M.S. & Ed.S. in Career and Technical Education Assessment in the Major Report By Dr. Carol T. Mooney, Program Director
2010 Submitted: October 2011
Table of Contents
1. Outcomes of Previous Assessments ............................................................................................................................................................................ 3 2. Questions To Be Answered From This Year’s Assessment ........................................................................................................................................ 3 3. Methods Used to Gather Data ..................................................................................................................................................................................... 3 4. Number of Students Involved ...................................................................................................................................................................................... 4 5. Level of Students ......................................................................................................................................................................................................... 4 6. Data Analysis Techniques ........................................................................................................................................................................................... 4 7. Analysis of Data .......................................................................................................................................................................................................... 4 8. How Results Were Shared with Key Instructors ......................................................................................................................................................... 6 9. Plans for Improvements Based on Results. ................................................................................................................................................................. 6 10. Goals for 2011-12 ........................................................................................................................................................................................................ 6 Appendix A: CTE-Coordinator Benchmark Reviews ........................................................................................................................................................ 8 Appendix B – One-and Five-Year Graduate Follow Up Studies Questionaires .............................................................................................................. 10 1.
Outcomes of Previous Assessments
Previous year reports have been based on two sources of data: students enrolled in the CTE-Coordinator certification and graduate follow up studies.
As a result, curriculum has been updated. In the past two years, both the MS and EdS in CTE programs have been revised. New program plan and
updated curriculum, that includes increased core courses. New courses have been developed as well. Both of these measures will assist in data
collection for further analysis and continuous quality improvement.
2.
Questions To Be Answered From This Year’s Assessment
The 2010-11assessment report will focus on data collected from the students completing the CTE Coordinator (previously known as LVEC). As part
of the requirements students build a portfolio that demonstrates competency attainment. Those competencies come directly from the PI 34 licensure
requirements for the CTE Coordinator.
Also included in the 2010-11 assessment report are updated student competencies. General competencies achieved by the graduates of the degrees as
reported in the graduate follow up reports are components to the MS and EdS CTE programs assessment in the major. Two notes of importance:
graduate follow up studies are conducted alternate, even numbered years. Thus, results of such are not included in this year’s reports. However, the
tools used to gather student assessment of competency have been updated and included in this year’s report.
Finally, students in CTE 708 Issues in Career and Technical Education are required to develop professional development plans. Data is collected in
this assignment to measure students ability to articulate their philosophy of Career and Technical Education and is included in this report.
3.
Methods Used to Gather Data
Upon completion of required coursework and internship, students in the CTE Coordinator licensure program compile a competency portfolio. Six
students completed CTE-C certification in 2010-11. A benchmark III rubric was used to evaluate their portfolios; the results have been compiled into
one report and presented in this AIM.
Budget, Planning and Analysis provided the graduate follow up study instruments. The updated questionnaires will be presented to the program
advisory committee in December for their review.
A number of courses have been added to the core in both of the CTE graduate programs. In these courses, select assignments include rubrics.
Cumulative data from those assignments is collected and analyzed and based on the value of the data, is included in this report.
4.
Number of Students Involved
As noted above, data from six students who completed licensure requirements and submitted a portfolio in the spring of 2011 was compiled. That
data is presented in this report.
Thirty students were enrolled in CTE 708 Issues in CTE fall of 2010 and the spring of 2011. A rubric was used to evaluate their professional
development plans. All submitted PDPs and selected data are included in this report.
5.
Level of Students
Only graduate students were involved in the collection of data presented in this report..
6.
Data Analysis Techniques
Information collected will be summarized and included in tables/appendix submissions.
7.
Analysis of Data
Competency Portfolio – CTE Coordinator- Benchmark III
Six students completed the requirements for certification as Career and Technical Education coordinators. Highlights of their performance includes:
2010-11 Results
Students demonstrated the greatest proficiency in the following categories:
8. Gathering and Analyzing CTE Data (3.3)
16. Understanding of and Competency in the Ten Teacher Standards (3.5)
17. Acting with Integrity, Fairness, and in an Ethical Manner (3.83)
The lowest ratings in the six completer portfolios were in the following standards:
2. Knowing and Promoting Comprehensive CTE Programs (3.17)
3. Knowing and Promoting CTE Co-curricular Student Organizations (3.17)
10. Assessing Needs and Delivering Professional Development Opportunities (3.17)
11. Engaging in Practices Conducive to Continuous Improvement (3.17)
12. Knowing the Relationship between Career Development and CTE (3.17)
It is interesting to compare the data from the previous year’s report. In 2009-10 only 2 students completed their internship and portfolio requirement,
which results can be found below.
2009-10 Results
Students demonstrated the greatest proficiency in the following categories:
7. Developing and Managing Budgets and Grants
12. Knowing the Realationship between Career Development and CTE
13. Providing Leadership in Promoting Post-Secondary Options for Students
17. Acting with Integrity, Fairness, and in an Ethical Manner
The lowest ratings in the two completer portfolios were:
11. Engaging in Practices Conducive to Continuous Improvement
16. Understanding of and Competency in the Ten Teacher Standards
The program director will be attentive to trends in future portfolio review to determine if there are trends in performances.
The complete data set of student results are found in Appendix C.
Graduate follow up studies
Follow up studies were not conducted in the 2010-11 academic year. However, updated student questionnaires were developed during this time and
will be implemented in the 2011-12 academic year.
Professional Development Plans- CTE 708
Students enrolled in the class, CTE 708 Issues in Career and Technical Education, were required to develop professional development plans. A
rubric was used to evaluate the projects. Overall, students did an excellent job of articulating a professional development plan that included a
completed program plan, statement of goals and objectives relative to the MS and EdS CTE programs as well as professional development goals.
The students identified activities that would assist them achieving their goals that included a timeline and collaborative activities.
A graphic representation of their performance is provided below:
12
10
8
6
4
2
0
Mean
Possible
This particular assessment strategy demonstrates students’ abilities to develop a plan for personal and professional development, articulating the
graduate program in CTE as a mechanism.
8.
How Results Were Shared with Key Instructors
This report, in its entirety, will be presented at program advisory committee meetings.
9.
Plans for Improvements Based on Results.
Data will be shared with key instructors and the program advisory committees. Of particular discussion will be to develop new competencies to
include in the graduate follow up studies. In addition, a discussion will be conducted as to the value of the assessment in the major report and how it
may become a more useful and meaningful exercise and tool for quality assurances.
10. Goals for 2011-12
Incorporate student outcomes in the assessment in the major.
Graduates of the MS CTE programs are:






Forward thinking professionals that focus on the demands that the future will bring with respect for what can be learned from the past.
Systematic thinkers that can conceptualize and orchestrate knowledge and work so others can master them.
Dedicated to solving practical problems that are associated with preparing people for productive and fullfiling occupations in a manner that is
ground in sound theory.
Able to accomplish goals by inspiring, directing and rewarding others within their spheres of influence.
Walk the walk as well as talk the talk.
Articulate and synthesize the history, philosophy and mission of career and technical education.
MS CTE Program Objectives



Develop and evaluate personal and professional goals in relationship to career and technical education philosophy.
Identify, research and evaluate issues and trends in contemporary career and technical education.
Apply discipline area subject matter expertise to problem solving and creative thinking within the context of career and technical education.
Appendix A: CTE-Coordinator Benchmark Reviews
2010 CTE Coordinator Cohort Benchmark Mean Data
Scale 1‐4
Acting with Integrity, Fairness and in an Ethical Manner
Understanding of and Competency in the Ten Teacher …
Knowing the Roles and Responsibilities of Working in …
Integrating CTE Academic Standards into PK 12 Curricula
Providing Leadership in Promoting Post‐Secondary …
Knowing the Relationship between Career Development …
Engaging in Practices Conducive to Continuous …
Assessing Needs and Delivering Professional Development …
Using Standards to Select and Supervise Personnel
2010 Cohort
Gathering and Analyzing CTE Data
Developing and Managing Budgets and Grants
Developing Relationships to Support CTE Program Goals
Developing and Implementing CTE Evaluation Plans for …
Knowing and Promoting CTE Work‐Based Learning Programs
Knowing and Promoting CTE Co‐curricular Student …
Knowing and Promoting Comprehensive CTE Programs
Planning and Advocating for CTE
2.50
2.70
2.90
3.10
3.30
3.50
3.70
3.90
Appendix B
One- and Five – Year
Graduate Follow Up Studies Questionaires
M.S. and Ed.S. Career and Technical Education
School of Education
Career & Technical Education, M.S.
(formerly Industrial & Vocational Education)
Follow-up Study
Directions: The graduate program in Career and Technical Education is designed to increase the
professional competence of those it serves. This section of the survey is designed to determine the level of
competence you feel you attained in program areas as a direct result of your graduate program participation.
Check (X) the one response for each item which most clearly describes your own opinion.
My education at UW-Stout prepared me
to:
Develop a strategic plan for program(s)
operation
Develop a CTE program advisory committee
with representation of internal and external
stakeholders
Develop and implement a program of work for
advisory committee(s).
Design an implementation plan and procedures
for a program, school or department.
Use management techniques including program
planning and budgeting systems.
Apply continuous quality improvement
practices to a program, department or school.
Explain the legal responsibilities of various
school officials.
Explain state laws and state agencies as they
relate to the school of career and technical
education.
Develop and maintain effective interpersonal
relationships with internal and external
stakeholders.
Explain the history, issues, principles and
philosophy of career and technical
education.
Track and describe historical antecedents of
contemporary social and educational
thought.
Determine the philosophical implications of
technology for people, human values, human
knowledge and society.
Develop and relate a personal philosophy of
education to the contemporary CTE
program.
Plan and maintain procedures to evaluate
instruction and programs for relevance and
effectiveness.
Develop or revise a curriculum or program to
meet identified needs.
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
NA
My education at UW-Stout prepared me
to:
Utilize and evaluate a variety of media for
instruction.
Use distance learning technology.
Utilize a variety tools and systems to develop
and enhance instructional materials and
improve curriculum.
Coordinate the gathering, selection and analysis
of labor market data relative to program(s).
Establish a program that involves work-based
learning.
Develop a plan with school personnel to offer a
comprehensive CTE programs offerings.
Devise a plan of public relations that will relate
your education program to the community.
Establish a career plan in cooperation with the
school counseling department that will
assure all students will have an opportunity
to consider and review their postsecondary
options.
Develop a plan to assist students in locating and
securing employment.
Integrate occupational, technical and academic
competencies in courses.
Prepare a proposal for funding career and
technical education programs based on state
and federal guidelines.
Establish and advise a professional student
organization.
Articulate a career and technical education
program(s) with internal and external
stakeholder groups.
Apply appropriate learning theories and
principles in educational practice.
Understand, evaluate and utilize research for
decision making and program planning.
Research, collect and utilize data for problem
solving and program planning.
Plan, conduct and report surveys (graduate
follow up, labor market assessment, etc.)
Provide leadership to units, departments and the
school relative to CTE
Utilize strategic planning processes within the
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
NA
My education at UW-Stout prepared me
to:
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
NA
CTE domain.
Represent CTE programs at external and
internal stakeholder groups.
Use techniques to forecast changes and
implications of emerging technology.
Analyze needs of students' occupational
interests for college and career planning.
Directions:
In this section you have opportunity to make suggestions or comments that can aid us in
improving the Career & Technical Education graduate program. Please respond as provided
for below.
•
Please list any subjects or areas of study that you feel would be of value in a graduate career and technical
education program. These may be courses already included in the program that you feel deserve special
emphasis or revision; however, we are primarily looking for new ideas and/or areas that have been neglected in
the present program.
•
Please make any additional comments you feel may help to improve the graduate program.
Career & Technical Education, Ed.S.
(formerly Industrial & Vocational Education)
Follow-up Study
Directions: The graduate program in Career and Technical Education is designed to increase the professional competence of
those it serves. This section of the survey is designed to determine the level of competence you feel you attained in program
areas as a direct result of your graduate program participation. Check (X) the one response for each item which most clearly
describes your own opinion.
My education at UW-Stout prepared me to:
Develop a strategic plan for program(s) operation
Develop a CTE program advisory committee with
representation of internal and external stakeholders
Develop and implement a program of work for advisory
committee(s).
Design an implementation plan and procedures for a
program, school or department.
Use management techniques including program
planning and budgeting systems.
Apply continuous quality improvement practices to a
program, department or school.
Explain the legal responsibilities of various school
officials.
Explain state laws and state agencies as they relate to
the school of career and technical education.
Develop and maintain effective interpersonal
relationships with internal and external stakeholders.
Explain the history, issues, principles and philosophy of
career and technical education.
Track and describe historical antecedents of
contemporary social and educational thought.
Determine the philosophical implications of technology
for people, human values, human knowledge and
society.
Develop and relate a personal philosophy of education
to the contemporary CTE program.
Plan and maintain procedures to evaluate instruction
and programs for relevance and effectiveness.
Develop or revise a curriculum or program to meet
identified needs.
Utilize and evaluate a variety of media for instruction.
Use distance learning technology.
Utilize a variety tools and systems to develop and
enhance instructional materials and improve
curriculum.
Coordinate the gathering, selection and analysis of labor
market data relative to program(s).
Establish a program that involves work-based learning.
Develop a plan with school personnel to offer a
comprehensive CTE programs offerings.
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
NA
My education at UW-Stout prepared me to:
Strongly
Disagree
1
2
3
4
Strongly
Agree
5
NA
Devise a plan of public relations that will relate your
education program to the community.
Establish a career plan in cooperation with the school
counseling department that will assure all students
will have an opportunity to consider and review their
postsecondary options.
Develop a plan to assist students in locating and
securing employment.
Integrate occupational, technical and academic
competencies in courses.
Prepare a proposal for funding career and technical
education programs based on state and federal
guidelines.
Establish and advise a professional student organization.
Articulate a career and technical education program(s)
with internal and external stakeholder groups.
Apply appropriate learning theories and principles in
educational practice.
Understand, evaluate and utilize research for decision
making and program planning.
Research, collect and utilize data for problem solving
and program planning.
Plan, conduct and report surveys (graduate follow up,
labor market assessment, etc.)
Provide leadership to units, departments and the school
relative to CTE
Utilize strategic planning processes within the CTE
domain.
Represent CTE programs at external and internal
stakeholder groups.
Use techniques to forecast changes and implications of
emerging technology.
Analyze needs of students' occupational interests for
college and career planning.
Develop professional development plan that
incorporates education and professional goals.
Incorporate professional association involvement into
professional development plans.
Directions:
•
•
In this section you have opportunity to make suggestions or comments that can aid us in improving the Career
& Technical Education graduate program. Please respond as provided for below.
Please list any subjects or areas of study that you feel would be of value in a graduate career and technical education program.
These may be courses already included in the program that you feel deserve special emphasis or revision; however, we are
primarily looking for new ideas and/or areas that have been neglected in the present program.
Please make any additional comments you feel may help to improve the graduate program.
CareerandTechnicalEducationAIMReport2009
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