Program Content-­‐
Area Test
Programs
Assessment of Professional Teaching
Assessment of Content
Assessment of Clinical Practice Candidates' Ability Assessment
to Plan Instruction or Plan an Appropriate Environment
Candidats' Impact on Students' Learning or on Providing a Supportive Environment for Students' Learning
Assessment of Dispositions
AGED
More and more students are not coming into the program with a skill set in the area of ag mechanics. Current students are required to take 6 to 7 credit hours in this area. Some concerns are with my transfer students that transfer in the beginning mechanics course are not bringing those basic skills in the area of mechanics.
The constructive The portfolios are The program The students The group had an The students response evaluated on a handbook is an continue to excel in average work continue to make assignment is a three point scale, assignment the area of student sample score of strides in their possible concern, which the average required in their teaching. The 2.155 on a 3 point professional which there was portfolio score was methods course average final scale. Since the dispositions. There only one low score 2.89. The students that is a culmination evaluation work sample is one are not true that truly impacted continue to make of their degree formulated by their of the newest forms concerns in this the overall average strides in making program. The supervising teachers of assessment used area. score, which was direct links to their average score on is 2.875 on a three-­‐ by the institution, I 237. The portfolio course assignments the handbook is 95 point scale. There feel very has truly helped and matching them on a 100 point are no true comfortable with with their writing up with the scale. The concerns at this their scores. There skills. There are no professional assignment requires time.
are no true true concerns at education them to design and concerns in this this time. It was just standards. There is construct a area.
one student that a strong emphasis handbook that struggled in this on writing skills and includes teaching area. it is apparent in calendars, their portfolio instructional unit. scores. There are no summer calendar, true concerns at two-­‐year course this time.
rotation, teaching and program philosophy, classroom management plan, and other pertinent info regarding their program. There are Early Requiring a content Including more case Social Studies: Childhood textbook in studies and Requiring a content methods courses. classroom scenarios text, completion of Requiring in methods courses content candidates to and requiring assessments, and complete five candidates to create greater focus on content responses similar to content in course assessments in each those used in the assignments. of the two methods APT.
Literacy: Creating courses. Increasing documents in two the focus on the methods courses content aspect of that delineate the candidates' lesson most important plans in two concepts and methods courses.
understandings aligned with Illinois elementary ed. content standards and ACEI literacy standards.
Requiring candidates to integrate accommodations in lesson plans rather than listing them at the end of the lesson plan. Candidates are required to identify the specific accommodations that appear in the lesson plan.
Requiring candidates to integrate accommodations in lesson plans rather than listing them at the end of the lesson plan. Candidates are required to identify the specific accommodations that appear in the lesson plan.
Requiring No changes are candidates to needed at this time.
integrate accommodations in lesson plans rather than listing them at the end of the lesson plan. Candidates are required to identify the specific accommodations that appear in the lesson plan.
Elementar Requiring a content Including more case Social Studies: y
textbook in studies and Requiring a content methods courses. classroom scenarios text, completion of Requiring in methods courses content candidates to and requiring assessments, and complete five candidates to create greater focus on content responses similar to content in course assessments in each those used in the assignments. of the two methods APT.
Literacy: Creating courses. Increasing documents in two the focus on the methods courses content aspect of that delineate the candidates' lesson most important plans in two concepts and methods courses.
understandings aligned with Illinois elementary ed. content standards and ACEI literacy standards.
Requiring candidates to integrate accommodations in lesson plans rather than listing them at the end of the lesson plan. Candidates are required to identify the specific accommodations that appear in the lesson plan.
Requiring candidates to integrate accommodations in lesson plans rather than listing them at the end of the lesson plan. Candidates are required to identify the specific accommodations that appear in the lesson plan.
Providing samples No changes are of pre-­‐assessment needed at this time.
and formative assessment data in methods classes prior to completing the teacher work sample and asking candidates to identify instructional implications.
English/La Once we have None
nguage identified students, Arts
and after identifying their skill level, we have begun a system of remediation that will work not only to improve the skills of those students but will make sure that the student(s) do not move forward until they have mastered those skills. In our first methods course, Composition for Teachers, we now require our students to attend the Writing Center if they receive a grade of C or lower on a paper. TEP also has begun such a program of remediation.
Candidates can be None
taught to learn skills for the 21st Century, but oftentimes the reality is that the skills are not being utilized in area schools. We have added this concern to the work our English and Journalism faculty do with our students, and we are providing follow-­‐
up questions to ensure these new skills are being utilized, taught, and assessed. We are sending out surveys to recent graduates to ensure the accuracy of our changes.
None
Implementation of Students are the WTWS has informed of the allowed candidates dispositions in to see how much English Education and to what degree courses, and now their students are held accountable learning the skills for each of these in they want them to the courses before learn. Mentor student teaching. teachers also This has been a examine the WTWS practice in the past, and are asking but recently we candidates about have implemented a how they calculate system whereby such results, so not students are only our candidates, reported to the but teachers in the English Education field are evaluating coordinator who ways in which they meets with each can raise the student if there is a percentages of problem with one of what their students the dispositions. are learning. We will continue to utilize the WTWS and backmap it to the rest of our program.
Foreign Since no French Since no French Since no French Since no French Since no French Since no French Since no French Language -­‐ student took the student took the student took the student took the student took the student took the student took the French
assessment, there is assessment, there is assessment, there is assessment, there is assessment, there is assessment, there is assessment, there is insufficient data to insufficient data to insufficient data to insufficient data to insufficient data to insufficient data to insufficient data to justify program justify program justify program justify program justify program justify program justify program changes. We are changes.
changes.
changes.
changes.
changes.
changes.
interested in attracting more students to the program, and we are investigating ways to do so.
Foreign Significant changes This section is the While the data The lowest scores Language -­‐ have occurred as a only one on the test show that the on this assessment Spanish result of the that averages below standard of (taken during a department's study passing, although achievement of the clinical experience) of assessments such just barely. It is very small number are on candidates' as the content test. difficult to draw tested is generally knowledge of For example, new conclusions based high, there is some learners and use of courses of a on the low number consistency with the background practical nature of student who took results of the knowledge of with strong culture the assessment. content-­‐area test, learners. This and cultural However, the which points to an reflects the lack of connections have program's relatively area necessitating time spent with the been developed in new requirement of some improvement. students, which is Spanish. We are a Teacher Work We are confident not likely to also developing a Sample -­‐ which that the program increase in the new major with a assesses, among changes mentioned future. However, capstone course other things, the in Assessment 1 this area is also and stricter candidates' ability (Content-­‐Area Test) assessed on the requirements, a to manage the will also affect this Work Sample, greater applied classroom -­‐ will (cultural) content written during the focus, greater focus force the students, assessment as well. student teaching on the study of we hope, to pay semester, and the culture and cultural special attention to results are much phenomena, and the topic.
more encouraging, even a name thereby not change.
necessitating major changes at this time.
It is clear from the Although the data This assessment, data collected that reported here are known as those students who small (3 students), Disposition Check 3, complete their they do indicate a is completed by a teacher education generally mentor teacher program are very acceptable level of prior to student highly regarded by performance teaching. No teachers in the field. consistent with candidate this year While the number if other measures was not allowed to students actually reported here. Out student teach based completing is quite of 144 performance upon their results of small, the quality of indicators, 139 this assessment. No the WIU graduates represented program changes seems to be very acceptable or target are warranted.
high as illustrated performance, thus by the average there is every scores, which wear possibility that the near perfect in general trend seen every category here will be assessed.
replicated in the future, with the majority of scores being in the "Acceptable" or "Target" ranges.
Learning No changes needed.
Behavior Specialist I (LBSI)
Including more case Limited data is During the No changes are studies and collected on instructional needed at this time.
scenarios in candidates' planning course methods courses. knowledge of the taken prior to Candidates will characteristics and completion of the provide essay needs of each of the teacher work responses similar to seven categories of sample, candidates those included in disabilities. Two are now being the APT. courses are being asked to identify redesigned to focus specific more specifically on characteristics of low-­‐incidence learners for whom disability categories they are planning separately from instruction and high-­‐incidence discuss the specific disability categories. instructional New assessments strategies that will be instituted.
reflect an accommodation of those characteristics. Candidates are now also asked in this course to identify the learning theories reflected by their instruction.
The planning and No changes are assessment courses needed at this time.
will provide additional in-­‐class opportunities to analyze authentic pre-­‐assessment and formative assessment data and then using that data to modify instruction.
Math
It was determined Subscores on the Many candidates In the Math 439 We have found that The University None of the that the candidates Assessment of were quite weak in (The Teaching of candidates need Teacher Education subscores on the needed more Professional their ability to write Secondary School more understanding Committee and dispositions exposure and Teaching (APT) were basic two-­‐column Mathematics) of classroom Center for the assessment were experience with consistently high. Euclidean geometry course candidates management and Preparation of notably low. No Euclidian geometry. No program proofs. do a unit planning discipline strategies. Education program changes A new course, Math changes were made Furthermore, they assignment. An There will be Professionals (CPEP) were made based 211, Euclidean based on the APT. reported that alternative increased discussion worked to greatly on the assessment Geometry was sometimes Math assessment and attention to expand the of dispositions.
developed (and the 411 (Geometry) assignment was classroom instructions and program was professors had to added to the unit management and rubrics for the reorganized spend significant plan in the course. discipline in the Western Teacher slightly). The amounts of time on This assignment Math 439 (The Work Sample program already Euclidean proofs, requires candidates Teaching of (WTWS). The has (and will not leaving enough to construct various Secondary School extensive directions continue to have) time to cover non-­‐ types of Mathematics) and rubrics were Math 411 which is a Euclidean geometry assessments, course.
put on the CPEP geometry course well. It was including alternative web site. which includes Non-­‐
determined that the assessments, and Mathematics Euclidean geometry. candidates needed link the assessments Department faculty The process of more exposure and to instructional met with candidates developing the new experience with objectives and before and during course involved Euclidian geometry. learning standards. student teaching to department faculty A new course, Math This assignment was discuss the seven members, 211, Euclidean developed by the aspects of the department Geometry was Math 439 Western Teacher curriculum developed.
instructors.
Work Sample. The committees, college work samples committees, and submitted by Music
In looking at See above. We are Students often let The School of Music While mentor None
student additionally their piano skills recognizes that teachers give our performance in stressing the lapse after they mentor teachers are students high relation to grades, importance of complete Piano IV-­‐ satisfied with assessment, we are students who do consistent work and second semester of candidate planning. troubled by the well on State Exams improved their sophomore However, music difference between have similar GPA's performance in year. Our plan is to faculty visits show a best practice and or course grades education courses. meet with the Piano consistent problem candidate practices. related to content. Area and devise a with student Again, these Students who plan of action. Also, teacher thoughts are based scored well on the we have a new instructional on observational music content (270 choral music strategies and goals. data by highly or higher) exam education professor Music Education is educated music often have music who plans to interested in hiring professors, but the and education GPAs implement a more a highly skilled data is anecdotal at of 3.9 or higher. functional approach music professional best. Perhaps we Students who to playing parts in to oversee music need a more scored below 270 choir in two classes student teaching. controlled lab had GPAs ranging just prior to the While persons experience (lab from 2.79-­‐3.5. exam. Students, outside of music school) to cultivate Discussing raising who had trouble might know good current practice in GPA requirements playing the piano teaching, education rather from 2.5 to 2.75 or during the review, candidates need to than sending them 3 for student also had C grades in use the strategies to schools who use teaching.
piano class. Perhaps from music outdated methods a grade of "B" methods courses of instruction and should be required. and receive support assessment in from someone who music.
know the content Music Education would like to encourage all content area music education courses to complete Disposition checks in order to have more than 4 different raters and to make the assessment based on performance in methods and techniques classes.
Physical Of particular The first time pass Beginning in Fall Overall, physical The data show that Education concern is the rate for the APT is 2010, work will education students the mentor finding that 35% of currently around begin on the demonstrated teachers rated the the students scored 81% however all development of an acceptable students as below the cut-­‐off teacher candidates action plan which knowledge in their effective in their score of 240 on this were able to pass will provide ability to plan and communication portion of this test. the APT prior to the measurement of implement content, skills and Since this content is start of their NASPE Standards however, the data pedagogical skills of central focus scheduled student 1.1 to 1.5 across the clearly point to a during their within all of the teaching semester. curriculum, thus weakness in the professionalism, majors within the Members of the providing a more ability to instructional Department, PETE faculty will be consistent set of incorporate delivery and attention to this exploring ways in data that will technology. Starting classroom issue will identifying which to infuse provide a common in 2010-­‐11, management. ways in which this practice and review and consistent look professors will content can be of the content at student learning require TCs to use better infused needed for in these areas. A technology during across the PETE successful more formal plan is teaching curriculum. completion of this needed so that opportunities within Discussion began in exam into courses. different professors their methods and Fall 2010 and a In addition, who teach the same field experience formal action plan students who do course will develop courses so that will be finalized in not pass this a common set of technology skills are Spring 2011 with portion will course objectives reinforced, thus initial changes continue to be and expectations. A increasing beginning in Fall encouraged to formal action plan accountability for 2011.
utilize the study will be finalized in the incorporation of guide available from Spring 2011.
technology into the ICTS website.
physical education Students exhibited Appropriate poor passing rate professional with almost all of teaching phases involved dispositions are with assessment. In demonstrated by 2007-­‐08, the PETE TCs through measurement and their ability to evaluation course identify professional was redesigned to development focus more on the opportunities and assessment process. demonstrate Students within this professional cohort could not behaviors of benefit from this collaboration, change. With honesty/integrity, upcoming student respect and the teachers, we should belief that all begin to see a shift students can learn. in this area of Most students are concern.
very active outside the classroom through a variety of professional opportunities that are available on campus and at conferences. Reading No changes needed The majority of our Specialist at this time.
candidates took the K-­‐12 APT during their initial certification. Thus, this data reflects the performance of a limited number of future reading specialist. We are integrating a greater use of technology in our practicums.
Faculty have Supplementary increased the texts and DVDs expectations for focused on diverse candidates' learners are being explanations of the used more research based for extensively in their practice in the courses. The focus foundational on academic and courses. Candidates conversational must cite the language has been research base for all strengthened lesson plans and throughout the recommendations program.
for the instruction they implement in both practicums.
Guidelines for The use of No changes are writing lesson plans formative data to needed at this time.
for tutoring sessions inform instruction is have been being emphasized strengthened to to a greater extent facilitate a greater in two courses use of a variety of candidates instructional complete prior to practices and enrolling in the materials.
practicums. Practicum supervisors are conducting individual conferences with candidates who are not using formative data effectively to plan instruction for their tutees.
Science -­‐ Scores are reported Scores are reported With the new Based upon data, The area that is still The Western Dispositions Biology
for the one for the one assessments put the Science of greatest concern Teacher Work continue to be 2009/2010 2009/2010 into place during Methods course is development of Sample (WTWS) is monitored for our completer. An completer. An the past three was changed to formative completed several candidates. Based examination of the examination of the years, the program more systematically assessments to times through the upon the past 3 past three years' past three year's has better develop students monitor student program. These years' data, no data demonstrates data demonstrates mechanisms for understanding of achievement of all results have consistent concerns that those who took that all candidates identifying content the connections standards including demonstrated a have been the exam after passed the exam on weaknesses. During between the process of science weakness in our identified so no completing Biology the first try. Of the the Spring 2009 standards they standards and candidates' abilities programmatic 481 (which 15 completers, all semester, a process select for lessons, science/technology/ to implement changes are addresses several scored 230 or above for addressing those the objectives they society standards. aspects of best warranted. Earth Science on all assessment weaknesses was write, the lessons These are more practice in science topics) scored at elements. No piloted and is being they design, the difficult standards teaching. Therefore, least a 240 on the completer scored enhanced during assessments they for most candidates the Secondary subsection while less than 240 on the 2010/2011 develop, and to monitor. More Science Methods those who had not more than one academic year. learning theory. time is now spent in course was completed that element and the Those candidates These connections the Science overhauled in Fall course did not element varied by for whom small are a critical Methods course 2010 to better consistently score completer. weaknesses are component of trying to help emphasize and 240 or above. This Therefore, no trend identified are teaching and yet are students address provide practice will continue to be is present to having components developmentally these issues.
using best practice monitored to demonstrate a added to the difficult for many strategies. The ensure the trend is program weakness. existing portfolio candidates. Among WTWS assignment accurate and that all Scores will continue project. More the components in Biol 481 was also candidates are to be monitored. significant changed were the modified to help sufficiently weaknesses are format of the lesson candidates enhance prepared in all areas being addressed plans and the their ability to of their with additional sequence of topics. implement best Science -­‐ No candidates No students With the new Based upon data, The area that is still The Western Dispositions Chemistry completed the completed the assessments put the Science of greatest concern Teacher Work continue to be program for this program for this into place during Methods course is development of Sample (WTWS) is monitored for our discipline. However, content area during the past three was changed to formative completed several candidates. Based the past 3-­‐years' 2009/2010. years, the program more systematically assessments to times through the upon the past 3 data suggest that However, we has better develop students monitor student program. These years' data, no we to monitor the continue to monitor mechanisms for understanding of achievement of all results have consistent concerns Stoichiometry and candidate scores on identifying content the connections standards including demonstrated a have been Chemical Reactions the APT exam weaknesses. During between the process of science weakness in our identified so no subtest. Candidates across all three the Spring 2009 standards they standards and candidates' abilities programmatic throughout the secondary science semester, a process select for lessons, science/technology/ to implement changes are State are program areas to for addressing those the objectives they society standards. aspects of best warranted. performing well determine if weaknesses was write, the lessons These are more practice in science below the 240 mark weaknesses in the piloted and is being they design, the difficult standards teaching. Therefore, and ours are program exist. enhanced during assessments they for most candidates the Secondary performing at about the 2010/2011 develop, and to monitor. More Science Methods the level of the academic year. learning theory. time is now spent in course was State average. Small weaknesses These connections the Science overhauled in Fall Chemistry are being addressed are a critical Methods course 2010 to better candidates will be through adding component of trying to help emphasize and encouraged to focus components to the teaching and yet are students address provide practice on this subarea existing portfolio developmentally these issues.
using best practice prior to taking the project. More difficult for many strategies. The exam and scores significant candidates. Among WTWS assignment will continue to be weaknesses are the components in Biol 481 was also monitored to being addressed changed were the modified to help determine if the with additional format of the lesson candidates enhance program course course work.
plans and the their ability to selection is sequence of topics.
implement best Science -­‐ Scores are reported Scores are reported With the new Based upon data, The area that is still The Western Dispositions Physics
for the one for the one assessments put the Science of greatest concern Teacher Work continue to be 2009/2010 2009/2010 into place during Methods course is development of Sample (WTWS) is monitored for our completer. An completer. Since the past three was changed to formative completed several candidates. Based examination of the this is the only years, the program more systematically assessments to times through the upon the past 3 past three years' candidate who has better develop students monitor student program. These years' data, no data demonstrates chose to complete mechanisms for understanding of achievement of all results have consistent concerns an inconsistency the K-­‐12 APT in the identifying content the connections standards including demonstrated a have been among candidates past three years, no weaknesses. During between the process of science weakness in our identified so no regarding the comparison data is the Spring 2009 standards they standards and candidates' abilities programmatic Physics Skills, available. This semester, a process select for lessons, science/technology/ to implement changes are Motion, Forces, and candidate scored for addressing those the objectives they society standards. aspects of best warranted. Waves subtest. above 240 on all weaknesses was write, the lessons These are more practice in science Though not all subtests. Therefore, piloted and is being they design, the difficult standards teaching. Therefore, candidates achieved no program enhanced during assessments they for most candidates the Secondary a score of 240 or modifications are the 2010/2011 develop, and to monitor. More Science Methods above, all did score necessary. academic year. learning theory. time is now spent in course was near the State Small weaknesses These connections the Science overhauled in Fall average. Physics are being addressed are a critical Methods course 2010 to better candidates will be through adding component of trying to help emphasize and encouraged to focus components to the teaching and yet are students address provide practice on this subarea and existing portfolio developmentally these issues.
using best practice scores will continue project. More difficult for many strategies. The to be monitored to significant candidates. Among WTWS assignment determine if the weaknesses are the components in Biol 481 was also program course being addressed changed were the modified to help selection is with additional format of the lesson candidates enhance adequate.
course work.
plans and the their ability to sequence of topics.
implement best Social Responding to a New required Candidates' lowest Although our Candidates' lowest While our student-­‐ Mentor teachers Science -­‐ pattern of lower sophomore seminar average course candidates perform average subscore teachers have rated our History
average (but still emphasizes grade was in the well, on average, on (2.59/3.00) on their demonstrated the candidates highest passing) subscores enhancing required Economics the lesson planning Student Teaching positive impact they on their on the world history candidates' course (2.53/4.00 unit in their Social Final Evaluations in have on student Dispositions portion of content language arts and GPA in 2009-­‐10). Studies Teaching 2009-­‐10 was in the learning, our Assessment for test, we piloted a essay writing skills. However, this does Methods course, "Planning for candidates are respect (3.79 out of new introductory Illinois History not reflect a long-­‐ many of our alumni Instruction" section. weaker than we 4.0) and course on world course, required for term pattern. We reported difficulties Given that they also would like in areas honesty/integrity history in Spring all candidates, has are aware of the teaching English scored lower on the of instructional (3.68), with mid-­‐
2010 & began been changed as of cause of the lower Language Learners "Planning and design & analyzing range scores on incorporating world Fall 2010 to a grades and are in their classes. Delivering student learning & fairness (3.58), history into our new seminar format with confident that the Consequently, WIU Instruction" portion performance. As a collaboration (3.53), sophomore seminar fewer students per problem has since implemented a new of the APT last year, result, EIS 303 & responsibility (3.47), (Hist 201), required section, which will been rectified; the on-­‐line ELL training we are working with 304 now give and believing all of all candidates as allow additional average GPA in the program in 2009-­‐10, the Secondary candidates more students can learn of Fall 2010.
attention to Economics course now required of all Social Studies practice in (3.47). Their lowest development of for the candidates program Methods instructors instructional design averages were in writing skills. (Lower who student-­‐taught completers.
in the Curriculum & analysis of their commitment subscore on in Fall 2010 was and Instruction results. In addition, to learning (3.37) Planning Instruction 3.11/4.00.
Department to the Social Studies and emotional addressed below in determine the most Methods class now maturity (3.26), #4.)
effective ways to includes greater where 3=acceptable better prepare our emphasis on and 4=target. No candidates to excell instructional design. program changes in this area when are planned at this they student-­‐teach.
time, but we will continue to monitor long-­‐term patterns.
Technolog No individual have None
No individual has Limited data based Course with this Limited data based Limited data based y graduated from the completed all the on first cycle of assessment has not on first cycle of on first cycle of Specialist program and taken courses and done assessment. No been offered yet.
assessment. No assessment. No the test yet.
the technology changes indicated changes indicated changes indicated specialist portfolio. based on current based on current based on current data.
data.
data.
Visual Arts
Students' test Students' average Design unit/lesson Since some students Few students did Some students had Some students used scores for the test scores for the plans that are age had trouble decided not prepare for problem interact information Category-­‐-­‐The Role Category-­‐-­‐ appropriate was what kinds of their clinical with younger kids. obtained from the of the Visual Art Constructed stressed in the learning objectives teaching experience The remedy for this internet for their were lower than Response was lower class; however, and assessments as they were are 1. Encourage paper or lesson expected. than expected. This some students still should be used in supposed to be. students participate plans without Therefore, more may due to the fact had problem to do their lesson Remind students community art checking the readings on this that students had so. The remedy for planning, more time that teaching is not events where they accuracy of the topic will be added not enough this are 1. Stress the will be spent on only a hard job, but have the information. The for the 411-­‐-­‐ Art experience working importance of designing a lesson also a responsibility. opportunity to work remedy for this is and Institutions, with children. Children's Artistic that is age-­‐
In addition, more with younger kids in limit the amount of which is a theory-­‐ Possible remedy to Development appropriate. With strict class policy on a non-­‐traditional information they based course. In improve their test Theory repeatedly the reference of the preparation for setting. 2. Assign can use from the addition, score is add some in the class. 2. State Visual Art teaching field students to teach internet and assignments that field experience on Provide more Standards, I'll help experience will be different grade encourage them to allow students to both observation opportunity to let students to set apply. levels for their use primary sources critically analyze the and teaching at students to teach realistic objectives teaching field for their paper and role of visual art will local schools. the lessons of their of their lessons and experiences. 3. Help lesson plan design. also be added.
design. Students how these learning and make sure will learn if their objectives should be students have age lessons fit to the evaluated. appropriate and age group they feasible lesson teach from their plans. 4. More teaching practice teaching in experience. the class before students' teaching field experience.
School None
Counselor
None
For the first time, None
school counseling practicum students completed the Counselor Preparation Comprehensive Examination (CPCE). This nationally normed assessment measures a student's mastery of the eight core CACREP content areas. The overall average score of 90.14 was above the national average score. Faculty will consider using this assessment as a comprehensive exam whose passage would become a program exit requirement.
School counseling None
Interns are required to conduct group counseling. Site supervisors suggested that students needed more preparation. Faculty increased the number of hours of group counseling in Practicum, the pre-­‐
requisite for Internship. The Practicum requirement was increased from 10 hrs to 15 hrs and Internship group hours were increased from 20 to 30 hrs. The average final score was 4.81 out of 5.0 with competencies in the group counseling area high, but overall, Professional dispositions for program applicants are assessed through an interview. A remediation plan is developed to address deficiencies. During the Internship, a student's field supervisor completes an evaluation of their professional dispositions. The average final score on these dispositions was 4.88 out of 5.0. The selection and retention committee made changes in the initial assessment for those dispositions rated lowest and there School Western School None
Psycholog Psychology y
Program's graduate students continue to pass the Illinois Type 73 Certification Exam. All of the students who have taken the exam have passed the three general areas: human development and diversity; prevention, intervention & collaboration to support students; and schools, systems, research and practice. The program feels that we have provided a wide range of opportunities for students to master the knowledge base necessary to function as a School WIU's graduate During the second WIU's students have One example of Students are students take a year practicum, supervisors WIU school assessed each of broad range of students are complete an psychology the four semesters courses which cover expected to evaluation of 11 graduate students' that they are on the 11 domains of complete traditional domains of training impact on student campus for training endorsed assessment case based on learning is the professional work by NASP and ISBE. studies, individual performance aggregated data characteristics. The lowest domain and group indicators for across behavior These checklists score was the counseling, a standards of plans put in place allow the faculty to Research and response to training which is a with consultation provide ongoing Program Evaluation intervention requirement for all from WIU student. feedback to Domain (3.59). The problem solving school psychology The plans are rated students at the faculty believe that case study, and a students from an for meeting, conclusion of each students would behavioral Illinois training exceeding, or falling semester about benefit from a consultation case program. All below expectations. their professional course in research study. The end of domains show If you examine the dispositions with a and statistics which the semester mean ratings above percentage of rating of 3 being the better match the evaluation shows 2.9 on a 3 point behavior change expectation. The role they will take that all domains scale for each programs which goal of faculty is to as school were at least High domain of training. met their goal (24%) give this feedback in psychologists, so a Competence for all or exceeded their a way that students four hour course students. These goal (52%) versus understand how it called Research results show the number who fell impacts Methods in an students are ready below their goal professional Applied Settings to start their year (24%), it shows the performance and was developed for long internship.
vast majority of can improve their this semester. behavior plans were professional successful. demeanor. The final rating was 3.49.
Speech Language Pathologi
st
Again, we are None
pleased that our average passing scores are higher than the statewide ones. Still, we feel that our students need better preparation for all three subareas notably the comprehension and the speech disorders areas. We are in the process of revising both our UG and grad curriculum to provide better/deeper grounding in the sciences & research.
As happy as we are At this time, we do about the 100% not deem this to be passing rate of our an area of concern.
students, we would like to have the average scores even higher-­‐-­‐to something like 700 (NB: The national passing rate is about 76% ). We feel that our students could be better at problem solving and more critical thinking. This is why we are continually assessing our curriculum to focus more on these skills. Because there are At this time, we do At this time, we do no finer gradations not deem this to be not deem this to be of grades at the an area of concern. an area of concern.
graduate level, there is no distinction made between an A minus clinician and an A plus one as both are recorded as having A in clinic practicum. Therefore, we, as clinic supervisors, are working on setting our expectations higher and being clearer in our descriptors of what performance truly deserves an A.
Principal/
General Administr
ative
Subarea scores None
ranged from 271-­‐
275. The consistency of scores across the four subareas was attributed to consistency in content, instruction, and assessment. Candidates indicate they feel prepared for the content-­‐area test. No changes were warranted based on the data.
Assessments were Scores remain reviewed for relatively high on content rigor and assessments found to be designed to challenging and measure appropriate for candidates' abilities candidates who will to plan become principals. instruction/environ
One area of concern ment, but were that will result in reviewed for the addition of a relevance and course on literacy current issues in and numeracy for student the revised principal achievement. The preparation committee for program is aligned revising the to the focus on principal instructional preparation leadership and in program proposed response to peer scoring of observational data assessments in the indicating many future to improve candidates lack constancy and knowledge and/or consistency of teaching experience program delivery in these critical and rigor through areas.
peer scoring of performance assessments.
Candidates have The percentages of As part of the teaching positions graduates selecting process of revising in a wide variety of "completely" or the principal districts in which "mostly" on the preparation they do their state survey program, faculty internships making indicate that WIU reviewed screening consistent graduates feel they tools, researched internship are aware of the how to integrate responsibilities standards and instruction on difficult. Changes believe they are dispositions proposed for the capable of providing required for revised principal the leadership exemplary principal preparation needed to candidates, and program will resolve transform their how best to help this issue with schools. Data did students make specific assessments not reveal any areas personal in addition to of concern and no adjustments to creating an program changes improve their electronic portfolio were deemed dispositions and in which artifacts necessary. Real time ultimately their from each of the six surveys and effectiveness as a standards must be interviews are being building leader.
collected. considered to collect better information.
Superinte The ICTS is based on None
ndent
the ELCC, ISLCC, and Illinois Administrator Standards. Illinois accepts candidates with a benchmark score of 240 as having attained basic proficiency in the content knowledge expected to be a successful district leader. Results consistently show the average scores for WIU candidates exceed the Illinois averages in all areas; no program changes were deemed necessary. However, a comprehensive review will take place in 2010-­‐2011.
After reviewing Rubrics that are Candidates do a self-­‐ The percentages of both the more specifically assessment on the graduates selecting assessments and written can yield six standards and "completely" or the candidates' better feedback standard elements. "mostly" on the scores on these and information for the The goal is to state survey other content candidate on areas identify areas in indicate the WIU assessments, faculty of strengths and which to provide graduates' concluded that WIU weaknesses. Faculty more in-­‐depth awareness of the candidates are observed that some experiences. standards and their prepared to be assessments tend to Although numerous belief they can district school be more "pass/fail" activities are successfully meet leaders for in nature and it was required, the those standards, standards one, two, difficult to internship is especially when three, four, five, distinguish between individualized to compared with and six. A exemplary and meet the graduates state-­‐
comprehensive proficient leading to developmental wide. No changes review will take all candidates needs of interns were deemed place in 2010-­‐2011. receiving the same coupled with the necessary. A score. As faculty unique comprehensive considered these opportunities in the review will take insights, professors districts. Candidate place in 2010-­‐2011.
are working to reflections provide refine rubrics for strong evidence of the courses they meeting the teach. A standards comprehensive regardless of site. A review will take comprehensive place in 2010-­‐2011. review will take place in 2010-­‐2011.
The consistently high rate of proficiency is attributed to assessment integrity, clear expectations, project relevance, and a reliable screening program. The benefits derived from the annual review includes advisory and colleague review of course objectives, materials, projects, and assessments, enhancing and developing a program of study more closely aligned to the standards and needs of the twenty-­‐first century administrator. A comprehensive review will take