SOS Assessment Form AY 2011 2012 by HC12092907132

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									STUDENT LEARNING ASSESSMENT PROGRAM
SUMMARY FORM AY 2011-2012
                                                                                        Please complete a separate worksheet for each academic program
Degree and                                                                              (major, minor) at each level (undergraduate, graduate) in your
                        B.A. Social Science Teaching                                    department. Worksheets are due to CASA this year by June
Program Name:
                                                                                        15, 2012. Worksheets should be sent electronically to
                                                                                        kjsanders@eiu.edu and should also be submitted to your college
Submitted By:                                                                           dean. For information about assessment or help with your
                        Charles Titus                                                   assessment plans, visit the Assessment webpage at
                                                                                        http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at
Please use size 10 font or larger.                                                      581-6056.


PART ONE

What are the learning             How, where, and when are they        What are the expectations?      What are the results?          Committee/ person
objectives?                       assessed?                                                                                           responsible? How are
                                                                                                                                      results shared?
 Objective 1: Social Science      Content Knowledge is assessed
majors will acquire strong        by:
content knowledge in the          A. Scores attained on the            A. All Social Science Program   A. ICTS CAT score results      A. Test Score results are
social science disciplines that   appropriate Illinois Certification   completers must have achieved   are as follow:                 monitored by the Dean’s
are basal to secondary school     Testing System (ICTS) Content        passing composite scores on     Test 113-GEG (n=3)             Office, CEPS, and by the
social studies subjects. These    Area Tests (CAT): 113 (GEG);         the Content Area Test for       Total Sub1 Sub2 Sub3           Social Science Studies
disciplines include content       117 (PLS); 118 (PSY); and 121        his/her designation.            1. 240 233 246 243             Program Coordinator.
knowledge expectations found      (SOC/ANT). The CAT is                                                2. 248 249 238 252             Test results are regularly
in the Ten Thematic Strands       usually taken on campus the                                          3. 248 242 262 247             shared by CEPS through
of the program’s accrediting      semester prior to student                                            Notes:                         reports to the Program
agency, the National Council      teaching.                                                            Passing Score = 240            Coordinator. The
for the Social Studies (NCSS).                                                                         Sub 1= Soc. Science Found.     Program Coordinator
As stated in National                                                                                  Sub 2= His. Common Core        shares results with the
Curriculum Standards for                                                                               Sub 3= World Geog &            Social Science Studies
Social Studies: A Framework                                                                            Influence on the Contemp.      Committee (the major’s
for Teaching, Learning and                                                                             World                          program committee).
Assessment, these Themes
“…constitute the organizing                                                                            Test 117-PLS (n=2)
strands that should thread                                                                             Total Sub1 Sub2 Sub3 Sub4
through a social studies                                                                               1. 279 279 268 288 286
program….” (See Addendum                                                                               2. 267 261 284 239 278
3 for the NCSS Strands).                                                                               Notes:
                                                                                                       Passing Score = 240
                                                                                                       Sub 1= Soc. Science Found.
                                                                        Sub 2= His. Common Core
                                                                        Sub 3= Pol. Sci. Concepts &
                                                                        Thought, Comp. Govt. and
                                                                        International Relations
                                                                        Sub 4= U.S. & Illinois Govt.

                                                                        Test 118-PSY (n=1)
                                                                        Total Sub1 Sub2 Sub3 Sub4
                                                                        1. 259 254 268 256 263
                                                                        Notes:
                                                                        Passing Score = 240
                                                                        Sub 1= Soc. Science Found.
                                                                        Sub 2= His. Common Core
                                                                        Sub 3= Human Development
                                                                        & Behavior
                                                                        Sub 4 = Personality Theories
                                                                        Mental Health & Social
                                                                        Behavior

                                                                        Test 121-SOC/ANTHRO
                                                                        (n=1)
                                                                        Total Sub1 Sub2 Sub3 Sub4
                                                                        1. 248 257 233 255 231
                                                                        Notes:
                                                                        Passing Score = 240
                                                                        Sub 1= Soc. Science Found.
                                                                        Sub 2= His. Common Core
                                                                        Sub 3= World Geog &
                                                                        Influence on Contemp.
                                                                        World

B. Grades earned during the          B. All Social Science program      B. Grades earned by 2011-      B. The following
student’s academic career in         completers must have received      2012 program completers in     individuals or committees
representative required courses      grades of “C” or above in all      representative required        monitor this assessment:
in social science disciplines        content courses in the major.      social science courses that    the program’s designation
related to the NCSS Ten              Social Science majors must         reflect content knowledge      advisors; the coordinator,
Thematic Strands. Course             maintain 2.75 or higher major      aligned with the NCSS Ten      Social Science Studies
grades are based on a range of       and cumulative grade point         Thematic Strands are as        Program; the Teacher
measures (tests, papers, projects,   averages to complete the           follow: (Note: Numbers         Education Committee for
presentations, etc) designed to      program and to receive             may vary from “n” of 7 due     Social Science and
assess knowledge, processes,         teaching certification. Students   to transfer courses taken at   History; the Certification
and products related to course       following 2008 and later           other institutions. Students   Officer, College of
material. All of these               catalogs must maintain a 3.00      must have received a “C” or    Sciences. These groups
assessments are intended to           major grade point average.      higher in all required content   and individuals routinely
measure student knowledge and         Such grade point averages       courses, including transfer      share results as needed.
understanding of course content.      indicate that the student has   courses.)
When students successfully            acquired content knowledge.
complete a course (i.e. earn a                                        Theme 1 (Culture)
grade of “C” or above) it is                                          Courses and Grades:
commonly considered as                                                ANT 2200/2290
verification that they have, in the                                   A=2; B=3; C=0; D=0; F=0
professional judgment of the                                          GEG 1100/1190
instructor, acquired the                                              A=4; B=2; C=1; D=0; F=0
appropriate content knowledge
related to the course. Social                                         Theme 2 (Time, Continuity
Science majors complete                                               & Change)
multiple courses in each                                              HIS 1500/1590
discipline. It can thus be                                            A=5; B=1; C=1; D=0; F=0)
reasonably concluded that those                                       HIS 2010/2090
students who have earned grades                                       A=0; B=2; C=0; D=0; F=0
of “C” or above have                                                  HIS 2020/2091
demonstrated an acceptable level                                      A=3; B=0; C=0; D=0; F=0
of content knowledge.                                                 HIS 3555
                                                                      A=0; B=0; C=2; D=0; F=0

                                                                      Theme 3 (People, Places &
                                                                      Environments
                                                                      GEG 1200/1290
                                                                      A=4; B=1; C=1; D=0; F=0

                                                                      Theme 4 (Individual
                                                                      Development & Identity)
                                                                      PSY 1879/1890
                                                                      A=1; B=1; C=1; D=0; F=0

                                                                      Theme 5 (Individuals,
                                                                      Groups & Institutions)
                                                                      SOC 2710
                                                                      A=0; B=1; C=1; D=0; F=0

                                                                      Theme 6 (Power,
                                                                      Authority & Governance)
                                                                      PLS 1003
                                                                      A=1; B=2; C=3; D=0; F=0
                                                                                                       Theme 7 (Production,
                                                                                                       Distrib. & Consumption)
                                                                                                       ECN 2801/2891
                                                                                                       A= 0; B=3; C=1; D=0; F=0
                                                                                                       ECN 2802/2891
                                                                                                       A= 2; B=3; C=0; D=0; F=0

                                                                                                       Theme 8 (Science, Tech. &
                                                                                                       Society)
                                                                                                       GEG/ESC 3200
                                                                                                       A=5; B=2; C=0; D=0; F=0

                                                                                                       Theme 9 (Global Connect.)
                                                                                                       PLS 2253/2293
                                                                                                       A=3; B=2; C=1; D=0; F=0

                                                                                                       Theme 10 (Civic Ideals &
                                                                                                       Practices)
                                                                                                       PLS 1153/1193
                                                                                                       A=2; B=1; C=0; D=0; F=0


Objective 2: Social Science       Professional teaching              A. A minimum of 90 per cent       A. All students in the 2011-   A. The SOS 3400
majors will demonstrate           competency is assessed by:         of program students will earn a   2012 cohort of program         instructors evaluate all
professional teaching             A. The evaluation of lesson        grade of “C” or higher in SOS     completers earned grades of    planning and
competency by planning,           plans, a unit plan, and            3400. Students who receive a      at least a “C” or above in     microteaching
organizing, and effectively       microteaching oral presentations   grade of “C” or higher will, at   Social Science 3400.           assignments in order to
presenting social studies units   required in SOS 3400, the          a minimum, have used the                                         insure that students
& lessons that are centered on    Program’s teaching methods         required templates for all unit                                  demonstrate an acceptable
the Illinois Learning             course. The SOS 3400               and lesson planning                                              level of professional
Standards and the NCSS Ten        professors instruct methods        assignments, and these                                           teaching competence.
Thematic Strands.                 students in the preparation of     planning assignments will have                                   The Program Coordinator
                                  specific unit and lesson plan      included the use of                                              and the Dean, CEPS
                                  designs or templates. The          instructional technology as                                      monitor the results of this
                                  students then are required to      well as variety in teaching                                      assessment. Students
                                  employ these templates in course   strategies.                                                      who do not receive a
                                  assignments related to planning,   Microteaching modules will                                       grade of “C” or above in
                                  and to presentation of             have been presented in a clear,                                  the SOS 3400 class are
                                  microteaching modules.             articulate and organized                                         counseled by his/her
                                  The SOS 3400 instructors then      manner and will have used                                        advisor concerning either
                                  assess planning competency by      instructional technology and                                     withdrawing from the
                                  analyzing how well student plans   various literature-based                                         program, or re-taking the
                                  conform to these templates, by     teaching methodologies as                                        course in an attempt to
                                whether the plans are practicable     appropriate.                                                      earn the requisite grade.
                                for use in a secondary social
                                studies classroom, and by the
                                quality of the writing in the
                                plans. The instructors use a 20-
                                item Microteaching Checklist to
                                assess the effectiveness of
                                student presentation skills,
                                including oral proficiency, use of
                                technology, and incorporation of
                                effective teaching strategies.


                                B. Evaluation of the Elements         B. A minimum of 90 per cent       B. Results for Elements         B. Cooperating Teachers
                                within the Diverse Strategies and     of Social Science program         within the Diverse Strategies   and Student Teacher
                                the Diverse Subject Areas &           completers will receive ratings   and Diverse Subject Areas       Supervisors from the
                                Levels Domains of the Student         of “Meets” through “Exceeds”      and Levels Domains of the       Department of Student
                                Teaching Evaluation Form              on the Diverse Strategies and     CEPS Student Teaching           Teaching, CEPS, conduct
                                (Ratings are: “Does Not Meet”;        the Diverse Subject Areas &       Evaluation are found on the     the assessment. The
                                “Occasionally Meets”; “Meets”;        Levels Domains of the Student     attachment below.               Chair, Department of
                                and “Exceeds”.                        Teaching Evaluation Form.                                         Student Teaching and the
                                                                      (Ratings are: “Does Not                                           Coordinator of the Social
                                                                      Meet”; “Occasionally Meets”;                                      Science Studies Program
                                                                      “Meets”; and “Exceeds”).                                          monitor the assessment
                                                                                                                                        results.

                                C. Evaluation of the Elements         C. A minimum of 90 per cent       C. Results for Elements         C. Cooperating Teachers
                                included within the Impact on P-      of Social Science student         within the Impact on P-12       and Student Teacher
                                12 Assessment Instrument from         program completers will           Assessment Instrument from      Supervisors from the
                                the CEPS Student Teaching             receive ratings of “Meets”        the CEPS Student Teaching       Department of Student
                                Evaluation Form.                      through “Exceeds” on the          Evaluation Form are found       Teaching, CEPS, conduct
                                                                      Impact on P-12 Assessment         on the attachment below.        the assessment. The
                                                                      Instrument of the Student                                         Chair, Department of
                                                                      Teaching Evaluation form.                                         Student Teaching and the
                                                                      (Ratings are: “Does Not                                           Coordinator of the Social
                                                                      Meet”; Occasionally Meets”;                                       Science Studies Program
                                                                      “meets”; and “Exceeds”                                            monitor assessment
                                                                                                                                        results.
Objective 3: Social Science     The ability to write effectively is
majors will demonstrate the     assessed by:
ability to write effectively.   A. Successful completion of           A. All Social Science program     A. Grades earned by 2011-       A. The following
                                EIU’s Writing Intensive Courses       completers must have received     2012 program completers in      individuals or committees
                                required by the specific              in all content and professional   Writing Intensive Courses       monitor this assessment:
                                designations within the Social      education courses (including      required in the Social         the program’s designation
                                Science major. All Writing          Writing Intensive Courses) that   Science major are as follow:   advisors; the coordinator,
                                Intensive Courses require that a    are required by the major a       Note: Numbers may vary         Social Science Studies
                                minimum of 35% of the course        grade of “C” or above (or in      from “n” of 7 due to           Program; the Teacher
                                grade be based on writing.          SED 3000, SED 3100 and            completion of some courses     Education Committee for
                                Successful completion of college    SED 4000, a “CR”). Because        at other institutions; to      Social Science and
                                or university courses is            Social Science majors must        professional education         History; the Certification
                                commonly denoted by assigning       complete, depending on the        course path (e.g. ISEP or      Officer, College of
                                a grade of “C” or higher and thus   designation, between 18 and       Conventional); and to          Sciences. These groups
                                in the case of Writing Intensive    27 semester hours of              variance in number of          and individuals routinely
                                Courses this grade also denotes     professional education and        Writing Intensive Courses      share results as needed
                                that the student has, in the        content area Writing Intensive    required in the designations
                                instructor’s professional           Courses, it can be reasonably     within the major.
                                judgment, acquired the ability to   concluded that students who       EDF2555
                                write effectively.                  have earned grades of “CR” or     A=3; B=2; C=0; D=0; F=0
                                                                    “C” and above in these courses    EDF 4450
                                                                    have demonstrated an ability to   A=2; B=1; C=1; D=0; F=0
                                                                    write effectively.                HIS 1500/1590
                                                                                                      A=5; B=1; C=1; D=0; F=0
                                                                                                      HIS 2010/2090
                                                                                                      A=0; B=2; C=0; D=0; F=0
                                                                                                      HIS 2020/2091
                                                                                                      A=3; B=1; C=0; D=0; F=0
                                                                                                      HIS 3555
                                                                                                      A=0; B=0; C=2; D=0; F=0
                                                                                                      PLS 3203
                                                                                                      A=1; B=0; C=0; D=0; F=0
                                                                                                      PLS 3543
                                                                                                      A=1; B=1; C=0; D=0; F=0
                                                                                                      PLS 3753
                                                                                                      A=1; B=0; C=0; D=0; F=0
                                                                                                      SOC 3620
                                                                                                      A=0; B=1; C=0; D=0; F=0



(Continue objectives as needed. Cells will expand to accommodate your text.)
PART TWO
Describe your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the
CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.

The following actions have occurred since the 2010-2011 SLAP Report was submitted:

1. We have strengthened the program’s clinical experiences requirement by enhancing the Professional Educators Network-Social
Studies (PEN-SS) Project. PEN-SS is a network of practicing social studies teachers in the University’s service region who work
cooperatively to support our program in a variety of ways. One of those ways is assisting our candidates with the implementation of
innovative, research based teaching strategies during the program teaching methods course’s required clinical experience hours.
Those clinical experiences have now been restructured and combined into a mini-practicum that enables our students to spend all of
the required SOS 3400 clinical hours in the classroom of one PEN-SS teacher where they work cooperatively with that teacher in an
actual classroom environment. This increases the number of hours, started in the pre-requisite practicum of SED 3330-EDP 3331 or
SED 3000-SED 3100, in which students are engaged in the field in planning, teaching and otherwise assisting with the instructional
process prior to the student teaching experience.

It may be possible in the future to gather quantitative as well as qualitative data from the participating PEN-SS teachers to supplement
current data used relative to Program Objective 2-A.

2. We have also reviewed advising strategies designed to assist students to increase their scores on the Content Area Tests. While
strategies vary from designation to designation within the program, they include:
        A. Suggesting to students that they retain and review class notes from relevant courses prior to taking the test.
        B. Referring students to the test study guide available at the website for the Illinois Certification Testing System.
        C. Advising students that they spread content area courses (e.g. political science; history; sociology etc.) across their time at
        the University to insure that at least some of those courses have been completed in a period shortly before taking the test.

3. The Social Science Studies Coordinator has asked the Chair of the Program’s Curriculum Committee to convene the Committee and
to review the curricular structure of the program. The Curriculum Committee chair has indicated that it is possible that a course in
child development may be added to the Program’s Psychology Designation, and a course in early modern world history may be added
to the history section of all Program designations. It is anticipated the Committee will make its final recommendation to the Social
Science Studies Program Committee not later than Fall semester, 2012 with intended implementation scheduled for Fall semester,
2013.
PART THREE
Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment
program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and
in past years, what are your plans for the future?

1. It is not possible to determine with precision the extent to which each of the strategies identified in item 2 in Part Two above (i.e.
retaining and reviewing class notes; referring students to study guide information; and advising students to spread content area courses
across their time at Eastern) has functioned as an independent variable for Content Area Test score improvement. However, our
students’ scores for the most part now compare favorably with and often exceed the statewide averages.

2. Relative to other changes, comments by our PEN-SS teachers uniformly indicate that the change requiring teaching methods class
students to complete all course specific clinical hours at one PEN-SS location has been a productive one, and in their judgment better
prepares our students for student teaching. As noted above, we may in the future be able to acquire quantitative data related to the
efficacy of this component of the PEN-SS Project. Dr. Jeff Ashley, chair of Political Science, has also affirmed that the earlier
addition of Political Science 2001 to our curriculum has improved Political Science Designation students' research skills.

3. We have also included in our Student Learning Assessment Program Summary Report this year additional information concerning alumni and
supervisor satisfaction relative to how well the Social Science Studies Program has prepared our graduates. These data clearly indicate that these
two constituencies believe the Social Science Teaching major to be an effective program. Key indicator data from graduate and supervisor
responses to survey questions found in the Teacher Graduate Assessment: 2007-2009 Survey Results report and the Teacher Graduate
Assessment:2010 Survey Results report are presented below:

Alumni and Supervisor Survey Responses: B.A. Social Science Teaching
Alumni Responses
 1. Extent to which you are satisfied with the overall quality of the teacher education program:
        2007-2009: 28% of the respondents were Very Satisfied and 72% were Satisfied.
        2010: 20% of the respondents were Very Satisfied and 60% were Satisfied.
2. Extent to which you are satisfied with student teacher supervision:
         2007-2009: 64% were Very Satisfied and 20% were Satisfied.
         2010: 80% of the respondents were Very Satisfied and 20% were Satisfied.
3. Classroom Experiences: Different Strategies and Models of Teaching:
    A. Did the program include discussions of different strategies and models of teaching?
        2007-2008: 90% of respondents agreed that the program did so.
        2010: 100% of respondents agreed that the program did so.
B. Did the program consistently demonstrate different strategies and models of teaching?
       2007-2008: 85% of respondents agreed that the program did so.
       2010: 80% of respondents agreed that the program did so.
   C. Did the program include opportunities to practice different strategies and models of
      teaching?
       2007-2008: 85% of respondents agreed that the program did so.
       2010: 80% of respondents agree that the program did so.
   D. Extent to which you are satisfied with your choice of subject area for certification:
       2007-2009: 80% of the respondents were Very Satisfied and 20% were Satisfied.
       2010: 100% of the respondents were Very Satisfied.

Supervisor Responses
1. To what extent does the teacher understand and to what extent does this teacher use or practice Illinois Professional Teaching
Standard 1 (The central concepts, methods of inquiry and structures of the discipline(s) that are necessary to create learning
experiences that make the content meaningful to all students)?
   A. Understands Standard 1.
       2007-2009: 22% of the respondents stated that our graduates Completely Understand Standard 1; 59% stated that our graduates
       Mostly Understand Standard 1 and 15% Somewhat Understand Standard 1.
       2010: 20% of the respondents stated that our graduates Completely Understand Standard 1; 60% stated that our graduates
       Mostly Understand Standard 1; and 20% stated that our graduates Somewhat Understand Standard 1.
   B. Uses or Practices Standard 1
       2007-2009: 32% of the respondents stated that our graduates use or practice Standard 1 All of the Time; 50% Most of the
       Time; and 14% Some of the Time
       2010: 20% of the respondents stated that our graduates use or practice Standard 1 All of the Time; 40% Most of the Time; and
       40% Some of the Time
2. Teaching of His/Her Primary Subject/Content Area: Indicate the extent to which this teacher was prepared by his/her teacher
education program to be a successful new teacher:
       2007-2009: 64% of the respondents stated that our graduates are Extremely Prepared and 29% stated that our graduates are
       Mostly Prepared
       2010: 60% of the respondents stated that our graduates are Extremely Prepared and 40% stated that our graduates are Mostly
       Prepared.
Addendum 1
Social Science Completers 2011-12: Student Teaching Evaluation

Diverse Strategies                              Does Not Meet   Occasionally   Meets      Occasionally   Exceeds                  Stand
                                                Standard        Meets          Standard   Exceeds        Standard   Mean   Mode
                                                (1 pts)         (2 pts)        (3 pts)    (4 pts)        (5 pts)                  Dev

Diverse Strategies-1)Clarity and suitability of
                                                0               0              2          1              4          4.29   5      0.88
goals and objectives

Diverse Strategies-2) Integration of goals
                                                0               0              1          3              3          4.29   4      0.70
and objectives

Diverse Strategies-3) Resources for teaching
                                             0                  0              0          2              5          4.71   5      0.45
and students

Diverse Strategies-4) Learning activities       0               0              1          3              3          4.29   4      0.70

Diverse Strategies-5) Instructional materials
                                                0               0              1          3              3          4.29   4      0.70
and resources

Diverse Strategies-6) Instructional groups      0               0              1          2              4          4.43   5      0.73

Diverse Strategies-7) Lesson and unit
                                                0               0              2          1              4          4.29   5      0.88
structure
Diverse Strategies-8) Congruence of
assessment with instructional goals and         0               0              1          1              5          4.57   5      0.73
objectives

Diverse Strategies-9) Criteria and standards    0               0              0          1              6          4.86   5      0.35

Diverse Strategies-10) Used student needs
                                                0               0              1          2              4          4.43   5
in planning

Diverse Strategies-11) Directions and
                                                0               0              2          2              3          4.14   5
procedures

Diverse Strategies-12) Levels of questions
                                                0               0              2          2              3          4.14   5
and response time

Diverse Strategies-13) Discussion
                                                0               0              2          1              4          4.29   5
techniques
Diverse Strategies-14) Student participation   0               0                  1              3                  3               4.29   4


Diverse Strategies-15) Feedback to students 0                  0                  2              2                  3               4.14   5

Diverse Strategies-16) Management of
                                               0               0                  2              1                  4               4.29   5
transitions

Diverse Strategies-17) Management of
                                               0               0                  2              1                  4               4.29   5
materials

Diverse Strategies-18) Classroom
                                               0               0                  1              0                  5               4.67   5
arrangement and accessibility

                                               Does Not Meet       Occasionally        Meets         Occasionally        Exceeds                       Stand
Diverse Subjects                               Standard              Meets            Standard        Exceeds           Standard    Mean       Mode
                                               (1 pts)               (2 pts)           (3 pts)         (4 pts)            (5 pts)                       Dev

Diverse Subjects - 1) Knowledge of content     0               0                  1              2                  4               4.43   5


Diverse Subjects - 2) Importance of content    0               0                  1              2                  4               4.43   5          0.73

Diverse Subjects - 3) Knowledge of
relationship of content areas to other         0               0                  1              2                  4               4.43   5          0.83
subjects

Diverse Subjects - 4) Knowledge of content-
                                               0               0                  2              1                  4               4.29   5          0.83
related instruction/pedagogy

Diverse Subjects - 5) Verbal language          0               0                  2              1                  4               4.29   5          0.88


Diverse Subjects - 6) Written language         0               0                  1              2                  4               4.43   5          0.70
Addendum 2
Social Science Completers 2011-2012: Impact on P-12 Assessment
                                                          Occasionally              Occasionally
                                               Does Not   Meets          Meets      Exceeds        Exceeds                  St.
                                               Meet       Standard       Standard   Standard       Standard   Mean   Mode
                                                                                                                            Dev.
                                               (1 pts)    (2 pts)        (3 pts)    (4 pts)        (5 pts)

Diverse Students-Human Development &
                                               0          0              0          5              2          4.29   4      0.45
Learning

Diverse Students-Diversity                     0          0              0          6              1          4.14   4      0.35

Diverse Students-Planning for Instruction      0          0              1          4              2          4.14   4      0.64

Diverse Students-Planning for Instruction      0          0              0          4              3          4.43   4      0.49

Diverse Students-Planning for Instruction      0          0              0          5              2          4.29   4      0.45

Diverse Strategies-Instructional Delivery      0          0              0          5              2          4.29   4      0.45

Diverse Strategies-Instructional Delivery      0          0              0          3              4          4.57   5      0.49

Diverse Strategies-Instructional Delivery      0          0              1          3              3          4.29   5      0.70

Diverse Strategies-Assessment                  0          0              0          5              2          4.29   4      0.45

Diverse Strategies-Assessment                  0          0              1          4              2          4.14   4      0.64

Diverse Strategies-Assessment                  0          0              1          4              2          4.14   4      0.64

Diverse Strategies-Assessment                  0          0              1          4              2          4.14   4      0.64

Diverse Subjects-Reflection and Professional
                                               0          0              2          2              3          4.14   5      0.83
Growth
Diverse Subjects-Reflection and Professional
                                               0   0   1   4   2   4.14   4   0.64
Growth

Diverse Societies-Diversity                    0   0   0   4   3   4.43   4   0.49

Diverse Societies-Communication                0   0   0   4   3   4.43   4   0.49

Diverse Technology-Personal and
                                               0   0   0   4   3   4.43   4   0.49
Professional Use of Technology

Diverse Technology-Application of Technology 0     0   1   1   5   4.57   5   0.73

Diverse Technology-Productivity Tools          0   0   2   0   5   4.43   5   0.90

Diverse Technology-Research, Problem
                                               0   0   1   1   5   4.57   5   0.73
Solving & Product Development
Addendum 3
The Ten Thematic Strands of the National Council for the Social Studies (NCSS)
The Ten Thematic Strands are “organizing strands for social studies programs….. The themes represent strands that should thread
through a social studies program…as appropriate at each level.” (National Curriculum Standards for Social Studies: A Framework for
Teaching, Learning, and Assessment, p. 10).

Theme 1: Culture: Social Studies programs should include experiences that provide for the study of culture and cultural diversity.

Theme 2: Time, Continuity, and Change: Social Studies programs should include experiences that provide for the study of the past
and its legacy.

Theme 3: People, Places, and Environments: Social Studies programs should include experiences that provide for the study of
people, places and environments.

Theme 4: Individual Development and Identity: Social Studies programs should include experiences that provide for the study of
individual development and identity.

Theme 5: Individuals, Groups, and Institutions: Social Studies programs should include experiences that provide for the study of
interactions among individuals, groups, and institutions.

Theme 6: Power, Authority, and Governance: Social Studies programs should include experiences that provide for the study of
how people create, interact with, and changes structures of power, authority, and governance.

Theme 7: Production, Distribution and Consumption: Social Studies programs should include experiences that provide for the
study of how people organize for the production, distribution, and consumption of goods and services.

Theme 8: Science, Technology, and Society: Social Studies programs should include experiences that provide for the study of
relationships among science, technology, and society.

Theme 9: Global Connections: Social Studies programs should include experiences that provide for the study of global connections
and interdependence

Theme 10: Civic Ideals and Practices: Social Studies programs should include experiences that provide for the study of the ideals,
principles, and practices of citizenship in a democratic republic.
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Addendum 1:

Social Science Completers 2011-12 - Student Teaching Evaluation
                                   Does Not
                                              Occasionally    Meets         Occasionally       Exceeds
                                     Meet
                                                 Meets       Standard        Exceeds           Standard   Mean   Mode   Stdev
                                   Standard
                                                (2 pts)       (3 pts)         (4 pts)           (5 pts)
                                    (1 pts)
Diverse Students - 1)
Knowledge of characteristics   0              0              0          3                  4              4.57   5      0.49
of age groups
Diverse Students - 2)
Knowledge of students' skills,
                               0              0              1          2                  4              4.43   5      0.73
knowledge, and learning
modes
Diverse Students -3)
Knowledge of students'         0              0              0          4                  3              4.43   4      0.49
interests or culture

Diverse Students - 4) Teacher
                              0               0              1          0                  6              4.71   5      0.70
interaction with students

Diverse Students -5) Student
                               0              0              0          4                  3              4.43   4      0.49
interaction

Diverse Students - 6) Student
pride and expectations for    0               0              1          2                  4              4.43   5      0.73
learning and achievement
Diverse Students - 7)
Accommodations to enhance      0              0              2          1                  4              4.29   5      0.88
student behavior/learning

Diverse Students 8)
                               0              0              1          3                  3              4.29   4      0.70
Monitoring student behavior

Diverse Students - 9)
Response to student            0              0              0          3                  4              4.57   5      0.49
misbehavior
Diverse Students - 10)
Response to students'            0   0   0   5   2   4.29   4   0.45
questions and interests
Diverse Students -11)
Response to diverse students' 0      0   2   3   2   4.00   4   0.76
learning styles
Diverse Strategies-1)Clarity
and suitability of goals and     0   0   2   1   4   4.29   5   0.88
objectives
Diverse Strategies-2)
Integration of goals and         0   0   1   3   3   4.29   4   0.70
objectives
Diverse Strategies-3)
Resources for teaching and       0   0   0   2   5   4.71   5   0.45
students
Diverse Strategies-4)
                                 0   0   1   3   3   4.29   4   0.70
Learning activities

Diverse Strategies-5)
Instructional materials and      0   0   1   3   3   4.29   4   0.70
resouces
Diverse Strategies-6)
                                 0   0   1   2   4   4.43   5   0.73
Instructional groups

Diverse Strategies-7) Lesson
                                 0   0   2   1   4   4.29   5   0.88
and unit structure

Diverse Strategies-8)
Congruence of assessment
                                 0   0   1   1   5   4.57   5   0.73
with instructional goals and
objectives
Diverse Strategies-9) Criteria
                                 0   0   0   1   6   4.86   5   0.35
and standards

Diverse Strategies-10) Used
                                 0   0   1   2   4   4.43   5   0.73
student needs in planning

Diverse Strategies-11)
                                 0   0   2   2   3   4.14   5   0.83
Directions and procedures
Diverse Strategies-12) Levels
of questions and response     0      0   2   2   3   4.14   5   0.83
time
Diverse Strategies-13)
                                0   0   2   1   4   4.29   5   0.88
Discussion techniques

Diverse Strategies-14)
                                0   0   1   3   3   4.29   4   0.70
Student participation

Diverse Strategies-15)
                                0   0   2   2   3   4.14   5   0.83
Feedback to students

Diverse Strategies-16)
                                0   0   2   1   4   4.29   5   0.88
Management of transitions

Diverse Strategies-17)
                                0   0   2   1   4   4.29   5   0.88
Management of materials
Diverse Strategies-18)
Classroom arrangement and       0   0   1   0   5   4.67   5   0.75
accessibility
Diverse Subjects - 1)
                                0   0   1   2   4   4.43   5   0.73
Knowledge of content

Diverse Subjects - 2)
                                0   0   1   2   4   4.43   5   0.73
Importance of content
Diverse Subjects - 3)
Knowledge of relationship of
                                0   0   1   2   4   4.43   5   0.73
content areas to other
subjects
Diverse Subjects - 4)
Knowledge of content-related 0      0   2   1   4   4.29   5   0.88
instruction/pedagogy
Diverse Subjects - 5) Verbal
                                0   0   2   1   4   4.29   5   0.88
language

Diverse Subjects - 6) Written
                                0   0   1   2   4   4.43   5   0.73
language
Diverse Societies - 1)
Accurate assessing and
                                0   0   1   1   5   4.57   5   0.73
reflecting for responsibile
teaching
Diverse Societies - 2)
Responsible record keeping      0   0   0   1   6   4.86   5   0.35
and organizational skills
Diverse Societies - 3)
Articulation of the instructional 0              0              1    2             4             4.43   5   0.73
program and student progress
Diverse Societies - 4) Values
collaborative and cooperative 0                  0              1    1             5             4.57   5   0.73
relationships
Diverse Societies - 5)
Participation in service to      0               1              0    1             4             4.33   5   1.11
school and/or district
Diverse Societies - 6)
Commitment to professional       0               0              0    0             7             5.00   5   0.00
dialogue
Diverse Societies - 7)
Commitment to professional       0               0              0    0             7             5.00   5   0.00
practice and behavior
Diverse Societies - 8) Ethical
                                 0               0              0    0             7             5.00   5   0.00
and responsible behavior

Diverse Societies - 9) Respect
                               0                 0              0    0             7             5.00   5   0.00
for confidentiality
Diverse Technology - 1)
Knowledge of technology-         0               0              0    4             3             4.43   4   0.49
related use and practices
Diverse Technology- 2)
                                 0               0              0    2             5             4.71   5   0.45
Responsible use technolgy

Diverse Technology-3) Use of
technology for professional
                             0                   0              0    2             5             4.71   5   0.45
development and life-long
learning
Diverse Students - 1) Knowledege of              3 (42%)                 4 (57%)
characteristics of age groups
Diverse Students - 2) Knowledge of students'     1 (14%)   2 (28%)       4 (57%)
skills, knowledge, and learning modes
Diverse Students -3) Knowledge of students'      4 (57%)                               3 (42%)
interests or culture
Diverse Students - 4) Teacher interaction with   1 (14%)   6 (85%)
students
Diverse Students -5) Student interaction         4 (57%)                               3 (42%)

Diverse Students - 6) Student pride and          1 (14%)   2 (28%)       4 (57%)
expectations for learning and achievement
Diverse Students - 7) Accommodations to             2 (28%)               1 (14%)   4 (57%)
enhance student behavior/learning
Diverse Students 8) Monitoring student behavior     1 (14%)   3 (42%)                         3 (42%)

Diverse Students - 9) Response to student           3 (42%)                         4 (57%)
misbehavior
Diverse Students - 10) Response to students'        5 (71%)                                             2 (28%)
questions and interests
Diverse Students -11) Response to diverse           2 (28%)               3 (42%)                       2 (28%)
students' learning styles
Diverse Strategies-1)Clarity and suitability of     2 (28%)               1 (14%)   4 (57%)
goals and objectives
Diverse Strategies-2) Integration of goals and      1 (14%)   3 (42%)                         3 (42%)
objectives
Diverse Strategies-3) Resources for teaching and    2 (28%)               5 (71%)
students
Diverse Strategies-4) Learning activities           1 (14%)   3 (42%)                         3 (42%)

Diverse Strategies-5) Instructional materials and   1 (14%)   3 (42%)                         3 (42%)
resouces
Diverse Strategies-6) Instructional groups          1 (14%)   2 (28%)               4 (57%)

Diverse Strategies-7) Lesson and unit structure     2 (28%)               1 (14%)   4 (57%)

Diverse Strategies-8) Congruence of assessment      1 (14%)   1 (14%)     5 (71%)
with instructional goals and objectives
Diverse Strategies-9) Criteria and standards        1 (14%)   6 (85%)

Diverse Strategies-10) Used student needs in        1 (14%)   2 (28%)               4 (57%)
planning
Diverse Strategies-11) Directions and procedures    2 (28%)               2 (28%)             3 (42%)

Diverse Strategies-12) Levels of questions and      2 (28%)               2 (28%)             3 (42%)
response time
Diverse Strategies-13) Discussion techniques        2 (28%)               1 (14%)   4 (57%)

Diverse Strategies-14) Student participation        1 (14%)   3 (42%)                         3 (42%)

Diverse Strategies-15) Feedback to students         2 (28%)               2 (28%)             3 (42%)

Diverse Strategies-16) Management of transitions    2 (28%)               1 (14%)   4 (57%)

Diverse Strategies-17) Management of materials      2 (28%)               1 (14%)   4 (57%)

Diverse Strategies-18) Classroom arrangement        1 (16%)     5 (83%)
and accessibility
Diverse Subjects - 1) Knowledge of content          1 (14%)   2 (28%)               4 (57%)
Diverse Subjects - 2) Importance of content          1 (14%)        2 (28%)                          4 (57%)

Diverse Subjects - 3) Knowledge of relationship of   1 (14%)        2 (28%)                          4 (57%)
content areas to other subjects
Diverse Subjects - 4) Knowledge of content-          2 (28%)                       1 (14%)           4 (57%)
related instruction/pedagogy
Diverse Subjects - 5) Verbal language                2 (28%)                       1 (14%)           4 (57%)

Diverse Subjects - 6) Written language               1 (14%)        2 (28%)                          4 (57%)

Diverse Societies - 1) Accurate assessing and        1 (14%)        1 (14%)        5 (71%)
reflecting for responsibile teaching
Diverse Societies - 2) Responsible record keeping    1 (14%)        6 (85%)
and organizational skills
Diverse Societies - 3) Articulation of the           1 (14%)        2 (28%)                          4 (57%)
instructional program and student progress
Diverse Societies - 4) Values collaborative and      1 (14%)        1 (14%)        5 (71%)
cooperative relationships
Diverse Societies - 5) Participation in service to   1 (16%)          1 (16%)           4 (66%)
school and/or district
Diverse Societies - 6) Commitment to professional    7 (100%)
dialogue
Diverse Societies - 7) Commitment to professional    7 (100%)
practice and behavior
Diverse Societies - 8) Ethical and responsible       7 (100%)
behavior
Diverse Societies - 9) Respect for confidentiality   7 (100%)

Diverse Technology - 1) Knowledge of technology-     4 (57%)                                                        3 (42%)
related use and practices
Diverse Technology- 2) Responsible use technolgy     2 (28%)                       5 (71%)

Diverse Technology-3) Use of technology for          2 (28%)                       5 (71%)
professional development and life-long learning

                                                      Does Not Meet Standard    Occasionally Meets     Meets Standard   Occasionally Exceeds   Exceeds Standard
xXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX                .


Diverse Societies - 1) Accurate assessing and reflecting for responsible teaching       0 0 1 1 5 4.57       5 0.83


                                                                                                               0.88


                                                                                                               0.88


                                                                                                               0.75


                                                                                                               0.73


                                                                                                               0.73


                                                                                                               0.73


                                                                                                               0.88


                                                                                                               0.88


                                                                                                               0.73


                                                                                                               0.73


Diverse Societies - 2) Responsible record keeping and organizational skills             0 0 0 1 6 4.86       5 0.35


Diverse Societies - 3) Articulation of the instructional program and student progress   0 0 1 2 4 4.43       5 0.73


Diverse Societies - 4) Values collaborative and cooperative relationships               0 0 1 1 5 4.57       5 0.73


Diverse Societies - 5) Participation in service to school and/or district               0 1 0 1 4 4.33       5 1.11
Diverse Societies - 6) Commitment to professional dialogue                                                              0 0 0 0 7 5.00   5 0.00


Diverse Societies - 7) Commitment to professional practice and behavior                                                 0 0 0 0 7 5.00   5 0.00


Diverse Societies - 8) Ethical and responsible behavior                                                                 0 0 0 0 7 5.00   5 0.00


Diverse Societies - 9) Respect for confidentiality                                                                      0 0 0 0 7 5.00   5 0.00


Diverse Technology - 1) Knowledge of technology-related use and practices                                               0 0 0 4 3 4.43   4 0.49


Diverse Technology- 2) Responsible use technolgy                                                                        0 0 0 2 5 4.71   5 0.45


Diverse Technology-3) Use of technology for professional development and life-long learning                             0 0 0 2 5 4.71   5 0.45

Diverse Students - 1) Knowledege of                  3 (42%)                                  4 (57%)
characteristics of age groups
Diverse Students - 2) Knowledge of students'         1 (14%)      2 (28%)                     4 (57%)
skills, knowledge, and learning modes
Diverse Students -3) Knowledge of students'          4 (57%)                                            3 (42%)
interests or culture
Diverse Students - 4) Teacher interaction with       1 (14%)      6 (85%)
students
Diverse Students -5) Student interaction             4 (57%)                                            3 (42%)

Diverse Students - 6) Student pride and              1 (14%)      2 (28%)                     4 (57%)
expectations for learning and achievement
Diverse Students - 7) Accommodations to              2 (28%)                      1 (14%)     4 (57%)
enhance student behavior/learning
Diverse Students 8) Monitoring student behavior      1 (14%)      3 (42%)                               3 (42%)

Diverse Students - 9) Response to student            3 (42%)                                  4 (57%)
misbehavior
Diverse Students - 10) Response to students'         5 (71%)                                                      2 (28%)
questions and interests
Diverse Students -11) Response to diverse            2 (28%)                      3 (42%)                         2 (28%)
students' learning styles
Diverse Strategies-1)Clarity and suitability of      2 (28%)                      1 (14%)     4 (57%)
goals and objectives
Diverse Strategies-2) Integration of goals and       1 (14%)      3 (42%)                               3 (42%)
objectives
Diverse Strategies-3) Resources for teaching and     2 (28%)               5 (71%)
students
Diverse Strategies-4) Learning activities            1 (14%)   3 (42%)                         3 (42%)

Diverse Strategies-5) Instructional materials and    1 (14%)   3 (42%)                         3 (42%)
resouces
Diverse Strategies-6) Instructional groups           1 (14%)   2 (28%)               4 (57%)

Diverse Strategies-7) Lesson and unit structure      2 (28%)               1 (14%)   4 (57%)

Diverse Strategies-8) Congruence of assessment       1 (14%)   1 (14%)     5 (71%)
with instructional goals and objectives
Diverse Strategies-9) Criteria and standards         1 (14%)   6 (85%)

Diverse Strategies-10) Used student needs in         1 (14%)   2 (28%)               4 (57%)
planning
Diverse Strategies-11) Directions and procedures     2 (28%)               2 (28%)             3 (42%)

Diverse Strategies-12) Levels of questions and       2 (28%)               2 (28%)             3 (42%)
response time
Diverse Strategies-13) Discussion techniques         2 (28%)               1 (14%)   4 (57%)

Diverse Strategies-14) Student participation         1 (14%)   3 (42%)                         3 (42%)

Diverse Strategies-15) Feedback to students          2 (28%)               2 (28%)             3 (42%)

Diverse Strategies-16) Management of transitions     2 (28%)               1 (14%)   4 (57%)

Diverse Strategies-17) Management of materials       2 (28%)               1 (14%)   4 (57%)

Diverse Strategies-18) Classroom arrangement         1 (16%)     5 (83%)
and accessibility
Diverse Subjects - 1) Knowledge of content           1 (14%)   2 (28%)               4 (57%)

Diverse Subjects - 2) Importance of content          1 (14%)   2 (28%)               4 (57%)

Diverse Subjects - 3) Knowledge of relationship of   1 (14%)   2 (28%)               4 (57%)
content areas to other subjects
Diverse Subjects - 4) Knowledge of content-          2 (28%)               1 (14%)   4 (57%)
related instruction/pedagogy
Diverse Subjects - 5) Verbal language                2 (28%)               1 (14%)   4 (57%)

Diverse Subjects - 6) Written language               1 (14%)   2 (28%)               4 (57%)

Diverse Societies - 1) Accurate assessing and        1 (14%)   1 (14%)     5 (71%)
reflecting for responsibile teaching
Diverse Societies - 2) Responsible record keeping    1 (14%)   6 (85%)
and organizational skills
Diverse Societies - 3) Articulation of the           1 (14%)        2 (28%)                          4 (57%)
instructional program and student progress
Diverse Societies - 4) Values collaborative and      1 (14%)        1 (14%)        5 (71%)
cooperative relationships
Diverse Societies - 5) Participation in service to   1 (16%)          1 (16%)           4 (66%)
school and/or district
Diverse Societies - 6) Commitment to professional    7 (100%)
dialogue
Diverse Societies - 7) Commitment to professional    7 (100%)
practice and behavior
Diverse Societies - 8) Ethical and responsible       7 (100%)
behavior
Diverse Societies - 9) Respect for confidentiality   7 (100%)

Diverse Technology - 1) Knowledge of technology-     4 (57%)                                                        3 (42%)
related use and practices
Diverse Technology- 2) Responsible use technolgy     2 (28%)                       5 (71%)

Diverse Technology-3) Use of technology for          2 (28%)                       5 (71%)
professional development and life-long learning

                                                      Does Not Meet Standard    Occasionally Meets     Meets Standard   Occasionally Exceeds   Exceeds Standard
Addendum 3: The Ten Thematic Strands of the National Council for the Social Studies (NCSS)
The Ten Thematic Strands are “organizing strands for social studies programs….. The themes represent strands that should thread
through a social studies program…as appropriate at each level.” (National Curriculum Standards for Social Studies: A Framework for
Teaching, Learning, and Assessment, p. 10).

Theme 1: Culture: Social Studies programs should include experiences that provide for the study of culture and cultural diversity.

Theme 2: Time, Continuity, and Change: Social Studies programs should include experiences that provide for the study of the past
and its legacy.

Theme 3: People, Places, and Environments: Social Studies programs should include experiences that provide for the study of
people, places and environments.

Theme 4: Individual Development and Identity: Social Studies programs should include experiences that provide for the study of
individual development and identity.

Theme 5: Individuals, Groups, and Institutions: Social Studies programs should include experiences that provide for the study of
interactions among individuals, groups, and institutions.

Theme 6: Power, Authority, and Governance: Social Studies programs should include experiences that provide for the study of
how people create, interact with, and changes structures of power, authority , and governance.

Theme 7: Production, Distribution and Consumption: Social Studies programs should include experiences that provide for the
study of how people organize for the production, distribution, and consumption of goods and services.

Theme 8: Science, Technology, and Society: Social Studies programs should include experiences that provide for the study of
relationships among science, technology, and society.

Theme 9: Global Connections: Social Studies programs should include experiences that provide for the study of global connections
and interdependence
Theme 10: Civic Ideals and Practices: Social Studies programs should include experiences that provide for the study of the ideals,
principles, and practices of citizenship in a democratic republic.


Diverse Students-Human Development & Learning      5 (71%)                                                 2 (28%)
IL-PTS-2
Diverse Students-Diversity                         6 (85%)                                                              1 (14%)
IL-PTS-3
Diverse Students-Planning for Instruction          1 (14%)   4 (57%)                                       2 (28%)
IL-PTS-4
Diverse Students-Planning for Instruction          4 (57%)                                    3 (42%)
IL-PTS-7
Diverse Students-Planning for Instruction          5 (71%)                                                 2 (28%)
IL-PTS-7
Diverse Strategies-Instructional Delivery          5 (71%)                                                 2 (28%)
IL-PTS-4
Diverse Strategies-Instructional Delivery          3 (42%)                       4 (57%)
IL-PTS-6
Diverse Strategies-Instructional Delivery          1 (14%)   3 (42%)                          3 (42%)
IL-PTS-6
Diverse Strategies-Assessment                      5 (71%)                                                 2 (28%)
IL-PTS-8
Diverse Strategies-Assessment                      1 (14%)   4 (57%)                                       2 (28%)
IL-PTS-8
Diverse Strategies-Assessment                      1 (14%)   4 (57%)                                       2 (28%)
IL-PTS-8
Diverse Strategies-Assessment                      1 (14%)   4 (57%)                                       2 (28%)
IL-PTS-8
Diverse Subjects-Reflection and Professional       2 (28%)             2 (28%)                3 (42%)
Growth
IL-PTS-10
Diverse Subjects-Reflection and Professional       1 (14%)   4 (57%)                                       2 (28%)
Growth
IL-PTS-10
Diverse Societies-Diversity                        4 (57%)                                    3 (42%)
IL-PTS-3
Diverse Societies-Communication                    4 (57%)                                    3 (42%)
IL-PTS-7
Diverse Technology-Personal and Professional Use   4 (57%)                                    3 (42%)
of Technology
 IL-ISBE-TECH-2
Diverse Technology-Application of Technology       1 (14%)   1 (14%)   5 (71%)
IL-ISBE-TECH-3
Diverse Technology-Productivity Tools            2 (28%)                    5 (71%)
IL-ISBE-TECH-5
Diverse Technology-Research, Problem Solving &   1 (14%)     1 (14%)        5 (71%)
Product Development
 IL-ISBE-TECH-7

                                                  Does Not    Occasionally Meets      Meets      Occasionally Exceeds   Exceeds
                                                  Meet        Standard                Standard   Standard               Standard

								
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