Docstoc

Elementary Education - Bridgewater State University

Document Sample
Elementary Education - Bridgewater State University Powered By Docstoc
					Elementary Education

Section I – Context Masters for Initial Program

1. Description of any state or institutional policies that may influence the application of the SPA standards.

The state policy that impacts the Masters for Initial program, in that it aides in ensuring candidate knowledge, is the rigorous exams
that candidates must pass to obtain licensure. Elementary Education (along with Early Childhood and Special Education) must pass
three of the MTELs (Massachusetts Test for Educational Licensure): Communication and Literacy, General Curriculum and
Foundations of Reading.


2. Description of the early field and clinical experiences required for the program, including the number of hours/weeks for student
teaching or internships.

Significant and successful experience working with learners in the field and at the level of the license sought is a key component of
Bridgewater State College’s Elementary Education Initial License programs. According to Massachusetts Educator licensing
regulations, there are two types of field experience required for state program approval:

603CMR7.02

Pre-practicum: Early field-based experiences in a variety of educational settings, integrated into courses or seminars that address either the
Professional Standards for Teachers as set forth in 603 CMR 7.08 or the Professional Standards for Administrators as set forth in 603 CMR 7.10.
For candidates serving an apprenticeship or employed as educator of record, these experiences may occur simultaneously with the practicum or
practicum equivalent.




Practicum/Practicum Equivalent: A field-based experience within an approved program in the role and at the level of the license sought,
during which a candidate's performance is supervised jointly by the sponsoring organization and the supervising practitioner and evaluated in a
Performance Assessment for Initial License. See 603 CMR 7.04 (4) for practicum hours. The duration of any equivalent to a practicum shall be no
fewer hours than provided for the practicum in 603 CMR 7.04 (4). An equivalent to a practicum may include an apprenticeship, the initial five-
month period of service as teacher or administrator of record under a Preliminary license, or others approved by the Department.
Each program within the School of Education integrates prepractica hours within professional course work beginning with the
introductory course. The follow chart summarizes field and clinical experiences required of all candidates seeking the Elementary
Education (grades 1-6) license:




Masters for Initial Course Sequence
           Course Type                              Course # & Title                        Description of Field Experience
Introductory Course                          (ELED 510 Fundamentals of             40 hours of field experience. Candidates will
                                             Elementary Education (3 cr.)          observe, assist with grading student work,
                                                                                   generate instructional materials, and provide
                                                                                   individual or small group instruction/remediation.
Methodology Prepractica course               ELED 511 Theory and                   10 hours of field experience. Candidates work
                                             Practice in Teaching                  with one or two book buddies as they employ
                                             Reading (3 cr.)                       instructional and assessment techniques taught in
                                                                                   the course. Candidates teach a directed reading
                                                                                   sequence to a group of students

Methodology/                                  ELED 512 Theory and Practice in      10 hours of field experience. Candidates do a
Prepractica course                           Teaching                              writing tutor project in which they work with
                                             Language Arts                         students of different grade levels in writing.
                                             (3 cr.)                               Candidates teach a four day directed writing
                                                                                   sequence.
Methodology/                                 ELED 513 Mathematical                 10 hours of field experience Candidates do an
Prepractica course                           Applications for the Elementary       integrated unit focusing on Math and Literature
                                             School Classroom (3 cr.)              and using assessment to ensure student learning.

Methodology/                                 ELED 514 Exemplary Practice in        10 hours of field experience Candidates do an
Prepractica course                           Science and Social Studies            integrated unit including Social Studies, Science,
                                             Classrooms (3 cr.)                    Math and Literature, using assessment to ensure
                                                                                   student learning. This prepracticum project takes
                                                                                  place in a multicultural, diverse urban setting.
Methodology                                   ELED 515 Differentiating            Candidates study and design lessons that include
                                             Instruction: Creating Inclusive      all learners. Candidates employ a variety of
                                             Classrooms (3 cr.)                   assessments in the methodology courses.



Practicum (student teaching)                 ELED592 Supervised Teaching in       16 weeks (approx. 400 clock hours) of
                                             the Public Schools: Elementary (6-   supervised experience in a public elementary
                                             12 cr.)                              school grades 1-6 setting. Candidates are
                                                                                  supervised by qualified, on-site cooperating
                                                                                  teachers and a clinical faculty member from the
                                                                                  Department of Elementary & Early Childhood
                                                                                  Education. Candidates are assessed using the MA
                                                                                  Preservice Performance Assessment (PPA) and
                                                                                  BSC’s PPA scoring guide. Candidates are also
                                                                                  required to attend periodic seminars on
                                                                                  educational topics relevant to the student teaching
                                                                                  experience.
Employment-based practicum                   ELED591 Internship in                16 weeks of supervised experience in an
Elementary Education                         Elementary Education (12 cr.)        employment-based setting. This course is used in
                                                                                  situations when candidates are already employed
                                                                                  as teachers of record in an appropriate elementary
                                                                                  education classroom. Clinical faculty from the
                                                                                  Department of Elementary and Early Childhood
                                                                                  Education conduct regular observations and
                                                                                  evaluate employed candidates using the MA
                                                                                  Preservice Performance Assessment.


All practicum experiences leading to initial teacher licensure through BSC’s state approved programs are evaluated using the state
mandated Massachusetts Preservice Performance Assessment (PPA). The PPA, which is based upon the state Professional Teaching
Standards, was implemented by the MA Department of Education in 2004. BSC has since improved upon this tool by expanding the 3
point Likert scale to 4 points and by creating a performance rubric to accompany the rating scale.




3. Criteria for Admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the
content courses accepted by the program.

The entering Masters for Initial candidates must have a 2.8 GPA in their undergraduate major or they may show the ability to succeed
in our program by taking 300 to 400 level liberal arts course, or a 100-200 level science course and maintain a 3.0.

Candidates wishing to pursue elementary education courses beyond the introductory level must apply and be accepted into a
professional education program. The professional education admission requirements include:


   1. Matriculation into an undergraduate arts and sciences licensure program (with appropriate undergraduate major/equivalent).
   2. A passing score on the Communication and Literacy Skills portion of the Massachusetts Tests for Educator Licensure
      (MTELTM).
   3. A minimum cumulative Grade Point Average of 2.8 (through all previous undergraduate coursework). This minimum GPA
      must be maintained throughout the professional education program.
   4. Proof of proficiency in written English (demonstrated by a minimum grades of “C+” in ENGL 101 and ENGL 102 or
      equivalent).
   5. Successful completion of a minimum of 40 contact hours working with grades 1-6 aged children as part of the prepractica
      experience integrated into ELED220.
   6. A complete health record (Immunization Record) on file with the Office of Health Services.
   7. Two recommendation ratings of at least “recommend” or “highly recommend” on the forms provided with the application
      packet.
   8. Submission of a completed Application for Admission to a Professional Education Program (application includes biographical
      data, information on employment and volunteer experiences, and verification of completion of criteria 1-7 above)
                                 Practicum Admission        Exit/Recommendation
 Retention in a Professional         Requirements                for Licensure
 Education Program
 1.Maintain an overall          1.Maintain an overall      1.Receive a passing
   cumulative average of          cumulative average of      grade in Practicum
   2.8.                           2.8.                       course
 2.Progression through          2.A minimum 2.8            2.Successfully complete
   courses and completion         average in elementary      MA Preservice
   of applicable prepractica      education major            Performance
   experiences (monitored       3.Successfully pass all      Assessment and be
   by course faculty and          prerequisite education     recommended for
   advisor)                       courses                    licensure by
 3.Passing grade in all         4.Pass MTEL subject          Supervising
   required teacher               test in General            Practitioner and
   education courses              Curriculum (test code      Clinical Faculty
                                  03).                       Supervisor.
                                5.Be approved by           3.Satisfy all program
                                  education department       requirements for
                                6.Successfully complete      degree conferral (if
                                  Criminal Offender          applicable) and
                                  Record Inquiry             licensure.
                                  (CORI) process with      4.Be endorsed by
                                  assigned school            Certifying Officer.
                                  district


5. Description of the relationship of the program to the units conceptual framework.

The Elementary Education Masters for Initial program is well grounded in the unit’s conceptual framework. Our course work
reflects the goals for the unit in the three areas: Student Learning, Professional Knowledge, Skills and Disposition, and
Collaboration. Our course assignments and prepractica experiences allow candidates to gain knowledge first-hand through hands
  on time in the classroom. This is where candidates begin their growth as a professional educator. Candidates use constructivist
  teaching approaches to ensure their students gain necessary knowledge and skills. Candidates collaborate on lesson design and
  implementation, use assessment to guide instruction and reflect upon their practices in the classroom. The assessments offered in
  Section IV (II) evidence this approach and our program’s support of the unit’s conceptual framework.




  6. Indication of whether the program has a unique set of program assessments, which are different from those expected for the
  unit’s assessment system, and the relationship of the program’s assessments to the unit’s assessment system.

  The program’s assessments are in alignment with those of the unit. The program depends on the unit’s assessments to obtain high
  caliber, motivated candidates. For instance, the program’s new technology plan incorporates pieces of the unit’s assessment of
  technology. At this time, the Elementary Education Post Baccalaureate candidates are encouraged to put their student teaching
  portfolio on a CD, but will use electronic portfolios as this becomes unit based.

  The unit has begun collecting information of the dispositions of our graduates, our department chose to complement this
  information with the growing dispositions of our candidates, and assessing this during the introductory course, professional courses
  and student teaching.

  The unit has been most supportive as our faculty began implementation of the Teacher Work Sample. We were offered and
  attended numerous workshops and presentations to ensure proper implementation. Other departments within our units may also be
  using a teacher work sample type of assessment.

SECTION II— LIST OF ASSESSMENTS

In this section, list the 6-8 assessments that are being submitted as evidence for meeting the ACEI standards. All programs must
provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute
an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or
form of the assessment and when it is administered in the program.
             Name of Assessment1                                           Type or                                       When the Assessment
                                                                     Form of Assessment2                                  Is Administered3
1   [Licensure assessment, or other content-based        Massachusetts Tests for Educational                  The state administers this test 5 times a
    assessment]
                                                         Licensure (MTEL) 3 Exams:                            year, usually September, November,
                                                             (1) Communication and Literacy                   March, May and July
                                                             (2) General Curriculum (El Ed ontent)
                                                              (3) Foundations of Reading
2   [Content-based assessment]                           Average GPA on Content courses (as                   Reviewing transcript at admittance
                                                         accepted through NCATE email)
3   [Assessment of candidate ability to plan                                                                  ELED 514 Exemplary Practices in
    instruction]
                                                         Prepracticum Packet                                  Science and Social Studies
4   [Assessment of student teaching]                      Preservice Performance Assessment                   During student teaching practicum
                                                         (PPA)
5   [Assessment of candidate effect on student           Teacher Work Sample (TWS)                            During student teaching practicum
    learning]


6   Additional assessment that addresses ACEI            Literacy Project                                     ELED 511 and 512, Theory and
    standards (required) ]
                                                                                                              Practice of Teaching Reading, Theory
                                                                                                              and Practice Teaching Language Arts
7   Additional assessment that addresses ACEI            Initial Field Work                                    Introductory Course
    standards (optional) ]
                                                                                                                 ELED 510, Fundamentals of
                                                                                                              Elementary Education
8   Additional assessment that addresses ACEI            Dispositions                                         Introductory Course El Ed 510
    standards (optional) ]
                                                                                                               ELED 512, Theory and Practice
                                                                                                              Teaching Language Arts
                                                                                                              Student teaching Practicum




1 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.
2 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
3 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required
courses [specify course title and numbers], or completion of the program).
                             SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS

For each ACEI standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may
apply to multiple ACEI standards.

                                                                                                        APPLICABLE ASSESSMENTS FROM
                                      ACEI STANDARD                                                              SECTION II
DEVELOPMENT, LEARNING AND MOTIVATION
1. DEVELOPMENT, LEARNING AND MOTIVATION—Candidates know, understand, and
use the major concepts, principles, theories, and research related to development of children and
                                                                                                        X#1 □#2 X#3 X#4
young adolescents to construct learning opportunities that support individual students’
development, acquisition of knowledge, and motivation.
                                                                                                        X#5 □#6 □#7 □#8
CURRICULUM STANDARDS
2.1 English language arts—Candidates demonstrate a high level of competence in use of English
language arts and they know, understand, and use concepts from reading, language and child
                                                                                                        X#1 X#2 □#3 □#4
development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help
students successfully apply their developing skills to many different situations, materials, and
                                                                                                        □#5 X#6 □#7 □#8
ideas.
2.2 Science—Candidates know, understand, and use fundamental concepts in the subject matter of
science—including physical, life, and earth and space sciences—as well as concepts in science and
                                                                                                        X#1 X#2 X#3 □#4
technology, science in personal and social perspectives, the history and nature of science, the
unifying concepts of science, and the inquiry processes scientists use in discovery of new
                                                                                                        □#5 □#6 □#7 □#8
knowledge to build a base for scientific and technological literacy.
2.3 Mathematics—Candidates know, understand, and use the major concepts, procedures, and
reasoning processes of mathematics that define number systems and number sense, geometry,
                                                                                                        X#1 X#2 X#3 □#4
measurement, statistics and probability, and algebra in order to foster student understanding and
use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems,
                                                                                                        □#5 □#6 □#7 □#8
and manage data.
2.4 Social studies—Candidates know, understand, and use the major concepts and modes of
inquiry from the social studies—the integrated study of history, geography, the social sciences, and
                                                                                                        X#1   X#2   □#3   X#4
other related areas —to promote elementary students’ abilities to make informed decisions as
citizens of a culturally diverse democratic society and interdependent world.
                                                                                                        □#5   □#6   □#7   □#8
2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding
and skills—the content, functions, and achievements of dance, music, theater, and the several
                                                                                                        X#1   X#2   □#3   □#4
visual arts as primary media for communication, inquiry, and insight among elementary students.         □#5   □#6   □#7   X#8
                                                                                                         APPLICABLE ASSESSMENTS FROM
                                       ACEI STANDARD                                                              SECTION II
2.6 Health education—Candidates know, understand, and use the major concepts in the subject
matter of health education to create opportunities for student development and practice of skills that
                                                                                                         X#1   □#2   □#3   □#4
contribute to good health.                                                                               □#5   □#6   □#7   X#8
2.7 Physical education—Candidates know, understand, and use—as appropriate to their own
understanding and skills—human movement and physical activity as central elements to foster
                                                                                                         X#1   □#2   □#3   □#4
active, healthy life styles and enhanced quality of life for elementary students.                        □#5   □#6   □#7   X#8
2.8 Connections across the curriculum—Candidates know, understand, and use the connections
among concepts, procedures, and applications from content areas to motivate elementary students,
                                                                                                         X#1   X#2   X#3   X#4
build understanding, and encourage the application of knowledge, skills, and ideas to real world
issues.
                                                                                                         X#5   □#6   □#7   X#8
INSTRUCTION STANDARDS
3.1 Integrating and applying knowledge for instruction—Candidates plan and implement
instruction based on knowledge of students, learning theory, subject matter, curricular goals, and
                                                                                                         □#1   □#2 X#3 X#4
community.                                                                                               X#5    X#6 □#7 □#8
3.2 Adaptation to diverse students—Candidates understand how elementary students
differ in their development and approaches to learning, and create instructional
                                                                                                         □#1   □#2 X#3 X#4
opportunities that are adapted to diverse students.                                                      X#5    X#6 □#7 □#8
3.3 Development of critical thinking, problem solving, performance skills—
Candidates understand and use a variety of teaching strategies that encourage elementary
                                                                                                         □#1   □#2 X#3 X#4
students’ development of critical thinking, problem solving, and performance skills.                      x5   x#6 □#7 □#8
3.4 Active engagement in learning—Candidates use their knowledge and understanding
of individual and group motivation and behavior among students at the K-6 level to foster
                                                                                                         □#1   □#2 x#3 x#4
active engagement in learning, self motivation, and positive social interaction and to                   x#5   x#6 □#7 □#8
create supportive learning environments.
3.5 Communication to foster collaboration—Candidates use their knowledge and
understanding of effective verbal, nonverbal, and media communication techniques to
                                                                                                         □#1 □#2 x#3 x#4
foster active inquiry, collaboration, and supportive interaction in the elementary                       x#5 x#6 □#7 □#8
classroom.
4. ASSESSMENT FOR INSTRUCTION—Candidates know, understand, and use
formal and informal assessment strategies to plan, evaluate and strengthen instruction that
                                                                                                         □#1 □#2 x#3 x#4
will promote continuous intellectual, social, emotional, and physical development of each                x#5 x#6 □#7 □#8
elementary student.
                                                                                                       APPLICABLE ASSESSMENTS FROM
                                   ACEI STANDARD                                                                SECTION II
5.1 Practices and behaviors of developing career teachers—Candidates understand and
apply practices and behaviors that are characteristic of developing career teachers.
                                                                                                      □#1   □#2   x#3   x#4
                                                                                                      x#5   x#6   □#7   x#8
5.2 Reflection and evaluation—Candidates are aware of and reflect on their practice in
light of research on teaching and resources available for professional learning; they
                                                                                                      □#1   □#2   x#3   x#4
continually evaluate the effects of their professional decisions and actions on students,             x#5   x#6   □#7   x#8
parents, and other professionals in the learning community and actively seek out
opportunities to grow professionally.
5.3 Collaboration with families—Candidates know the importance of establishing and
maintaining a positive collaborative relationship with families to promote the academic, social and
                                                                                                      □#1   □#2   □#3   x#4
emotional growth of children.                                                                         □#5   x#6   □#7   x#8
5.4 Collaboration with colleagues and the community—Candidates foster relationships with
school colleagues and agencies in the larger community to support students’ learning and well-
                                                                                                      □#1   □#2   x#3   x#4
being.                                                                                                x#5   □#6   □#7   □#8
Section IV Masters for Initial

Elementary Program

Assessment 1 Content Knowledge MTEL
A Brief Description of the assessment and its use in the
program
The state of Massachusetts requires all teacher candidates to pass three of the
Massachusetts Tests for Educational Licensure: Communications and Literacy, General
Curriculum (Elementary Education content) and Foundations of Reading. These are
extremely rigorous test. The Communication and Literacy MTEL and the General
Curriculum (El Ed) . Candidates, at this time, must pass the Communications and
Literacy prior to being admitted to Professional Education. They must pass the General
Curriculum prior to registering for students teaching. The Foundations of Reading is
encouraged to be taken at the end of ELED 511 Theory and Practice in Teaching
Reading. According to the Massachusetts’s Department of Education website,

“Candidates seeking educator licensure in Massachusetts in either the
    Preliminary or the Initial level are tested through the MTEL program.
    They must pass both the tests of Communication and Literacy Skills and
    the Subject Test, where available, for the license they are seeking. This
    requirement holds for all candidates for licensure, including classroom
    teachers, district and school administrators, and district and school
    professional support personnel. The purpose of the MTEL is to help
    identify candidates for licensure who have demonstrated the knowledge
    required for entry-level educators in Massachusetts public schools”
MTEL                       Description ( From D.O. E. Website)
Communication              The Communication and Literacy Skills test consists of two
and Literacy               subtests: reading and writing. The reading subtest contains
                           multiple-choice items and word meaning (vocabulary) items. The
Skills Tests               writing subtest contains four sections: written summary, written
                           composition, grammar and usage, and written mechanics. Areas
                           tested include the comprehension and analysis of readings;
                           development of ideas in essay form on specific topics; outlining and
                           summarizing; interpretation of tables and graphs; and mastery of
                           vocabulary, grammar, and mechanics

General Curriculum                 The PreK–12 subject matter tests consist of multiple-
(Elementary Education              choice items and open-response items. Each subject
                                   matter test assesses proficiency and depth of
Content)                           understanding of the subject at a level required of an
                                   educator in Massachusetts public schools
Foundations of                     The Foundations of Reading Test was designed to assess
Reading                            the candidate’s knowledge of Reading/Language Art
                                   required for Elementary Education Licensure. The tests
                                   assesses the candidate’s proficiency and debt of
                                   understanding of the subject of reading and writing
                                   development.
The alignment of the assessment with the specific SPA standards addressed by the
assessment as they are identified in Section III
 A matrix has been provided in Section II, Attachment 1 description of content. The
MTELs focus on content, and with the exception of the Foundation of Reading, includes
minimal questions on instruction. This assessment, which includes the 3 MTELs has been
aligned with all standards.


A brief summary of the data findings attached in Section II
        The Department of Education Website explanation of the MTEL scoring:

MTEL Passing Requirements
A candidate’s performance on a test is evaluated against an established standard. Each test has
its own qualifying score, i.e., passing score, set by the Massachusetts Commissioner of
Education.

To provide consistency in reporting scores across tests, the scores are converted to a common
scale. The converted scores are called scaled scores. The scaled score is a conversion of the
number of points achieved on the test to a score in a range of 0 to 100, with a scaled score of 70
representing the qualifying, or passing, score. A total test scaled score of 70 or higher is required
to meet the qualifying score for each test. The Communication and Literacy Skills test and the
Vocational Technical Literacy Skills Test each consist of two sections: a reading subtest and a
writing subtest. To meet the qualifying score for the reading or writing subtest, a candidate must
obtain a scaled score of 70 or higher for that subtest. A candidate must obtain a passing score on
both subtests to pass either of these tests.



BSC’s results
In the Fall 05 administration of these exams the state passing rate on the Communication
and Literacy was 72%., the General Curriculum was 82% and the Foundations of
Reading was 63%. Bridgewater State College’s candidate have a 100% pass rate on the
Communication and Literacy and a 99% pass rate on the General Curriculum MTELs.
The Foundations of Reading Pass rate is 85%. (Assessment number one gives a matrix in
which the ACEI standards are matched to the MTELs.)

An interpretation of how that data provides evidence for meeting standards.
    Our program’s pass rate shows 100% percent of our Masters for Initial candidates
know the content in the Communication and Literacy and the General Curriculum
MTELs. This surpasses the state average, which in the September 05 administration was
a 63% pass rate for the General Curriculum.


Assessment 2            Content Knowledge GPA

                     General Education Requirements


Average GPA on Content courses

A Brief Description of the assessment and its use in the
program
        This purpose of this assessment is summarize the caliber of learning that our
Masters for Initial candidates have as they enter Bridgewater State College with a
completed degree and how prepared they are to go forward in their studies to become
elementary teachers. The Masters for Initial candidates, part time non-traditional students
in the night program, take their studies very seriously. We emailed NCATE to be assured
that giving the course descriptions, the grades and their definitions, and the number of
students in each grade. We were told to add percentages in the categories of
Unacceptable, Acceptable and Target. For the Post Bacc student we equated courses with
the BSC undergraduate courses.

The alignment of the assessment with the specific SPA standards addressed by the
assessment as they are identified in Section III
      We chose the content areas of Language Arts, Math, Science and Social Studies as
they are defined in the ACEI standards. Using the mandatory courses in these areas we
calculated how well our students did to equated courses and as to what percentage
received averages or “Acceptable or Target” (B- to A) as opposed to Unacceptable (C+ or
below). We also included the methodology courses, as each of these courses do included
content from the elementary school level.

A brief summary of the data findings attached in Section II
         When analyzing the data from the Masters for Initial grades we found a high
number of candidates scored in the acceptable to target range in all four content areas.
Science content, our lowest content area, had only one-third of our candidates in the
acceptable to target grade range.(C being unacceptable and the lowest recorded grade)
The English content courses had 92% of the candidates in the acceptable to target grade
range. The Social Sciences/History content course had 89% of our candidates in the
acceptable to target range. And finally, the Math content courses placed 85% of our
candidates in the acceptable to target range.
An interpretation of how that data provides evidence for meeting standards.
       The high percentage of grades in the acceptable to target range evidences the high
expectations for admittance into our Professional Education courses. In addition, the
Masters for Initial students enter our program with a four year degree, experience in the
work place, and often additional experience with children.

   The ACEI standards this assessment meets: 2.1. 2.2, 2.3, 2.4, 2.5, and 2.8.




Assessment 3 Instruction
Prepracticum Packet

A Brief Description of the assessment and its use in the
program
                The Prepracticum Packet is an integrated unit and is one of the
assessments used to show our candidates’ meet the ACEI standards in the area of
instruction. The purpose of the Pre practicum Packet is to have candidates to write and
implement an interdisciplinary standards-based unit of study in a diverse setting. The
final thematic project/mini-unit integrates Math, Science, Social Studies and Humanities
and all associated assessments. The students create this unit, along with an assessment
plan. This unit is then implemented in a diverse setting in the urban school district in
Brockton, MA. (These students go out with the Soc/Science professor.)


The alignment of the assessment with the specific SPA standards addressed by the
assessment as they are identified in Section III
       This assessment is aligned with the content of Science, Social Studies and Math in
the ACEI standards. It is also aligned with the ACEI standards of instruction and
assessment. This integrated unit is designed with inquiry learning in mind, and the
content is gleaned from the school district’s curriculum and the Massachusetts
Curriculum Frameworks in Science, Social Studies and Math.

The ACEI standards this meets: 1, 2.2, 2.3, 2.8, 3.1,3.3, 3.4, 3.5, 4, 5.1,5.2,and 5.4
A brief summary of the data findings attached in Section II
        An analysis of the data indicates that all students (100%) are in the acceptable to
target range. Three professors in the Science/Social Studies, Math and Standards –based
classroom courses work closely with the candidates as they design and implement this
unit of study. Also, we must consider the stong motivation and determination of our
Masters for Initial candidates.

An interpretation of how that data provides evidence for meeting standards.
       This unit allows the candidates to meet a number of standard because of its
constructivist base and integrated approach to the content areas.. As shown in the rubric,
candidates must show that they have met the standards indicated. If this is not the case,
the candidate is graded unacceptable, of which there were none.




Assessment 4 Student Teaching Assessment

Preservice Performance Assessment                (PPA)

A Brief Description of the assessment and its use in the
program
 The Preservice Preformance Assessment (PPA) is mandated by the state of
Massachusetts to be used to assess all candidates in the practicum. This generic
instrument is to be used for all levels and content. The PPA assesses five standards set by
the state of Massachusetts: Standard A - Plans Curriculum and Instruction, Standard B –
Delivers Effective Instruction, Standard C – Manages Classroom Climate and Operation,
Standard D – Promotes Equity, and Standard E – Meets Professional Responsibilities.

The PPA’s Rating Scale is: 1=Unsatisfactory/Does Not Meet the Standard;
2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable.

 Our unit designed a rubric to aid in the supervisor’s interpretation of these numbers
(rubric is an appendix). The PPA is used for the midterm and the final evaluation.
Candidates must show how they have met the five state standards and write the supporting
evidence on the PPA. In conjunction with the PPA, the student teacher portfolio requires
our candidates to also submit a unit of study, a Teacher Work Sample (Focusing on
standard A and B) and a Documentation Packet (focusing on standards C, D and E). All
three pieces, along with observations from the college supervisor can be used as
documentation evidence for meeting the state standards.
The alignment of the assessment with the specific SPA standards addressed by the
assessment as they are identified in Section III
        The PPA includes all aspects of student teaching, and in essence basically all of
the ACEI standards. Going back again to the five areas and comparing these areas to the
five areas in the ACEI standards the following table matches the standard areas of both
the state and ACEI.

PPA/State Standard Area                        ACEI Standard Area
Plans curriculum and instruction                Assessment for Instruction, Curriculum
                                               standards
Delivers effective instruction                 Development, learning and motivation,
                                               Instructional standards, Curriculum
                                               standards
Manages classroom climate and operation        Development, learning and motivation
Promotes equity                                Instructional Standards
Meets professional responsibilities            Professional standards




A brief summary of the data findings attached in Section II
   100% of the student teachers were rated in the target range. This is the only initial
program where all students were rated in the target area. Our student teachers are
supervised closely and their learning is scaffolded when necessary. If a student is
struggling during this time in their education, the supervisor sets goals and checks upon
the progress of these goals. The supervisor must observe at least 5 lessons, attend three,
three-way conferences and conduct 4 seminars with the candidates. The supervisor-
student teacher contact is frequent. If a candidate appears weak, goals are set, if progress
is not seen, it is recommended that the student teacher voluntarily withdraw from the
practicum. The student teacher then meets with the chair to discuss options, sometimes
returning to do another practicum.


An interpretation of how that data provides evidence for meeting standards

       The student teacher portfolio contains the PPA, the unit, the Documentation
Packet and the Teacher Work Sample. The PPA standards (which correspond to the
ACEI standards) are evidenced in materials in the Documentation Packet, the unit, and
the Teacher Work Sample (TWS). The high ratings on this assessment provides
evidence that the ACEI standards are being met.
Assessment 5         Candidate effect on student learning

Teacher Work Sample (TWS)


A Brief Description of the assessment and its use in the
program
        This is a relatively new assessment in our program that began in Fall’05.
We initially encountered the Teacher Work Sample on line as a product of the
Renaissance Group. Since that time, a number of BSC faculty have been to workshops
and scheduled interviews with other institutions using the TWS. We have adopted the
TWS as evidence that our candidates can show student growth. The TWS is completed
in the student teaching semester, but some similar assessments are assigned during the
professional courses. In both the fall and the spring semesters we had all elementary
student teachers return to the college for a seminar on the “how to” of the TWS. This
seminar has helped to make this assessment successful. Candidates must write a unit, and
from that unit choose one major outcome in which they are to assess student growth. The
candidates must complete the seven portions of the TWS as they design, implement and
reflect upon their instruction.

The seven teaching processes and areas are:

    (1)   Contextual factors
    (2)   Lesson outcomes
    (3)   Assessment plan
    (4)   Design for instruction
    (5)   Instructional decision making
    (6)   Analysis of student learning
    (7)   Reflection and self- evaluation



 The alignment of the assessment with the specific SPA standards addressed by the
assessment as they are identified in Section III
        The assessment most certainly allows candidates to monitor student growth. This
assessment aligns with the standards as shown in Section III of this report.

More specifically this assessment aligns with ACEI 1, 3.1, 3.3, 3.3, 3.4, 3.5, 4, 5.1, 5.2
and 5.4. Since this assessment based on the implementation of a unit, it also covers some
of the curriculum standards.
A brief summary of the data findings attached in Section II
 The data shows that all Masters for Initial candidates that 11% of the students scored in
the acceptable range and 89% scored in the target range on the TWS. Some portions
from a number of different students were scored in the unacceptable range. In each case,
these findings were reviewed together by the supervisor and the candidate. In two cases
these sections were erroneously omitted.


An interpretation of how that data provides evidence for meeting standards

       The strength of this data leaves no doubt that the standards have been met.



Assessment 6 Instruction
Literacy Project

A Brief Description of the assessment and its use in the
program
      The Literacy Project is a culmination of a semester’s work in two classes, Theory
and Practice in Teaching Reading and Theory and Practice in Teaching Language Arts.
The Project is based on content of the Massachusetts English Language Arts Curriculum
Framework with teaching methodology developed from current research and best
practices. This project requires the reading and application of knowledge from best
practices and research in the professional journals.This prepracticum project includes
four sections of prepracticum hours: Book Buddies (9 sessions) , Two-Day Reading
Prepracticum, Writing Buddies(6-9 sessions) and the Four Day Writing Prepracticum.
This project includes lesson development, integrated instruction (including art, theater or
dance) , informal assessments, a parent telephone interview, teacher debriefings, and
reflections.

The alignment of the assessment with the specific SPA standards addressed by the
assessment as they are identified in Section III
 This assessment is aligned with the following standards: ACEI 2.1, 2.5, 3.1, 3.2, 3.3,
3.4, 3.5, 4, 5.1, 5.2, 5.3

A brief summary of the data findings attached in Section II
      In the total project, 0 % of the Masters for Initial candidate work was
unacceptable, 20 % was acceptable and 80 % was target. All components from the
Masters for Initial candidates were in the acceptable or target range. .
An interpretation of how that data provides evidence for meeting standards
         This is an intensive project that involves almost the whole semester. The high
level of success is not surprising. The project is well explained during it duration, and the
candidates needing support are aided by the classroom teachers, peers and the professors.



Assessment 7 Instruction observations
Initial Field Work

A Brief Description of the assessment and its use in the
program
               This assessment is designed to introduce our candidates to the intricacies
       and the art of teaching. Students must complete a portfolio that includes 9
       classroom observations. Besides the regular elementary classroom, the
       observations must include: Physical education, Art, Music and Health (or an
       interview with the school nurse). : The portfolio includes self-assessments and
       assignments with accompanying scoring guides: World Wide Web Resource
       Review, ERIC Reviews, Classroom management narrative and Form #2 of
       observation packet, Observation packet Form #3 (nine observations, including
       Physical Education, Health , Music and Art), Interviews and 2 Self-Assessments.

The alignment of the assessment with the specific SPA standards addressed by the
assessment as they are identified in Section III
                 This assessment is meant to introduce students to the following standards:
  2.1, 2.5, 2.6 and 2.7. Since this is the introductory course we are getting our student to
gain knowledge in these areas, but they are not at the application stage.

A brief summary of the data findings attached in Section II
         All Masters for Initial candidates received acceptable or target in this
assessment. (100%). One student did not make the acceptable range on the self
assessment otherwise all components were within the acceptable range. The professor
explained that the candidate received the zero in this area for missing self-assessments.

An interpretation of how that data provides evidence for meeting standards

       The 100% in the acceptable or target range show that the standards selected are
being introduced in this assessment.



Assessment 8 Dispositions
Dispositions
A Brief Description of the assessment and its use in the
program
            The disposition survey was designed to be a self-assessment and an
assessment by others to evaluate the dispositions of the candidate. It is imperative that
our prospective teachers honor and encourage character traits that foster a positive
community for learning. The disposition survey is given three times through out our
program: the introductory course, the professional semester and the student teaching
semester.
       The self-evaluation portion of the disposition is to make candidates aware of
desirable traits (professional conduct) in teachers, and to allow them to evaluate their own
needs in this area. The “other” evaluation gives a professor or classroom teacher an
avenue to discuss desirable traits in professional educators.

The alignment of the assessment with the specific SPA standards addressed by the
assessment as they are identified in Section III
 The disposition sheet evidences the following standards: 2.6, 2.7, 2.8, 5.1, 5.2, and 5.3.

A brief summary of the data findings attached in Section II
       The Masters for Initial was the only Elementary Education Program for Initial
License in which the self-evaluations in the dispositions scored relatively the same in the
Introductory courses, the professional courses and student teaching. It appears that the
Masters for Initial candidates’ confidence does not waiver as the progress through the
program.

An interpretation of how that data provides evidence for
meeting standards
   As NCATE requires dispositions, it was important to us that we provide data to
support this assessment within our report. The data provides evidence that students are
aware of particular standards, and are applying them in their instruction.

Section V Masters for Initial Program
Use of Assessment Results to Improve Candidate and Program Performance
Analysis of Results of Assessment
Assessment                                    Principal findings and interpretations
1. Content : State Licensure Exams            85% pass rate on the MTEL Foundations of
                                              Reading needs to be improved.
2, Content: Course GPA                        Candidates enter with a strong content
                                              background, but analysis shows that the
                                              Science area is the weakest with the highest
                                              percentage of candidates in the
                                              unacceptable range
3. Instruction: Prepracticum Packet           The results of this assessment were
                                              extremely strong, showing no weakness,
                                              with all rubric ratings in the acceptable or
                                              target range. Approxiamately 90% were in
                                              the target range.
4. Student Teaching                           The PPA (Preservice Performance
                                              Assessment) results were extremely strong.
                                              This was the only Elementary Education
                                              Program where all candidates received a
                                              score of Target (in all areas of the rubric).
5. Teacher Work Sample                        89% of the candidates received target on
                                              this project, 11% acceptable. The area that
                                              could be identified as needing
                                              improvement was under self-evaluation and
                                              reflection.
6. Instruction: Literacy Project              Strong results. 80% target, 20% acceptable
                                              The weakest area once again, being
                                              reflection..
7. Initial Field Work                         This introductory course includes 40 hours
                                              with reflective components. The results of
                                              this assessment were strong, an exception
                                              being with one unacceptable in the self-
                                              assessment
8. Dispositions                               The pattern of the results show that
                                              candidates feel strongly about their
                                              professional conducts throughout the whole
                                              program.


Steps toward Improvement
      Before discussing steps toward improvement through the analysis of the
assessment data, it is important to explain why the results were so strong. Our students
have a prepracticum in every course. When they teaching, one or more professors are
observing, aiding and often reflecting with them in action as they teach. After their
teaching, there is a debriefing with the professors and when possible the classroom
teachers. Our department models the pedagogically sound practice of “assessment
guiding instruction” and uses formative instruction to aid our candidates in their growth
as professional educators. Hence, their summative assessments are often strong.
Content Knowledge
       The content area of reading has been a concern of ours since November 04 when
the state changed the scoring of the test and the statewide results went from 90% passing
to 51% failing. Although 85% pass rate is acceptable we want improvement. An analysis
of the reading scores show that most Masters for Initial candidates pass this test after
retaking the exam. On the other hand, the department has a new course being offered for
the first time in Spring 06, ELED 320, Foundations of Reading. Masters for Initial
students will be encouraged to take this course if they feel it is needed.

    The second area of weakness in content was in the area of Science. We are going to
build more lab work into the night Masters for Initial Science class, and assign more
readings in this area.


Professional and Pedagogical knowledge, skill and dispositions
         The Masters for Initial are strong in their pedagogical knowledge. Many of our
candidate are teachers aides or volunteers in their children’s classroom.
     Our candidates show a need of improvement in the area of reflective teaching. Just
as our conceptual frameworks expounds, we are reflective practitioners. The novice
teacher focuses mainly on the task at hand. We will build more discussion in our course
work on analyzing what went right and what went wrong while performing their lessons,
and we will continue to have them write their reflections. Faculty discussions have
focused on the pros and cons of a reflection “generic format” as a guide. We have
decided to use more modeling of reflections within the courses.
       .
         The department has decided to take out the “other” evaluation from the
introductory courses. Many of the cooperative practitioners felt uncomfortable rating the
students as they mostly observe at this point, and they visit a variety of classes during this
time.


Effects on Student Learning
      The results in all of the Teacher Work Samples showed positive effects on student
learning. This project took extra effort to implement, and we have held a special seminar
the last two semesters to explain how to document student growth and how to analyze
this growth. Although initially confusing to both the candidates and the student teaching
supervisors, the first semester utilizing the Teacher Work Sample was extremely
successful. The weakest area (89% of Masters for Initial were in the target range, 11% in
the acceptable range) was in the instructional decision making. We are going to
incorporate more discussion and modeling of this in our professional semester to prepare
students to improve in this area. Feedback from supervisors and candidates suggested
that we eliminate a number of redundancies in the Teacher Work Sample. A faculty
committee completed this task, and we are looking forward to another successful student
teaching experience using this format to analyze the results of an executed instructional
unit.

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:0
posted:10/25/2012
language:English
pages:23