School of Education Unit Assessment Report
UW-Stout
First Annual Unit Assessment Report August 2005
Assessment Coordinator: Karen Zimmerman
1
Table of Contents
PRAXIS I: Pre-Professional Skills Test
pp. 3
PRAXIS II: Content Test
pp. 7
EBI Student Teacher Factors
not available
EBI Alumni Factors
not available
Comparison of EBI Factors for Student Teachers and EBI Alumni
not available
Graduate Follow-Up Study 1 and 3 years
pp. 17
Employer Graduate Follow-Up Study 1 and 3 years
pp. 19
Student Teachers Final Evaluations Domains/Components &
WI Teacher Standards
pp. 22
Student Teacher Self-Assessment on WI Teacher Standards
pp. 29
Disposition of Teaching for Student Teachers
pp. 32
2
School of Education Unit Assessment Report
UW-Stout
First Annual Unit Report August 2005
PRAXIS I: Pre-Professional Skills Test
All students who want to become certified teacher must pass PRAXIS I, the Pre-Professional Skills
Test (PPST) required for teacher certification according to the Wisconsin Department of Public
Instruction. At UW-Stout, passing the PPST is required to meet SOE Benchmark I: Acceptance
into Teacher Education Program and Prestudent Teaching Experiences. The Institutional Summary
Report for UW-Stout from the Educational Testing Service was received in June, 2005 for the
testing period of 9/01/2003 though 8/31/2004.
The PPST consists of three tests: reading, writing and mathematics. All three tests must be
successfully passed to meet Benchmark I requirements. These tests can be taken hand written in
traditional testing settings at designated times or by computer at designated sites.
The PPST Reading summary indicated that 58 /105 students passed (55%) and 188/286 students
passed the computer version (65.7%). On the Reading test category of Literal Comprehension,
Stout examinees scored lower (73%) that Wisconsin examinees (79%) and national examinees
(76%). On the Critical & Inferential Comprehension test category, Stout examinees scored lower
(67%) than Wisconsin examinees (77%) and national examinees (73%). See Table 1.
The PPST Writing summary showed that 56/108 students passed the written test (51.8%) and
162/294 students passed (55%) the computer version. Stout examinees scored lower than
Wisconsin state examinees and national examinees on each of the four sections of the Writing test:
Grammatical Relationships, Structural Relationships, Idiom, Word Choice & Mechanics, and
Essay. See Table 1: PPST Institutional Summary Report. See Table 1.
The PPST Mathematics summary indicated that 84/99 students passed the hand written test
(84.8%) and 200/240 passed the computer version (83%). Stout examinees scored lower than the
Wisconsin state examinees and higher than the national examinees on each of the three sections of
the Mathematics test: Conceptual Knowledge & Procedural Knowledge, Representations of
Quantitative Information, and Measurement and Informal Geometry, Formal Mathematical
Reasoning. See Table 1
3
Table 1: PPST Institutional Summary Report 9/01/2003 through 8/31/2004
Test
Results
_______________________________________________________________________________
Reading
PPST Reading
Number of Stout Examinees:
105
Highest Observed Score:
185
Lowest Observed Score:
156
Median:
176
Average Performance Range:
171-180
WI Passing Score:
175
Number with WI Passing Score:
58/105
Percent with WI Passing Score:
55%
Average Percent Correct
Reading Test Category
Points
Stout
State
National
Available
Literal Comprehension
22-26
73%
79%
76%
Critical & Inferential
Comprehension
13-18
67%
77%
73%
Number (percent) of Stout Examinees Scoring in Each Quartile in Each Category*
(Quartiles are calculated using all examinees taking this test during this period.)
Reading Test Category
1st Q 2nd Q 3rd Q 4th Q
Total
lowest
highest
Literal Comprehension
27
43
20
15
105
26% 41% 19% 14%
100%
Critical & Inferential Comprehension
28
29
43
5
105
27% 28% 41% 5%
100%
* The number of examinee records used to compute the quartiles is 54,183.
Computer PPST-Reading*
Number of Stout Examinees:
286
Highest Observed Score:
186
Lowest Observed Score:
155
Median:
177
Average Performance Range:
172-180
WI Passing Score:
175
Number with WI Passing Score:
188/286
Percent with WI Passing Score:
65.7%
*Average percent correct and quartiles are not provided for students to take the computer based CPPST on the Reading, Writing and Mathematics test categories.
Writing
PPST Writing
4
Number of UW-Stout Examinees:
Highest Observed Score:
Lowest Observed Score:
Median:
Average Performance Range:
WI Passing Score:
Number with WI Passing Score:
Percent with WI Passing Score:
Writing Test Category
Grammatical Relationships
Structural Relationships
Idiom & Word Choice;
Mechanics, No Error
Essay
108
184
165
174
171-176
174
56/108
51.8%
Points
Available
10-13
13-18
11-19
12
Average Percent Correct
Stout State National
52%
45%
61%
56%
57%
52%
58%
64%
64%
69%
60%
67%
Number (percent) of Stout Examinees Scoring in each Quartile in Each Category *
(Quartiles are calculated using all examinees taking this test during this period.)
Total
Writing Test Category
1st Q 2nd Q 3rd Q 4th Q
Lowest
Highest
Grammatical Relationships
16
55
28
9
108
15% 51% 26% 8%
100%
Structural Relationships
24
43
34
7
108
22% 40% 31% 6%
100%
Idiom & Word Choice;
17
43
36
12
108
Mechanics, No Error
16% 40% 33% 11%
100%
Essay
20
45
35
8
108
19% 42% 32% 7%
100%
*The number of examinee records used to compute the quartiles is 55,040.
Computer PPST: Writing*
Number of Stout Examinees:
294
Highest Observed Score:
183
Lowest Observed Score:
163
Median:
174
Average Performance Range:
171-176
WI Passing Score:
174
Number with WI Passing Score:
162/294
Percent with WI Passing Score:
55%
*Average percent correct and quartiles are not provided for students to take the computer based CPPST on the Reading, Writing and Mathematics test categories.
Mathematics
PPST Mathematics
5
Number of Stout Examinees:
Highest Observed Score:
Lowest Observed Score:
Median:
Average Performance Range:
WI Passing Score:
Number with WI Passing Score:
Percent with WI Passing Score:
Mathematics Test Category
Conceptual Knowledge and
Procedural Knowledge
Representations of Quantitative
Information
Measurement and Informal
Geometry, Formal Mathematical
Reasoning
99
188
165
178
174-183
173
84/99
84.8%
Points
Available
17-20
Average Percent Correct
Stout State National
68%
70%
63%
11-13
71%
75%
68%
7-10
70%
73%
65%
Number (percent) of Stout Examinees Scoring in each Quartile in Each Category *
(Quartiles are calculated using all examinees taking this test during this period.)
Mathematics Test Category
1st Q 2nd Q 3rd Q 4th Q
Total
Lowest
Highest
Conceptual Knowledge and
6
26
43
24
99
Procedural Knowledge
6%
26% 43% 24%
100%
Representations of Quantitative
3
37
52
7
99
Information
3%
37% 52% 7%
100%
Measurement and Informal
8
29
44
18
99
Geometry, Formal Mathematical
8%
29% 44% 18%
100%
*The number of examinee records used to compute the quartiles is 54,765.
Computer PPST: Mathematics*
Number of Stout Examinees:
240
Highest Observed Score:
190
Lowest Observed Score:
154
Median:
178
Average Performance Range:
174-183
WI Passing Score:
173
Number with WI Passing Score:
200/240
Percent with WI Passing Score:
83%
*Average percent correct and quartiles are not provided for students to take the computer based CPPST on the Reading, Writing and Mathematics test categories.
________________________________________________________________________
6
PRAXIS II: Content Test
In order to pass Benchmark II: Admission to Student Teaching, UW-Stout students must pass
PRAXIS II in the content test area required by the Wisconsin Department of Public Instruction for
teacher certification for each of the designated fields. The Institutional Summary Report for UWStout for the testing period of 9/01/2003 through 8/31/2004 was received in June, 2005.
Wisconsin students who took the Content Test required for their teacher education major where
“grandfathered in” during that no-fault year. All Wisconsin teacher education students after
8/31/2004 must pass the content test to be eligible to student teach.
During the period 9/01/2003 through 8/31/2004 a total of 482 examinees who indicated UW-Stout
as the institution for their education program. This report is general and does not clearly
differentiate among undergraduate teacher education students, graduate teacher education graduate
and teachers who want to add-on an additional teacher certification or the “cert only” category. Of
the 482 examinees, 371 passed their designated content test (77%). See Table 2:
The number of examinees taking a designated content test varied by content test area:
• 32 Art with 29 passing (90.6%),
• 205 Elementary Education test for Early Childhood Education with 150 passing (73%),
• 23 Family and Consumer Sciences test with 18 passing (78%),
• 30 Business Education test with 25 passing (83%),
• 29 Marketing Education test with 18 passing (62%),
• 59 Middle School Subjects test for Special Education with 34 passing (57.6%),
• 104 Technology Education test with 97 passing (93%).
Comparing the category scores within each of the tests for Stout with Wisconsin and national
percent correct shows variations within each content test.
• Art Education had 0/3 categories where Stout results were the same as or higher than
state average percent correct and 0/3 same or higher than national.
• Early Childhood had 0/4 categories where Stout results were the same as or higher than
state average percent correct and 0/4 same as or higher than national.
• Family and Consumer Science had 6/8 categories where Stout results were the same as
or higher than state average percent correct and 1/8 same as or higher than national.
• Business Education had 1/7 categories where Stout results were the same as or higher than
state average percent correct and 3/7 same as or higher than national.
• Marketing Education had 1/7 categories where Stout results were the same as or higher
than state average percent correct and 0/7 same as or higher than national.
• Special Education had 0/4 categories where Stout results were same as or higher than state
average percent correct and 0/4 higher than national.
• Technology Education had 5/5 categories where Stout results were the same as or higher
than state average percent correct and 5/5 same as or higher than national.
• School Psychology had 0/5 categories where Stout results were same as or higher than
state average percent correct and 5/5 same as or higher than national.
See Table 2: PRAXIS II: Content Test Summary.
7
In addition, graduate students taking the School Psychologist content test were required to take the
test for NASP accreditation. Ten graduate students took this test. Wisconsin Department of Public
Instruction does not require this content test and thus has not set a passing score.
Table 2: PRAXIS Content Test Summary—9/01/2003-8/31/2004
“Grandfathered In Year”
Test Category
Results
_______________________________________________________________________
Art Education
Points
Available
Average Percent Correct
Stout State National
%
%
%
Traditions in Art, Architecture,
Design & the Making of
Artifacts
38-46
59%
61%
64%
Art Criticism & Aesthetics
27-29
64%
66%
70%
The Making of Art
44-48
72%
73%
75%
Art Test Category
Number (percent) of Stout Examinees scoring in each Quartile in Each Category
(Quartiles are calculated using all examinees taking this test during this period)
Total
Art Test Category
1st Q 2nd Q 3rd Q 4th Q
Low
High
Traditions of Art, Architecture,
Design & the Making of
Artifacts
8
15
8
1
32
25% 47% 25% 3%
100%
Art Criticism & Aesthetics
10
13
6
3
32
31% 41% 19% 9%
100%
The Making of Art
8
14
7
3
32
25% 44% 22% 9%
100%
• The number of examinee records used to compute the quartiles is 4,006.
Art Education
Number of Examinees:
Highest Observed Score:
Lowest Observed Score:
Median:
Average Performance Range
WI Score Needed to Pass:
Number with WI Passing Score:
Percent with WI Passing Score:
32
191
146
162.5
160-171
155
29/31
90.6%
8
Early Childhood Education
Elementary Test Category
Points
Available
Average Percent Correct
Stout State National
%
%
%
Language Arts
29-30
74%
79%
80%
Mathematics
29-30
63%
70%
68%
Social Studies
30
58%
61%
61%
Science
30
61%
63%
63%
Number (percent) of Stout Examinees Scoring in each Quartile in Each Category
(Quartiles are calculated using all examinees taking this test during this period)
Total
Elementary Test Category
1st Q 2nd Q 3rd Q 4th Q
Low
High
Language Arts
82
40%
48
23%
60
29%
15
7%
205
100%
Mathematics
45
22%
96
47%
51
25%
13
6%
205
100%
Social Studies
50
24%
73
36%
48
23%
34
17%
205
100%
Science
44
78
56
27
205
21% 38% 27% 13%
100%
* The number of examinee records used to compute the quartiles is 33,214.
Early Childhood Education
Number of Examinees:
Highest Observed Score:
Lowest Observed Score:
Median:
Average Performance Range:
WI Score Needed to Pass:
Number with WI Passing Score:
Percent with WI Passing Scores:
205
193
122
156
146-164
147
150/205
73%
9
Family and Consumer Sciences Education
FCSE Test Category
The Family
Human Development
Management
Consumer Economics
Nutrition and Food
Clothing and Textiles
Housing
Family & Consumer Sciences Ed.
Points
Available
15-16
13
12
14-15
17-20
11
11-12
22-23
Average Percent Correct
Stout State National
%
%
%
85% 85% 87%
75% 75% 77%
75% 76% 77%
58% 60% 68%
73% 72% 75%
75% 68% 76%
77% 75% 78%
81% 79% 81%
Number (percent) of Stout Examinees Scoring in each Quartile in Each Category
(Quartiles are calculated using all examinees taking this test during this period)
Total
FCSE Test Category
1st Q 2nd Q 3rd Q 4th Q
Low
High
The Family
9
8
5
1
23
39% 35% 22% 4%
100%
Human Development
6
6
8
3
23
26% 26% 35% 13%
100%
Management
4
7
9
3
23
17% 30% 39% 13%
100%
Consumer Economics
10
6
4
3
23
43% 26% 17% 13%
100%
Nutrition and Food
4
11
7
1
23
17% 48% 30% 4%
100%
Clothing and Textiles
3
12
5
3
23
13% 52% 22% 13%
100%
Housing
5
7
8
3
23
22% 30% 35% 13%
100%
Family & Consumer Sciences Ed. 5
7
4
7
23
22% 30% 17% 30%
100%
* The number of examinee records used to compute the quartiles is 1,021.
Family and Consumer Sciences
Number of Examinees:
23
Highest Observed Score:
730
Lowest Observed Score:
510
Median:
600
Average Performance Range:
600-660
WI Score Needed to Pass:
590
Number with WI Passing Score:
18/23
Percent with WI Passing Score:
78%
10
Business Education
Business Ed. Test Category
United States Economic Systems
Money Management
Business & Its Environment
Professional Business Education
Processing Information
Office Procedures & Management,
Communications, Employ. Skills
Accounting and Marketing
Points
Available
11-13
16-17
12-13
23-25
19-21
Average Percent Correct
Stout State National
%
%
%
64% 70% 72%
66% 67% 71%
60% 67% 71%
82% 78% 77%
83% 85% 83%
15-17
17-18
81%
55%
83%
59%
81%
60%
Number (percent) of Stout Examinees Scoring in each Quartile in Each Category
(Quartiles are calculated using all examinees taking this test during this period)
Total
Business Ed. Test Category
1st Q 2nd Q 3rd Q 4th Q
Low
High
U. S. Economic Systems
11
9
7
3
30
37% 30% 23% 10%
100%
Money Management
9
9
9
3
30
30% 30% 30% 10%
100%
Business & Its Environment
8
15
5
2
30
27% 50% 17% 7%
100%
Professional Business Education
4
10
8
8
30
13% 33% 27% 27%
100%
Processing Information
10
9
6
5
30
33% 30% 20% 17%
100%
Office Procedures & Management,
Communications, Employ. Skills
3
10
14
3
30
10% 33% 47% 10%
100%
Accounting and Marketing
8
13
5
4
30
27% 43% 17% 13%
100%
• The number of examinee records used to compute the quartiles is 3,887.
Business Education
Number of Examinees:
Highest Observed Score:
Lowest Observed Score:
Median:
Average Performance Range:
WI Score Needed to Pass:
Number with WI Passing Score:
Percent with WI Passing Score:
30
760
520
630
610-680
580
25/30
83%
11
Marketing Ed. Test Category
Points
Available
Marketing Education, Curriculum
& Instruction, & Career Planning
23-25
General Marketing
21-23
Merchandising
14-21
Marketing Mathematics
11-12
Communications & Human Relations 16
Advertising & Sales Promotion
13-14
Personal Selling
14-15
Average Percent Correct
Stout State National
%
%
%
74%
69%
61%
56%
77%
66%
73%
74%
74%
67%
62%
79%
70%
75%
77%
77%
71%
66%
83%
76%
80%
Number (percent) of Stout Examinees Scoring in each Quartile in Each Category
(Quartiles are calculated using all examinees taking this test during this period)
Total
Marketing Ed. Test Category
1st Q 2nd Q 3rd Q 4th Q
Low
High
Marketing Education, Curriculum
& Instruction, & Career Planning 7
7
6
9
29
24% 24% 21% 31%
100%
General Marketing
13
8
4
4
29
45% 28% 14% 14%
100%
Merchandising
15
9
5
0
29
52% 31% 17% 0%
100%
Marketing Mathematics
9
9
9
2
29
31% 31% 31% 7%
100%
Communications & Human
Relations
8
14
6
1
29
28% 48% 21% 3%
100%
Advertising & Sales Promotion
14
6
5
4
29
48% 21% 17% 14%
100%
Personal Selling
9
13
6
1
29
31% 45% 21% 3%
100%
• The number of examinee records used to compute the quartiles is 362.
Marketing Education
Number of Examinees:
Highest Observed Score:
Lowest Observed Score:
Median:
Average Performance Range:
WI Score Needed to Pass:
Number with WI Passing Score:
Percent with WI Passing Score:
29
810
450
660
550-720
600
18/29
62%
12
Special Education
Test Category
Points
Middle School Sub. (SPED)
Literature
Average Percent Correct
Stout State National
Available
%
%
%
27-30
59% 63% 63%
Mathematics
29-30
53%
63%
62%
History/Social Studies
28-29
53%
54%
55%
Science
28-30
59%
63%
62%
Number (percent) of Stout Examinees Scoring in each Quartile in Each Category
(Quartiles are calculated using all examinees taking this test during this period)
Total
Middle S. (SPED)Test Category 1st Q 2nd Q 3rd Q 4th Q
Low
High
Literature
20
14
16
9
59
34% 24% 27% 15%
100%
Mathematics
22
37%
25
42%
7
12%
5
8%
59
100%
History/Social Studies
11
19%
27
46%
13
22%
8
14%
59
100%
Science
•
17
15
16
11
59
29% 25% 27% 19%
100%
The number of examinee records used to compute the quartiles is 4,892.
Special Education
Number of Examinees:
59
Highest Observed Score:
184
Lowest Observed Score:
101
Median:
149
Average Performance Range: 136-163
Score Needed to Pass:
146
Number with Passing Score: 34/59
Percent with WI Passing Score: 57.6%
13
Technology Education
Tech. Ed. Test Category
Points
Available
Pedagogical & Professional Studies 32-36
Information & Communication
Average Percent Correct
Stout State National
%
%
%
78% 78% 78%
Technology
21-23
70%
70%
70%
Construction Technologies
14-17
77%
76%
76%
Manufacturing Technologies
20-24
75%
75%
75%
Energy/Power/Transportation
Technologies
22-24
74%
74%
72%
Number (percent) of Stout Examinees Scoring in each Quartile in Each Category
(Quartiles are calculated using all examinees taking this test during this period)
Total
Tech Ed. Test Category
1st Q 2nd Q 3rd Q 4th Q
Low
High
Pedagogical & Professional Studies 27
36
28
13
104
26% 35% 27% 13%
100%
Information & Communication
Technologies
13
47
27
17
104
13% 45% 26% 16%
100%
Construction Technologies
17
34
33
20
104
16% 33% 32% 19%
100%
Manufacturing Technologies
27
17
44
16
104
26% 16% 42% 15%
100%
Energy/Power/Transportation
12
44
23
25
104
Technologies
12% 42% 22% 24%
100%
• The number of examinee records used to compute the quartiles is 962.
Technology Education
Number of Examinees:
Highest Observed Score:
Lowest Observed Score:
Median:
Average Performance Range:
WI Score Needed to Pass:
Number with WI Passing Score:
Percent with WI Passing Score:
104
750
560
650
610-680
590
97/104
93%
14
School Psychologist
Diagnosis & Fact-Finding
Points
Available
27-29
Average Percent Correct
Stout State National
%
%
%
84% 85% 79%
Prevention & Intervention
28-30
76%
78%
75%
Applied Psychological Foundations 23
73%
75%
72%
Applied Educational Foundations
13-14
71%
72%
69%
Ethical & Legal Considerations
20-22
79%
81%
77%
School Psych. Test Category
Number (percent) of Stout Examinees Scoring in each Quartile in Each Category
(Quartiles are calculated using all examinees taking this test during this period)
Total
School Psych. Test Category
1st Q 2nd Q 3rd Q 4th Q
Low
High
Diagnosis & Fact-Finding
1
2
5
2
10
10% 20% 50% 20%
100%
Prevention & Intervention
2
5
1
2
10
20% 50% 10% 20%
100%
Applied Psychological Foundations 1
5
3
1
10
10% 50% 30% 10%
100%
Applied Educational Foundations 1
3
5
1
10
10% 30% 50% 10%
100%
Ethical & Legal Considerations
1
2
6
1
10
10% 20% 60% 10%
100%
* The number of examinee records used to compute the quartiles is 2,076.
School Psychology Graduate Majors
Number of Examinees:
10
Highest Observed Score:
810
Lowest Observed Score:
640
Median:
720
Average Performance Range:
680-730
WI Score Needed to Pass:
No WI passing score. Required by NASP.
Number with WI Passing Score:
??/??
____________________________________________________________________
15
Educational Benchmarking Survey (EBI) for Exiting Student Teachers
The Educational Benchmarking Survey (EBI) of exiting student teachers was administered via
computer in May, 2004 for the purposes of unit assessment. EBI data cannot be published in public
domains and is available for internal use only.
16
UW-Stout Graduate Follow-Up Study
School of Education
As part of the requirement for meeting PI 34 regarding unit assessment, institutional graduate
follow-up studies are required. UW-Stout has had a long history of graduate follow-up studies of
first and third year graduates and their employers. Up to this point, all graduate follow-up studies
have been conducted by programs and the reports have been provided to program directors. To
meet the PI 34 requirement, the SOE Dean and Assessment Coordinator requested that this data be
run for the unit.
One and Three Year Graduates
The graduates who were or would have been graduates of the School of Education were surveyed
by UW-Stout in 2002 (1 year) and 2000 (3 years). The program directors were sent the results for
their specific programs. The unit data results for the School of Education were compiled. Since
unit data had not been compiled previously, this is the first of the UW-Stout Graduate Follow-Up
Studies for the School of Education. Of the total of 334 graduates of the School of Education in
2002 (1st year), 145 responded. This was a 43 % response. Of the 341 graduates in 2000 (3rd
year), 37% responded. See Table 10.
Graduates in 2002 and 2000 were asked to indicate the degree of influence education contributed
to personal development on 17 items. They responded to degree of influence on a 1-5 scale with
1= none and 5=strong. The top five items were as follows:
1st Y: 2002 Mean
3rd Y:2000 Mean
Working in teams
4.12
4.23
Providing leadership
3.96
4.17
Thinking creatively
3.96
4.07
Speaking or presenting ideas effectively
3.96
3.97
Conducting a research study/project
3.94
3.84
1st Y: 2002 Mean
The bottom two items were as follows:
Developing an appreciation of the arts
Using mathematics or statistics
2.86
3.15
3rd Y: 2000 Mean
3.01
3.08
Graduates were asked to rate selected aspects of their education at UW-Stout. They responded to a
1-5 satisfaction scale with 1= very unsatisfied and 5= very satisfied.
• The 2002 graduates rated their overall satisfaction of quality of instruction at UW-Stout
(4.13) higher than their rating of the quality of instruction in courses directly related to their
program (3.99). However, 2000 graduates rated both the quality of instruction at UWStout as high (4.06) and the quality of instruction in courses directly related to the program
even higher (4.18).
• The 2002 graduates rated the quality of academic advising as 3.73 whereas the 2000
graduates rated this 3.90.
17
Graduates were asked to rate the overall effectiveness of their program (major) on a 1-5 scale with
1= very low to 5= very high. Ratings were high or very high for 76 % of 2002 graduates and 78%
of 2000 graduates.
Graduates were asked to indicate how related their employment was to their UW-Stout major.
Ratings were very or directly related for 82% of 2002 graduates and 81% of 2000 graduates.
How well did UW-Stout prepare you for employment? Graduates in 2002 responded good or very
good (65%) and 2000 graduates indicated good or very good (73%).
Graduates were indicated the value of their education in terms of cost, time and effort. Of 2002
graduates, 82% indicated it was good or exceptional and 2000 graduates rated it good or
exceptional (89%). See Table 10.
Table 10: UW-Stout School of Education Graduate Follow-Up Survey: 2002 and 2000
_________________________________________________________________________
Items
2002
2000
__________________________________________Mean________Mean_______________
If you had it to do over again
Would you attend UW-Stout?
4.51
Would you enroll in same program?
4.21
Scale = 1-5 with 1= definitely no and 5=definitely yes
4.57
4.13
Degree of influence education contributed
to personal development
1. Writing effectively
3.64
3.60
2. Speaking or presenting ideas effectively
3.96
3.97
3. Using mathematics or statistics
3.15
3.08
4. Using computers and info. technology
3.59
3.44
5. Solving problems
3.81
3.90
6. Organizing information
3.88
3.93
7. Analyzing information
3.82
3.86
8. Making decisions
3.83
3.86
9. Conducting a research study/project
3.94
3.84
10. Working in teams
4.12
4.23
11. Providing leadership
3.96
4.17
12. Thinking creatively
3.96
4.07
13. Understanding diverse cultures
3.53
3.67
14. Caring for your personal “wellness”
3.31
3.31
15. Developing a critically examined set of
values
3.39
3.43
16. Developing an appreciation of the arts
2.86
3.01
17. Appreciating the need for racial equity
3.32
3.54
Scale 1-5 on degree of influence with 1 = none and 5 = strong.
18
Table 10 Continued
How would you rate the following aspects
of your education at UW-Stout?
1 Year
2002
Mean
4.13
3.99
3 Year
2000
Mean
4.06
4.18
1. Overall quality of instruction
2. Quality of instruction in courses
directly related to program
3. Overall faculty availability
4.17
4.20
4. Availability of faculty who
taught courses in your program
4.22
4.35
5. Course content
3.83
3.93
6. Course availability
3.90
4.11
7. Course scheduling (time of day)
4.13
4.17
8. Quality of laboratory equipment
3.99
3.97
9. Quality of academic advising
3.73
3.90
Satisfaction Scale =1-5 with 1= very unsatisfied and 5= very satisfied
How would you rate the overall effectiveness of your program (major)?
2002 76 % High or Very High
Scale 1-5 with 1= very low to 5 = very high
2000 78% High or Very High
How well did UW-Stout prepare you for further education?
2002 66% Good or Very Good
Scale 1-5 with 1= very poor to 5 = very good
2000 68% Good or Very Good
Is your employment related to your UW-Stout major?
2002 82% Very or Directly Related Scale 1-5 with 1=not to 5= directly related
2000 81% Very or Directly Related
How well did UW-Stout prepare you for employment?
2002 65% Good or Very Good
Scale 1-5 with 1=very poor to 5=very good
2000 73% Good or Very Good
Given the cost of education and your investment of time and effort, how would you rate the
value of your education?
2002 82% Good or Exceptional
Scale 1-5 with 1=very poor and 5=exceptional
2000 89% Good or Exceptional
How did your training at Stout compare to the training of people hired from other colleges at
the same time you were hired, i.e., within 6 months of your first job?
2002 73% Somewhat Better or Much Better Scale 1-5 with 1=much less & 5= much better
2000 67% Somewhat Better or Much Better
19
Employers of 2002 and 2000 Graduates
Graduates were asked to indicate the names and addresses of their employers if they chose. A total
of 46 responses were received from 2002 graduates (1st year) and 41 responses were received from
2000 (3rd year) graduates. Again, five point scales were used. See Table 11.
All employer response means were 4.00 or higher indicating graduates had high (4) to very high
skills (5). For 2002 graduates, employers indicated that graduates exhibited high or very high
preparatory skills to perform their jobs. The top 5 skills according to response means were:
• Working in teams (4.72),
• Interpersonal relations (4.62),
• Ability to plan/complete a project (4.59),
• Thinking creatively (4.48), and
• Speaking or presenting ideas effectively (4.41).
For 2000 graduates, the top 5 skills that graduates exhibited high or very high preparatory skills to
perform their jobs according to their employers were as follows:
• Ability to plan/complete a project (4.72),
• Thinking creatively (4.56),
• Organizing information (4.55),
• Solving problems (4.50), and
• Making decisions (4.43).
Employers were asked to indicate to what degree has this employee exhibited adequate educational
preparation to perform the job for which employed. A 1-5 scale was used with 1= very low to 5=
very high. The 2002 graduates had a mean of 4.39 and the 2000 graduates had a mean of 4.62.
See Table 11.
20
Table 11: Employers Survey of 2002 and 2000 Graduates
2002
2000
Item
Mean
Mean
_______________________________________________________________________________
To what degree has this individual exhibited
preparatory skills in the following competencies:
1. Write effectively
4.37
4.22
2. Speaking or presenting ideas effectively
4.41
4.39
1. Using mathematics or statistics
4.40
4.07
2. Using computing & information technology
4.43
4.35
3. Solving problems
4.39
4.50
4. Organizing information
4.40
4.55
5. Analyzing information
4.39
4.40
6. Making decisions
4.37
4.43
7. Working in teams
4.72
4.41
8. Providing leadership
4.30
4.37
9. Interpersonal relations
4.62
4.39
10. Thinking creatively
4.48
4.56
11. Ability to plan/complete project
4.59
4.72
Scale 1-5 on degree of skill with 1=very low to 5=very high
How would you rate the preparation of this graduate
as compared to other entering employees?
1. Overall preparation for employment
4.28
2. Familiarity with equipment required for job
4.38
3. Knowledge of specific job skills
4.33
Scale 1-5 on degree prepared with 1=much less and 5 =much better
4.27
4.41
4.29
To what degree has this employee exhibited adequate
educational preparation to perform the job for which
employed?
4.39
4.62
Scale of 1-5 with 1= very low to 5 = very high
_______________________________________________________________________________
21
Student Teaching Domain/Components & WI Teacher Standards Fall, 2004
Beginning Fall 2004 all undergraduate programs were using the same framework for student
teaching competencies. All programs used Danielson’s Framework for Teaching with the
following Domains and Components:
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities.
In addition, all programs used the 10 Wisconsin Teacher Standards as part of the framework for
student teaching competencies. The 10 Wisconsin Teacher Standards are based on the following
areas:
1. Content: Teachers know the subjects they are teaching.
2. Development: Teachers know how children grow.
3. Diverse learners: Teachers understand children learn differently.
4. Instructional Strategies: Teachers know how to teach.
5. Learning Environment: Teachers know how to manage a classroom.
6. Communication: Teachers communicate well.
7. Planning Instruction: Teachers are able to plan different kinds of lessons.
8. Assessment : Teachers know how to test for student progress.
9. Reflection: Teachers are able to evaluate themselves.
10. Collaboration: Teachers are connected with other teachers and the community.
On the Final Student Teaching Competency Ratings for Fall 2004 and 3rd quarter, all cooperating
teachers rated the student teacher on each of the components within the four domains and 10
Wisconsin Teacher Standards using a 1-4 scale with 1= unsatisfactory, 2= emerging, 3= basic and
4= advanced basic. A total of 198 student teaching placements and final student teaching
competency ratings were completed Fall 2004 and 3rd quarter by the cooperating teachers.
Programs varied by number of student teacher placements. For example, all ECE student teachers
student teach in three placements to meet the WPI ECE certification requirements. MBE students
all student teach in marketing, but only student teach in business if they meet the course work,
content text and other requirements for business education certification. In other programs,
Technology Education and Family and Consumer Sciences Education for example, usually have
two different placements and two different cooperating teachers. However, they may be placed in
a school where the same teacher is the middle school and high school teacher in that disciple and
thus have only one final evaluation which includes both middle school and high school. Thus a
student teacher may have one, two or three final student teaching competency ratings.
After compiling the student teaching final competency data, means were calculated for each of the
teaching domains and components. For all four domains and each of the components within the
domains unit means were above 3.00 which is basic. See Table 12.
22
The unit means for each of the four domains is reported from highest domain means to lowest as
follows:
• 3.474 for Domain 4: Professional Responsibilities (highest unit domain means)
Within Domain 4: Professional Responsibilities, the highest component means
were reflecting on teaching (3.57) and contributing to the school and district (3.57).
The lowest means were for the component of communicating with families (3.19).
•
3.456 for Domain 2: The Classroom Environment
Within Domain 2: The Classroom Environment, the highest component means were
organizing physical space (3.51) and creating an environment of respect and rapport
(3.50). The lowest was managing classroom procedures (3.38) and managing
student behavior (3.40). See Table 12.
•
3.400 for Domain 3: Instruction
Within Domain 3: Instruction, the highest component means was providing
feedback to students (3.44) and the lowest were engaging students in learning(3.36)
and demonstration flexibility and responsiveness (3.36). See Table 12.
•
3.398 for Domain 1: Planning and Preparation (lowest unit domain means)
Within Domain 1: Planning and Preparation, the highest component means were
designing coherent instruction (3.49) and the lowest component means was
demonstrating knowledge of resources (3.29). See Table 12.
Table 12: Unit Domain and Component Means from Student Teacher Final Competency
Ratings, Fall 2004 and 3rd Quarter
Domains and Components
Unit Means
_______________________________________________________________________________
Domains and Components
1. Domain 1: Planning and Preparation
3.400
a. Demonstrating knowledge of content and pedagogy
3.39
b. Demonstrating knowledge of students
3.44
c. Selecting instructional goals
3.39
d. Demonstrating knowledge of resources
3.29
e. Designing coherent instruction
3.49
f. Assessing student learning
3.40
2. Domain 2: The Classroom Environment
3.456
a. Creating an environment of respect and rapport
3.50
b. Establishing a culture for learning
3.49
c. Managing classroom procedures
3.38
d. Managing student behavior
3.40
e. Organizing physical space
3.51
23
3. Domain 3: Instruction
a. Communicating clearly and accurately
b. Using questioning and discussion techniques
c. Engaging students in learning
d. Providing feedback to students
e. Demonstrating flexibility and responsiveness
4. Domain 4: Professional Responsibilities
a. Reflecting on teaching
b. Maintaining accurate records
c. Communicating with families
d. Contributing to the school and district
e. Growing and developing professionally
3.398
3.41
3.42
3.36
3.44
3.36
3.474
3.57
3.54
3.19
3.57
3.50
The Wisconsin Teacher Standards are the last portion of the final student teacher competency
ratings by cooperating teachers. Again, cooperating teachers rated student teachers on the same
1-4 scale with 1=unsatisfactory, 2=emerging, 3=basic and 4=advanced basic.
Unit’s means were highest for standard 9-reflection (3.51) and standard 7-planning instruction
(3.47). Unit means were lowest for standard 1-content knowledge (3.25) and standard 8assessment (3.26). In all 10 Wisconsin Teacher Standards, unit means were above 3.00 which
indicates basic. See Table 13 for unit means for each of the 10 Wisconsin Teacher Standards.
Table 13. Wisconsin Teacher Standards Unit Means for Student Teacher Final Competency
Ratings, Fall 2004 and 3rd Quarter
______________________________________________________________________________
Wisconsin Teacher Standards
Unit Means
______________________________________________________________________________
1. Content Knowledge: Understands the central concepts, tools
of inquiry and structure of disciplines taught; creates learning
experiences to make them meaningful to students.
3.25
2. Development: Understands how children learn and develop; provides
instruction that supports their intellectual, social and personal
development.
3.42
3. Diverse Learners: Understands how pupils differ in their approaches to
learning; creates instructional opportunities adapted to diverse learners
including those with disabilities and exceptionalities.
3.35
4. Instructional Strategies: Understands and uses a variety of instructional
strategies, including technology, to encourage development of critical
thinking, problem solving, and performance skills.
3.30
5. Learning Environment. Uses an understanding of individual and group
motivation to create a learning environment that encourages positive
social interaction, active engagement in learning and self-motivation.
3.45
6. Communication: Uses effective verbal and non-verbal communication
techniques, instructional media and technology to foster active inquiry,
collaboration, and supportive interaction in the classroom.
3.45
24
7. Planning Instruction: Plans instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
3.47
8. Assessment: Understands and uses formal and informal assessment strategies
to evaluate student progress.
3.26
9. Reflection: Reflects on teaching and evaluates the effects of choices and
actions on pupils, parents and others; seeks out opportunities to grow
professionally.
3.51
10. Collaboration: Fosters relationships with colleagues, and agencies in the
larger community to support pupil leaning and well-being; acts with integrity,
fairness and in an ethical manner.
3.45
________________________________________________________________________
Scale is 1-4 with 1=unsatisfactory, 2=emerging, 3=basic and 4=advanced basic.
Program means for each of the domains/components and Wisconsin Teacher Standards on the
Student Teaching Final Competency Ratings for Fall 2004 and 3rd Quarter are shown on Table 14
on the inserted Excel spread sheet.
Each of the program/certification areas have the highest and lowest component rating means and
Wisconsin Teacher Standards rating means as follows:
•
Art Education
o Domain I: Highest in Demonstrating knowledge of content & pedagogy
(3.13) and lowest in Demonstrating knowledge of students (2.78).
o Domain 2: Highest in Creating and environment of respect and rapport
(3.22) and lowest in Managing classroom procedures (2.95).
o Domain 3: Highest in Demonstrating flexibility and responsiveness (3.26)
and lowest in Providing feedback to students (3.00).
o Domain 4: Highest in Reflecting on teaching (3.30) and lowest in
Communicating with families (1.74). Note: low score due to a number of
cooperating teachers marking this as NA,
o Wisconsin Teacher Standards: Highest in Communication (3.17) and lowest
in Assessment (2.78)
•
Early Childhood Education
o Domain 1: Highest in Demonstrating knowledge of students (3.51) and
lowest in Demonstrating knowledge of resources (3.09).
o Domain 2: Highest in Organizing physical space (3.48) and lowest in
Managing student behavior (3.19).
o Domain 3: Highest in Providing feedback to students (3.44) and lowest in
Engaging student in learning (3.19).
o Domain 4: Highest in Showing professionalism (3.56) and lowest in
Communicating with families (3.34).
o Wisconsin Teacher Standards: Highest in Reflection (3.46) and lowest in
both Instructional Strategies and Assessment (3.03).
25
•
Family and Consumer Sciences Education
o Domain 1: Highest in both Designing coherent instruction and Assessing
student learning with means of 3.33 and lowest in both Demonstrating
knowledge of content and pedagogy and Demonstrating knowledge
of students (3.08).
o Domain 2: Highest in Managing classroom procedures (3.33) and lowest
In Establishing a culture of learning (3.00).
o Domain 3: Highest in Engaging students in learning (3.39) and lowest in
both Communicating clearly and accurately and Providing feedback
to students (3.16).
o Domain 4: Highest in Maintaining accurate records (3.67) and lowest
in Communicating with families (2.92).
o Wisconsin Teacher Standards: Highest in four standards of Diverse
Learners, Instructional Strategies, Communication and Assessment (3.25)
and lowest in Collaboration (3.00).
•
Business Education
o Domain 1: Highest in Selecting instructional goals (3.71) and lowest
in both Demonstrating knowledge of content and pedagogy and Assessing
student learning (3.43).
o Domain 2: Highest in both Creating an environment of respect and rapport
and Establishing a culture of learning (3.57) and lowest in Organizing
physical space (2.71). Note: Some cooperating teachers marked NA.
o Domain 3: Highest in three component of Communicating clearly and
accurately, Providing feedback to students, and Demonstrating flexibility and
responsiveness (3.57) and lowest in Engaging students in learning (3.14).
o Domain 4: Highest in both Reflecting on teaching and Contributing to
School and district (3.71) and lowest in Communicating with families (2.43).
o Wisconsin Teacher Standards: Highest in three standards of Content,
Development and Planning Instruction (3.57) and lowest in Collaboration
(3.14).
•
Marketing Education
o Domain 1: Highest in Demonstrating knowledge of resources (3.75)
and lowest in Demonstrating knowledge of students (3.42).
o Domain 2: Highest in Organizing physical space (3.75) and lowest in
Creating a culture of learning (3.42).
o Domain 3: Highest in Using questioning and discussion techniques (3.83)
And lowest in Communicating clearly and accurately (3.42).
o Domain 4: Highest in Maintaining accurate records (3.83) and lowest in
Communicating with families (3.16).
o Wisconsin Teacher Standards: Highest in three standards of Planning
Instruction, Assessment, and Reflection (3.75) and lowest in four standards of
Development, Diverse Learners, Learning Environment and Collaboration
(3.33).
Technology Education
•
26
o Domain 1: Highest in the three components of Demonstrating
knowledge of content and pedagogy, Demonstrating knowledge of resources,
and Assessing student learning (3.39) and lowest in Demonstrating knowledge
of students (3.16).
• Domain 2: Highest in Creating a climate of respect and rapport (3.68) and
lowest in Managing student behavior (3.29).
• Domain 3: Highest in Demonstrating flexibility and responsiveness (3.53)
and lowest in both Communicating clearly and accurately and Providing
feedback to students (3.16).
• Domain 4: Highest in Maintaining accurate records (3.63) and lowest in
Communicating with families (3.21).
• Wisconsin Teacher Standards: Highest in four standards including
Development, Instructional Strategies, Reflection and Collaboration (3.47)
and lowest in Content (3.34).
•
Special Education
o Domain 1: Highest in both Demonstrating knowledge of students and
Assessing student learning (3.37) and lowest in both Demonstrating
knowledge of Content and pedagogy and Demonstrating knowledge of
resources (3.12).
o Domain 2: Highest in both Creating an environment of respect and rapport
and Establishing a culture of learning (3.62) and lowest in Managing
classroom procedures (3.12).
o Domain 3: Highest in four components of Communicating clearly and
accurately, Engaging students in learning, Providing feedback to students
and Demonstrating flexibility and responsiveness (3.37) and lowest in
Using questioning and discussion techniques (3.25).
o Domain 4: Highest in Maintaining accurate records (3.50) and lowest in both
Reflecting on teaching and Growing and developing professionally.
o Wisconsin Teacher Standards: Highest in three standards of Communication,
Assessment and Collaboration (3.50) and lowest in Reflection (3.27).
•
Early Childhood Special Education
o Domain 1: Highest in three components of Demonstrating knowledge of
content and pedagogy, Demonstrating knowledge of students and Designing
coherent instruction (3.43) and lowest in Demonstrating knowledge of
resources (3.00).
• Domain 2: Highest in three components of Creating an environment of respect
and rapport, Managing classroom procedures and Managing student behaviors
(3.43) and lowest in Organizing physical space (3.00).
• Domain 3: Highest in Demonstrating flexibility and responsiveness (3.71) and
lowest in four components of Communicating clearly and accurately, Using
questioning and discussion techniques, Engaging students in learning, and
Providing feedback to students (3.43).
27
•
•
Domain 4: Highest in Contributing to the school and district (3.71) and lowest
in Maintaining accurate records (3.28).
Wisconsin Teacher Standards: Highest in both Learning Environment and
Reflection (3.71) and lowest in Assessment (3.00).
28
Student Teacher Self-Assessment on Wisconsin Teacher Standards
At the last student teaching seminar Fall 2004 and Spring Semester 2005, student teachers were
asked to identify two Wisconsin Teacher Standards that they felt most competent and two
Wisconsin Teacher Standards they needed improvement in regarding professional development.
Data from both Fall 2004 and Spring 2005 Student Teachers were compiled by program and for
the unit. Overall unit results for the Wisconsin Teacher Standards showed that the top 4 standards
UW-Stout student teachers felt most competent in are as follows:
• Diverse learners
(81)
• Planning instruction (62)
• Content
(58)
• Reflection.
(56)
The Wisconsin Teacher Standards student teacher indicated that they needed improvement in are
as follows:
• Assessment
(77)
• Learning environment
(76)
• Collaboration
(65)
• Content
(44).
In examining the patterns of the Wisconsin Teacher Standards by program the following were
found by Program. The most frequently selected standard is listened by program in Table 15.
Table 15: Wisconsin Teacher Standards Student Teachers Identified: Competent and Needs
Program
Most Competent
Need Improvement In
___________________________________________________________________
ARTED
Content
Collaboration
Planning instruction
Learning environment
ECE
Planning instruction
Diverse learners
Assessment
Learning environment
Collaboration
FCSE
Diverse learners
Learning environment
MBE
Diverse learners
Content
Learning environment
Assessment
SPED
Diverse learners
Very evenly spread among 7 standards
No clear pattern
TECED
Content
Content
Reflection
Collaboration
______________________________________________________________________________
29
Frequency counts of all of the Wisconsin Teacher Standards by programs and for the unit are
shown in Table 16. Both Fall 2004 and Spring 2005 student teachers each selected two standards
that they felt most competent in and the two standards they needed improvement in at the last
student teaching seminar of the semester. See Table 16.
Table 16. Student Teacher Self-Assessment on Wisconsin Teacher Standards
Identified Competence and Needs Regarding Professional Development Plans
December 2004 and May 2005
_________________________________________________________________________
Wisconsin Teacher Standards
Frequency Counts
_________________________________________________________________________
Most Competent in: (Each Student Teacher Selected 2 WI Standards)
ART ECE FCSE MBE SPED TECE=Unit
1. Content
12
5
3
9
3
26
58
Know the subjects they are teaching.
2. Development
3
12
0
2
2
4
23
5
30
10
9
11
16
81
2
9
0
4
5
13
33
1
15
0
1
1
13
31
2
14
2
3
1
11
33
4
32
4
5
3
14
62
0
1
1
2
0
4
8
4
21
4
6
3
18
56
1
9
1
2
1
11
2
Know how children grow.
3. Diverse learners
Understand children learn differently.
4. Instructional strategies
Know how to teach.
5. Learning environment
Know how to manage a classroom.
6. Communication
Communicate well.
7. Planning instruction
Plan different kinds of lessons.
8. Assessment
Know how to test for student progress.
9. Reflection
Are able to evaluate themselves.
10. Collaboration
Are connected with other teachers & the community.
30
Table 16 Continued
Need Improvement In: (Each Student Teacher Selected 2 WI Standards)
1. Content
0
10
3
4
4
23
44
Know the subjects they are teaching.
2. Development
4
4
0
4
3
16
31
3
2
0
2
0
4
11
0
2
2
0
1
5
10
6
33
9
9
4
15
76
2
0
1
2
2
8
15
7
2
1
5
4
11
30
2
51
3
7
4
10
77
1
10
2
2
4
14
33
8
23
5
5
4
20
65
Know how children learn.
3. Diverse learners
Understand that children learn differently.
4. Instructional strategies
Know how to teach.
5. Learning environment
Know how to manage a classroom.
6. Communication
Communicate well.
1. Planning instruction
Plan different kinds of lessons.
2. Assessment
Know how to test for student progress.
3. Reflection
Able to evaluate themselves.
4.
Collaboration
Are connected with other teachers & the community.
31
Dispositions of Teaching of Student Teachers Fall 2004
The School of Education has developed a system to assess candidate dispositions from the
beginning of the program through program completion. As part of student teaching, each
cooperating teacher completed a Disposition of Teaching rating on eight dispositions.
These professional disposition categories include: attendance, preparedness, continuous learning,
creating a positive climate, reflective, thoughtful and responsive learner, cooperative/collaborative
and respectful. These dispositions of teaching have been matched to the Wisconsin Teacher
Standards.
For Benchmark III: Program Completion, two disposition ratings must be completed by the
cooperating teachers (one per student teaching placement). In cases where a student has only one
placement, for example the cooperating teacher teaches both middle school and high school, only
one disposition rating is done by the cooperating teacher. The university supervisor does the
second disposition rating that is required.
Each of the eight dispositions are rated on a 1-4 scale indicating the frequency the student teacher
demonstrates the disposition with 1= rarely/unsatisfactory, 2=occasionally/emerging,
3=usually/basic, and 4= consistently/advanced basic. The Disposition of Teaching ratings were
complied.
Program/certification means and unit means were calculated. See Table 17. For the unit, the
highest means were for the categories of Respectful (3.68) and Attendance (3.67). The lowest
unit means were Preparedness (3.47), Continuous Learning (3.51) and Reflective (3.51).
Highest and lowest means for specific programs/certifications are as follows:
• Art Education: Highest in Positive Climate (3.42) and Reflective (3.42) and lowest in
Attendance (3.12).
•
Early Childhood Education : Highest in Attendance (3.81) and lowest in Continuous
Learning (3.56).
•
Family and Consumer Sciences Education: Highest in Respectful (3.59) and lowest in
the four dispositions of Attendance (3.29), Continuous Learning (3.29), Reflective (3.29)
and Cooperative & Collaborative (3.29).
•
Business Education: Highest in Respectful (3.86) and lowest in Cooperative &
Collaborative (3.28).
•
Marketing Education: Highest in both Attendance (3.92) and Preparedness (3.92) and
lowest in Reflective (3.42).
•
Special Education: Highest in both Attendance (3.67) and Respectful (3.67) and lowest in
Preparedness (3.33).
32
•
Early Childhood Special Education: Highest in both Attendance (3.78) and Respectful
(3.78) and lowest in Thoughtful and Responsive Listener (3.33).
•
Technology Education: Highest in Cooperative/Collaborative (3.85) and lowest in
Preparedness (3.30).
Table 17: Disposition of Teaching: Student Teachers—Fall 2004 and 3rd Quarter
Disposition Category
Art E. ECE FCSE B Ed. M Ed. SPED ECSE TECE Unit
n=26 n=79 n=17 n=7 n=11 n=12 n=9 n=40 n=201
_____________________________________________________________________________
Attendance
3.12 3.81 3.29 3.71 3.92 3.67 3.78 3.80 3.67
Preparedness
3.23
3.59
3.41
3.71
3.92
3.33
3.44
3.30
3.47
Continuous Learning
3.38
3.56
3.29
3.43
3.67
3.42
3.67
3.55
3.51
Positive Climate
3.42
3.66
3.53
3.71
3.67
3.58
3.55
3.65
3.61
Reflective
3.42
3.58
3.29
3.57
3.42
3.50
3.44
3.63
3.51
Thoughtful & Responsive
Listener
3.38
3.68
3.53
3.57
3.67
3.42
3.33
3.55
3.58
Cooperative/Collaborative 3.19
3.64
3.29
3.28
3.67
3.50
3.55
3.85
3.57
Respectful
3.35 3.75 3.59 3.86 3.83 3.67 3.78 3.70
Disposition Ratings are 1-4 with 1= rarely/unsatisfactory, 2=occasionally/emerging,
3=usually/basic and 4=consistently/advanced basic.
3.68
33
SOE Graduate Programs
Graduate programs within the School of Education include Guidance and Counseling, School
Psychology, Education, Industrial/Technical Education and Career and Technical Education.
Graduate students in Education and Industrial/Technical Education who want to gain an initial
teacher education license must meet all the requirements of PI34 including PRAXIS I: PreProfessional Skills Test and PRAXIS II: Content Test and student teach at the undergraduate level.
Thus their student teaching ratings would be included in the undergraduate student teaching report
as all student teaching final evaluations use the Danielson framework of domains/components and
the 10 Wisconsin Teacher Standards at UW-Stout.
Certification only students who already have an initial teaching certification can add on
certification by meeting PI34 requirements, passing PRAXIS II: Content Test and student
teaching. For example, a number of teachers seek certification in Special Education as an add-on
certification to their initial teacher certification. Those students who student taught Fall 2004 or
3rd quarter were included in the student teaching report.
Students in the graduate Career and Technical Education M.S. program who wish to add on
LVEC/CTE Coordinator are required to meet PI34 requirements for the Wisconsin Administrator
Standards. The Wisconsin Administrator Standards require that an administrator:
1. Has an understanding of and demonstrates competence in the Wisconsin Ten Teacher
Standards.
2. Leads by facilitating the development, articulation, implementation, and stewardship of a
vision of learning that is shared by the school community.
3. Manages by advocating, nurturing and sustaining a school culture and instructional
program conducive to pupil learning and staff professional growth.
4. Ensures management of the organization, operations, finances, and resources for a safe,
efficient, and effective learning environment.
5. Models collaborating with families and community members, responding to diverse
community interests and needs, and mobilizing community resources.
6. Acts with integrity, fairness, and in an ethical manner.
7. Understands, responds to, and interacts with the larger political, social, economic, legal,
and cultural context that affects schooling.
On 2004/05 there were no graduate students who completed the LVEC/CTE Coordinator
practicum. Therefore, no practicum final ratings are included in this report.
Graduate students in Guidance and Counseling and School Psychology are seeking licensure to be
School Guidance Counselors and School Psychologists. They must meet the 7 Wisconsin Pupil
Services Standards. Practicum final evaluations and internship final evaluations are included in this
Assessment Report. The Wisconsin Pupil Services Standards require that the pupil services
professional:
1. Understands the Wisconsin Ten Teacher Standards.
2. Understands the complexities of learning and knowledge of comprehensive, coordinated
practice strategies that support pupil learning, health, safety and development.
34
3. Has the ability to use research, research methods and knowledge about issues and trends to
improve practice in schools and classrooms.
4. Understands and represents professional ethics and social behaviors appropriate for school
and community.
5. Understands the organization, development, management and content of collaborative and
mutually supportive pupil services programs within educational settings.
6. Is able to address comprehensively the wide range of social, emotional, behavioral and
physical issues and circumstances which may limit pupils’ abilities to achieve positive
learning outcomes through development, implementation and evaluation of system-wide
interventions and strategies.
7. Interacts successfully with pupil, parents, professional educators, employers, and
community support systems such as juvenile justice, public health, human services and
adult education.
Currently Wisconsin Department of Public Instruction has no requirement that requiring the
PRAXIS I: Pre-Professional Skills Test or PRAXIS II: Content Test for certification in Guidance
and Counseling or School Psychology. However, the School Psychology students take PRAXIS
II: Content Test for NASP requirements. Their scores have been reported in under the PRAXIS II:
Content Test section of the assessment report.
In addition, Disposition Ratings are used in each of these programs as part of meeting program
benchmarking requirements.
35
School Guidance and Counseling Practicum Student Final Evaluation
Fall 2004 and Spring 2005
________________________________________________________________________
Category and Competency
Performance Rating Means
Fall 04 Spring 05
N= 12 N=47
PERSONAL QUALITIES
1. Dependable
7.00 6.91
2. Sincere
7.00 6.87
3. Flexible
7.00 6.87
4. Uses professional and ethical judgment
6.63 6.89
5. Communicates well with
a. Staff
6.87 6.34
b. Students
6.75 6.87
c. Supervisors
7.00 6.91
6. Understands and supports the goals
6.87 6.77
of the school
DEVELOPMENTAL GUIDANCE SKILL AREAS
1. Individual counseling
2. Small group facilitation
3. Classroom guidance activities
a. Lesson planning
b. Implementation
4. Assessment interpretation to parents,
students and colleagues
5. Plan & implement school or special
group programs
6. Contributes new & unique knowledge/
ideas to existing program
STUDENT RELATIONS
1. Maintains confidentiality/understands
explains exceptions to clients
2. Gains a knowledge of client(s) using
all available resources
a. Records
b. Staff
c. Parents
d. outside agencies
3. Pursues follow-up with
a. client(s)
b. staff
c. parents
6.75
6.43
6.73
6.80
6.83
6.80
6.58
6.63
6.43
6.63
6.43
6.62
6.75
6.52
6.75
6.89
6.87
6.86
6.37
6.00
6.68
6.67
6.52
6.52
7.00
6.75
6.63
6.71
6.76
6.61
36
d. agencies/others
6.60
6.61
6.78
6.59
6.75
6.70
6.63
6.68
6.50
6.60
6.80
6.55
6.58
6.71
6.57
6.57
6.67
6.68
6.75
7.00
6.74
6.74
6.87
6.87
6.72
6.58
6.87
6.78
SUMMARY: Overall, how would you expect the
student to function as a beginning professional?
6.75
Performance Rating on 1-7 scale with 1=weak and 7=strong
6.78
STAFF RELATIONS
1. Initiates appropriate staff contacts
2. Shares information with staff
according to supervisors guidelines
3. Knowledge about institutional philosophy
and objectives
PARENTS AND COMMUNITY RELATIONS
1. Initiates contacts with parents
2. Conducts conferences with parents
3. Establishes parent rapport
4. Demonstrates knowledge of referral
agencies
4. Initiates referral agency contacts
USE OF TIME
1. Plans time to meet student needs
2. Plans time to meet supervisor’s needs
3. Plans time to meet personal needs
without infringing on placement times
4. Plans on time to meet staff needs
5. Demonstrates creativity & industriousness
in utilizing unscheduled time
37
School Guidance and Counseling Benchmark II: Disposition Review
_____________________________________________________________
Dispositions
Unsat. Min. Sat. Above
Mean
Average
___________________________________________________________
Attendance
0
1
12
29
3.67
Preparedness
0
0
15
26
3.59
Continuous Learning
0
0
12
30
3.71
Positive Climate
0
0
15
28
3.74
Reflective
0
0
15
28
3.74
Thoughtful & Responsive
Listener
0
0
10
32
3.76
Cooperative & Collaborative 0
0
7
33
3.64
Respectful
0
0
16
26
3.62
___________________________________________________________
Disposition Ratings
1=Unsatisfactory:
2=Minimal
3=Satisfactory:
4=Above Average
Rarely demonstrates disposition
Occasionally demonstrates disposition
Usually demonstrates disposition
Consistently demonstrates disposition
Benchmark II Disposition Levels
Unsatisfactory Level = 0
Minimal Level
=1
Satisfactory Level = 27
Above Average
= 42
Disposition Level Key
Unsatisfactory Level: 8-15 points
Minimal Level :
16-23 points
Satisfactory Level:
24-31 points
Above Average Level: 32 points
38
School Psychology Practicum Evaluation Guides
Fall 2004 and Spring 2005
_______________________________________________________________________________
Practicum Means Internship Means
Category and Item
GENERAL
1. Understands the role & function of the school psychologist.
2. Understands the role and function of other staff specialists.
3. Understands district policies, rules and regulations.
4. Understands the place of school psychology in the
overall school program.
5. Understands, and appreciates classroom contingencies
and daily problems faced by teachers.
6. Understands the educational process and what transpires
in the classroom.
7. Understands the school codes and state rules and regulations
pertaining to special education and pupil personnel services
and the psychologist’s role.
PERSONAL CHARACTERISTICS
1. Physical appearance (grooming)
2. Physical appearance (clothing)
3. Reliability
4. Judgment and forethought
5. Cooperation
6. Energy, ambition
7. Initiative
8. Flexibility
9. Creativity
10. Self confidence
11. Tact, diplomacy
12. Organization and planning ability
INTERPERSONAL RELATIONSHIPS, COMMUNICATION
& CONSULTATION SKILLS
1. Relates effectively with:
a. Children
b. Teachers
c. School administrators
d. parents
e. other specialized persons in the program
f. Professionals in the field
g. field supervisor
h. clerical staff and other support staff in school
2.Verbalizes effectively
3. Communicates effectively in writing;
a. Organization
b. Conciseness and clarity of thought
c. Grammar and sentence structure
4. Makes meaningful recommendations
Fall04 Sp.05
N=20 N=14
Fall04
N= 14
Sp.05
N=13
4.60
4.35
4.05
4.86
4.57
3.86
4.43
4.28
3.86
4.54
4.31
4.23
4.70
4.78
3.57
4.54
4.55
4.50
4.28
4.31
4.35
4.43
4.07
4.23
4.25
4.43
3.64
4.61
4.85
4.65
4.70
4.80
4.90
4.90
4.75
4.90
4.85
4.65
4.65
4.50
4.93
4.86
4.93
4.71
4.93
4.93
4.71
4.86
4.78
4.64
4.78
4.78
4.57
4.57
4.71
4.64
4.71
4.71
4.64
4.64
4.64
4.50
4.57
4.64
4.69
4.69
4.54
4.54
4.54
4.54
4.69
4.61
4.46
4.69
4.54
4.69
4.60
4.45
4.30
4.30
4.35
3.50
4.60
4.15
4.15
4.78
4.78
4.64
4.71
4.71
3.36
4.93
4.86
4.71
4.50
4.28
4.28
4.00
4.00
4.10*
4.71
4.28
4.43
4.54
4.54
4.46
4.46
4.61
4.22*
4.54
4.38
4.61
4.45
4.30
4.55
4.25
4.64
3.93
4.36
4.21
4.57
4.50
4.43
3.86
4.54
4.46
4.46
4.08
39
Table Continued
5. Accepts other points of view at staffings
6. Contributes to the development of good relationships
in the schools and community through favorable transactions.
7. Relates well with diverse individuals
(e.g., ethnicity, age, gender)
8. Utilizes consultation strategies effectively with parents & staff
SUPERVISORY RELATIONSHIPS
1. Seeks help when needed
2. Accepts constructive criticism
3. Adapts to and incorporates suggested changes
4. Accepts supervision without being unduly
embarrassed, upset or defensive
DIAGNOSTIC SKILLS
1. Selects appropriate diagnostic tools
2. Effectively administers and scores:
a. Intelligence tests
b. Achievement tests
c. Behavioral/personality assessment
d. Tests for children with specific disabilities
(e.g., blind, deaf, etc)
e. Cognitive processing assessment
f. Curriculum-based measures
g. Diagnostic reading tests
3. Effectively conducts behavioral observations and integrates
behavioral data with other diagnostic data
4. Obtains meaningful diagnostic data by interviewing teachers,
parents, physicians, etc.
5. Appropriately selects, administers and interprets data obtained
from ethnically diverse clients
6. Effectively evaluates the effectiveness of behavioral intervention
plans.
PROFESSIONAL GROWTH
1. Takes advantage of opportunities to learn
2. Attends training sessions, seminars, and staff conferences
3. Reads professional books and journal articles
4. Is aware of issues and problems in the field of school
psychology.
5. Makes appropriate contributions to staffings and IEP team
meetings.
6. Successfully leads IEP staffings and meetings.
DIRECT SERVICE
1. Effectively provides counseling services for individual students
2. Effectively provides counseling services for groups of students
3. Effectively implements behavioral intervention plans
4.60
4.93
4.64
4.46
3.70
4.64
4.28
4.38
4.25
4.15
4.64
4.36
4.43
3.78
4.38
4.38
4.75
4.75
4.70
4.86
5.00
4.93
4.78
4.64
4.64
4.77
4.69
4.61
4.70
4.93
4.71
4.54
4.40
4.57
4.07
4.54
4.75
3.30*
4.25
4.78
4.75*
4.64
4.21
4.60*
4.36
4.23
4.33*
4.38
3.45*
3.15*
n=1
n=0
4.20*
4.54*
5.00*
4.00*
4.25*
4.09
4.12*
4.00*
4.18*
4.55
4.62*
4.28*
4.25
4.12
3.93
4.61
4.00
4.33
4.07
4.54
4.20
4.33
4.00
3.92
2.75*
4.11*
4.33*
4.45*
4.45
4.40
3.90
4.93
4.93
4.64
4.50
4.65
3.57
4.23
4.23
3.77
4.30
4.64
3.93
4.15
3.60
n=0
4.50*
4.27*
4.14
3.57
4.31
4.62*
3.75
3.65
2.70*
4.22*
4.14*
4.28*
4.16*
4.10*
4.18
4.18*
4.20*
4.36*
n=1
n=11** n=9**
2.27* 1.55
n=9**
1.67
n=1
3.36*
3.55
WISCONSIN PUPIL SERVICES STANDARDS
1. Understands the WI Teacher Standards
2. Has knowledge of and skill in learning and
instructional strategies
2.89
40
3. Has knowledge of and skill in research
4. Has knowledge of and/or skill in professional ethics and ethical
behavior
5. Has knowledge or and/or skill in the organization and content of
effective pupil services programs
6. Has knowledge of and skill in a wide array of intervention
strategies
7. Has knowledge of and skill in consultation and collaboration
n=1
3.63*
3.11
2.89
n=1
4.18
4.67
4.44
n=1
3.00*
3.78
3.33
n=1
n=1
4.27
3.91
4.11
4.11
3.67
3.67
Scale is 1-5 with 1= Needs Improvement, 3=Satisfactory and 5= Highly Satisfactory
* Number of rating lower.
** Not all finals had this section included. A number of ratings were NA=not applicable.
School Psychology Developmental Performance Appraisal on NASP’S Domains of School
Psychology Training and Practice: 2004/05
Knowledge
Performance
NASP Domains
Stage Mean
Stage Mean
N=17
N=17
_____________________________________________________________________
Data-Based Decision-Making &
Accountability
3.00
2.82
Consultation & Collaboration
Effective Instruction & Development
2.82
2.71
Of Cognitive/Academic Skills
2.29
2.29
Socialization & Development of
Life Skills
2.47
2.29
Student Diversity in Development &
Learning
2.71
2.76
School & Systems Organization, Policy
Development & Climate
Prevention, Crisis Intervention, &
Mental Health
2.29
2.35
Home/School/Community Collaboration
2.41
2.41
Research & Program Evaluation
2.41
2.35
41
School Psychology Practice & Development
2.59
2.59
Information Technology
2.76
2.71
Developmental Stages are on a 1-4 scale with 1=observer, 2=novice, 3=practitioner, and
4=mastery.
Further explanations of developmental categories are given below:
Stage I: This stage is characteristic of an observer. Minimal knowledge and skill
development are evidenced in the domain area, often due to lack of education, training and
experience. Training and supervision are required.
Stage 2: This stage is characteristic of a novice. Beginning knowledge and skill development
is evidenced in the domain area, often due to limited experience. Some teaching and
supervision are required.
Stage 3: This stage is characteristic of a practitioner. The individual exhibits knowledge,
proficiency, and competence in most aspects of the domain. The individual may seek
consultation for assistance in some aspects of the domain.
Stage 4: This stage is characteristic of an individual who has attained mastery.
The individual exhibits advanced knowledge in the domain. This stage is characteristic of
practitioners who are leaders and able to mentor, teacher, and/or supervise novice school
psychologists in the domain area.
School Psychology Benchmark I: Disposition Review
Reviewers: Weissenburger, Orme, Lamon
9/27/2004
_______________________________________________________________
Dispositions
Unsat
Min. Sat. Prof.
Mean
_______________________________________________________________
Attendance
1
0
3
11
3.60
Preparedness
1
0
5
9
3.47
Continuous Learning
0
1
3
11
3.67
Positive Climate
0
2
4
9
3.47
Reflective
0
3
5
7
3.27
Thoughtful & Responsive
Listener
0
1
2
12
3.73
Cooperative & Collaborative
0
2
1
12
3.67
42
Respectful
0 0
3
12
3.80
_______________________________________________________________
Disposition Ratings
1= Unsatisfactory: Rarely demonstrates disposition
2= Minimal:
Occasionally demonstrates disposition
3= Satisfactory:
Usually demonstrates disposition
4= Proficient:
Consistently demonstrates disposition
Benchmark I Disposition Levels of School Psychology Graduate Students: 9/27/2004
Unsatisfactory Level = 0
Minimal Level
=2
Satisfactory Level
=9
Proficient Level
=3
Disposition Level Key
Unsatisfactory Level = 8-15 points
Minimal Level
= 16-23 points
Satisfactory Level
= 24-31 points
Above Average Level = 32 points
School Guidance and Counseling Benchmark II: Disposition Review
_____________________________________________________________
Dispositions
Unsat. Min. Sat. Above
Mean
Average
___________________________________________________________
Attendance
0
1
12
29
3.67
Preparedness
0
0
15
26
3.59
Continuous Learning
0
0
12
30
3.71
Positive Climate
0
0
15
28
3.74
Reflective
0
0
15
28
3.74
Thoughtful & Responsive
Listener
0
0
10
32
3.76
Cooperative & Collaborative 0
0
7
33
3.64
Respectful
0
0
16
26
3.62
___________________________________________________________
Disposition Ratings
1=Unsatisfactory:
Rarely demonstrates disposition
43
2=Minimal
3=Satisfactory:
4=Above Average
Occasionally demonstrates disposition
Usually demonstrates disposition
Consistently demonstrates disposition
Benchmark II Disposition Levels
Unsatisfactory Level = 0
Minimal Level
=1
Satisfactory Level = 27
Above Average
= 42
Disposition Level Key
Unsatisfactory Level: 8-15 points
Minimal Level :
16-23 points
Satisfactory Level:
24-31 points
Above Average Level: 32 points
44