    Area of          Core Program        MSU         MSU –       time
NAME       Degree     Specialization   Responsibilities    Full-time   Part-       MSU –
                                                           Program     time        Part-
                                                                       Program     Time
                                                                                   Program
Karen
Hammons    MA         Curriculum       EDF 207             ERSE
Paul                  Educational                                      ERSE/
McGhee     Ph.D.      Administration   EDF 207                         LSE
Anna                  Critical
Pennell    Ph.D.      Theory           EDF 207             ERSE

Wayne                 Foundations of
Willis     Ph.D.      Education        EDF 207                         ERSE
Lola
Aagaard-              Foundations of
Boram      Ph.D.      Education        EDF 211             LSE
Beverly               Educational
Klecker    Ph.D.      Psychology       EDF 311             LSE
Ron                   Educational      EDF 211
Skidmore   Ph.D.      Psychology       EDF 311             LSE
Lesia                 Educational
Lennex     Ed.D       Technology       EDSE 312            LSE
Edith                 Special
Lombardo   Ed.D       Education        EDSE 332            ERSE
Timothy               Curriculum
Thomas     Ph.D.      Instruction      EDSE 333            LSE
                                             EDSE
                                             499c
                                       EDSE 416

* Teaching assignments for EDSE 499c, The Teacher in Today’s School and EDSE 416, Student Teaching are program
specific.




VI. CURRICULUM CONTRACT/GUIDESHEET

                             MOREHEAD STATE UNIVERSITY
              BUSINESS & INFORMATION TECHNOLOGY EDUCATION OPTION
    Business and Marketing Education Certification Grades 5-12 (New Program - 2002 Start)

General Education                                                                             49 Hours
Required Core
       ENG 100        Writing I (C or better)                                          3 hours _____
       CMSP 108       Fundamentals of Speech Communication                             3 hours _____
       MATH 152       College Algebra                                                  3 hours _____
       CIS    101     Computers for Learning                                           3 hours _____
       ENG 200        Writing II (C or better)                                         3 hours _____




                                                          37
Area Studies
       Humanities (9 hours)
       Elective                                                                  3 hours _____
       Elective                                                                  3 hours _____
       Elective                                                                  3 hours _____

       Natural and Mathematical Sciences (9 hours)
       MATH 354      Business Statistics                                         3 hours _____
       Elective                                                                  3 hours _____
       Elective                                                                  3 hours _____

       Social and Behavioral Sciences (9 hours)
       ECON 201      Principles of Macroeconomics                                3 hours _____
       PSY 154       Introduction to Psychology                                  3 hours _____
       ECON 202      Principles of Microeconomics                                3 hours _____

Practical Living (3 hours)
        FIN 264 Personal Finance                                                 3 hours _____

Integrated Capstone (4 hours)
        BIS 499C      Teaching Methods in Business & Information Technology
                      Education                                                  3 hours _____
        MSU 101       Discovering University Life                                1 hour _____

Professional Education Course Requirements                                               30 hours
       EDF 207        Foundations of Education                                   3 hours _____
       EDF 211        Human Growth & Development                                 3 hours _____
       EDF 311        Learning Theories for Teachers                             3 hours _____
       EDMG 306       Development & Learning in the Middle Grades                3 hours _____
       EDSP 332       Teaching the Exceptional Child                             3 hours _____
       EDSE 333       Field Experiences in Secondary Classrooms                  2 hours _____
       EDSE 499C      Teacher in Today's School                                  2 hours _____
       EDSE 416       Student Teaching                                           12 hours ____

Business Core Requirements                                                               25 hours
      ACCT 281       Principles of Financial Accounting                          3 hours _____
      ACCT 282       Principles of Managerial Accounting                         3 hours _____
      BIS 321        Business Communications                                     3 hours _____
      BIS 421        Business and Technical Presentations                        3 hours _____
      CIS 311        Management Information Systems                              3 hours _____
      MNGT 261       The Legal Environment in Business Organizations             3 hours _____
      MKT 304        Marketing                                                   3 hours _____
      MKT Elective                                                               3 hours _____
      MSU 400        World of Work                                               1 hour _____

Business & Information Technology Education Core Requirements                            24 hours
      BIS 117 Advanced Document Processing                                       3 hours _____
      BIS 320 Web Design & Multimedia Applications                               3 hours _____
      BIS 350 Computer Support Systems                                           3 hours _____
      BIS 420 Collaborative Technologies                                         3 hours _____
      BIS 425 Training in Business and Industry                                  3 hours _____
      BIS 440 End-User Information Systems                                       3 hours _____
      BIS 499C Teaching Methods in Business & Information Technology Education   3 hours _____
      CIS 211 Advanced Microcomputer Applications                                3 hours _____
      CIS 440         Telecommunications and Networking           OR


                                                      38
       CIS 442         Network Administration                                      3 hours _____
                       Total Program Course Hours                                          128 hours

Other Teacher Education Preparation Program Requirements

   Overall GPA of 2.5
   Fulfill one of the following:
         o Minimum of 21 on the ACT
         o With a minimum ACT of 18, take the PPST and score at least 320 on Reading, 318 on Math, and 318 on
              Writing
         o Minimum of 750 on the verbal and quantitative portions of the GRE
         o Minimum of 990 on the SAT
   Digital Teaching Portfolio

PRAXIS Exams
 Business Education 0100 must be taken prior to student teaching. Minimum state-mandated scores must be
   attained before teacher certification is granted.
 Principles of Teaching and Learning PRAXIS must be successfully completed prior to student teaching.


_______________________________________              __________________________________________
Student Signature                                    Advisor Signature

_______________________________________              __________________________________________
Date                                                 Date




                                                       39
       SUGGESTED SCHEDULE FOR COMPLETION OF CLASSES IN THE BITE PROGRAM
Students who change their program of study to Business and Information Technology Education usually do so in their
junior year. Therefore, most students will have completed the General Education courses and the majority of their
business core courses. Therefore, this suggested schedule begins with the third year (generally junior year) at Morehead
State University.


                                                      Junior Year
      Fall Semester                    Courses                    Spring Semester                     Courses
BIS 117                       Advanced Document              CIS 440 OR                     Telecommunications and
                              Processing                                                    Networking OR
                                                             CIS 442                        Network Administration
EDF 207                       Foundations of Education       BIS 350                        Computer Support Systems
EDF 211                       Human Growth &                 EDSE 311                       Learning Theories for
                              Development                                                   Teachers
BIS 320                       Web Design & Multimedia        EDSP 332                       Teaching the Exceptional
                              Applications                                                  Child
CIS 211                       Advanced Microcomputer         BIS 440                        End-User Information
                              Applications                                                  Systems
MKT Elective                  300 or higher                  EDMG 306                       Development & Learning in
                                                                                            the Middle Grades
                                                      Summer
BIS 420                       Collaborative Technologies
                                                    Senior Year
      Fall Semester                    Courses                  Spring Semester                      Courses
BIS 499C                      Teaching Methods in BITE     Student Teaching                 EDSE 416: Student
                                                                                            Teaching
                                                                                            EDSE 499C: Teacher in
                                                                                            Today’s School
EDSE 333                      Field Experiences in the
                              Secondary Classroom
BIS/MNGT 425                  Training in Business &
                              Industry
MSU 400                       World of Work
CIS 311                       Managing Information
                              Systems




                                                           40
              APPENDIX A

2001-2002 BITE Program Assessment Document




                   41
                                     ASSESSMENT RECORD FOR
                                        DEPARTMENT
                                            OF
                                          Information Systems
                                        (Academic Department Name)

      September 2001-August 2002                            November 1, 2002
       (Assessment Period Covered)                          (Date Submitted)

Includes Assessment Reports for those Instructional Programs listed below:

Title of Instructional Degree Program Degree Level (Associate, Bachelor’s, Master’s, etc.)

Business and Information Technology Education                                    Bachelor's

(Business and Marketing Education Grades 5-12 Teacher Certification)




Submitted By: Donna R. Everett
                 (Faculty Assessment Representative)




                                                       42
                                                 ASSESSMENT REPORT
                                                          FOR
Business and Information Technology Education                    BBA
(Instructional Degree Program)                                   (Degree Level)

September 2001-August 2002                                       November 1, 2002
(Assessment Period Covered)                                      (Date Submitted)

Expanded Statement of Institutional Purpose Linkage:
Institutional Mission Reference: Morehead State University was founded upon and continues to embrace the ideal that
all persons should have an opportunity to participate in higher education. With immense pride in its past and great
promise for its future, the University intends to emerge in the first decade of the 21st century as an even stronger
institution recognized for superb teaching and learning with exemplary programs in teacher education space-related
science and technology, entrepreneurship, visual and performing arts, regional engagement, and international opportunity.
Who We Are: We are a community of learners that includes teachers, scholars, staff, and students, accredited as a
comprehensive University serving the eastern region of the Commonwealth of Kentucky. What We Do: We offer quality
higher education opportunities and training in a collegial environment of open inquiry and educational interaction. We
continually pursue academic education, professional development, and research in the belief that learning is a lifelong
process. We are dedicated to serving as both an important educational resource and as a positive role model for our
community.


College/University Goal(s) Supported: The College of Business strives to create lifelong opportunities and choices for
individuals and organizations through teaching, learning, experience, and research for and about business relevant to our
Kentucky service region and the world. Our mission is fulfilled through academic excellence with a focus on innovative
teaching and active learning supported by quality research and service; regional leadership in economic development
through applied business research and collaboration with education, government, business, and non-profit organizations;
and global involvement and presence enhanced by faculty, student, and organizational exchanges, a curriculum integrating
a global perspective, and active participation in the global learning community. Department/ Option Goal(s)
Supported: The mission of the Department of Information Systems is to be a leader in information technology committed
to the lifelong learning and professional needs of MSU constituents—wherever they may be. Business and Information
Technology Education Mission: To prepare exemplary educators in business, marketing, and computer education.

Intended Educational (Student) Outcomes:
1. Formulate objectives, courses of study, and evaluation criteria for a business and marketing education curriculum in
grades 5-12.

2. Demonstrate the ability to use a variety of teaching methods and effective classroom management techniques in the
business and marketing education classroom.

3. Infuse technology effectively into course content in the business and marketing education classroom and courses.

4. Learn program content in order to teach it.




                                                            43
                                      ASSESSMENT REPORT
                                                          FOR

Business and Information Technology Education                             BBA
(Instructional Degree Program)                                   (Degree Level)

September 2001-August 2002                                       November 1, 2002
(Assessment Period Covered)                                      (Date Submitted)


Intended Educational (Student) Outcome:

1. Formulate objectives, courses of study, and evaluation criteria for a business and marketing education curriculum in
grades 5-12.

First Means of Assessment for Outcome 1 Identified Above:
_1__a. Means of Program Assessment & Criteria for Success: Teacher candidates will develop a digital Teaching
Portfolio that focuses on benchmarks and artifacts in the 9 KERA New Teacher Standards. These benchmarks and
artifacts will include designing and planning instruction, knowledge of content, creating and maintaining a learning
climate, and implementing and managing instruction as shown on 10 lesson plans; communicating learning results as
shown on assessment instruments; reflecting and evaluating teaching and learning, as shown on lesson plans;
collaboration as shown on a team taught lesson plan; setting up a professional development plan as shown on a completed
Professional Growth Plan; and using technology as evidenced in all lesson plans. In addition, teacher candidates must
show strong connections to KY Program of Studies, Core Assessment, NBEA Standards, SCANS, and ISTE—all where
appropriate. A score of 80% or above must be earned on the digital Teaching Portfolio Rubric. Teacher candidates will
turn in portfolios in November; the COB Teacher Education Committee members will evaluate portfolios by December
10.

_1__a. Description of Data Collection & Assessment Results: The scores for the Teaching Portfolios turned in during
the Fall 2001 semester averaged 83. The lowest score was 75; the highest score was 89. The goal was met overall but not
individually. The lowest scores were given to assessment techniques.

_1__a. Use of Results to Improve Instructional Program: The Teaching Portfolio is a valuable assignment for teacher
candidates who will be required to create several portfolios during the teaching career. The format of the digital Teaching
Portfolio will evolve as technology creates ways to enhance the presentation of the folio. A new digital Teaching Portfolio
rubric was developed to place more emphasis on the New Teacher Standards. Particular attention will be given to
assessment procedures, including development of rubrics and higher order and open response questions.




                                                            44
Second Means of Assessment for Outcome 1 Identified Above:
_1__b. Means of Program Assessment & Criteria for Success: Survey cooperating teachers following the student
teaching semester to receive feedback on the preparation of Business and Information Technology Education teacher
candidates (Business and Marketing Education Grades 5-12 teacher candidates) in the areas of assessment, lesson
planning, collaboration, classroom management, technology, student interaction, and the use of KY Program of Studies
documents and academic expectations.

_1__b. Description of Data Collection & Assessment Results: A one-page survey was developed to elicit feedback
related to the preparation of the Business and Information Technology Education teacher candidates. Surveys were given
to the five cooperating teachers during the 2001-2002 school year. Three of five teachers returned the survey for a 60%
return rate. No Inadequate or Significant Weakness results were reported. However, anecdotal comments from teachers
still point out the need to provide teacher candidates with hands-on experience in assessment strategies with a business or
marketing teacher prior to the student teaching experience.

_1__b. Use of Results to Improve Instructional Program: Comments from the 2002-2001 survey pointed up a need to
practice writing open response questions and to develop scoring guides to grade student portfolios. The BIS 499C course
has been modified to provide teacher candidates with this practice. In addition, focus on assessment strategies by the
teacher candidates in the class can be accomplished during the Fall 2002 semester, since four of the five teacher
candidates in the class have worked with or are currently assigned to a business teacher to fulfill field observation and
participation hours.

Third Means of Assessment for Outcome 1 Identified Above:
_1__c. Means of Program Assessment & Criteria for Success: Observe Business and Information Technology
Education candidates during their student teaching semester. All teacher candidates must meet or exceed the College of
Education standards for teacher candidates.

_1__c. Description of Data Collection & Assessment Results: All teacher candidates were observed and met the
College of Education standard for student teachers—that is earning a B or above for the professional semester. In fact,
each teacher candidate earned an A during the professional semester as evaluated by the cooperating teachers.

_1__c. Use of Results to Improve Instructional Program: By observing teacher candidates, the assessment loop is truly
a 360-degree view of our Business and Information Technology Education program. In this way, adjustments may be
made quickly and effectively to the content of and methods used in the capstone course to enhance transfer of learning.




                                                            45
                                      ASSESSMENT REPORT
                                                          FOR

Business and Information Technology Education BBA
(Instructional Degree Program)                                           (Degree Level)

September 2001-August 2002                                               November 1, 2002
(Assessment Period Covered)                                              (Date Submitted)


Intended Educational (Student) Outcome:

2. Demonstrate the ability to use a variety of teaching methods and effective classroom management techniques in the
business and marketing education classroom.

First Means of Assessment for Outcome 2 Identified Above:
_2__a. Means of Program Assessment & Criteria for Success: Teacher candidates will develop a digital Teaching
Portfolio that effectively highlights the benchmarks for designing and planning instruction, knowledge of content, creating
and maintaining a learning climate, and implementing and managing instruction, and using technology. A score of 80% or
above must be earned on the digital Teaching Portfolio Rubric. Teacher candidates will turn in portfolios in November;
the COB Teacher Education Committee members will evaluate portfolios by December 10.

_2__a. Description of Data Collection & Assessment Results: The scores for the Teaching Portfolios turned in during
the Fall 2001 semester averaged 83. The lowest score was 75; the highest score was 89. The goal was met overall but not
individually. Lesson plans reflected a variety of teaching techniques appropriate for the business and marketing
classrooms.

_2__a. Use of Results to Improve Instructional Program: The Teaching Portfolio is a valuable assignment for teacher
candidates who will be required to create several portfolios during the teaching career. The format of the digital Teaching
Portfolio will evolve as technology creates ways to enhance the presentation of the folio. A new digital Teaching Portfolio
rubric was developed to place more emphasis on the New Teacher Standards.

Second Means of Assessment for Outcome 2 Identified Above:
_2__b. Means of Program Assessment & Criteria for Success: Survey cooperating teachers following the student
teaching semester to receive feedback (from 100% of the cooperating teachers) on the preparation of our Business and
Marketing Education teacher candidates in the areas of lesson planning and teaching methods.

_2__b. Description of Data Collection & Assessment Results: A one-page survey was developed to elicit feedback
from cooperating teachers. Surveys were given to the five cooperating teachers during the 2001-2002 school year. Three
of five teachers returned the survey for a 60% return rate. No Inadequate or Significant Weakness results were reported.
However, anecdotal comments from teachers still point out the need to provide teacher candidates with hands-on
experience in assessment strategies with a business or marketing teacher prior to the student teaching experience. Lesson
planning and teaching techniques appear to be strong in our teacher preparation program.




                                                            46
2__b. Use of Results to Improve Instructional Program: Comments from the 2002-2001 survey pointed up a need to
practice writing open response questions and to develop scoring guides to grade student portfolios. The BIS 499C course
has been modified to provide teacher candidates with this practice. In addition, focus on assessment strategies by the
teacher candidates in the class can be accomplished during the Fall 2002 semester, since four of the five teacher
candidates in the class have worked with or are currently assigned to a business teacher.
If the two-hour field experience class in the College of Education is added to the Teaching Methods in Business and
Information Technology Education course (BIS 499C), teacher candidates will be placed with a business teacher during
the capstone course. Comparing the theory with the real classroom will be the best of all worlds.

Third Means of Assessment for Outcome 2 Identified Above:
_2__c. Means of Program Assessment & Criteria for Success: Observe Business and Information Technology
Education teacher candidates during their student teaching semester. All teacher candidates must meet or exceed the
College of Education standards for student teachers.

_2__c. Description of Data Collection & Assessment Results: All teacher candidates were observed and met the
College of Education standard for teacher candidates—that is earning a B or above for the professional semester. In fact,
all teacher candidates earned an A during their professional semester.

_2__c. Use of Results to Improve Instructional Program: By observing teacher candidates, the assessment loop is truly
a 360-degree view of our Business and Information Technology Education program. In this way, adjustments may be
made quickly and effectively to the content of and methods used in the capstone course to enhance transfer of learning.




                                                            47
                                      ASSESSMENT REPORT
                                                          FOR

Business and Information Technology Education BBA
(Instructional Degree Program)                                           (Degree Level)

September 2001-August 2002                                               November 1, 2002
(Assessment Period Covered)                                              (Date Submitted)


Intended Educational (Student) Outcome:

3. Infuse technology effectively into course content in the business and marketing education classroom and courses.

First Means of Assessment for Outcome 3 Identified Above:
__3_a. Means of Program Assessment & Criteria for Success: Teacher candidates in Business and Information
Technology Education program will report their training in and use of technology on the Undergraduate Student Survey
by showing a rating of 6.0/7.0 for this question.


__3_a. Description of Data Collection & Assessment Results: The College of Business Undergraduate Student Survey
was administered to three teacher candidates in Fall 2001. The results are indicated below for preparation in the use of
technology:

Skill Development
Training in major courses to improve teaching                            5.3/7.0 
Training in major courses to improve computer skills                     6.5/7.0 
Training in major courses to enter major field                           6.5/7.0 
Satisfaction with option courses
Knowledge of major field                                                 5.3/7.0 
Methods course                                                           6.0/7.0 

When asked how they would rate their opportunities for interaction with practitioners in their major field,
teacher candidates rated this question:                           2.5/7.0 

__3_a. Use of Results to Improve Instructional Program: Since this is the first time reporting the results of the
Undergraduate Student Survey, no benchmark scores are available for comparison purposes. Overall, the results appear to
be acceptable. Areas, such as Knowledge of Major Field, Training to Improve Teaching Skills, and interaction with
practitioners, will be monitored closely.

The change in name from Business and Marketing Education to Business and Information Technology Education
emphasizes the importance of technology in the Business and Marketing Education Grades 5-12 certification program.
Technology is changing at the speed of sound (or so it seems). Every effort is made to expose teacher candidates to new
technologies so that they are able to effect changes in their classrooms—and school buildings.




                                                           48
Second Means of Assessment for Outcome 3 Identified Above:
_3__b. Means of Program Assessment & Criteria for Success: As part of the capstone course in the Business and
Information Technology Education program, teacher candidates will use information technologies (e.g., computers, World
Wide Web, Internet, and appropriate software) to prepare 100% of lesson plans and ancillary materials for three mini-
lessons. All teacher candidates will receive a score of 80% of above on the digital Teaching Portfolio rubric to
demonstrate this outcome. Completed by December 10 each fall semester.

__3_b. Description of Data Collection & Assessment Results: Results of the scoring by the COB Teacher Education
Committee revealed that teacher candidates scored from 75 (lowest) to 89 (highest) on their portfolios. The average of all
portfolios was 83. The goal was met overall, but not individually. However, teacher candidates revealed the use of
technology to prepare the digital portfolio.

__3__b. Use of Results to Improve Instructional Program: More emphasis will be placed on the portfolio throughout
the course. The scoring rubric is available for teacher candidates to see how the COB Teacher Education Committee will
evaluate their portfolios.

Third Means of Assessment for Outcome 3 Identified Above:
_3__c. Means of Program Assessment & Criteria for Success: Survey cooperating teachers following the student
teaching semester to receive feedback (from 100% of the cooperating teachers) on the preparation of our Business and
Marketing Education teacher candidates in the use of technology. Our teacher candidates are able to use and demonstrate
strong technology skills. In fact, incidental comments from cooperating teachers during observations support and praise
our program.

_3__c. Description of Data Collection & Assessment Results: A one-page survey was developed to elicit feedback from
cooperating teachers. Surveys were given to the five cooperating teachers during the 2001-2002 school year. Three of five
teachers returned the survey for a 60% return rate. No Inadequate or Significant Weakness results were reported.

_3__c. Use of Results to Improve Instructional Program: Anecdotal comments from cooperating teachers point out the
strength of the Business & Information Technology Education teacher candidates in the use and knowledge of technology.
Teacher candidates are able to make a significant contribution to the classroom and the school building during their
professional semester.




                                                            49
                                          ASSESSMENT REPORT
                                                           FOR

Business and Information Technology Education BBA
(Instructional Degree Program)                                             (Degree Level)

September 2001-August 2002                                                 November 1, 2002
(Assessment Period Covered)                                                (Date Submitted)


Intended Educational (Student) Outcome:

4. Learn program content in order to teach it.

First Means of Assessment for Outcome 4 Identified Above:
_4__a. Means of Program Assessment & Criteria for Success: Teacher candidates will score at or above the 584 state
of KY cut-off score on the PRAXIS II content area test for Business Education. (Test administered in Fall, Spring, and
Summer semesters.) Official results are not available until fall semesters for previous testing periods.

_4__a. Description of Data Collection & Assessment Results: Five teacher candidates took the PRAXIS II test in
Business Technology (0100); all five teacher candidates scored above the 584 cut-off point. This is a 100% pass rate.

_4__a. Use of Results to Improve Instructional Program: Teacher candidates must now take the PRAXIS II test prior
to entering the student teaching semester. This will provide an opportunity to assist teacher candidates in preparing for the
test during the first part of the capstone course—Teaching Methods in Business and Information Technology Education.

Second Means of Assessment for Outcome 4 Identified Above:
__4_b. Means of Program Assessment & Criteria for Success: On the Undergraduate Student Survey for Business and
Information Technology Education majors, teacher candidates will report their feedback on instruction and faculty,
satisfaction with quality of teaching in core area course work, skill development, and satisfaction with Business &
Information Technology Education option courses. Survey is administered in the capstone course for teacher candidates—
BIS 499C, Teaching Methods in Business and Information Technology Education—during the fall semesters.

__4_b. Description of Data Collection & Assessment Results: The College of Business Undergraduate
Student Survey was administered to three teacher candidates in Fall 2001. The overall results are indicated
below:

Instruction and Faculty
Quality of teaching in major courses                                       6.0/7.0
Feedback on assignments:                                                   6.0/7.0
Rating of instructors in major courses:                                    5.7/7.0

Skill Development
Training in major courses to improve teaching                              5.3/7.0
Training in major courses to improve writing skills                        5.3/7.0
Training in major courses to work in teams                                 5.5/7.0



                                                             50
Training in major courses to improve computer skills                      6.5/7.0
Training in major courses to enter major field                            6.5/7.0
Training in major courses to improve interpersonal skills                 5.5/7.0

Satisfaction with option courses
Knowledge of major field                                                  5.3/7.0
Courses in major field                                                    3.0/7.0 to 6.0/7.0
Methods Course                                                            6.0/7.0

How academically challenging were major courses?                          5.0/7.0

When asked how they would rate their opportunities for interaction with practitioners in their major field,
teacher candidates rated this question:                           2.5/7.0

__4_b. Use of Results to Improve Instructional Program: Since this is the first time reporting the results of the
Undergraduate Student Survey, no benchmark scores are available for comparison purposes. Overall, the results appear to
be acceptable. Areas, such as Knowledge of Major Field, Training to Improve Teaching Skills, and interaction with
practitioners, will be monitored closely.

If the EDSE 333, a two-hour Field Experiences course, is removed from the teacher education program and the two hours
are subsumed into the BIS 499C capstone course, teacher candidates will be required to complete field experience hours
in a business classroom at the same time they are enrolled in the capstone course. This should improve the interaction with
practitioners in the major field. This will be watched very closely in the survey results from the Fall 2002
Undergraduate Student Survey.

Third Means of Assessment for Outcome 4 Identified Above:
_4__c. Means of Program Assessment & Criteria for Success: Teacher candidates will develop a digital Teaching
Portfolio that focuses on benchmarks in the 9 KERA New Teacher Standards. The benchmarks include designing and
planning instruction, knowledge of content, creating and maintaining a learning climate, implementing and managing
instruction, communicating learning results, reflecting and evaluating teaching and learning, collaboration, setting up a
professional development plan, and using technology. A score of 80% or above must be earned on the digital Teaching
Portfolio Rubric. Teacher candidates will turn in portfolios in November; the COB Teacher Education Committee
members will evaluate portfolios by December 10.

_4__c. Description of Data Collection & Assessment Results: The scores for the three Teaching Portfolios turned in
during the Fall 2001 semester averaged 83. The lowest score was 75; the highest score was 89. The goal was met overall
but not individually. The Teacher Education Committee in the COB rates content knowledge and use of technology high.

_4__c. Use of Results to Improve Instructional Program: The Teaching Portfolio is a valuable assignment for teacher
candidates who will be required to create several portfolios during the teaching career. The format of the digital Teaching
Portfolio will evolve as technology creates ways to enhance the presentation of the folio. A new digital Teaching Portfolio
rubric was developed to place more emphasis on the New Teacher Standards.

Fourth Means of Assessment for Outcome 4 Identified Above:
_4__d. Means of Program Assessment & Criteria for Success: Survey cooperating teachers following the student
teaching semester to receive feedback (from 100% of the cooperating teachers) on the preparation of the Business and
Marketing Education teacher candidates.



                                                             51
_4__d. Description of Data Collection & Assessment Results: A one-page survey was developed to elicit feedback
from cooperating teachers. Surveys were given to the five cooperating teachers during the 2001-2002 school year. Three
of five teachers returned the survey for a 60% return rate. No Inadequate or Significant Weakness results were reported.
Cooperating teachers rate content knowledge as exceeding expectations.

_4__d. Use of Results to Improve Instructional Program: Comments from the 2002-2001 survey pointed up a need to
practice writing open response questions and to develop scoring guides to grade student portfolios. The BIS 499C course
has been modified to provide teacher candidates with this practice. In addition, focus on assessment strategies by the
teacher candidates can be accomplished during the Fall 2002 semester, since four of the five teacher candidates in the
class have worked with or are currently assigned to a business teacher.

Fifth Means of Assessment for Outcome 4 Identified Above:
_4__e. Means of Program Assessment & Criteria for Success: Observe Business and Information Technology
Education teacher candidates during their student teaching semester. All teacher candidates must meet or exceed the
College of Education standards for teacher candidates.

_4__e. Description of Data Collection & Assessment Results: All student teachers were observed and met the College
of Education standard for student teachers—that is earning a B or above for the professional semester. In fact, all teacher
candidates earned an A during their professional semester.

_4__e. Use of Results to Improve Instructional Program: By observing teacher candidates, the assessment loop is truly
a 360-degree view of our Business and Information Technology Education program. In this way, adjustments may be
made quickly and effectively to the content of and methods used in the capstone course to enhance transfer of learning.




                                                             52

				
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